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Transcript
S.E.L in E.S.L (lessons)
90% of our lives: EMOTIONAL USEFUL So worth studying... ALL LEARNING HAS AN EMOTIONAL BASE.—PLATO YET If we are comfortable, we're not learning! Hence... our vulnerability Emotion (To move out) and Motivation (Serving to move) are etymologically related.
Our armored shield
Our collective strength
If we are comfortable, we're not learning!
Am I going to be safe here? Let's get rid of our 10 ton armored shield: We perfect, we perform, we please... Let's be vulnerable: let's face uncertainty, expose ourselves emotionally, and take risks: this is the definition of vulnerability and therefore, courage, confidence... We’re all human. We're all imperfect. None of us has all the answers. How could we? Even as you examine the reasons for your self-doubt, recognize that it is a completely normal experience. No one feels confident and courageous all the time. But once you notice your feelings and let them lead you to your values, you’ll find it within yourself to be brave. Don’t let your doubt paralyze you. Remember, courage is not the absence of all fear. As I say in Emotional Agility, Courage is taking actions based on your values, even when you're afraid. Susan David Easier said than done...
Magna Carta
We all listen to one conversation at a timeEveryone is free to contribute or to remain silentAll contributions are sources of growthWe all keep our electronic devices off unless required to use them
10 Good ideas to keep 5 Main SEL Teaching skills to remember A few unanswered questions
1. Let's rumble!
Meeting each other in the Alpha circle and recapping ideas on WooclapDebunking myths on Kahoot Speed meeting activityRecaping issues on Wooclap
2. Let's discover and play with the CREST!
Matching concepts with definitions Playing with quotesPlaying with school reportsEnjoying the SEL Carrousel Recapping on PollEv
3. Let's share what we've learnt!
Sharing and enriching our Carrousel lessons Recapping our Typical lessons' and Language activities' key points on PollEv
1. Let's rumble!
Meeting each other in the Alpha circleDebunking myths on Kahoot Speed meeting activityRecaping issues on Wooclap
The Story Rumble Process A GUIDE FOR GROUPS AND TEAMS One of the most useful applications of the Learning to Rise process is how we can use it when an organization, or a group within an organization, experiences a conflict or a failure or a fall. We call this the Story Rumble.
- Let’s set the intention for the rumble and make sure we are clear about why we’re rumbling.
- What does everyone need to engage in this process with an open heart and mind? Container-building is important, even if there’s established trust in the group.
- What will get in the way of you showing up?
- Here’s how we commit to showing up: from #2 and #3.
- Let’s each share one permission slip. More container- and trust-building.
- What emotions are people experiencing? Let’s put it out there, and let’s name emotions.
- What do we need to get curious about? Building more trust and grounded confidence by staying curious.
- What are your SFDs? The Turn & Learn is very helpful here. These are vulnerable rumbles, and having someone with more influence go first, versus having everyone write their thoughts down and put them up on the wall at the same time, can change the outcome for the worse.
- What do our SFDs tell us about our relationships? About our communication?About leadership? About the culture? About what’s working and what’s not working? Stay curious, learn to resist needing to know.
- Where do we need to rumble? What lines of inquiry do we need to open to better understand what’s really happening and to reality-check our conspiracy theories and confabulations?
- What’s the delta between those first SFDs and the new information we’re gathering in the rumble?
- What are the key learnings?
- How do we act on the key learnings?
- How do we integrate these key learnings into the culture and leverage them as we work on new strategies? What is one thing each of us will take responsibility for embedding?
- When is the circle-back? Let’s regroup so we can check back in and hold ourselves and one another accountable for learning and embeddin
Positive reinforcements
Belonging
Self-efficacy
Psychological Safety
Mindfulness
Self-determination
Self- esteem
Social-Emotional Learning
Social-Emotional Learning
Learning
Consolidation (Retrieving the information (self-testing, reciting, summing up, mind-mapping, gridding) , Feedback, Spacing, Sleep) Attention (Perception, Intention, Manner: balance to keep) Retroaction (PISA) Engagement (Risk and encouragement, contribution and impact: generative activities, deliberative activities, Interest and Importance, Effort, Success)
Learning
A
E
M
F
Repeating the information
Transferring the information and using it in another context : generative activities (making hypotheses, making links) Deliberative activities (micro-debates with MCQ, Think-Compare-Share)
Let's rumble!
