Social And Emotional Skills
Social And Emotional Skills
PROJECT: Mobility of Pupils
TARGET GROUP: Primary/Secondary School Students
As students go to school, there will be more expectations demanded from them for well-regulated and goal-directed behaviors, such as adhering to school regulations and listening to teachers. This requires the student to apply self-regulation skills, and inhibit behaviours that might impact their ability to participate in class. In order to develop friends, students must start and maintain healthy relationships, or they may even need to use their interpersonal skills to resolve conflicts.
Five basic social and emotional competences have been identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as being crucial building blocks for a students’ success in school.
The 5 competencies are:
3. Social Awareness
4. Relationships skills
5. Responsible decision-making
The students’ developmental stage should be taken into consideration while evaluating these five social-emotional skills. Early in their primary school years, students should display the following behaviors:
● Be able to recognize emotions and display fundamental self-regulation skills when angry or terrified
● Be a part of a group: share, listen, take turns, cooperate, negotiate disputes, be considerate and helpful;
● Initiate social interactions;
● Resolve interpersonal conflict without fighting (e.g., compromise);
● Show empathy towards their peers.
At the end of the program, the students will be able to;
- Identify one’s emotions and thoughts,
- Recognize one’s strengths and limitations,
- Regulate one’s emotions, thoughts and behaviors,
- Gain perspective-taking skills
- Manage to establish healthy and rewarding relationships,
- Understand the importance of communication well
- Gain the ability to make constructive choices about personal behavior and social interaction
- Gain the problem solving skills
Objectives of the Course:
- Identifying one’s emotions and thoughts, and how they influence behaviors.
- Recognizing one’s strengths and limitations, with a well-grounded sense of confidence to face challenging situations.
- Successfully regulating one’s emotions, thoughts and behaviors,
- Emphasizing and displaying perspective-taking skills
- Establishing and maintaining healthy and rewarding relationships.
- Communicating clearly, listening well, cooperating with others, negotiating conflict successfully, and knowing when to seek help if required.
- Making constructive choices about personal behavior and social interaction.
- Identifying, analyzing and problem-solving when faced with interpersonal conflict.
- Peer learning
- Using Drama and role-play
- Working in groups & teams
Mentoring & Monitoring:
Before the mobility:
- Anatolia Education arranges all the practicalities for both host school and sending school, revise the program with both parties and be sure everything will be well arranged in advance.
During the mobility:
- A professional trainer / mentor accompanies the group, mentor them about the content of the program and also monitor the progress of the students. The trainer/mentor prepares a group report and also personal report for each of the participants at the end of the activity. The reports are sent to both sending and hosting schools to evaluate the success of the program.
- A short evaluation form is applied at the end of the program to monitor the success of the activity.
- Certificate of Participation and Europass mobility Document are prepared to validate the mobility
After the mobility:
- Anatolia Education keeps the contact with both parties after the mobility and assist them whenever they are in need to put what they have gained into practice at schools or disseminate the activity at various platforms.
09:00-09:45 Welcome meeting with the peers at the host school
Ice-breaking activities (games for introduction)
Pupils play small games to identify one’s emotions and thoughts and how they
11:15-12:00 My strengths & limitations
Some role-playing activities are designed to get the pupils to recognize their
strengths and limitations with a well-grounded sense of confidence to face
13:00-15:00 Orientating activities at host school (to recognize the school environment)
09:00-09:45 Starting with yoga activities
Adjust the Early Learning Goals (ELGs) with brainstorming activities
Create a code for learning
11:15-12:00 Calm and mindful classroom:
The pupils work in teams to set and work towards simple goals, to wait for what
they want, to control their immediate impulses when appropriate, and to give
focused attention to what the teacher says, showing the ability to follow
13:00-15:00 Orientating activities in the city center
09:00-09:45 Storytelling activities
Perspective taking skills: put yourself in the other person’s position and imagine
what you would feel, think, or do if you were in that situation
11:15-12:00 Problem-solve situations
Working in teams: students are asked to find some solutions to the situations which
others are in and how to make them feel better
13:00-15:00 Some outdoor activities (visits to historical and cultural points)
09:00-09:45 “How are feeling” cards activity
10:00-11:00 Relationships skills:
The ability to establish and maintain healthy and rewarding relationships. This
11:15-12:00 Communication skills
Using Drama techniques pupils understands how to communicate clearly, listen
well, cooperate with others, negotiate conflict successfully, and knowing when to
seek help if required.
13:00-15:00 Free Time
09:00-09:45 Brain break cards activity
10:00-11:00 Responsible decision-making:
The ability to make constructive choices about personal behavior and social
interaction. This includes the ability to identify, analyze and problem-solve when
faced with interpersonal conflict.
Feedback session and Certificates
13:00-15:00 Farewell Party