Brackett ASCD IL 6 20 18 · “No one cares how much you know, until they know how much you...
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7/23/18 1 Social and Emotional Learning: From Programs to Practices to Systemic Change MARC A. BRACKETT, PH.D. DIRECTOR, YALE CENTER FOR EMOTIONAL INTELLIGENCE PROFESSOR, YALE CHILD STUDY CENTER @marcbrackett @YaleEmotion @RULERapproach #EMOTIONSMATTER Contact Information My presentation: http://bit.ly/RULERASUGSV Social media: @marcbrackett @YaleEmotion @RULERapproach #EMOTIONSMATTER My contact: [email protected] My assistant: [email protected] Websites: ei.yale.edu; ruler.yale.edu Welcome “No one cares how much you know, until they know how much you care.” THEODORE ROOSEVELT How are you feeling? PLEASANTNESS ENERGY Life is an Emotional Rollercoaster How High School Students Feel
Transcript of Brackett ASCD IL 6 20 18 · “No one cares how much you know, until they know how much you...
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Social and Emotional Learning:From Programs to Practices
to Systemic Change
MMAARRCC AA.. BBRRAACCKKEETTTT,, PPHH..DD..DIRECTOR, YALE CENTER FOR EMOTIONAL INTELLIGENCE
PROFESSOR, YALE CHILD STUDY CENTER
@marcbrackett @YaleEmotion @RULERapproach #EMOTIONSMATTERR
Contact Information
MMyy pprreesseennttaattiioonn:: http://bit.ly/RULERASUGSV
SSoocciiaall mmeeddiiaa:: @marcbrackett @YaleEmotion @RULERapproach #EMOTIONSMATTER
MMyy ccoonnttaacctt:: [email protected]
MMyy aassssiissttaanntt:: [email protected]
WWeebbssiitteess:: ei.yale.edu; ruler.yale.edu
Welcome
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““NNoo oonnee ccaarreess hhooww mmuucchh yyoouu kknnooww,, uunnttiill tthheeyy kknnooww hhooww mmuucchh yyoouu ccaarree..””
TTHHEEOODDOORREE RROOOOSSEEVVEELLTT
How are you feeling?
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PLEASANTNESS
ENER
GY
Life is an Emotional Rollercoaster
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How High School Students Feel
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How High School Students Feel (N = 22,000)
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happy
How High School Students Feel: SES
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SOCIOECONOMIC STATUS
Students Feelings Matter
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Students who experience: Tend to Feel
Meanness & Cruelty Fearful & Hopeless
Positive Relationships Accepted & Connected
Engaging Instruction Hopeful & Interested
Relevance & Meaningfulness Happy & Respected
Gender Identity and Feelings in H.S.
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Gender Identity
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Happy Anxious Depressed
Male Female Transgender Different
Sexual Orientation
Sexual Orientation and Feelings in H.S.
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Gender Identity
Sexual Orientation
Gender Identity
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Happy Anxious Depressed
Heterosexual Lesbian/Gay Bisexual Other
How College Students Feel (N = 1,000)
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How Educators Feel (N = 6,000)
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GreaterNegative Affect
UnhealthySchool Climate
GreaterBurnout
Sleep TroublesStress-related AbsencesMental Health ProblemsBody Mass Index (BMI)
Climate, Teacher Emotions, & Key Outcomes
How People in the Workplace Feel (N = 15,000)
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Good Stress and Bad Stress
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• Makes us physically sick
• Weakens immune system
• Impairs performance
• Motivates us
• Promotes well-being
• Enhances performance
GGOOOODD SSTTRREESSSS((PPOOSSIITTIIVVEE CCHHAALLLLEENNGGEE))
BAD STRESS(NO RELIEF IN SIGHT)
How People Hope to Feel
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How We Feel is Out of Balance
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PLEASANTNESS
ENER
GY
STRESSED
ANXIOUSHAPPY
BOREDTIRED CALM
EXHAUSTEDDEPRESSED
FRUSTRATED
OVERWHELMED
EXCITED
JOYFUL
SATISFIED
FULFILLED
LONELY
Our students, educators, and workforce are spending 70-80% of their days in the RED and BLUE
While the goal is not to be YELLOW and GREEN all of the time, we need greater balance!