Vulnerability is a sign of strength, negative empotions serve a purpose, they have us grow Process regrets, reframe how we see ourselves with compassion, it is defanging these negative emotions Never look backwards nooooo humility and integrity Everybody has regrets on what matters Useful for it instructs us Life with reflection No regrets no reflection Regret is a function of empathy It teaches but it hurts : Fair but tough teacher Openness to lessons Negative emotion =a regret serves a purpose it is socially adaptive If we respond to them appropriately Building a muscle squats don’t feel good
Let's rumble!
2. Let's discover the CREST!
Matching concepts with definitionsPlaying on Wooclap Playing with quotesPlaying with school reports
Let's discover the CREST!
ConfidenceResilienceEmpathySelf-esteemTrust
Let's discover the CREST!
Emotional strategies: RULER tool
Emotions never lie but they are data that mean to tell us something about ourselves, about the needs we have https://www.rulerapproach.org/about/what-is-ruler/ Emotions MatterResearch shows that emotions influence:
- Attention, memory, and learning
- Decision making
- Creativity
- Mental and physical wellbeing
- Ability to form and maintain positive relationships
- Academic and workplace performance
Recognize
Recognizing emotions in oneself and others
Understand
Understanding the causes and consequences of emotions
Label
Labeling emotions with a nuanced vocabulary
Express
Expressing emotions in accordance with cultural norms and social context
Regulate
Regulating emotions with helpful strategies
Emotions
Learning is a journey
What are Life Skills? The World Health Organization has defined life skills as, "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life". LEARNING: Feedback Attention Memorizing Engagement = FAME in English = CARE in French
Consolidation, Attention, Retroaction, Engagement : CARE
Self-determination, self-efficacy, belonging
Empathy and Listening
THE FOUR ATTRIBUTES OF EMPATHY ARE
- Perspective taking: Perspective taking refers to being willing and able to see and feel the world through the eyes of the other, walking in their shoes as the saying goes. This requires putting aside our own stuff and really just listening to what they are going through.
- Staying out of judgment: Brené notes that judgement of another person’s pain or challenge discounts the experience and is an often an attempt to protect ourselves from the pain they are feeling. Staying out of judgment means being open to what they are feeling and refraining from comments that invalidate their experience or make them feel wrong such as, “that’s nothing“ or “I don’t know why you’re getting so upset about it”.
- Recognise emotions: Recognising the emotion means looking within yourself and remembering what it is like to have the feeling the other person seems to be feeling. It is a willingness to acknowledge fully what they are feeling and perhaps naming it. You might ask them if you’ve identified what they’re feeling correctly by saying something like, “It sounds like you are feeling really frustrated” or “I’m sorry, it sounds like you’re feeling so sad about that”.
- Communication: Rather than saying, “At least you…” try really communicating that you understand where they are at and validate what their feeling and experience is. You might for instance say something like, “I’m so sorry you’re hurting. I’ve been there, and it sucks” or to quote Brené directly you could try, “It sounds like you are in a hard place now. Tell me more about it”.
Learned, changing, in action
Confidence
Confidence: success encouragement Models Emotions Forces Outcomes
Nondirectivity, Unconditional Positive Regard
Self-Esteem
Realism, Daring, Humor
Resilience
Realism: clear-sightedness on facts/ High objectives Improvisation: daring to try things and act/ Engagement Sense of humor and sense out of it: assessing what is going on/ Benevolence
Interpersonal/Communication skills
Coping and self-management skills
Critical thinking skills/Decision-making skills
Mindfulness
Actively here and now
Success
Knowing you've done your best and peace of mind!
