Self-Awareness (Social Emotional Learning)

What is Self-Awareness?
The first main skill associated with Social Emotional Learning is self-awareness. According to the
Collaborative for Academic, Social, and Emotional Learning (CASEL), self-awareness is the ability
to accurately recognize one’s own emotions, thoughts, and values, and how they influence behavior.
It is the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of
confidence, optimism, and a “growth mindset.” In short, self-awareness is the ability to understand
one’s self.
What Skills are Associated with Self-Awareness?
In order to be self-aware, one must be able to do the following:
 Identify emotions – It is important that students be able to recognize and identify emotions.
In order to be aware of their own emotions and participate in activities that address those
emotions, they must first be able to label them.
 Have an accurate self-perception – Because self-awareness is based on an awareness of the
“self,” it is necessary for one’s perception of self to match reality. In order to have accurate
self-awareness, it is important for students to be reflective and open to feedback in order to
develop a true sense of self. A realistic understanding of themselves will allow students to
better manage their behavior.
 Recognize strengths – We each have unique strengths, and it is vital that we each recognize
and build on them. An important piece of social emotional health is a focus on positive
attributes.
 Possess self-confidence – When students are able to recognize their strengths, their self-
confidence grows. Again, self-confidence is an integral piece of a healthy social
emotional state.
 Demonstrate self-efficacy – Self-efficacy is an individual’s belief in their ability to achieve
a goal. Recent research suggests that by believing you are capable of something, you help
yourself on the path to achieving it.
When to Teach Self-Awareness
Psychologist Daniel Goleman suggests that self-awareness is crucial for all levels of success.
Therefore, this should be the leading skill in Social Emotional Learning. Before even beginning
implementation with students, it is also important to ensure that the adults working with these
students have an accurate self-perception of themselves so as to better build these skills with
students. When implementation begins with our own self-awareness, we can begin to help students
recognize breakdowns in their social emotional skills. This strategy allows educators to better match
relevant skill-building activities and strategies with student’s current abilities.
How Does This Connect to Landmark’s Teaching Principles™?
By encouraging students to develop an awareness of themselves, educators include the students in the
learning process, which is Landmark’s sixth Teaching Principle™. This self-awareness allows for
teachers and students to engage in dialogue about student strengths and areas for improvement, as
well as plans for instruction and implementation of strategies. In order for students to improve their
self-awareness, it is crucial that they are included in that process. For the full text of Landmark
Teaching Principles™, including “Include Student in the Learning Process,” click here.

Self-awareness is one of the most important skills we can teach our students. There is,
obviously, no cookie-cutter method for cultivating this skill, especially within the
confines of a classroom full of 6- and 7-year-olds. But just because self-awareness can
be a challenge to teach, that doesn't mean we should let it slip through the cracks.

We differentiate our lesson plans to accommodate the academic needs of every

learner. Why can’t we do the same when teaching social emotional skills?

Like most kids, each of my students has their own set of triggers, events or emotions
they bring with them or encounter in my classroom that will—without them
noticing—nudge them closer and closer to a frustrated outburst. Some of these
triggers I hardly ever see, and some are apparent on a daily basis. But all of them hurt
my students, both when a child becomes increasingly frustrated and when that
frustration spills over as anger toward others.

In an attempt to help my students become more self-aware, to recognize their feelings

and to figure out ways to address them, I have developed a practice that I’ve found
works well in my classroom.

My goal is to ensure that whenever one of my students is nearing a point where they
can no longer be a kind, helpful member of our community—for whatever reason—
they are able to recognize this and step back for a moment. They are able to stay with
us, but they also have some space to identify what they need, from us or from
themselves, to return to our lesson.

To help them do this, I have a designated “take a break” station in our classroom’s
literacy corner. There are worksheets there that students fill out to explain why they
are having a difficult time and need a break. These worksheets allow students to
reflect on their actions and behaviors, and they help to de-escalate the situation before
a full-on meltdown.