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Emotions Matter
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AATTTTEENNTTIIOONN,, MMEEMMOORRYY,, AANNDD LLEEAARRNNIINNGG
DDEECCIISSIIOONN MMAAKKIINNGG
RREELLAATTIIOONNSSHHIIPP QQUUAALLIITTYY
PPHHYYSSIICCAALL AANNDD MMEENNTTAALL HHEEAALLTTHH
PPEERRFFOORRMMAANNCCEE AANNDD CCRREEAATTIIVVIITTYY
Our Vision
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TO USE THE POWER OF EMOTIONS TO CREATE A HEALTHIER AND MORE EQUITABLE, INNOVATIVE,
AND COMPASSIONATE SOCIETY
Emotional Intelligence: Skills to use our emotions wisely
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Recognizing Emotion
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Identifying emotion by interpreting our own thoughts and physiology, as well as others’ facial expressions, vocal tones, body language, and behavior
Understanding Emotion
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Knowing the causes and contextual influences of emotions, as well as their consequences on thinking, learning, decisions, and behavior
Labeling Emotion
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Having and using a nuanced vocabulary to describe the full range of emotions
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Expressing Emotion
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Knowing how and when to express emotions with different people and across contexts, including the influences of personality, gender, power, social norms, race, ethnicity, and culture.
Regulating Emotion
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The “thoughts” and “actions” we use to prevent, reduce, initiate, maintain, or enhance our own and others’ emotions in order to promote wellbeing, build positive relationships, and attain goals
*Emotion regulation is distinct from temperament (the tendency to experience certain emotions).
Measuring Emotional Intelligence
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SELF-KNOWLEDGE IS LIMITED, PARTICULARLY IN THE AREA OF EMOTIONAL INTELLIGENCE.
WHY IS THAT THE CASE?
Basic RULER Principles
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• Emotions are Data• Check-in regularly with yourself and others• Both ”positive” and “negative” emotions provide important information
• Monitor your Self-Talk & Presence• Notice your patterns (e.g., negative vs. positive self-talk)• Give and get support
• Be an Emotion Scientist and Not a Judge• Behavior is not emotion• Be the learner, not the knower
• Leading, Teaching, & Learning is inherently Social and Emotional• Emotions are contagious and co-regulated
Emotional Intelligence among Youth
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LLOOWWEERR IINN EEII
§ Conduct problems
§ Aggressive behavior
§ Hyperactivity/attention problems
§ Risky sexual behavior
§ Substance abuse
§ Social deviance
§ Anxiety/depression
HHIIGGHHEERR IINN EEII
§ Empathy
§ Well-being
§ Quality relationships
§ Prosocial behavior
§ Satisfaction with school
§ Leadership skills
§ Academic achievement
Emotionally Intelligent Educators
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• Have greater sensitivity and empathy
• Are rated as more effective
• Receive higher performance ratings
• Are less stressed and burnt out
• Have greater job satisfaction
• Build more positive classroom climates
• Have students who perform better
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Principal EI and Teacher Outcomes
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Freq
uenc
y of
par
ticip
ants
low high
To examine the effect of principal’s EI on teacher outcomes, two groups were formed: Low and high EI
Principal EI Matters!
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High EILow EI
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Principal EI influences teachers’ Burnout
Teachers’ Emotional Exhaustion
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Low SEL High SELLow HighPrincipal EI
Principal EI influences Turnover Intentions
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“I intend to leave the teaching profession.”
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Low EI High EILow HighPrincipal EI
Principal EI influences Job Satisfaction
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Teachers’Job Satisfaction
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Low EI High EILow HighPrincipal EI
Social and Emotional Learning
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MMoovviinngg ffrroomm ppiieecceemmeeaall mmooddeellss tthhaatt iinncclluuddee::• Rules• Assemblies• Classroom kits• Simple lessons• Flavor of the month
TToo ssyysstteemmiicc aapppprrooaacchheess tthhaatt • Is theory-driven & evidence-based• Provides training and support for all stakeholders• Enhances mindsets, skills, culturally responsive
pedagogy, and climate across all grade levels• Infuses SEL into mission, vision, and policies
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Our SEL Theory of Change
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Enhanced mindset (“emotions matter”)
Deepened social & emotional skills
Healthier emotional climates in schools and homes
Improved leader & teacher effectiveness & retention
Increased engagement, attendance, & academic performance
Better relationships; reduced bullying
Enhanced decision making; reduced drug, alcohol & discipline problems
Less stress & anxiety; greater health & wellbeing
(Ski
lls |
Tool
s | P
edag
ogy)
Training for school leaders, educators, & staff
Classroom integration across all grades
Infusion into mission & schoolwide practices & policies
Family Education
After school (OST)
Phases of Implementation
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Student Implementation and Family Engagement
Readiness/Planning
Staff Personal and Professional LearningSchool Leaders | Educators | Non-Teaching Staff
Lower Elementary
Sustainability and Innovation
Early Childhood
Upper Elementary
Middle School
High School
Anchors of Emotional Intelligence
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The Mood MeterHow are you feeling?