CAP
Closeness Autonomy Proficiency
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Social-Emotional Learning
Social- Emotional Learning
Social-Emotional Learning
Let's debunk our professional myths: Kahoot
Prenez confiance en vous
Ils copient les réponses sur Internet
Participez davantage
Ils ne savent même pas ce que c'est que l'apartheid
Ils préfèrent avoir zéro que faire le travail
Ils ne sont pas motivés
Ils m'empêchent de faire cours
Les Compétences Psycho-Sociales
Les Compétences Psycho-Sociales
Renforcements positifs
Appartenance
Auto-efficacité
Sécurité psychologique
Disponibilité au moment présent
Auto-détermination
Estime de Soi
Let's turn theory into practice!
Carrousel: E-FAME vs CRESTandPollEv
Learning is a journey
What are Life Skills? The World Health Organization has defined life skills as, "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life".
Consolidation, Attention, Retroaction, Engagement : CARE
Self-determination, self-efficacy, belonging
Empathy and Listening
THE FOUR ATTRIBUTES OF EMPATHY ARE
- Perspective taking: Perspective taking refers to being willing and able to see and feel the world through the eyes of the other, walking in their shoes as the saying goes. This requires putting aside our own stuff and really just listening to what they are going through.
- Staying out of judgment: Brené notes that judgement of another person’s pain or challenge discounts the experience and is an often an attempt to protect ourselves from the pain they are feeling. Staying out of judgment means being open to what they are feeling and refraining from comments that invalidate their experience or make them feel wrong such as, “that’s nothing“ or “I don’t know why you’re getting so upset about it”.
- Recognise emotions: Recognising the emotion means looking within yourself and remembering what it is like to have the feeling the other person seems to be feeling. It is a willingness to acknowledge fully what they are feeling and perhaps naming it. You might ask them if you’ve identified what they’re feeling correctly by saying something like, “It sounds like you are feeling really frustrated” or “I’m sorry, it sounds like you’re feeling so sad about that”.
- Communication: Rather than saying, “At least you…” try really communicating that you understand where they are at and validate what their feeling and experience is. You might for instance say something like, “I’m so sorry you’re hurting. I’ve been there, and it sucks” or to quote Brené directly you could try, “It sounds like you are in a hard place now. Tell me more about it”.
Learned, changing, in action
Confidence
Confidence: success encouragement Models Emotions Forces Outcomes
Nondirectivity, Unconditional Positive Regard
Self-Esteem
Realism, Daring, Humor
Resilience
Realism: clear-sightedness on facts/ High objectives Improvisation: daring to try things and act/ Engagement Sense of humor and sense out of it: assessing what is going on/ Benevolence
Interpersonal/Communication skills
Coping and self-management skills
Critical thinking skills/Decision-making skills
Mindfulness
Actively here and now
Success
Knowing you've done your best and peace of mind!
CAP
Closeness Autonomy Proficiency
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
CONFIDENCE
Confidence is not a trait, it's a skill. It can be learnt, providing Psychological Safety is ensured!
