How can implementing social emotional learning in my classroom positively impact social interactions and problem solving skills in my kindergarten students?

Sarah Gill


Seminar Title


How can implementing social emotional learning in my classroom positively impact social interactions and problem solving skills in my kindergarten students?


Concept/Strategy

Focus of the Research


Social Emotional Learning


Grade Level

Research Was Applied


Kindergarten


Relevant Grade Level

Connections


Kindergarten


Discipline

Where Research Was Applied


Other


Additional Discipline Areas

I see Application to


Language Arts


Invitation/Commercial


Has this happened in your class: students arguing, not sharing materials, or pushing and shoving because they are not getting their way? Are your students lacking basic social emotional skills needed to succeed in school and not sure how to help? I am excited about my research because I have learned how to address social emotional skills in my classroom and helped my students to learn how to solve simple problems, share feelings, and interact positively with others. Although they are still learning my students have learned language to use and strategies to try while interacting with others in the classroom. While social emotional learning is important for all grade levels my research and implementation is geared towards the primary grades. If you are looking for ways to incorporate social emotional learning into your classroom and how teaching these skills can impact your students than this is the session for you.


Abstract


How can implementing social emotional learning in my classroom positively impact social interactions and problem solving skills in my kindergarten students? The question guiding my research is as follows: How can implementing social emotional learning in my classroom positively impact social interactions and problem solving skills in my kindergarten students? A review of the literature suggested several strategies on how to implement social emotional learning into my classroom. As a result of my literature review, areas I targeted for change in my practice included: teaching specific social emotional lessons weekly, creating a social emotional notebook for students to reference, and incorporating the MindUp Curriculum especially the Core Practice breathing practice. I focused on implementing lessons using specific social emotional lessons weekly into my classroom since the start of the year. I assessed the ways these changes made a difference in the classroom by influencing positive social interactions and problem solving skills included: observational notes, student surveys, and report card assessment of social emotional skills in the fall and in the winter. Through my research I have learned the importance of direct teaching of social emotional skills, scheduling my day to allow for these specific social emotional learning, and the importance of guiding students through social emotional issues that arise during the school day. The number of students who can use social emotional skills and language dramatically increased. Students were better at interacting with others and using strategies to solve simple problems. This is still a work in progress and my students are still needing prompts to use “I feel” statements and to try to solve problems on their own before asking for help. It is however easier to get them to follow through after I give them prompts because they have learned the language and have the basic knowledge of what to do in these situations. As a result of my research and implementation I will continue implementing social emotional learning into my classroom. I am going to continue to guide my students to work on positive social interactions and use problem solving skills. In addition, I will be seeking more information on developmentally appropriate social emotional skills for kindergarteners.