Social-Emotional Learning: Responsible Decision-Making

Observing collaboration in nature is always amazing: I see this lichen in the spring with beautiful gray-purple colors, and soon again it goes back into hiding. But it is the collaboration of algae and fungi, often also yeasts and bacteria. that makes lichens possible. Lichens are how we learned about symbiosis (close, long-term between organisms or species). 

We don't need to be in a symbiotic relationship, but choosing to collaborate (instead to compete) increases our chances for success in most situations. 

In Finnish we call these lichens as “Nahkajäkälä” - nahka meaning the leather or just a leathery look and feel and jäkälä meaning lichen - and I have always found lichens so interesting ever since I learned about their symbiotic nature. 

I think Responsible Decision-Making is a lifelong process to master. We certainly want to start teaching it early, but as it is tied to our Executive Function skills (EF), we cannot expect people to master it before they turn 21 - and there is a lot of individual variation, too. Here is a great definition of EF: 

Executive functioning skills refer to the brain-based, cognitive processes that 

help us to regulate our behavior, make decisions and set and achieve goals [1]

What is one thing that we can choose to collaborate on, instead of competing for it? In my work it has been the realization that supporting the success of my colleagues is much more beneficial than trying to compete with them.

How about you?

:)

Nina

[1] https://learn.mciu.org/the-intersection-of-executive-functioning-skills-and-social-emotional-learning-starting-with-the-brain/

Social-Emotional Learning: Self-Management

I think Self-Management is a life-long project. Being aware of ourselves and our assets and challenges is an important first step, but investing in our relationship to self is a great next step. 

Managing emotions and realizing when to turn away from a challenge keeps us safe. Unfortunately, there was nothing we could do to help this jellyfish on the beach.

Big waves (like sudden changes and tragedies) can shake us too, and make us feel like we have lost our footing, which is why SEL instruction is so very important protective factor. 

Fortunately, today I see SEL being part of all levels of education: CASEL   Another great tool is this beautiful Inner Development  Framework to support our self-transformation. 

Social-Emotional Learning: Social Awareness

I think "pawsitive" experiences or moments can have a huge impact on our wellbeing. The joy and excitement of our furry friends is very contagious, therefore contributing to our inner explorations about our emotions, identities and assets. Pets can also help us to link our feelings and values and thoughts.

Benefits of pets is also acknowledged in current research about wellbeing, both our mental and physical wellbeing. I have seen therapy dogs in schools, and therapy cats in nursing homes, and the recent research shows that taking care of a gold fish can help people to better manage their own health (link below)

And if we can combine playing with pets (either our owns, or pets trusted to our care) while enjoying the nature, we are getting even more out of the self-care moments in the nature! What could be better? :)

I am strongly advocating for the year 2025 to be the year for Adult SEL and resilience. More information here: NotesFromNina

https://newsinhealth.nih.gov/2018/02/power-pets

Social-Emotional Learning: Self-Management

I blogged in my other blog NotesFromNina about the importance of focusing on adult SEL in 2025. I am a Finn, and I like my old Finnish proverbs, and one of them reads like this: "Ei voi kauhalla ottaa jos on lusikalla annettu".  English translation is pretty much like this: "When someone has been given with a spoon, they can't be asked to give back with a ladle."

The origin is not pretty, because it often was used to point out someone's lack of intelligence. But, the statement is quite true: if we have only received a spoonful (of anything), we cannot give to others with full ladles. 

My point here really is: in order to help others we HAVE TO take care of ourselves. Hence, the importance of Self-Care and Self-Management for everyone who is teaching.

I found this arrangement on the beach in late January and wondered if someone made it as an artistic expression. However, I didn't see too many footprints around it, so I also wondered if waves had just thrown the debris there. No matter how it came to be, there it was on the beach, making me happy and finding some awe in my daily walk. 

For me awe is needed for happiness, whether it is the mountains, or the ocean, or the desert or the forest, there is always something nearly magical in those environments. They are bigger than us. They sustain us.  Here is more about how to find Awe in our lives to find more ways to feel better and manage our daily work. I do believe that in all levels of education we also need more of Hopeful Pedagogy!

Social-Emotional Learning: Self-Management

Learning to use adult SEL strategies are worth our time! Our self-regulation can only work if we are aware of our stressors and needs, and also have ways to manage them. Learning what works for us on personal level takes a little time, but for most people looking at long-distance views is very valuable.  

We can calm our nervous system by gazing into empty spaces - which is why I love to visit the ocean and the mountains, and open fields and the desert. Viewing the expanse helps us to set things into manageable perspectives and let go of some of the demands of our daily lives. 

Here is a link to Psychology Today about the value of  Long-Distance Views I hope you enjoy it! :)

Social-Emotional Learning: Social Awareness

Recognizing Situational Demands and Opportunities is a very important adult SEL skill.

Learning to play with others is an important step in  human development. - it is the first step of understanding that all human behavior is communication. Later we learn to adjust our behaviors according to the location or people we interact with, which reduces our frustrations in social situations.

After just watching others play we start to play near others, but not really with them. After this parallel play we learn to interact more with others and usually after the age of 4, we start to pay attention to their body language and the tone of their voices and cooperate with others. But our development continues throughout our lives, and we learn to understand others better. If we choose to.

 

We all have different ways and different skills to  express our needs. This is why the hardest part of growing up might be learning how to hear the real message behind certain behaviors. And in any interaction we can decide to respond to the need of the other, instead of simply reacting to what they say or do. 

Our perception of the behaviors of others defines our actions. Not the reality, but our interpretation of the situation. I am still learning this! 

Social-Emotional Learning: Responsible Decision-Making

Learning and teaching about making better decisions is an important part of SEL. And I think Responsible Decision-Making is a lifelong process. Some things that were not safe for us in childhood, but were okay in early adulthood, may become dangerous again when we age enough. But having a safe place to practice making responsible decisions is essential.

Learning and teaching are always situational and contextual activities. We need to know ourselves and understand the needs of our students to be successful in supporting their agency and create physically and emotionally safe learning environments where students can practice making responsible decisions. It is a skill like anything else and therefore cannot magically emerge in a vacuum without practice.

Providing these safe and positive learning experiences has a long-lasting impact in out students lives.