In my last blog I made the case for social emotional learning SEL for all -- for children, teachers, administrators, coaches, and all other staff working in and with schools. I promised suggestions for how this could be done in schools. The following lessons can be taken up by an entire staff or by an individual and are intended to build emotional awareness, self-management, social awareness, and relationship management. Spend a day or an hour observing your emotional responses. You might, for example, notice yourself arriving at school and feeling anxious about getting everything done before kids arrive. Just notice this, and say to yourself, "There's anxiety.
11 Tips to Engage and Inspire Adult Learners
Emotional development - Be You
The role of emotions in adult learning and achievement has received increasing attention in recent years. However, much of the emphasis has been on test anxiety, rather than the wider spectrum of negative emotions such as sadness, grief, boredom and anger. This paper reports findings of a qualitative study exploring the experience and functionality of negative emotions at university. Thirty-six academic staff and students from an Australian university were interviewed about emotional responses to a range of learning events. Data analysis was informed by a prototype approach to emotion research. Four categories of discrete negative emotions anger, sadness, fear, boredom were considered by teachers and students to be especially salient in learning, with self-conscious emotions guilt, embarrassment, shame mentioned by more students than staff.
5 Simple Lessons for Social and Emotional Learning for Adults
This may sound like it is something relevant only to academic curriculum and settings. Adults, whether in at work learning on the job, in professional learning, or in school, experience emotional fears. Emotion is always difficult to quantify, yet must always be included in the context of studies involving motivation. As adult learners have completely different life scopes and challenges than the target audience of pedagogy, we continue to focus on andragogy as our source of knowledge for adult learning behaviors and subsequent emotional needs based on motivations. Teaching in the past has repeatedly sought to disengage from emotions.
The daily demands and forces that affect adults, though different from those affecting children, are nonetheless significant. From the perspective of learning disabilities we all agree that children with learning disabilities grow up to be adults with learning disabilities. The consequences of their learning disability, however, change. The arena shifts from school to work and community. The implications become more significant.