CONFIDENCE
A skill that can be taught and learnt providing psychological safety is ensured, it is walking the fear and emotional exposure, it is accepting the risk of doing something, and accepting uncertainty of outcome Not permanent, learnt, not without fear but in action
Emotions
Successes
Positive reinforcements
Forces
Inspiring models
Visualizing success
RESILIENCE
Drawing meaning in a strong value system, facing reality, daring resourcefulness and ingenuity
Situation
Perception
Affects
FEEDBACK: Positive Immediate Specific Authentic Goal, Strategy, Regulation
Reaction
Consequences
Daring Feedback THE ENGAGED FEEDBACK CHECKLIST I know that I’m ready to give feedback when ... I’m ready to sit next to you rather than across from you. I’m willing to put the problem in front of us rather than between us (or sliding it toward you). I’m ready to listen, ask questions, and accept that I may not fully understand the issue. I’m ready to acknowledge what you do well instead of picking apart your mistakes.I recognize your strengths and how you can use them to address your challenges.I can hold you accountable without shaming or blaming. I am open to owning my part.I can genuinely thank someone for their efforts rather than criticize them for their failings. I can talk about how resolving these challenges will lead to growth and opportunity.I can model the vulnerability and openness that I expect to see from you.I am aware of power dynamics, implicit bias, and stereotypes. © 2021 Brené Brown, LLC | All rights reserved | www.brenebrown.com/daretolead
EMPATHY
EMPATHY: “Rarely can a response make something better. What makes something better is connection.” // Compassionate communication = NonViolent Communication – Dr. Brené Brown Perspective Taking, or putting yourself in someone else’s shoes. Staying out of judgement and listening: observing Recognizing emotion in another person that you may have felt before: feeling Communicating that you can recognize that emotion: expressing (needs and requests)
CURIOSITY and FAITH
ATTENTION: Perception Intention Method
LISTENING
Listening
Clarifying
Investigating
Rephrasing
Welcoming attitude
Focusing on the other's experience
Caring for the other, not the problem
Showing respect
Acting as a mirror
Self-love
Self-worth and self-respect Discrepancy between real self and ideal self Judgment and mirror effect Mastery vs competition goals: growth mindset vs fixed mindset Height Stability Harmony Autonomy No-overinvestment Well-being if self-esteem Strong decision-making and motivation( individual energy enabling to start an action towards a goal) if self-esteem R. Viau (1997) : « La motivation est un état dynamique qui a ses origines dans les perceptions qu’un élève a de lui-même et de son environnement, et qui l’incite à choisir une activité, à s’y engager, et à y persévérer dans son accomplissement afin d’atteindre un but ». Réfuter l’idée selon laquelle les élèves ne sont pas motivés : « tous sont motivés, parfois sur-motivés, mais motivés pour de mauvaises raisons, des raisons qui ne coïncident pas avec la logique scolaire ou sportive » (J.-P.Famose, 2001). L’estime de soi est souvent présentée (avec le sentiment d’auto-détermination) comme l’un des ressorts principaux de la motivation intrinsèque (E.Deci, 1975).
Self-image, self-conscience and self-knowledge
Self-worth Values Forces (authenticity, performance and energy) Competencies and skills (school, sport): the perception of a capacity to implement a set of actions to reach goals Qualities Physical appearance The better known the self is, the bigger the self-esteem Self-efficacy Success experiences (perceived real self); progress assessment Encouragement (SMART goals, Feedback on task: PISA) Models Emotions (self-complacency bias) / psychological safety (inclusion, learning, contribution, challenge; LMFO) Behavior and engagement valued (risk taking, contribution and impact) (Confidence therefore) Causal links: skills, efforts, task difficulty, luck Belonging: worthy of love and belonging Social acceptance Discrepancy between the perceived real self and ideal self This enables coping strategies and resilience: assessing situation, managing the emotions felt, developing adaptation strategies in order to reduce their impact.