One day last year, for example, one of my students was not completing any work.
When I pulled him aside to talk with him about what was going on, he told me that he
would rather go to the break station and write about it. He took one of the worksheets
and circled the picture indicating that he was feeling angry. He wrote a sentence
saying he was angry because his mother had been upset the night before. He was
worried about her, and he hadn’t been able to sleep. The worksheet gave him a way to
express this to me so that I could adjust my interactions with him accordingly.

Once a student has reflected on the cause behind the shift in their mood, they are
allowed to check out a book from our literacy library. This can be any book of their
choosing, and students typically select a book about their favorite hobby or topic
outside of school. They are allowed to read for as long as they need to in order to calm
down, and they can even check out a second book if necessary. Students stay in the
classroom, actively practicing learning skills while they cool down. Once they are
ready, they rejoin their classmates in the lesson that we are working on.

I had a student last year for whom this method worked particularly well. He was an
English language learner, and his challenge with sight words meant he had a difficult
time with grade-level texts. He would get very frustrated and sometimes act out, but
he was often able to turn these feelings around when he could check out a book of his
choice. The books he selected were typically a bit easier than the ones we were
reading together. They gave him a break and they held his interest. And they helped
him start to recognize sight words, which built his confidence enough to return to
reading harder texts without becoming frustrated.

This non-confrontational method of giving students space and keeping them engaged
in school helps to promote behavior that increases their self-awareness. It gives
students the tools to recognize when they are frustrated, and allows them to reflect on
their feelings and think their choices through, skills that will help them inside and
outside of the classroom for the rest of their lives.

Spezzano is a kindergarten teacher at an international academy in Charlotte, North

Carolina.
Social and Emotional Curriculum: Self-Mastery
Finding a place for anger
By Randy Taran
November 16, 2015         Updated February 24, 2012

Self-Mastery: Finding a Place for Anger

Self-mastery is a key to happiness. Working with your
emotions is so much better than being ruled by them.

The Anger Button

Anger has two faces. It can inform us that something's not
right and inspire us to stand up for ourselves or for someone
else. It can also trigger us to act unconsciously. This hot
button type of anger is more intense and does not serve
anyone. How often do you see your students with their anger
button activated, sending out ripples to those around them?
With raging anger, no one wins.

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It is extremely difficult to concentrate when one is angry -- or
overwhelmed by any emotion. Here are a few ways to move
from reaction to response, from chaos to kindness, and from
feeling like a victim to remembering your innate strengths.

1) The Power of the Pause

When stress is on the rise, try to pause. New research from
neuroscientist Richard Davidson shows that breathing
techniques and meditation have had effective results on
controlling one's emotions.

Dr. Davidson shares, "Simple meditation techniques, backed

up with modern scientific knowledge of the brain, are helping
kids hardwire themselves to become kinder and pay better
attention. To improve a child's ability to pay attention, and
also improve their studying abilities, a stone is put on a
child's belly, and they learn to focus on their breathing as the
stone goes up and down." By having students take at least
five deep breaths in a stressful situation, you can teach them
to respond mindfully instead of just reacting.

2) Kindness Is Possible
"To foster kindness in teenagers," he continues, "students
are asked to visualize a loved one suffering followed by a
thought that they be relieved of that suffering. This is
extended to difficult people as well." According to Davidson,
these exercises have been shown to produce meaningful
changes in the brain and behavior.

3) The Power of Words

In the shadow of bullying and cyber-bullying, it's more
important than ever to take notice of the words that people
use to communicate. Words create worlds. Here are some
questions to have your students consider:

 Do my words hurt or harm?

 Am I making things better or worse when I speak to

others?

 With my words, am I connecting people or am I alienating

them from me and from each other, even inadvertently?

 What energy do I give off in what I say and how I say it?

 What kind of exchanges do I have with friends and family?

 How do my usual conversations make me feel? How can

they be better?

It's interesting to observe if the people around you:

 Thrive on gossip and drama

 Talk non-stop to avoid facing feelings

 Exaggerate to impress others

 Lie to avoid conflict

 Manipulate or avenge others with words

If the goal is happiness, connection and a feeling of peace, you

will want your students to be more aware of the repercussions of
their words. Consider having them track their words and their
effect on others, even for one day.
4) The Power of Will
The good thing about will is that we were all born with it. A
baby doesn't give up when learning to walk. We ALL have
will within us. Here are some inner qualities that you already
have which you can draw upon:

 Energy: Think of the energy athletes exert in a

championship game compared to one in the regular
season.

