Strengthening Social- Emotional Learning of Students under New Normal

Education Brought By the Pandemic

Action Research Plan

Eulla May Corcega

As children start primary school, they are expected to engage in more well

regulated and goal directed activities, such as following group directions and

according to school rules. This necessitates the child's use of self-control abilities

and the inhibition of behaviors that may interfere with their ability to participate in

class. When disagreement emerges, children must establish friends by beginning

and maintaining positive interactions, as well as demonstrate interpersonal

problem-solving skills

. Context and Rationale As children start primary school, they are expected to

engage in more well regulated and goal directed activities, such as following

group directions and according to school rules. This necessitates the child's use of

self-control abilities and the inhibition of behaviors that may interfere with their ability

to participate in class. When disagreement emerges, children must establish friends

by beginning and maintaining positive interactions, as well as demonstrate

interpersonal problem-solving skills

Children develop social-emotional skills through their interactions

with their families and cultures. Given how diverse our society is, you might expect

this diversity to be reflected in how families from various cultures teach their children

how to manage emotions, socialize, and engage with others. In some cultures, for

example, children are taught to avoid making eye contact when communicating

with others. Eye contact is an important part of social interaction in other cultures.

Culture also influences parenting practices and how people deal with emotions,

including how they deal with stress and adversity. Children develop social-

emotional skills through their interactions with their families and cultures.

Given how diverse our society is, you might expect this diversity to be reflected in
how families from various cultures teach their children how to manage emotions,

socialize, and engage with others. In some cultures, for example, children are

taught to avoid making eye contact when communicating with others. Eye

contact is an important part of social interaction in other cultures. Culture also

influences parenting practices and how people deal with emotions, including how

they deal with stress and adversity.

This virus has potentially stolen our children's school experience for the

remainder of the year, and we have no idea what will happen next. They miss their

classmates and teachers, as well as the feeling of being part of a group. As a result,

we must improve our connection abilities and learn how to communicate effectively

with one another. Right now, it's more crucial than ever.

Social-emotional learning enables children to form and maintain healthy

relationships with others, work collaboratively to solve problems, and regulate their

behavior and emotions. Children with strong social-emotional learning

competencies perform better in school because they are able to focus on lessons

and work collaboratively with peers and their teacher to facilitate learning. Dr.

Abenavoli notes that “children who feel connected to their teachers and peers are

more motivated to learn,” and “schools can and should support social-emotional

learning because they are important life skills and facilitate academic

learning.”(Hannah Ellerbeck, 2021)

Throughout the COVID-19 pandemic, K-12 educators have faced

unique challenges and tremendous pressure. From quickly adapting to remote

learning to balancing the impacts of the pandemic on their personal lives, the past

year has seen educators particularly overwhelmed with stress, trauma,

andburnout.1 Although those in the education sphere have engaged in a great deal
of discussion about the best way to provide social and emotional

supports to students during and after the pandemic, it is essential that

the social and emotional needs of educators are also part of the conversation,

especially since educators are often the individuals most likely to provide

initial supports to students (Megan Ferren, 2021). Social-emotional learning is an

integral part of every educational community among children, parents, and

teachers. Socio-emotional learning can be the common building block for a diverse

population of students to be successful in and out of the classroom. Social-emotional

learning is important for various reasons and can start being taught to children in

school as early as preschool. Children and adolescents who lack social-

emotional competence are more likely to suffer from public health problems like

obesity, substance abuse, and violence (Jones et al., 2015).

Therefore, optimizing learning conditions for students requires that

teachers focus on developing students’ social and emotional skills, as well as meet

academic standards, in a safe, caring and supportive environment that

promotes healthy student development and motivation (Osher, Bear, Sprague,

&Doyle, 2010).

This study is based on the premise that it is both possible and necessary to

assist teachers in developing practices that address the whole child by

integrating children's social-emotional skills. This study adds to the field

by identifying the conditions that encourage teachers to develop and

implement social-emotional learning programs and practices.

