EDU506

Classroom Management &

Organization

Belhaven University Unit 3A

Social-Emotional Learning

 Create group norms

 Apply professional knowledge to build positive

relationships

 Utilize the domains of SEL to support age-

appropriate social skills

Unit Objectives

 Social-Emotional Learning

 Self-Awareness

 Self-Management

 Social Awareness

 Relationship Skills

 Responsible Decision-Making

Unit 3A Topics

Social-Emotional Learning

“…the process through which children and adults

acquire and effectively apply the knowledge,

attitudes, and skills necessary to understand and

manage emotions, set and achieve positive goals,

feel and show empathy for others,

establish and maintain

positive relationships, and

make responsible decisions.”

(Mississippi Department of Education, 2021)

Emotions

BehaviorThoughts

Why SEL?

 Students’ learning and behavior are impacted by

their emotions and ability to control them

 Recognizing and managing emotions, along with

positive relationships, impacts readiness and

ability to learn

 SEL skills, social behaviors, and academic

achievements increase

 Behavioral issues and emotional distress are

lessened.

(Mississippi Department of Education, 2021)

Why SEL?, cont.

 Works for all grade levels across all school

types—especially when it is part of the regular

classroom instruction

 Students feel more connected to school, behave

better, and are more academically successful

 Develops non-cognitive abilities that can predict

future success in life.

(Mississippi Department of Education, 2021)

SEL and the Teacher

 Model the SEL competencies for students.

 “Developing SEL skills allows teachers to

support and build trust with students and peers.”

 Managing emotions

 helps reduce burnout

 increases patience, empathy, and communications

 allows teachers to create safe learning environments.

(Mississippi Department of Education, 2021)

SEL Domains

Social-

Emotional

Learning

1. Self-Awareness

2. Self-Management

3. Social-Awareness

5. Responsible

Decision-Making

4. Relationship Skills

(Mississippi Department of Education, 2021)

SEL Standards

Anchor Standard 1A. Identify emotions and

related feelings in one’s self

(K-2) 1A.1 With prompting, identify positive and

negative emotions.

(3-5) 1A.4 Identify range of emotions experienced

(6-8) 1A.8 Identify and label a variety of emotional

states

(9-12) 1A.13 Identify and label emotions

(Mississippi Department of Education, 2021)

Mississippi Department of Education. (2021). K-12 SEL

resource guide: Social emotional learning standards.

https://www.mdek12.org/sites/default/files/Offices/Se

condary%20Ed/sel_standards_final_updated.pdf

References

EDU506

Classroom Management &

Organization

Belhaven University Unit 3B

Developing Group Norms and Creating a

Positive Climate

 Group Norms

 Teaching Social Skills

 Components of a Positive Environment

Unit 3B Topics

 Regardless of the different cultures that are

brought into the classroom, each classroom tends

to develop its own culture

 Certain norms develop over time that exert great

influence on student behavior.

 Interactions/relationships lead to learned:

 Attitudes

 Values

 Skills

 Personal models for behavior

Group Norms

Self-perception,

productivity, &

academic

aspirations

Intentional Creation of Group Norms

 Pro-social behavior and peer relationships can

enhance components of self-esteem:

 Facilitated at the beginning of the year

 Cooperative learning

 Development of Social Skills

Significance Power Competence Virtue

Effective Functioning in a Group

 Four Sets of Skills:

 Forming—initial management skills

 Functioning—group management skills of member

interactions

 Formulating—behaviors for mental processing of

material

 Fermenting—conflict-resolution skills

These group skill align with Social-Emotional

Learning Domains 2 (Self-Management) and 4

(Relationship Skills)

(Levin & Nolan, 2021; Mississippi Department of Education, 2021)

Teaching Social Skills

 Teach social skills in tandem with academic

content

 Plan early

 Explicit social skill objectives

 Explicit instructions and explanations

 Practice/rehearse the skill with teacher monitoring

 Reflect with students about the success of using the

skill

 Helps develop desired group norms

(The IRIS Center, 2021; Levin & Nolan, 2021)

Benefits of a Positive Climate

 Students’ basic needs are met.

 Students are better able to respond to the

academic challenges.

 Promotes motivation, engagement, and social

development.

 Increases the chances of appropriate behavior.

High Expectations

 Communicate behavioral expectations for ALL

students.

 Consistently recognize and reinforce those

behaviors.

 Provide supports for those who struggle to meet

the behavioral expectations.

(The IRIS Center, 2021)

Communication

 Be civil and respectful

 Actively listen

 Verbal and non-verbal behaviors

Image credit: https://www.freepik.com/free-vector/discussion-concept- illustration_18737139.htm#query=active%20listening&position=2&from_view=search&track=sph (discussion)

Credibility & Dependability

 Do what you say you will do on a consistent

basis.

 Be responsive to students’ needs.

 Maintain professionalism.

 Do not share confidential information about

students.

(The IRIS Center, 2021)

Collaboration

 Be active and participate in meetings.

 Recognize and value others’

competence and experiences.

 Request assistance

from other professionals

to help meet students’

needs.

Image credit: https://storyset.com/illustration/group-video/pana (collaborating)

Culturally-Responsive and Sustaining

Practices

 Understand Diversity.

 Cultures

 Influence on behavior

 Recognize your own background and culture.

 Be prepared to use a variety of communication

styles so that everyone can communicate.

 Guard against bias or stereotyping about

students who may struggle academically or

behaviorally.

(The IRIS Center, 2021)

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

Levin, J., & Nolan, J. F. (2021). Principles of classroom

management (8th ed.). Pearson Education.