 Mastery: Any musician knows the amount of practice and

skill it takes to master the basics so that they can really
express themselves through their instrument.

 Focus: Laser focus can expedite any task. When hours go

by and feel like minutes, you know you are in your focused
zone -- it's also called being in a "flow" state.
  Determination: Even in the most chaotic situation, your
determination to find a solution and meet your goal can
carry you through. Edison tried thousands of experiments.
Determination can make you unstoppable!

 Resilience: Anyone who has been bullied or harassed by

others knows the amount of will it takes to get in the game
yet again. Resilience, through self-compassion, helps you
bounce back.

 Courage: When you're feeling low and you have to "show

up" somewhere -- whether to give a speech, start a new
project or apologize -- this takes courage! It definitely gets
easier as you jump in.

 Connection: Connecting with ourselves, with others and

with something greater (however that is defined) are all
powerful ways to reinforce will.

We already have all these qualities living inside, ready to be

activated. To gain greater access, consciously draw upon the
aspect most useful at the time. You may be pleasantly surprised
at what you discover.

Questions for Reflection

What aspect of will do you find most useful?
How do you deal with anger or mean-spiritedness in the
classroom?
How can we bring greater awareness to our thoughts and
how they effect our emotions?
TEACHING STRATEGIES
Institutions of higher learning across the nation are responding to political, economic, social and
technological pressures to be more responsive to students' needs and more concerned about how well
students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture
less, to make learning environments more interactive, to integrate technology into the learning
experience, and to use collaborative learning strategies when appropriate.

Some of the more prominent strategies are outlined below. For more information about the use of
these and other pedagogical approaches, contact the Program in Support of Teaching and
Learning.

Lecture. For many years, the lecture method was the most widely used instructional strategy in
college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using
some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of
other teaching strategies is being widely examined today, the lecture still remains an important
way to communicate information.

Used in conjunction with active learning teaching strategies, the traditional lecture can be an
effective way to achieve instructional goals. The advantages of the lecture approach are that it
provides a way to communicate a large amount of information to many listeners, maximizes
instructor control and is non-threatening to students. The disadvantages are that lecturing
minimizes feedback from students, assumes an unrealistic level of student understanding and
comprehension, and often disengages students from the learning process causing information to
be quickly forgotten.

The following recommendations can help make the lecture approach more effective (Cashin,
1990):

1. Fit the lecture to the audience

2. Focus your topic - remember you cannot cover everything in one lecture

3. Prepare an outline that includes 5-9 major points you want to cover in one lecture

4. Organize your points for clarity

5. Select appropriate examples or illustrations

6. Present more than one side of an issue and be sensitive to other perspectives

7. Repeat points when necessary

8. Be aware of your audience - notice their feedback

9. Be enthusiastic - you don�t have to be an entertainer but you should be excited by your
topic.
(from Cashin, 1990, pp. 60-61)

Case Method. Providing an opportunity for students to apply what they learn in the
classroom to real-life experiences has proven to be an effective way of both
disseminating and integrating knowledge. The case method is an instructional strategy
that engages students in active discussion about issues and problems inherent in practical
application. It can highlight fundamental dilemmas or critical issues and provide a format
for role playing ambiguous or controversial scenarios.

Course content cases can come from a variety of sources. Many faculty have transformed
current events or problems reported through print or broadcast media into critical learning
experiences that illuminate the complexity of finding solutions to critical social problems.
The case study approach works well in cooperative learning or role playing environments
to stimulate critical thinking and awareness of multiple perspectives.

Discussion. There are a variety of ways to stimulate discussion. For example, some
faculty begin a lesson with a whole group discussion to refresh students� memories
about the assigned reading(s). Other faculty find it helpful to have students list critical
points or emerging issues, or generate a set of questions stemming from the assigned
reading(s). These strategies can also be used to help focus large and small group
discussions.

