Empowering Classrooms: Integrating Social Emotional Learning and Student Wellness into Academics

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Dec 14 2018 - 9:00am - 3:30pm
World Region: 
North America
United States
Lauren Porosoff, Jonathan Weinstein

Instead of creating disconnected community-building or guidance lessons, we can use the academic tasks our students already do—their assignments, projects, performances, and conversations—as opportunities for them to explore and enact their values. Through their classwork and peer relationships, they can also learn how to relate to the inevitable stress and struggle that comes along with living a values-consistent life. Building bridges in science class can be a context for learning how to collaborate. Writing a paper on the French Revolution can be a context for opening up about what matters. Revising a drawing can be a context for learning to persist through anxiety. Not only are students doing meaningful academic work; they’re also learning how they want to treat their learning, their work, their surroundings, themselves, and each other.

In this highly experiential workshop, you’ll learn how to respond to student anxiety and create contexts for meaningful values work in academic classes. Informed by evidence-based psychological science, the workshop will involve drawing, trading cards, making stuff you can use, serious discussions about values and vulnerabilities, and empowering students to become the people they want to be.

Register here: https://www.nwais.org/page.cfm?id=518&verbose=9994

Workshop Agenda

Introduction: What are our experiences of working with anxious students?

  • Our images of anxious students: Represent & Respond

Part I: What can teachers do to support students who get anxious?

  • Four approaches to student anxiety
  • Simple coping tools to use in the classroom
  • Supportive accommodations for anxious students
  • Understanding anxiety as avoidance: Collaborative Conversations
  • Taking stock: Emotions & Values Audit

Part II: How can teachers empower students to live by their own values—even when they’re anxious?

  • How meaningful assignments benefit anxious students (and the rest of the class)
  • Designing a meaningful assignment: Exemplar Study
  • How values work benefits anxious students (and the rest of the class)
  • Protocols for incorporating values work into academic work
  • Embedding values work: Nonjudgmental Peer Review
  • Reflection: Concentric Self-Portraits

Conclusion: How do we know what’s working for our students?

  • Using the EMPOWER self-assessment tools