Mississippi Department of Education. (2021). K-12 SEL

resource guide: Social emotional learning standards.

https://www.mdek12.org/sites/default/files/Offices/Se

condary%20Ed/sel_standards_final_updated.pdf

References

Images

Storyset.(n.d.). Discussion concept illustration [Image].

Freepix. https://www.freepik.com/free-

vector/discussion-concept-

illustration_18737139.htm#query=active%20listenin

g&position=2&from_view=search&track=sph

Storyset. (2022). Group video semi-flat illustration [Image].

https://storyset.com/illustration/group-

video/pana#41772BFF&hide=&hide=complete

EDU506

Classroom Management &

Organization

Belhaven University Unit 3C

Building Relationships

 Student Relationships

 Parent Relationships

Unit 3C Topics

“Although there are many important factors that

play a key role in successful teaching and learning,

the human environment—that is, the relationship

that exists among the teacher, the students, and

the students’ families—is arguably the most

powerful variable in influencing appropriate student

behavior and academic learning.”

The Power of Relationships

(Levin & Nolan, 2021)

Positive Student-Teacher Relationships

 Effort

 Positive relationships between a student and their

teacher are a good predictor of the level of effort a

student will put forth.

 Completing School

 Positive relationships with a teacher have been

connected to students’ choice to stay in school.

How to Develop Positive Relationships

Authority Base

Motivation

Self- Esteem

 Referent

 Teacher influences by

demonstrating respect,

care, etc.

 Expert

 Teacher influences by

competence

 Legitimate Authority

 Influences by titles

 Reward/Coercive—punish

Motivation

Student

willing to

put forth

effort to

achieve

a goal

Motivation Value of the

desired outcome

Expectation

of Success

Internal

Locus of

Control

OR

External

Locus of

Control

Internal

Value

Structure

OR

External

Value

Structure

Prosocial Self-Esteem

 Referent authority base naturally lends itself to

Significance, Virtue, and Power.

 Expert authority base naturally lends itself to

Competence.

 Developing a prosocial sense of self-esteem can

help prevent problematic behavior.

SE S C V P

Defining Each Component

Intrinsic

Motivation

Prosocial

Self-Esteem

E

Control

the

factors

leading

to

success

V

Put

forth the

effort to

satisfy

inter-

ests

and

learning

S

people

like,

respect,

and

support

you

C

you are

success

-ful at a

task

import-

ant to

you

V

You are

able

and

willing

to help

others

P

You can

control

import-

ant

aspects

of your

life

(Levin & Nolan, 2021)

Define Authority Bases

 Referent: Influencing others by respect, care,

support, etc.

 Expert: Influencing others by using best

professional pedagogy

(Levin & Nolan, 2021)

Creating Questions

E

Students control

the factors leading

to success

V

Students put forth

effort to satisfy

interests and

enjoyment of

learning

Referent:

Influencing

others by

respect,

care,

support, etc.

How can the

teacher use

respect, care, and

trust to emphasize

that students

control…?

How can the

teacher use

support to help

students articulate

goals and

interests (Levin & Nolan, 2021)

Answering Questions

E

How can the teacher

use respect, care, and

trust to emphasize that

students control…?

V

How can the teacher use

support to help students

articulate goals and

interests; success is

relevant to their values?

Teach a lesson on

effort and then begin

to recognize effort

and improvement

rather than just the final

grade…

Teach an SEL lesson on

self-awareness to

determine values; support

students as they connect

success to their goals

and interests. (Levin & Nolan, 2021)

Why This Approach?

 Building authentic relationships take time.

 It requires complex strategies and interactions.

 Success depends upon how well the teacher

understands the foundations of the strategies.

 This understanding allows the teacher to explain

the strategies to students, families, and

colleagues.

 Using professional knowledge to create these

strategies allows teacher ownership, flexibility,

and successful implementation.

Relationships With Families Student Benefits of Family Involvement:

 Grades are better.

 Attendance is better.

 Homework is completed more frequently.

 Increased motivation.

 School is viewed positively.

 Decrease in behaviors that can often lead to

serious issues later in life.

Extent of family involvement =

Level of student achievement

Teacher Benefits

 Students’ behavior in the classroom is improved

 Increased satisfaction in the job

 Greater regard by the parents

 Elevated ratings from administrators

Reluctance

 Lack of training

 Age differences

 Time constraints

 Generational reputations (negative)

 Cultural differences

(Levin & Nolan, 2021)

Building Family-Teacher Relationships

 Role construction—how do parents see the part

they play in supporting their child with school

tasks?

 Sense of Efficacy—to what extent do parents

believe they are capable of helping their child be

successful?

 Perception of Invitation—do parents feel as

though they are welcome to be involved?

(Levin & Nolan, 2021)

Activities and Behaviors

 Be proactive—begin communications early in

the year

 Continue communications—share positive news

and keep them informed

 Recognize expertise—parents can provide

valuable insights as they are the experts on their

child

 Campus coordination—work with colleagues to

present family nights

(The IRIS Center, 2021; Levin & Nolan, 2021)

 Complete reading assignments

 Complete writing assignments

 Answer discussion questions

 Complete unit quiz

What’s next?

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

Levin, J., & Nolan, J. F. (2021). Principles of classroom

management (8th ed.). Pearson Education.

Mississippi Department of Education. (2021). K-12 SEL

resource guide: Social emotional learning standards.

https://www.mdek12.org/sites/default/files/Offices/Se

condary%20Ed/sel_standards_final_updated.pdf

References

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