In response to my colleague post, respectfully critique and provide feedback on their newly written standards.
Colleague post #1:After reviewing the video entitled “Advancing the Science and Practice of SEL for Teacher Education and Development (2012),” and reviewing the InTASC model (2013) of teaching standards, I believe that social-emotional learning should be a core standard for teachers to promote better classroom management. One of the speakers in the video discussed how classroom management appears to be more of a social dynamic in the classroom. While another panelist addressed the importance of modeling behaviors and social learning for the students to help with classroom management.
As a 6th grade SPED teacher, one of the areas in which my colleagues’ struggle is classroom management. For the most part, the classroom dynamics is an environment that does not effectively produce self-management, especially when the teachers are frantic, pressured, or stressed. Ninety-five percent of the time, I promote classroom management because I demonstrate and model all of the core elements of CASEL framework (2020). Therefore, I believe that to have better social dynamics in the classroom; the following standard should be considered:
Standard 12: The teacher models self-management and self-awareness within the classroom environment that encourages positive social dynamics and classroom management.
I am a firm believer that classroom management starts with the teacher’s ability to control themselves and be mindful of their interactions with their students. Fighting the urge to engage in power struggles by being willing to think about managing themselves and determining their personal goal will produce a better classroom environment.
Casel (2020). Casel’s SEL Framework: What are the core competence areas and where are they promoted. Retrieved March 25, 2022, from www.casel.org/what-is-SEL
CCSSO Interstate Teacher Assessment and Support Consortium, (2013). InTASC model core teaching standards and learning progressions for teachers 1.0. Retrieved April 20, 2022 from untitled (ccsso.org)
SELTEd AERA (2012). Advancing the Science and Practice of SEL for Teacher Education and Development. Retreived April 20, 2022 from SELTEd AERA 2012 panel – YouTube
Colleague post #2:Collie et. Al talks about the top three areas that teachers struggle with are stress, teaching efficacy and job satisfaction. The SELted video talks about teachers feeling stress which creates a frantic classroom. They feel that modeling different situations can help bring the stress down and allow students to reflect and share strategies for the next time it happens. I wanted to create a standard that made sure teachers we able to attend intensive trainings to assist them in questions and concerns they have about teaching SEL. I was not given an effective training to handle the behaviors and situations I see in my school and feel that if I were given a more specific training, I would be better equipped.
Standard 12: The teacher will promote the SEL competencies in the classroom by attending full training sessions in creating effective lessons and modeling techniques to support discussion and reflection.
References
CCSSO Interstate Teacher Assessment and Support Consortium (InTASC). (2013, April). InTASC model core teaching standards and learning progressions for teachers 1.0 [PDF].
SNHU A11y Remediated Videos. (2015, August 19). SELTEd AERA 2012 panel [Video]. YouTube.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. Journal of Educational Psychology, 104(4), 1189–1204.
