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According to Yeager and Dweck (2012) one of the challenges of implementing interventions that result in a mindset change is that the interventions need to be customized to address the mindsets of students of a given age and in a given context. At the same time, to implement these contemplative practices, we need a thorough understanding of the underlying psychology that the interventions are attempting to impart. I think forming and continuing collaborative partnerships between researchers, teachers, students, parents and other practitioners will pose a challenge in implementing contemplative practices in mainstream education.
We can foster compassion and connection in schools, classrooms and students by establishing social and emotional learning programs that develop abilities such as empathy. Schools can also adapt and encourage a positive school culture that fosters values such as inclusivity and respect. Teachers should build a personal connection with the students and promote cooperation with students in classrooms.
According to Sabre Cherkowski (2018), teachers have a strong role to play in school improvement efforts. To transform school cultures, training teachers on social and emotional competence(SEC) is vital. The stakeholders who need to be involved in transforming school cultures through supportive teacher-student relationships and effective classroom management are students, teachers, education administrators, parents community leaders and workers.
Teachers are the backbone of social and emotional learning (SEL) practices and programs in classrooms and schools, and they have a significant impact on students’ social and emotional development as well as their own (Schonert-Reichl, 2017). Social-emotional competencies boost a teacher’s social awareness which enhances empathy for and understanding of their students.
Teachers teaching SEL skills may experience challenges such as inadequate training on mindfulness, lack of adequate resources such as money and assistance from administrators to implement SEL programs, and heavy workloads due to curriculum demands. We can encourage more teachers to take mindfulness courses by highlighting the benefits of the courses and the evidence of the success of mindfulness in education. Also, we can encourage mindfulness in teachers by integrating SEL into the school curriculum.
REFERENCES
Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805
Sabre Cherkowski. (2018). Positive Teacher Leadership: Building Mindsets and Capacities to Grow Wellbeing. International Journal of Teacher Leadership, 9(1), 63–78.
Schonert-Reichl, K. A. (2017). Social and Emotional Learning and Teachers. The Future of Children, 27(1), 137–155. https://doi.org/10.1353/foc.2017.0007
This blog hits home for me, It talks about how teaching kids to understand and manage their feelings (called social and emotional learning or SEL) is super important. Teachers need to learn how to help kids be kind, include everyone, and show respect. However, teachers need good training and support to do this well. Sometimes they don’t have enough resources or time because of their busy schedules.
In my experience, I’ve seen how important this is. I once worked with a student with autism. By using SEL techniques, I was able to help him feel more included and understood in the classroom. It made a big difference in his behavior and learning. To make schools better, everyone—teachers, parents, students, and community leaders—need to work together. When teachers learn and practice these skills, it helps everyone in the school feel more connected and supported.
You brought up an excellent point about the challenges of implementing SEL teaching in the classroom. It takes all stakeholders such as researchers, administrators, and teachers to play a part. Research stresses the importance of well-trained teachers to teach SEL skills to students. It also takes the support of administrators and the school system to make sure the funding is available for implementation. It does have challenges, but the rewards far exceed the costs involved.