Explain the 5 Broad Social and Emotional Aspects of Learning

Topics: Pupil, Hygiene, Feeling Pages: 7 (1796 words) Published: July 19, 2012
Q1) Explain the 5 broad social and emotional aspects of learning

Self-awareness: This enables the child to understand themselves, how they get to learn best and how they can relate and communicate with others, with it being other children or adults. They can also understand what and why they are feeling these things. When a child has self-awareness they should be able to: realise that thoughts and behaviour are all tied together in some way or another, that they can take responsibility for their actions, how and at what times they can learn best and recognise when they find something difficult to achieve and when to ask for help.

Managing Feelings: Children will use different methods which help them manage their feelings, they will learn how and when to control themselves before doing something they know they shouldn’t. They will have their own ways to calm themselves down if they feel angry or sad, but know that they can seek help from others if they are struggling. They will also know what makes them feel happy and how to encourage these feelings.

Motivation: If a child is motivated they should enjoy learning and will actively and enthusiastically take part in their learning. They will want to set themselves goals and work hard to achieve them, if they find something difficult they will persist until they have reached their goal. They will not be easily distracted by others.

Empathy: Being able to empathise helps a child to understand how another is feeling and how to see things from another persons point of view and changing how we might respond to the situation. To also understand that all people have feelings but they might show their feelings in different ways

Social Skills: Enables children to relate to others, take an active part in in group sessions and communicate to different listeners. Social skills help a child to learn how to be friendly, to work well in a group and co-operate as a team to achieve a joint outcome. They should be able to solve problems by choosing a solution and evaluating it later on. To feel that they belong to and are a valued member of the class as well as the school.

Q2) Describe 5 appropriate methods that help pupils to recognise and express emotions

Role play/Drama
We could achieve this by setting up a Home Corner, set up in a way that like a story book that is well known to the children. I.e. Goldilocks and The Three Bears or The Three Little Pigs. Then setting the pupils into small groups to send to the setting to give them the opportunity to act out the story the way they wish to. But then the Teaching Assistant could leave the role play setting to the pupils the chance to work without the direction or guidance of the Teaching Assistant or Teacher but will remain close to monitor their interaction.

Circle time
With the aim of developing self value and self -confidence as well as the pupil being able to express their emotions we could have Circle Time. To do this we will have to do the following: Ground Rules - Hands up when they would like to speak so not to speak when another pupil is talking Take turns

Allowing children to pass
Valuing all contributions - No put downs
Always praising - Very positive
Low teacher profile
Always ending session on a positive note
Making it fun - light hearted

I would try to have quality Circle Time as a regular part of the classroom activity. I.e. At a regular time so that the pupils see it as an important part of their school life. We would do a few activities in Circle Time to keep the session fresh and fun. We could do activities such as passing a teddy around the circle giving the pupil a chance to say My (teddy) name is…

I like …
I don’t like…
I feel happy when…
This would give the pupil a chance to express how they are feeling but with it coming across that its from the teddy, therefore giving the pupil confidence to do it. We could also do a game of Statues where the pupils would walk or dance around...
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