Cote, Giordana M.

Ross, David B.

English

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Nova Southeastern UniversityNSUWorksFischler College of Education: Faculty Presentations Abraham S. Fischler College of Education1-13-2017Elementary School Teacher Perceptions on Social-Emotional Learning and Implications forInstructionDavid B. RossNova Southeastern University, daviross@nova.eduGiordana M. CoteNova Southeastern UniversityFollow this and additional works at: https://nsuworks.nova.edu/fse_facpresPart of the Education CommonsThis Conference Proceeding is brought to you for free and open access by the Abraham S. Fischler College of Education at NSUWorks. It has beenaccepted for inclusion in Fischler College of Education: Faculty Presentations by an authorized administrator of NSUWorks. For more information,please contact nsuworks@nova.edu.NSUWorks CitationRoss, David B. and Cote, Giordana M., "Elementary School Teacher Perceptions on Social-Emotional Learning and Implications forInstruction" (2017). Fischler College of Education: Faculty Presentations. 414.https://nsuworks.nova.edu/fse_facpres/414Elementary School Teacher Perceptions on Social-Emotional Learning and Implications for InstructionGiordana M. Cote, Doctoral StudentDr. David Brian Ross, Associate ProfessorJanuary 13, 2017Nova Southeastern UniversityTotal Qualitative Report Conference  Show What is not Known About Social Emotional Learning in the ClassroomProblem Statement  The recent release of the draft standards for preschool and kindergarten in Massachusetts noted the need for children to develop and extend their social and emotional skills through practice, focused instruction, and classroom opportunities to develop and expand relationships (Massachusetts Department of Early Education and Care [EEC], 2015).  Assessment of student social and emotional competencies is essential for effective instruction and widespread use of this type of data in Massachusetts has not been achieved (Rennie Center, 2015).  The problem is that within a New England school district, kindergarten through third grade teachers do not have a vertical articulation of social and emotional learning embedded in academic instruction.  Social Emotional Learning in K-3 Classrooms Many students are lacking SEL skills for future success. This can lead to less connectedness at school, poor academic performance, and negative behavior and health (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).  This is a serious concern for students struggling in this area because without an emphasis on the development of social competencies these students will not achieve academic success.  Elementary School Teacher Perceptions on Social-Emotional Learning and Implications for InstructionChapter 2: Literature Review  Overview Theoretical Framework Kindergarten through Third Grade Elementary Education Social Emotional Learning Early Childhood Social-Emotional Assessments Classroom Quality Classroom Discourse Research QuestionsElementary School Teacher Perceptions on Social-Emotional Learning and Implications for InstructionTheoretical FrameworkDaniel Goleman (1995) suggested that emotional intelligence (EQ) includes self-control, zeal, persistence, and the ability to motivate others.  EQ and successful behavior is not exclusively cognitive and these skills are teachable.  This approach to social learning advocated the reciprocity between intelligence quotient (IQ) and EQ.  A high EQ can drive IQ to higher potential and if IQ is applies to EQ this will drive more prosocial behavior.  Goleman noted that once children learn to master the elements that comprise emotional intelligence through teaching this could have a direct influence on their ability to perform cognitively. Today’s classrooms and educators serve socio-culturally diverse students with varied abilities and needs. Social-emotional learning (SEL) has been defined as the processes of developing social and emotional competencies in children and adults through instruction (CASEL, 2013).  This type of learning is a vital part of all classroom instruction, together with the promotion of academic skills.  The Center for the Study of Social Policy (2012) emphasized that positive social-emotional and mental health are key components of a child’s healthy development. Elementary School Teacher Perceptions on Social-Emotional Learning and Implications for InstructionSocial Competencies Five social competencies defined by CASEL are highly recognized and cited in the literature in respect to SEL. Research Questions Central research question. What are kindergarten through third grade teachers experiences while facilitating social-emotional learning?The following sub questions will assist the researcher in gaining additional information in order to understand the teachers’ experiences.Research Question 1. What are the teacher’s experiences with social and emotional learning?Research Question 2. What are the complications and potential barriers for teachers to incorporate social and emotional instruction into curriculum?Research Question 3. What are the successes of addressing student social-emotional needs?Research Question 4. How and in what ways is social-emotional learning integrated into academic instruction in elementary classrooms?Elementary School Teacher Perceptions on Social-Emotional Learning and Implications for InstructionInterview Protocol [Instrument]The instrument used for the qualitative study was the interview protocol consisting of seven open-ended questions.  