Christina Rose Helmold

February 18th, 2017

Student Teaching
Professional Development
4-3-2-1 Assignment

Webinar: Navigating Social and Emotional Learning from the Inside Out

4 takeaways that will guide your classroom decision making (include timestamp or screenshot(s) from
webinar for each idea)
The webinar I watched consisted of two women explaining their research of Social and Emotional
Learning programs on students’ academics. One takeaway I found was at 25:27; it showed specific
activities that helped improve different domains. The main focus domains are: cognitive, emotional,
interpersonal, character, and mindset. This time frame shows how different programs based on one of
these main focus areas affected students. A second takeaway I found was at (30:49) which showed that
some programs can be most beneficial across an entire school year. Students sometimes need to
progress gradually before they can fully master a program. A third takeaway I found was at (34:51). This
depicted the four underlying principles that are necessary for social and emotional learning and can
work in rich partnership with out of school time. There were many other takeaways during this webinar
but the most significant fourth takeaways I found were at (35:41) and (36:04) these depicted the five
key considerations for the programs which were: expansion without standardization; alignment with
mission; consistency without being redundant; alignment with pedagogy; and consideration of student
needs, and the four building blocks of emotional and social learning which are: structure; strategies;
routines; and activities. These can all be used to build up a rapport with students and help them to learn
in the best way for each individual.

3 ways that CT added to ST knowledge base about topic during discussion (Because I have 2 CTs this
section really holds 6 ways that my CT added to my knowledge.)
My cooperating teachers had a lot to say about the topic. Because the webinar was primarily
showing results from programs, one of my teachers told me how similar ideas related to her work. The
five key considerations for outside school time show ways to build soft skills that can be adapted for
social and emotional learning. One way my CT said she can relate to the webinar is that it reminds her of
all the research they go through as a school to select standards, power standards, skills students need
for competency, and instructional strategies. My other CT said she tries to implement the five keys is
through being available outside of school. She personally will set up times with students to meet if they
need extra help. Of course, meeting outside of school requires a personal relationship with the student.
This is a second way my CT added to my knowledge, she explained that having a relationship with a
student makes them a stronger learner; that aligns with the four underlying principles of the webinars
reports. My other CT gave feedback on her impression of OST (out of school time) saying that, “I am
reminded of all the discussions we have about homework in the classroom. We want students to
practice the material, but the teacher should be teaching. It leads to the finding that students should
have time to practice in the classroom, too, so they have support in their learning.” The third bit of
feedback from one of my CT is that the webinar demonstrates how important it is that data drives
instruction. One tip that my other CT gave me was demonstrating how her personal relationships with
students flourish best under a safe and secure environment. Building these connections in a place where
students feel safe helps them both in and outside of the classroom.

2 questions that emerged about the topic that you will investigate this semester
 The first question I had while watching the webinar came up when they talked about partial SEL
(social and emotional learning). Because my school hasn’t implemented the specific programs talked
about during the session, I wondered: How effective is partial SEL in comparison to total SEL? The
second question I had was about OST (out of school time). The webinar discussed structure as a huge
part of learning and I wondered: How can teachers make sure that OST focuses on time and structure
when the students are not in school?

1 implementation idea for immediate classroom application

The most immediate way to begin applying these programs with students is to learn who each
student is as an individual, helping them to be comfortable with me as a teacher. Consequentially this
will help them to be comfortable learning and hopefully encourage them to help me find the best way to
teach them.