II. Action Research Question

1. What is the Social-emotional competence in terms of;

1.2 Academic success

2. What is the importance of the social- emotional learning to the students?

3. What activities promote social-emotional learning?

III. Proposed Innovation, Intervention Strategy

The researcher makes a checklist that includes three major

behavior categories: anxious behaviors, aggressive/disruptive behaviors and social

skills. The checklist had several positive and negative behaviors associated with

each category of behavior. Two of the three categorical behaviors were considered

negative: anxious behaviors, and aggressive/disruptive behaviors. The remaining

categorical behavior, social skills, was the only one that was deemed positive. The

behavior checklists were distributed to the participants once the intervention began.

Illustrations will be created by the students and completed at the end of each

instructional unit. The researcher will create prompts that the students will be

having completed in the form of picture. Also the researcher wants to

determine the needs of the students who are reading comprehension and writing

skills are limited. There will be created rubrics to assess the overall performance of

the students.

IV. Action Research Methods

This study will be using the descriptive method also the

qualitative research design to gather data on the social-emotional skills of the

also the rubrics.

A. Participants/Other Sources Data

The subject of this study will be the grade 7 to grade 10 students which selected

by non-probability purposive sampling. According to (conjoint.ly) it can be able to

estimate confidence intervals for the statistic. With nonprobability samples,

we may or may not represent the population well, and it will often be hard for us to

know how well we’ve done so. In general, researchers prefer probabilistic or

random sampling methods over non-probabilistic ones, and consider them to

be more accurate and rigorous. However, in applied social research there may

be circumstances where it is not feasible, practical or theoretically sensible

to do random sampling. Here, we consider a wide range of non-probabilistic

alternative.

B. Data Gathering Methods

This research action study will be using a total of two data

collection instruments to assess the social-emotional skills of the students. The first

tool will be the checklist which will be used to assess the negative and positive

behavior throughout the day. The second tool will be the rubrics to assess the overall

performance of the students.

C. Data Analysis Plan

The purpose of this action research project is to determine the social-emotional

skills on negative and positive student behaviors in the new normal education

brought by the pandemic. The data collection throughout the course of study will be
done with the goal to strengthen the social-emotional skills of the students. Data

collection for this action research will include qualitative measures. The

quantitative data consist of the student behavior checklists and rubric for the overall

students’ performance.

V. Action Research Work Plan

VI. Cost Estimate

There is no distinguish estimated cost because the investment or the cost of

the teachers and students to access the online evaluation and also there will be the

cost but it depends to their internet connectivity cost.

The researcher will be prompted to assess the social-emotional skills of the

students. The teacher will be ask by the researcher for consent and approval to have

an observation in order answer the own made checklist and rubrics. The checklists

have the two components which are the negative and positive behavior

while the rubrics will be used to assess the overall performance of the students.

VIII. References

Hannah Ellerbeck (2021) Educating children remotely Retrieved

fromhttps://steinhardt.nyu.edu/ihdsc/on-the-ground/educating-children-remotely#

Megan Ferren (July 2021) Social and Emotional support for educators during

andafter the pandemic Retrieved from https://americanprogress.org/article/social-

emotional-supports-educators-pandemic/

Jones, D.E., Greenberg, M., & Crowley, M. (2015). Early social-

emotionalfunctioning andpublic health: The relationship between

kindergarten socialcompetence and futurewellness. American Journal of Public

Health 105 (11), 2283-2290.doi:10.2105/AJPH.2015.302630

Osher, Bear, Sprague, & Doyle, (2010) An Action Research Study of Teacher-driven

Social-emotional Retrieved from https://search.proquest.com › openv…

Conjoint.ly Non-probability Sampling https://www.nctm.org/Standards-and-

Positions/Position-Statements/Strategic-Use-of-Technology-in-Teaching-and-

Learning-Mathematics/