Social emotional education
I would like to thank everybody that took part in this module
It has been emotional.
Social emotional education is probably the most important part of education for both teacher and student. The educational system is meant to create a nurturing environment where the student can feel safe to develop his/her ideas through debate, discussion, questioning, and the sharing of ideas (Martin, 2013). Sadly, this is no longer the case education is to busy struggling with its own identity, to worry about the identity of those it was designed to serve. The educational system gathers large groups of individuals and then separates them in to relatively small groups of people, then places them with in a relatively small space otherwise known as a classroom. These small space environments create micro social communities without any regard for the emotions of the people with in these communities. As suggested by Parkes (2013) we look for a failure in the system, and unfairly society blame teachers and unruly students for the failings of a black and white educational system. Teachers and students are real people with real social and emotional needs, and this is not considered in the current educational system in any sense.
I have focus my last four blogs on things that can affect the social emotional side of education, which can affect both teachers and students with in the current educational system. I have asked who is really responsible for the education of the student, why is it even important that teacher and students have a positive social relationship, which could and very often goes wrong with educational relationships between teacher and student, and how simple changes in the way information is taught can make a big difference to the learner. As suggest by Hands (2013) although all these factors may have very little to do with what we learn, they are all very important to how we learn.
There are many interesting blogs this term that are indirectly related to the social emotional side of education. Taylor (2013) makes an interesting point in his blog about the music model of education. A teacher who is actively seen to show interest in a students welfare and promote interest among his/her students, will actively have a positive effect on helping student reach their full potential. Taylor also suggest that until the education system does take a more active stance in learning, there will be no change in what he see’s as a “currently broken education system”. Although as pointed out by Hanna Crettie (2013) in the comments, teacher engagement is not the only important factor in learning for the student. How a student’s parent/guardian engages in in the education of student can also have a positive negative effect on learning. Phillips (2013) argues that the more involved a parent/guardian is in his/her child’s education the more likely the child is going to fully engage education. Phillips (2013) also points out in her blog on student engagement, student engagement is on the decline and more and more students are dropping out because of this. So it is important that the education system gets the balance right when it comes to parent, teacher and student engagement. This is because as it has been has suggested in my previous blog, school is not only an educational institution but also a social one that significantly cultivates the moral and social education of a student (Null & Ravitch, 2006). Without the proper commitment by parents, teachers and students the education system is never going to create the nurturing social emotional environment that is needed to cultivate learning with in its classrooms.
Social emotional education is about bridging the gap that currently exists between education and the student. When the balance is right between teacher student and education the possibilities of student potential can only improve. As shown in Quinn’s (2013) creativity blogs, Quinn points out that the current education environment can be restrictive for a student. The current educational curriculum does not serve the social emotional needs of teacher or student; Quinn suggests that this is because “education as a whole is too restrictive, with rules and teachers’ expectations leading the way”. Quinn suggest that to foster creativity, how students are taught needs to change, this refers back to Hands (2013) suggestion it is not what we learn but how we learn that makes the difference in learning. As also suggested by Shillan (2013) an open and flexible mindset is one that we should help move teachers and learners towards with in the current education system this will allow everybody involved with the learning process to reach their full potential.
Education is not a dirty word and plays a very important part in everybody’s life parent, teacher and student. It should be an enjoyable actively engaging experience for all involved. I have spent the last weeks pointing out what could go wrong if we do not get this social emotional balance right with in the classroom. This journey for me has been one of personal discovery, this experience has also allowed me to be part of others students journey through learning. This whole module is all about balance and creating a safe nurturing educational environment where the student is effectively the teacher and visor verser. Yesterday I went to ask for some direction to help with my synthesis blog form the lecture (Jess Martin), Today I realise that the environment created by him in this module was all the direction I needed. As suggested in my past blogs there is a lot that can go wrong if we do not get the social emotional balance right with in education, when all along the part each of us has played within this module has been actual active proof of what can happen when education gets the balance between student and education right.
References
Hands, C. (2013). https://msjbp.wordpress.com/2013/11/14/123/
Martin, M, J. (2013). Class outline, science of education. https://blackboard.bangor.ac.uk/
Null, J. W., & Ravitch, D. (Eds.). (2006). Forgotten Heroes of American Education: The Great Tradition of Teaching Teachers (HC). IAP.
Parkes, k.(2013). https://msjbp.wordpress.com/2013/10/03/emotional-social-education/
Phillips, L. (2013). http://laurajanephillipsblog.wordpress.com
Quinn, F. (2013). https://franquinn.wordpress.com/page/2/
Shillian, D. (2013).http://dunekahnshillan.wordpress.com/2013/10/31/a-summary-of-the-interaction-between-creativity-personality-and-happiness/
Taylor. D. (2013). http://psue34.wordpress.com/2013/11/22/they-dont-care-how-much-you-know-until-they-know-how-much-you-care/
msjbp 
I my blog, after having looked at some innovative models in education, I came to the conclusion that active student engagement and autonomy support are central elements that should be implemented in the educational system. The learning environment is too restrictive to be optimal for effective learning. I think that students and teachers may have somewhat forgotten that education is about learning as in understanding material and reflecting on it.
