By Rashmi Khazanchi
Today’s blogger is Rashmi Khazanchi, who was the lead author on the article “Incorporating Social–Emotional Learning to Build Positive Behaviors” (coauthored by Pankaj Khazanchi, Vinita Mehta, and Neetu Tuli), which appears in the January 2021 issue of the Kappa Delta Pi Record. Get free access to the article through the month of April.
The COVID-19 pandemic disrupted many sectors, including education. Suddenly, students across the globe were required to adapt to online/remote learning, which came with many challenges. Many students struggled with limited or lack of adequate space, technology, Internet connectivity, and resources. Families struggled to provide a quiet environment conducive to learning and devices for every child in the house—or to decide who gets the devices when children are at different grade levels. Safety concerns, social distancing, isolation, and loneliness posed a serious concern to the health and well-being of the students, families, teachers, and stakeholders. The feeling of uncertainty and ambiguity caused anxiety, nervousness, and distress among everyone facing the pandemic. Students and their families were challenged emotionally by the loss of family members, relatives, or friends. The biggest challenge from this abrupt transition to online learning for students was that they had to engage and maintain their concentration when learning, despite facing various challenges and feeling strong emotions such as anxiety and loneliness. In these times, it is vital to learn the skills of managing emotions and social interactions to maintain everyone’s safety and well-being.
In writing the article “Incorporating Social-Emotional Learning to Build Positive Behavior,” which was featured in the Kappa Delta Pi Record, I was fortunate to work with three coauthors who provided great insight into how social–emotional learning is being implemented in India and the United States. We discussed the five types of social and emotional learning (SEL) competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These SEL skills include learning to be aware of emotions, managing emotions, understanding things from other perspectives, maintaining positive interactions, and making informed decisions (CASEL, 2020). The article also highlights practical examples that teachers and parents can implement to build and maintain positive behaviors through the SEL activities and strategies described. One of the authors is the Director of Mom’s Belief Vatsalya Special School in India. Ms. Tuli eloquently described how she implements SEL activities for students with disabilities, who often express their emotions through negative behaviors. Students of Mom’s Belief Vatsalya do daily yoga, among other SEL activities, to balance their emotions.
The article examines why SEL skills are necessary and what challenges teachers face in implementing SEL. Teachers and parents play important roles in implementing and promoting SEL skills in the classroom and the home environment. Teachers need to demonstrate responsible behaviors, show genuine interest in students’ learning, establish positive social norms, teach self-reflection, and consistently reinforce positive behaviors. Parents can support their children at home by displaying positive behaviors and promoting SEL skills by reading stories with moral values, collaborating with their teachers to reinforce SEL lessons/activities taught at school, and building positive behaviors.
Collaborative for Academic, Social, and Emotional Learning. (2020). CASEL’s SEL framework.