Awakening Wisdom Social Emotional Learning Through Culture
THE NEED FOR SCHOOL CLIMATE/CULTURE TRANSFORMATION AND SOCIAL EMOTIONAL LEARNING
Anxiety and depression in high school kids have been on the rise since 2012. Teen suicide is now the SECOND leading cause of death. 30% of college students are not continuing past their first year of college.
For 11th graders in a district nearby: 39% continue to feel chronic sadness and hopelessness over the past 12 mos. Compared to the state’s 30%. 29% feel sleep-deprived, compared to state average of 18.3% 16% of absences were due to stress, anxiety, and depression, compared to state average of 13%.
October 11, 2017
Why Are More American Teenagers Than Ever Suffering From Severe Anxiety?
In 1985, the Higher Education Research Institute at U.C.L.A. began asking incoming college freshmen if they “felt overwhelmed by all I had to do� during the previous year. In 1985, 18 percent said they did. By 2010, that number had increased to 29 percent. Last year, it surged to 41 percent.
Academic Achievement Responsible Citizens
Healthy School Climate and Culture
Social Emotional Skills AND Well Being
Social Emotional Skills AND Well Being
Social emotional well being and skills improve academic learning: A 2011 meta-analysis of 213 rigorous studies of SEL in schools determined that students receiving quality SEL instruction scored 11 percentile points higher on academic tasks and demonstrated more motivation to learn. [SOURCE: CASEL]
Healthy School Climate and Culture There is a POWERFUL correlation between the climate of a school and its academic achievement.
From THE ALLIANCE FOR THE STUDY OF SCHOOL CLIMATE, CSU Los Angeles
Above framework comes from CASEL’s publication: To Reach The Students, Teach The Teachers, 2017.
A SCHOOL CLIMATE TRANSFORMATION PROGRAM FOR SOCIAL EMOTIONAL LEARNING AND WELL BEING
Above framework comes from CASEL’s publication: To Reach The Students, Teach The Teachers, 2017.
Sr. Joan Madden: “We talk funny.”
Academic Conferences: Student-Led
• How is this conference different from traditional parent teacher conferences? • What messages are sent to students? • What is the value of student-led conferences?
DISCIPLINE
HOW TO TAKE RESPONSIBILITY FOR YOUR MISTAKES ACKNOWLEDGE YOUR MISTAKE: Are you willing to “own” your mistake (“I did it.”) without blaming others, making excuses, lying, or justifying? CLEAN IT UP Are you willing to clean up your mistake? With whom do you need to clean this up? ACCEPT THE CONSEQUENCE OF YOUR CHOICE Are you willing to accept the consequence of your choice? LEARN from it so it’s less likely to happen again. What did you learn from the mistake? What did you learn about yourself? FORGIVE Are you willing to forgive yourself and others? MOVE ON. When you’ve addressed the above, you are able to move on.
How is this discipline process different from traditional discipline processes? What are the messages being taught to students? What is the value of doing discipline this way?
[“The Hidden Curriculum”]
THE FOUR Rs
OUR GREATEST GIFT In between an event and our response is a space And in that space is our greatest power – THE FREEDOM TO CHOOSE OUR RESPONSE
Stimulus
FREEDOM TO CHOOSE
Response
From Stephen Covey’s The Eighth Habit
Language of Awakening Wisdom LESS EFFECTIVE
MORE EFFECTIVE
I complain in the faculty room: “The students are driving me crazy. What can I do to make them behave? What’s wrong with them?”
I’m having a hard time today and I’m reacting to my students’ behavior. What can I do so as not to react to their behavior? They are obviously needy; what can I do to support them so that they are not acting out
will hold two Summer Institutes in 2018 In Hawaii and the Bay Area, California. School teams will be introduced to the Awakening Wisdom modules on the Four Rs and its protocols to shift a school’s culture and climate.
“From this small Wahiawa school, where cooperation means more than competition, and listening and clearings are skills actually taught and value I believe that the leaders of the world will spring.”
“The school brought out my ability to be self-reliant, to be myself, to question the world, and be brave enough to fail as part of learning to succeed.”
Sign up for our 2018 Summer Institutes We invite you to check out our website: www.awakeningwisdom.org. For more information, please contact Linda Inlay linda@lindainlay.com | 707.888.1842
Articles written by Linda Inlay •
Values: The Implicit Curriculum A school’s culture can help foster students’ sense of personal and social responsibility. Educational Leadership, March 2003 http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200303_inlay.pdf
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Orchestrating School Culture Educational Leadership, March 2008 http://www.ascd.org/publications/educational-leadership/mar08/vol65/num06/Orchestrating-SchoolCulture.aspx
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Safe Schools for the Roller Coaster Years Educational Leadership, April 2005 http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200504_inlay.pdf
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Creating a culture of respect through the implicit curriculum Middle School Journal Pages 23-31 | Published online: 05 Jan 2016 http://www.tandfonline.com/doi/abs/10.1080/00940771.2016.1102600
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Inside Out: The Power of Relationships Educational Leadership September 2014 http://www.ascd.org/publications/educational-leadership/sept14/vol72/num01/Inside-Out@-ThePower-of-Relationships.aspx