I agree with you that it is not fair to blame the failings of the educational system primarily on teachers and unruly students. However, teachers have a high responsibility and to some extent it lies in their own hands how they teach their students. This course is a good example that shows that it is possible to change the learning environment. The use of Peer Instruction in education is another example. Eric Mazur began developing this method because he noted that his students did not understand the material (Mazur, 2009). As Mazur says it is a mistake not to think about how to teach but to be concerned about which book to buy to introduce content in lectures (Mazur, 2009).
REFERENCES
Jones, B. D. (2009). Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. International Journal of Teaching and Learning in Higher Education, 21 (2), 272-285
Mazur, E. (2009): Confessions of a Converted Lecturer http://www.youtube.com/watch?v=WwslBPj8GgI&feature=youtu.be
The environment to which you refer to can also mean a physical environment. Will’s*1 blog talks about architecture being fundamental for classroom creativity and a less-restrictive atmosphere. Creating an environment may be fundamental for encouraging this student and teacher equality you talk about. Furthermore, I think your notion that the teachers and the education system are not to blame is agreeable. However the education system is an institution that fosters curriculum and standardisation. The teachers are the ones who implement the curriculum. To a certain extent, this seems to make the teachers feel restricted in ideas of promoting creativity and flexibility within the classroom. I do not think that the education system as a whole is a bad thing, but I think that if children are going to spend so much of their time in an educational system then there must be less restrictive notions imposed within the classroom. Even now at University, I find myself wanting to put my hand up when it is my turn to talk even in seminars. This idea has been instilled into me since I was a child and I cannot get succumb to the notion of personal autonomy in this respect. Therefore, although the teachers are not to blame I do think due to their personal experiences in the classroom they indoctrinate certain traditional restrictive ideas that aren’t conducive for an interactional and fair learning environment. The teachers should teach students how to not talk out of turn as opposed to developing a system that only allows for interaction based upon a set of structured rules that don’t apply in a real world system. Your blogs have been very informative on these issues, and the stimulation of discussion within presentations have further allowed for debate within this course. Cheers.
http://psuf10.wordpress.com/
Your blog has done a great job in synthesising the main points in this module. You have identified how for education to be valuable to the student, there needs to be a bond between student and teacher. This bond of which you have mentioned is labelled as Caring within the Music model. When that student feels care from a teacher it has a unique impact on them that only teachers can have on their academic success. This style of caring is also emphasised through the type of motivation that is promoted in the students lives. When a teacher nurtures intrinsic motivation in a student the teacher builds a relationship with the student to promote the student to have a feeling of confidence about their achievements. This is done through the teacher interacting with the student, and giving worthwhile feedback. However when a teacher promotes extrinsic motivation within a student, all that is needed is an external stimulus such as grades or gifts to motivate the student. Overall, it is evident that for a student to reach their full potential, the social emotional bond of which you have mentioned is of vital importance.
Your blogs have been really interesting, providing insight into the emotions and relationships developed in education, which are often overlooked. Even from personal experiences of trying to learn when you are preoccupied with other concerns, most people should recognise that emotions do effect your willingness to learn and engage at the very least.
Your point about educational institutions being environments that should develop social and moral values becomes even more important with consideration of the amount of time students spend in schools. If there is not enough consideration of emotion and the effect of relationships in this environment, this could have detrimental effects on not only emotional and social development, but also academic performance. Bethan’s blog on nurture groups highlights the importance of the school environment in supplementing support particularly for students with social, emotional, and behavioural difficulties (SEBD). However, as you have highlighted, Hannah’s comment on Dan’s blog is also important in its recognition that parental support is the best predictor of success.
In my final topic blog I looked at student centred learning. Based on the research I read to write my blog, I agree with Tristan that autonomy and active learning are important factors to consider in trying to improve the education system. These factors focus more on making learning as effective as possible for each individual, rather than making teaching effective for a class of 30something students who all have different interests and needs.
Zack’s comment about the influence of teachers’ experiences of education influencing their teaching style is also crucial to consider. Perhaps teacher training needs to focus more on helping each student to develop personal learning strategies, and encourage appropriate interactions to foster positive relationships and emotional support. In this, the teacher can still show the care which Dan highlights as being important, but in a less restrictive way, which allows autonomy and self directed learning as well as collaboration and positive interactions.
This is a really interesting concept, and I have enjoyed reading your blogs. It’s really good to see how much value you have placed in the knowledge of others through citing them in your blog and clearly benefitting from the knowledge of others.
Bethan’s blog: http://psp2c0.wordpress.com/2013/11/01/nurture-groups-is-it-effective/