Obviously, a successful class discussion involves planning on the part of the instructor
and preparation on the part of the students. Instructors should communicate this
commitment to the students on the first day of class by clearly articulating course
expectations. Just as the instructor carefully plans the learning experience, the students
must comprehend the assigned reading and show up for class on time, ready to learn.

Active Learning. Meyers and Jones (1993) define active learning as learning
environments that allow �students to talk and listen, read, write, and reflect as they
approach course content through problem-solving exercises, informal small groups,
simulations, case studies, role playing, and other activities -- all of which require students
to apply what they are learning� (p. xi). Many studies show that learning is enhanced
when students become actively involved in the learning process. Instructional strategies
that engage students in the learning process stimulate critical thinking and a greater
awareness of other perspectives. Although there are times when lecturing is the most
appropriate method for disseminating information, current thinking in college teaching
and learning suggests that the use of a variety of instructional strategies can positively
enhance student learning. Obviously, teaching strategies should be carefully matched to
the teaching objectives of a particular lesson. For more information about teaching
strategies, see the list of college teaching references in Appendix N.

Assessing or grading students' contributions in active learning environments is somewhat

problematic. It is extremely important that the course syllabus explicitly outlines the
evaluation criteria for each assignment whether individual or group. Students need and
want to know what is expected of them. For more information about grading, see the
Evaluating Student Work section contained in this Guide.

Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that

encourages small groups of students to work together for the achievement of a common
goal. The term 'Collaborative Learning' is often used as a synonym for cooperative
learning when, in fact, it is a separate strategy that encompasses a broader range of group
interactions such as developing learning communities, stimulating student/faculty
discussions, and encouraging electronic exchanges (Bruffee, 1993). Both approaches
stress the importance of faculty and student involvement in the learning process.

When integrating cooperative or collaborative learning strategies into a course, careful

planning and preparation are essential. Understanding how to form groups, ensure
positive interdependence, maintain individual accountability, resolve group conflict,
develop appropriate assignments and grading criteria, and manage active learning
environments are critical to the achievement of a successful cooperative learning
experience. Before you begin, you may want to consult several helpful resources which
are contained in Appendix N. In addition, the Program in Support of Teaching and
Learning can provide faculty with supplementary information and helpful techniques for
using cooperative learning or collaborative learning in college classrooms.

Integrating Technology. Today, educators realize that computer literacy is an important

part of a student's education. Integrating technology into a course curriculum when
appropriate is proving to be valuable for enhancing and extending the learning experience
for faculty and students. Many faculty have found electronic mail to be a useful way to
promote student/student or faculty/student communication between class meetings.
Others use listserves or on-line notes to extend topic discussions and explore critical
issues with students and colleagues, or discipline- specific software to increase student
understanding of difficult concepts.

Currently, our students come to us with varying degrees of computer literacy. Faculty
who use technology regularly often find it necessary to provide some basic skill level
instruction during the first week of class. In the future, we expect that need to decline.
For help in integrating technology into a course curriculum contact the Program in
Support of Teaching and Learning or the Instructional Development Office (IDO) at 703-
993-3141. In addition, watch for information throughout the year about workshops and
faculty conversations on the integration of technology, teaching and learning.

Distance Learning. Distance learning is not a new concept. We have all experienced
learning outside of a structured classroom setting through television, correspondence
courses, etc. Distance learning or distance education as a teaching pedagogy, however, is
an important topic of discussion on college campuses today. Distance learning is defined
as 'any form of teaching and learning in which the teacher and learner are not in the same
place at the same time' (Gilbert, 1995).
 Obviously, information technology has broadened our concept of the learning
environment. It has made it possible for learning experiences to be extended beyond the
confines of the traditional classroom. Distance learning technologies take many forms
such as computer simulations, interactive collaboration/discussion, and the creation of
virtual learning environments connecting regions or nations. Components of distance
learning such as email, listserves, and interactive software have also been useful additions
to the educational setting.

For more information about distance learning contact the Instructional Development
Office at 703-993-3141 (Fairfax Campus) and watch for workshops and faculty
discussions on the topic throughout the year.