The following questions were asked: Please take some time to share your personal thoughts on social and emotional learning. Can you talk about your experiences with the challenges you have encountered addressing the social and emotional needs of students? Can you talk about any benefits you have encountered addressing the social and emotional needs of students? What do you think about using observations to gather data on students’ social and emotional needs? Based on your personal experiences, explain the impact of academic instruction on social and emotional learning. Based on personal experiences, if you were to give advice to another teacher who is going to work on social and emotional learning with their students, what would you say? Is there anything I did not ask you that you would like to share?Methodology in a BriefAs a phenomenological qualitative study, the participants in the study needed to have some experience with the subject of the study, namely social-emotional skill development. The researcher solicited volunteers to participate in the study from the three primary elementary schools in the Dennis-Yarmouth Regional School District in Massachusetts.The researcher used anecdotal information collected from interviews with teachers; included in the sample in combination with classroom observations focused on social-emotional instruction, sensitivity, and student behavior, and a review of behavior office referrals. This triangulation of data helped the researcher to determine how teacher perceptions and experiences affected their instruction of and, ultimately, student behavior related to social-emotional skills.Interviews: 6 TeachersObservations:Classroom Assessment Scoring System [CLASS]Documentation: ReferralsTRIANGULATIONObservationsThe second data point for this study was classroom observations. Observation data was collected using the Classroom Observation Assessment System (CLASS) developed by Robert Pianta, Karen La Paro, and Bridget Hamre (Pianta, La Paro, & Hamre, 2008). CLASS has a training and implementation structure that has been researched and The CLASS tool is used to conduct six 20-minute observation cycles in one session. In between each observation, the observer codes the observation data for about ten-minutes before beginning the next cycle. The CLASS tool measures interactions between students and adults across three domains with related dimensions. The domains are emotional support, classroom organization, and instructional support. Emotional support is the domain most cogent to this study and was, therefore, the domain coded by the researcher. The emotional support domain includes the following dimensions: positive climate, negative climate, teacher sensitivity, and regard for student perspectives. Each participant’s set of observations were digitally recorded using an iPad on a Swivl device. Swivl is a small robot that holds a tablet device and follows a subject, in this case the participant, wearing a marker (Swivl, 2014). While the Swivl follows the participant around the classroom, the iPad creates and stores a digital recording.Climate is a standardized tool with ratings from 1 to 7  Positive Climate You want a high score  5 to 7 Teacher Sensitivity and Perspective Looking for relationships and respect in the classroom You want above a 5 Negative Climate You want a low score Never above 1 Teacher Sensitivity and Perspective Looking for negative affect Teacher and student facial expressions and sarcasmTable 1 Interview Data of Six Teachers Subject Site Background Interactions relationships Trust safety Differentiation Classrooms Total themes EST1 3 10 11 5 4 4   34 EST2 3 4 4 4 3 0 15 EST3 2 12 3 4 5 15 39 EST4 1 7 0 1 0 8 16 EST5 2 2 0 0 2 1 5 EST6 1 10 5 1 2 5 23   Table 2 CLASS Observation Data of Six Teachers Subject Site Area Positive climate score Negative climate score Teacher sensitivity score Regard for student perspective score EST1 3 Math 7 1 7 6 EST2 3 LA 7 1 7 7 EST3 2 LA 6 2 6 5 EST4 1 LA/math 6 1 6 6 EST5 2 LA/math 4 3 4 5 EST6 1 LA 7 1 7 7   CLASS Scale Interview Codes Office ReferralsLow 1-2 Student Background MajorMid 3-5 Interactions/Relationships MinorHigh 6-7 Trust/SafetyDifferentiationOutside Classroom ResourcesTable 3 Data Triangulation of Six Teachers Subject Site Grade level Positive climate score Negative climate score Teacher sensitivity score Regard for student perspective score Interview code totals Office referrals EST1 3 Math 7 1 7 6 34 6 EST2 3 LA 7 1 7 7 15 5 EST3 2 LA 6 2 6 5 39 45 EST4 1 LA/math 6 1 6 6 16 0 EST5 2 LA/math 4 3 4 5 5 62 EST6 1 LA 7 1 7 7 23 12   Show What is not Known About Social Emotional Learning in the ClassroomANYONE CAN OBSERVE A TEACHER GIVING LESSONS IN A DISCIPLINE, BUT NOT EVERYONE CAN OBSERVE THE CLIMATE, WHICH IS THE SOCIAL AND EMOTIONAL INTERACTIONS . . . IT IS ALL ABOUT THE RELATIONSHIPS BUILT WITHIN A CLASSROOMGiordana CoteDistrict Early Learning CoachDennis-Yarmouth Regional School District296 Station AvenueSouth Yarmouth, MA 02664508.398.7620“I was at a meeting at the Department of Education for Massachusetts last week and spoke with the head of Social and Emotional Learning and he is very interested in this study. He would like to set up a meeting with me when the study is complete to discuss the findings and implications at the state level.”“I am passionate about this research because social and emotional learning is a critical domain of development that leads to a student’s success not only in school but in all aspects of their  lives.” Dr. David B. Ross, Associate ProfessorNova Southeastern UniversityAbraham S. Fischler College of Educationdaviross@nova.edu561-613-9683Questions?Dialogue?

Elementary School Teacher Perceptions on Social-Emotional Learning and Implications for Instruction

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Elementary School Teacher Perceptions on Social-Emotional Learning and Implications for Instruction

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