As a class, we want to feel…
In order to have thesefeelings consistently,
we will…
We will prevent and manage conflict by…
Emotional Intelligence Charter Take a Meta–M ment Solve problems with
The Blueprint
© 2012 Ruler Group, LLC www.therulerapproach.org
The Charter: Too many rules, not enough feelings
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The Charter: Classrooms
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The Charter: High school
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InspirED: Our Student Voice Program with Facebook
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((iinnssppiirreedd..ffbb..ccoomm))
The Mood Meter: Name it to Tame it
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PLEASANTNESS
ENER
GY
ENRAGED
ANXIOUS
ANNOYED
SURPRISED
ELATED
CHEERFUL
BOREDDISAPPOINTED
SERENE
CALMCONTENT
ECSTATIC
JOY
PEACEFULHOPELESS
WORRIED
DEPRESSED
The Mood Meter: Emotion Regulation
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PLEASANTNESS
ENER
GY
PUT A DIFFERENT SPIN ON IT
TALK TO A FRIEND
THINK ABOUT SOMEONE WHO INSPIRES YOU
MUSIC
TAKE A WALK
BREATHING EXERCISE
USE POSITIVE SELF-TALK
LEAVE THE SITUATION
• Effortful • Developmental• Specific to individual, emotion,
situation or context, and goal- Personalized and culturally responsive
• Permitted and Encouraged• Practiced, Evaluated, & Refined
The Mood Meter: Teaching and Learning
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PLEASANTNESS
ENER
GY
PROOFING/EDITING
SHOWINGEMPATHY
CREATIVEWRITING
BRAIN-STORMING
JOURNALWRITING
BUILDINGCONSENSUS
PERSUASIVEWRITING
DEBATING
The Mood Meter
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The Mood Meter
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The Mood Meter
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The Mood Meter
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The Mood Meter App
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www.moodmeterapp.com
The Meta Moment: From Suspensions to Skill-building
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The Meta Moment
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The Meta Moment
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The Blueprint: From Me to We
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Solve problems with
The Blueprint
© 2012 Ruler Group, LLC www.therulerapproach.org
Describe
RULER Skill Me Other Person
Recognize& Label
Understand
Express& Regulate
Reflect & Plan
How did I feel?
What causedmy feelings?
How did I expressand regulate myfeelings?
How did ____ express and regulate his/her feelings?
What happened?
What could I have done to handle the situation better? What can I do now?
How did ____ feel?
What caused ____’s feelings?
Restorative justice practices for school discipline
The Blueprint: From Me to We
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Feeling Words…
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Nervous anxious overwhelmedSad down hopelessCalm serene contentHappy excited ecstatic
(1) Personal Association
(2) Academic and Creative Link
(3) School-home Partnership
(4) Strategy Session
Optimizing Intelligences for High School
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WWhhoo aamm II?? (mindset, personality, motivation)
WWhheerree ddoo II wwaanntt ttoo ggoo?? (visioning, goal setting)
WWhhaatt ddoo II nneeeedd ttoo ggeett tthheerree?? (critical thinking, creativity, emotional intelligence, wellbeing)
80 Modules across 4 years
RULER Makes a Difference
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Students:• Less anxious and depressed• More developed emotional skills• Fewer attention problems• Better academic performance• Greater leadership skills
Teachers: • More engaging, supportive, and effective• Less burnout and greater job satisfaction
Classrooms/Schools:• More positive climates and less bullying
It’s time for an Emotion Revolution
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• Emotions Matter
• Be an emotion scientist not a judge
• Emotional Intelligence (EI) and SEL are real
• There are creative ways to develop EI and integrate SEL
• Systemic approaches to SEL will produce the best results
• It’s never too early or late to cultivate EI and SEL
• Together, we can build a healthier, and more equitable, innovative, and compassionate society so all children can thrive and achieve their dreams
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It’s time for an Emotion Revolution
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PLEASANTNESS
ENER
GY
TThhaannkk yyoouu!!
““NNoo oonnee ccaarreess hhooww mmuucchh yyoouu kknnooww,, uunnttiill tthheeyy kknnooww
hhooww mmuucchh yyoouu ccaarree””
TTHHEEOODDOORREE RROOOOSSEEVVEELLTT
MMyy pprreesseennttaattiioonn:: http://bit.ly/RULERASUGSV
SSoocciiaall mmeeddiiaa:: @marcbrackett @YaleEmotion @RULERapproach#EMOTIONSMATTER
MMyy ccoonnttaacctt:: [email protected]
MMyy aassssiissttaanntt:: [email protected]
WWeebbssiitteess:: ei.yale.edu; ruler.yale.edu
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