The classroom is a dynamic environment, bringing together students

from different backgrounds with various abilities and personalities.
Being an effective teacher therefore requires the implementation of
creative and innovative teaching strategies in order to meet students’
individual needs.

Whether you’ve been teaching two months or twenty years, it can be

difficult to know which teaching strategies will work best with your
students. As a teacher there is no ‘one size fits all’ solution, so here is a
range of effective teaching strategies you can use to inspire your
classroom practice.

1. Visualization

Bring d ull academic concepts to life with visual and practical

learning experiences, helping your students to understand how their
schooling applies in the real-world.
Examples include using the interactive whiteboard to display photos,
audio clips and videos, as well as encouraging your students to get out of
their seats with classroom experiments and local field trips.
2. Cooperative learning

Encourage students of mixed abilities to work together by promoting

small group or whole class activities.

Through verbally expressing their ideas and responding to others your

students will develop their self-confidence, as well as enhance their
communication and critical thinking skills which are vital throughout
life.

Solving mathematical puzzles, conducting scientific experiments and acting

out short drama sketches are just a few examples of how cooperative
learning can be incorporated into classroom lessons.
3. Inquiry-based instruction

Pose thought-provoking questions which inspire your students

to think for themselves and become more independent learners.
Encouraging students to ask questions and investigate their own ideas
helps improve their problem-solving skills as well as gain a deeper
understanding of academic concepts. Both of which are important life
skills.

Inquiries can be science or math-based such as ‘why does my shadow

change size?’ or ‘is the sum of two odd numbers always an even
number?’. However, they can also be subjective and encourage students
to express their unique views, e.g. ‘do poems have to rhyme?’ or ‘should
all students wear uniform?’.
4. Differentiation

Differentiate your teaching by allocating tasks based on students’

abilities, to ensure no one gets left behind.
Assigning classroom activities according to students’ unique learning
needs means individuals with higher academic capabilities are stretched
and those who are struggling get the appropriate support.

This can involve handing out worksheets that vary in complexity to

different groups of students, or setting up a range of work stations around
the classroom which contain an assortment of tasks for students to
choose from.
Moreover, using an educational tool such as Quizalize can save you hours
of time because it automatically groups your students for you, so you can
easily identify individual and whole class learning gaps (click here to find
out more).
5. Technology in the classroom

Incorporating technology into your teaching is a great way to

actively engage your students, especially as digital media surrounds
young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images
and videos, which helps students visualize new academic concepts.
Learning can become more interactive when technology is used as
students can physically engage during lessons as well as instantly
research their ideas, which develops autonomy.

Mobile devices, such as iPads and/or tablets, can be used in the

classroom for students to record results, take photos/videos or simply as
a behaviour management technique. Plus, incorporating educational
programmes such as Quizalize into your lesson plans is also a great way
to make formative assessments fun and engaging.
6. Behaviour management

Implementing an effective behaviour management strategy is

crucial to gain your students respect and ensure students have an equal
chance of reaching their full potential.
Noisy, disruptive classrooms do no encourage a productive learning
environment, therefore developing an atmosphere of mutual respect
through a combination of discipline and reward can be beneficial for
both you and your students.

Examples include fun and interactive reward charts for younger students,
where individuals move up or down based on behaviour with the top
student receiving a prize at the end of the week. ‘Golden time’ can also
work for students of all ages, with a choice of various activities such as
games or no homework in reward for their hard work.
7. Professional development

Engaging in regular professional development programmes is a

great way to enhance teaching and learning in your classroom.
With educational policies constantly changing it is extremely useful to
attend events where you can gain inspiration from other teachers and
academics. It’s also a great excuse to get out of the classroom and work
alongside other teachers just like you!

Sessions can include learning about new educational technologies, online

safety training, advice on how to use your teaching assistant(s) and much
more.
Being an effective teacher is a challenge because every student is unique,
however, by using a combination of teaching strategies you can address
students’ varying learning styles and academic capabilities as well as
make your classroom a dynamic and motivational environment for
students.