SEVAI Teachers meet on “Social and Emotional Learning”

Participants of “Social and Emotional Learning” meet in SEVAI School

SEVAI Teachers meet on “Social and Emotional Learning” took place on Saturday, the 26^th June, 2011 in SEVAI Shanthi Matriculation Higher Secondary School preemies and 97 teachers working in normal schools, special schools, and special educators took part in this special get together and discussed on Social and Emotional behaviours and  Leanings. The Project Director,Ms.P.Chitra inaugurated this meet and delivered the inaugural address and said “Social and Emotional Learning is a process for helping children and even adults develop the fundamental skills for life effectiveness. Social and Emotional Learning teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically. These skills include recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically. They are the skills that allow children to calm themselves when angry, make friends, resolve conflicts respectfully, and make ethical and safe choices. Many of the programs that teach Social and Emotional Learning skills have now been rigorously evaluated and found to have positive impacts. Social and Emotional Learning is also a framework for school improvement. Teaching Social and Emotional Learning skills helps create and maintain safe, caring learning environments. The most beneficial Social and Emotional Learning provide sequential and developmentally appropriate instruction in Social and Emotional Learning skills. They are implemented in a coordinated manner, school wide, from preschool through higher secondary school. Lessons are reinforced in the classroom, during out-of-school activities, and at home. Educators receive ongoing professional development in Social and Emotional Learning. And families and schools work together to promote children’s social, emotional, and academic success. From the perspective of educational researchers, the level of trust present within a school is a difficult thing to measure, much less connect to concrete outcomes. Schools that create socially and emotionally sound learning and working environments, and that help students and staff develop greater social and emotional competence, in turn help ensure positive short- and long-term academic and personal outcomes for students, and higher levels of teaching and work satisfaction for staff. Social and Emotional Learning improves students’ positive behavior and reduces negative behavior. It promotes young people’s academic success, health, and well-being at the same time that it prevents a variety of problems such as alcohol and drug use, violence, truancy, and bullying. Social and Emotional Learning in schools significantly improves students’: Social-emotional skills, Attitudes about self and others, Social interactions and decreases their levels of emotional distress and conduct problems.The students of the school develops Self-awareness—accurately assessing one’s feelings, interests, values, and strengths; maintaining a well-grounded sense of self-confidence, Self-management—regulating one’s emotions to handle stress, control impulses, and persevere in overcoming obstacles; setting and monitoring progress toward personal and academic goals; expressing emotions appropriately, Social awareness—being able to take the perspective of and empathize with others; recognizing and appreciating individual and group similarities and differences; recognizing and using family, school, and community resources, Relationship skills—establishing and maintaining healthy and rewarding relationships based on cooperation; resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflict; seeking help when needed, Responsible decision-making—making decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions; applying decision-making skills to academic and social situations; contributing to the well-being of one’s school and community”.-Govin