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Analogical Problem-Solving ™ is what I call teaching by living inside a story such as the Us and Them unit. Students have agency/voice to make decisions inside their class story, an analogy of life. As teachers, we carefully follow their suggestions and integrate lessons as we plan strategies that allow them to discover their learning. Students learn real-life lessons without real-life consequences. They realize at a profound level that we have so much in common. We are all connected. Ultimately the students decide war is not worth the enormous human cost. And they internalize that we are all part of the human race.
For years we thought the primary emphasis in school should be to teach digital technology to our students. The Information Era would solve everything! Mind you, tech skills are absolutely essential. But, this emphasis, at the exclusion of something else, has placed a couple of generations at a major disadvantage! How do you say? Let’s explore in our latest SEL Blog below where Margaret Boersma, an instructional coach and education consultant, writes about the importance of emotional well-being in classrooms. #SocialEmotionalLearning
When students have the opportunity to defend their point of view or articulate their ideas more fully, I often become aware of their inability to communicate. Even with ample “wait time,” they stammer, can’t find the words or don’t express their ideas in full. The listener is left guessing at the meaning and several exchanges are needed to clarify rather simple thoughts.
Andy Hargreaves suggests in Canada we have an unspoken culture of social class in which diversity issues are not addressed. When rethinking schools, he says, “We must teach working-class identity as history and culture of pride involving the dignity of labour, solidarity with one’s fellows, the value of hard work, and the importance of self-improvement. [We must] rethink everything [we] do on social class lines, as much as [we] have in relation to all other aspects of diversity.”
Free Lessons Available in Social Emotional Learning for Children.. Every lesson has an affirmation that students can memorize to remind themselves of their ability to influence themselves and others in positive ways.
Having just returned from an exhilarating international conference, 2019 SEL Exchange, I am excited to share. “Defining Quality in the Context of Innovation” was the focus of the conference hosted by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the best place to get resources and information about Social and Emotional Learning (SEL).
As teachers and administrators, we experience these kinds of interactions more often. Doing our best to be equitable, we can still be misunderstood. Our goal is to move our students forward so they can reach their fullest potential. And yet, we are often at a loss as to how to make that happen.
Sometimes we try so hard to ‘work on our relationships’ by doing thoughtful favours, giving gifts or helping out in practical ways and still…it will come out that something is not perfect about the way we are being perceived by that person. We will have a better-quality life if we take responsibility for everything…even if we feel that only a smidgen is really our responsibility. Consider, that there may be, even a small amount, of truth to the comment. Consider, there is an unresolved issue from the past that keeps these thoughts and comments alive. Consider, that taking responsibility brings us freedom.
While examining the plight of modern refugees by living inside a story, students reflect on their own journeys and those of “change” in their families. This inquiry-based learning unit is a model for deepening understanding and social/emotional learning with themes of equity, inclusion and well-being. Students experience learning in "first person" as they build empathy, compassion and a growth mindset. Personal well-being is nurtured through immersion in the arts. Storytelling, drama, dance and visual arts are central to this cross-curricular unit. As well, Language Arts, Current Affairs and Social Studies expectations are integrated in the work.
How do we teach RESPONSIBILITY? As teachers, we often complain about students who do not take responsibility for their learning. It seems difficult for them to make good choices e.g. as to where they sit and they have a bad habit of side conversations. We worry about these students and their progress. As teachers, we work very hard to make lessons compelling and spend time scaffolding and planning. And sometimes it seems we work harder than our students! We sometimes say to ourselves at points of frustration, “Well, you can lead a horse to water, but you can’t make him drink.” What if there was a way to teach responsibility?
In this unit: game, writing, dance, drama; Grades 2-adult. Resource: “We are the Earth” by Bobbie Kalma Cooperative Game: Atom – One Teapot: 1 chief, 2 eagle, 3 whale, 4 grizzly bear. Information: Read and discuss pages 16 – 19 of “We are the Earth” by Bobbie Kalman. Minds On: Creative Movement: In a circle, body-storm ,the grizzly bear on the land, whale in the water, eagle in the air and fire in the forest.
Co-teaching with the homeroom teachers brings out the most in the students. Teachers and students alike constantly switch in and out of role reflecting on how the story we are creating together is like real life. The discussions are often deep. Students learn to take responsibility for the way they are being so they can do what is expected (success criteria) so they can have the results from their hard work.
Read MoreWith teacher strikes looming all around us, are you able to find something great? As an adult, I am always learning. Here is my experience in a recent adventure. I hope it encourages you in your learning. Life is an adventure. I feel that I am at the peak of my career, and I want to make a significant contribution to society. So, off to New Zealand, we go to see the country the way the tourists do, travelling in a camper van. It is a fantastic experience that allows us to see this spectacular country and experience many highlights…
Read MoreSpectrum Education has been hosting a Teachers Matter conference two-three times per year (throughout Australasia) since 2006, attended by 10,000+ teachers. These are jam-packed with a professional focus of making teaching more effective in the classroom with practical learning strategies and teaching resources, plus a personal focus of teacher wellbeing and welfare.
Read More“He won’t let me play soccer at recess.” “She said she won’t be my friend.” “That’s not fair!” “He is always on the computer. It is my turn!” It seems every day after a recess break, students want me to solve their squabbles. Children have a good sense of fairness and equity. Why can’t they solve their own problems? As a teacher, I have asked students to “sort it out” between them before entering class. Later I realized children are not born with the ability to figure out these higher-order emotional skills on their own, just like they are not born with manners. They need pro-active, explicit instruction.
Read MoreDo you ever remember how you felt but not exactly what was said? When my son was in elementary school, I was shocked at what came out of his mouth. We don’t speak like that at home and it was so forceful, with the precise attitude and tone appropriate to the situation. I felt triggered at first. Now I don’t remember what he said but I surely remember how it was delivered and the effect it had on me. Here is a blog post that will support you to empower students who are triggered.
Read MoreHow do we prepare our students for the 21st century? This is a question that educators have asked for years. Teaching content no longer sets our students up for success. Many of the jobs our graduates can get now will no longer exist in a number of years. Of course, teaching the basics is important and we must teach the basics in the context of developing innovative minds.
Read MoreHaving just returned from an exhilarating international conference, 2019 SEL Exchange, I am excited to share. “Defining Quality in the Context of Innovation” was the focus of the conference hosted by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the best place to get resources and information about Social and Emotional Learning (SEL).
Read MoreYour students may ask; What is it Like for a Refugee? What can we do? How do we show empathy and respect to someone so different? Should we build a candy factory or protect the environment in our community? And for younger students, How do you choose a good friend? What is our role when others are in potential danger? What does it look like to be responsible? Students fumble over these questions and usually offer surface conversational material. As educators, and parents, we must recognize the opportunity to teach deeper thinking.
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Analogical Problem-Solving ™ is what I call teaching by living inside a story such as the Us and Them unit. Students have agency/voice to make decisions inside their class story, an analogy of life. As teachers, we carefully follow their suggestions and integrate lessons as we plan strategies that allow them to discover their learning. Students learn real-life lessons without real-life consequences. They realize at a profound level that we have so much in common. We are all connected. Ultimately the students decide war is not worth the enormous human cost. And they internalize that we are all part of the human race.