In response to my collegue post comment on whether you agree or disagree with th

In response to my collegue post comment on whether you agree or disagree with their thoughts and why or why not.
Collegue Post #1: In looking at the Civic Enterprises report for CASEL (n.d), something caught my eye. The report states that “Teachers report that while SEL is occurring organically, there is a disconnection between the demand for SEL that teachers report and schoolwide programming available to students” (p 8). All research presented in this class underscores that SEL skills need to be explicitly taught and given time be be practiced. While SEL is occurring in many places, as the article states, organically, there is a lack of explicit programming for SEL. I know in my building, we have morning meetings, in which it is expected for SEL to take place, but there is not set guidance for what skills need to be taught when, where, and by whom. So, while I do believe that teachers have agency to incorporate SEL skills into the classroom, the stumbling block becomes what and how to teach.
With the ever present push of high stakes testing, I believe that so many things get sacrificed in order to make time to teach all of the necessary skills. SEL, sadly, is one of the casualties of this push to cram in as much hands on time as possible. While educators are told to incorporate SEL skills into the their lessons, there is hardly the time for the practice and discussion that is so crucial to the development of the skills. Even in the transition back from COVID and masks, this was seen. Instead of stopping for a few days and teaching the interactive “soft skills” of team work, cooperation, relationship skills, interpersonal skills, etc. like we would at the beginning of the year; it was full steam ahead. The amount of interpersonal issues that arose because learners did not have these skills was mind blowing. By slowing down and allowing for SEL time in order to model, role play, and understand social competencies, there would have been less interrupted learning time, fewer restorative circles, and more social development between peers.
SEL skills are important to learners of all ages, and they are so important to have within a set school/district curriculum. The SEL skills need to be taught in a systematic and explicit way. Programs with direct instructions and time to practice need to be developed, and educators need to feel that this is a worthwhile addition, not just another thing on their plates.
Civic Enterprises. (n.d.). The missing piece: A report for CASEL. Retrieved 23 May 2022. https://casel.org/the-missing-piece/
Collegue post # 2:Social emotional learning is an important skill for students to learn. It will affect their learning in school and out of school. This learning process is meant to prepare our students for the future. “Research suggests that a strong, evidence-based SEL program can help reduce student absenteeism and improve student interest.” (File 2022) Social Emotional Learning has proven to boost academic performance, increase student interest in learning, and prevents and reduces bullying.
Learning social and emotional skills will prepare students for life in the real world. Even without social and emotional skills programs teachers perform this role hourly when performing in the classroom. I agree with the teachers that this skill is absolutely important to the development of our youth.
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