Self-acceptance, self-respect and self-assertiveness
ASSERTIVENESS: self-respect and respect for others + Self-protection and protection of others as opposed to PASSIVENESS and AGGRESSIVENESS Behavioral skills: listening and empathy
Dignity
The importance and value that a person has, that makes other people respect them or makes them respect themselves
SELF-ESTEEM
Social and affective capacity which enables to know one's worth in various domains. It's a set of beliefs and attitudes that enable one to face the world's challenges. It assesses the distance between the real self and the ideal self A realistic assessment of one’s value by the yardstick of skills, qualities, resources, forces… whereas SELF-WORTH is a synonym for SELF-RESPECT
SELF-ESTEEM
MEMORIZING: Feedback Spacing Retrievals Sleep
ASSERTIVENESS: protecting oneself and respecting others
PASSIVENESS: disrepecting oneself
AGGRESSIVENESS: disrespecting others
TRUST
- B = Boundaries
- R = Reliability
- A = Accountability
- V = Vault
- I = Integrity
- N = Non-judgment (Observation)
- G = Generosity
TRUST: BRAVING connection with SOMEONE and YOURSELF Choosing to make something important to you vulnerable to the actions of someone elseDistrust is what I have shared with you that is important to me is not safe with you Care Sincerity Reliability Competence= not a sum but a product for most of us and yet no…. Behavioral approach > moral approach, to overcome the discomfort in order to be open and generous and empathetic no matter what Anatomy of trustBoundaries: respect them and have them respectedReliability again and again deliver on commitmentsAccountability: when you mess up, own it, apologize, make amendsVault: hold trust in confidence, completely diminished if acknowledged confidentiality Hot wiring connection, common enemy intimacy, counterfeit trust, respect people's storiesIntegrity: choose courage over comfort, right over fast fun and easy, and practice values and do not just profess themNon judgment: when needing help, do not be judging, it is reciprocal do not think the less of someone in need of helpGenerosity: generous assumption about people, I know you care If you can’t count on yourself, you can’t ask other people to give you what you don’t have because you thinkyou’re not worthy of receiving
3. Let's share what we've learnt!
CarrouselPollEv: ESL typical lesson phasesPollEv: 5 language activities
10 Good ideas to keep 5 Main SEL Teaching skills to remember A few unanswered questions
Reading Listening Speaking Talking Writing Greeting Register calling HW checking Objective setting Anticipating RegulatingActivity sharing Note building HW instructions
Learning is a journey
What are Life Skills? The World Health Organization has defined life skills as, "the abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life".
Consolidation, Attention, Retroaction, Engagement : CARE
Self-determination, self-efficacy, belonging
Empathy and Listening
THE FOUR ATTRIBUTES OF EMPATHY ARE
- Perspective taking: Perspective taking refers to being willing and able to see and feel the world through the eyes of the other, walking in their shoes as the saying goes. This requires putting aside our own stuff and really just listening to what they are going through.
- Staying out of judgment: Brené notes that judgement of another person’s pain or challenge discounts the experience and is an often an attempt to protect ourselves from the pain they are feeling. Staying out of judgment means being open to what they are feeling and refraining from comments that invalidate their experience or make them feel wrong such as, “that’s nothing“ or “I don’t know why you’re getting so upset about it”.
- Recognise emotions: Recognising the emotion means looking within yourself and remembering what it is like to have the feeling the other person seems to be feeling. It is a willingness to acknowledge fully what they are feeling and perhaps naming it. You might ask them if you’ve identified what they’re feeling correctly by saying something like, “It sounds like you are feeling really frustrated” or “I’m sorry, it sounds like you’re feeling so sad about that”.
- Communication: Rather than saying, “At least you…” try really communicating that you understand where they are at and validate what their feeling and experience is. You might for instance say something like, “I’m so sorry you’re hurting. I’ve been there, and it sucks” or to quote Brené directly you could try, “It sounds like you are in a hard place now. Tell me more about it”.
Learned, changing, in action
Confidence
Confidence: success encouragement Models Emotions Forces Outcomes
Nondirectivity, Unconditional Positive Regard
Self-Esteem
Realism, Daring, Humor
Resilience
Realism: clear-sightedness on facts/ High objectives Improvisation: daring to try things and act/ Engagement Sense of humor and sense out of it: assessing what is going on/ Benevolence
Interpersonal/Communication skills
Coping and self-management skills
Critical thinking skills/Decision-making skills
Mindfulness
Actively here and now
Success
Knowing you've done your best and peace of mind!
CAP
Closeness Autonomy Proficiency
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Lorem ipsum dolor sit amet Pellentesque gravida ligula at libero scelerisque varius. Nulla consequat fringilla sollicitudin. Duis egestas accumsan velit ut malesuada. Fusce porta massa ante, in mattis justo posuere ac. Sed vulputate ante non nibh ornare, quis fermentum tortor dignissim.
Our professional posture
Our teachinglevers
Our teachinglevers