Engaging in Social Emotional Learning and Development

Date/Time

Date(s) - 1 Mar 17 - 2 Mar 17, 9:00 am - 4:00 pm

The workshop provides participants with an opportunity to explore the social and emotional learning and development of children within an educational context. Learning happens within a social environment where students make meaning of the world through collaboration with teachers, their peers, their families and the greater community. The foundational principles of social and emotional learning will be explored through collegial dialogue around current research and the sharing of professional narrative with respect to pedagogies that foster self-awareness, self-management, social awareness, relationship skills and responsible problem solving and decision making. Participants will be invited to think critically about the importance of risk taking, self-regulation and well-being, and will have the opportunity to consider the role of social and emotional education in the reduction of violence, aggression and bullying.

Objectives

At the end of the workshop, participants will be able to:

  • Reflect on one’s own pedagogical stance and teaching practice as it impacts social and emotional learning and development
  • Analyze and evaluate the implications of including social and emotional curriculum in the learning environment
  • Consider the role of risk, the ability to self-regulate, mindfulness, empathy and resilience to a learner’s knowledge building capacity
  • Conceptualize the idea of the environment as a place that fosters peace, conflict resolution, belonging, freedom of voice and meaningful engagement
  • Begin to plan for the skills needed to create learning environments characterized by awe, wonder and curiosity about the unknown
  • Actively engage with a community of learners through collaboration, active investigations, critical reflection and dialogue

Outline

Day 1:

  • Introductions and sharing of professional experience
  • Discuss the importance of reflecting on personal emotions and behaviour with the intent to become more mindful of the impact on students
  • Evaluate emotionally responsive skills and language used with children with the intent to build relationship and invite expression
  • Examine several different pedagogies with a lens of practice that nurtures well-being, belonging, expression and engagement
  • Consider the importance of risk taking, self-regulation and stress reduction in learning and teaching communities
  • Explore intelligent materials as a metaphor of the many ways we speak, listen and communicate with one another as we build relationships

Day 2:

  • Reflect on the previous days dialogue with reference to the importance of feelings and emotions, emotionally responsive teaching skills and intentional ways of communicating
  • Explore a variety of teaching skills aimed at building healthy relationships, key to the successful realization of academic, career and life goals
  • Engage in reflective dialogue around children with challenging behaviours and the importance of problem solving, conflict resolution and encouragement
  • Evaluate the skills needed to help children dealing with strong emotions associated with death, grief, loss, violence and natural disasters
  • Create and share visual metaphors of reflections on the importance of a mindful teaching disposition toward social and emotional learning and development

Trainer’s Profile

Louise J. is a professor in the Bachelor of Child development degree program at Seneca College. Louise has a Masters of Education in Teaching and Learning with a research focus on teacher reflection and educational technologies and a Bachelor of Arts in Early Childhood Education. Louise has been inspired by the Reggio Emilia approach to education for young children and was privileged to travel to Reggio Emilia on a study tour where this inspiration grew. In addition to her teaching, Louise has facilitated workshops and conferences with early childhood practitioners and elementary school teachers. Most recently, she has focused on professional learning centred on pedagogical documentation, emergent curriculum, Forest Schools, professional learning through social media, making learning visible and Reggio inspired practice.

Methodology

The workshops are composed of opportunities for experiential and collaborative hands-on learning opportunities. Participants will have the opportunity to be fully engaged, interact with colleagues, reflect on, and document their learning in an environment that is supportive and meets an educator’s need to gain practical knowledge that can be applied to teaching practices.

Target Audience

Teachers, early childhood educators and administrators of children aged 2 to 8 years.

Investment
AUD800.00/pax
AUD700.00/pax if register by 1 Nov 2016

Other Details
Duration: 2 days, 12 hours
Closing Date: 30 Dec 16

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Location
Sydney, Sydney, Sydney, NSW

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