The Instructional Benefits of Knowing Your Students’ Skills and Interests

As we were throwing air punches, he tensed up. I realized he was clearly bothered and very uncomfortable in the activity. I wasn’t sure if something was wrong, but I felt a trigger had happened. I immediately discontinued the play without wanting to create a hostile environment further. Later, I approached him to talk about what had happened. He willingly shared his personal involvement in going through the justice system. The play boxing had triggered his incarceration experience.

I wish I knew more about SEL back then. It would have helped me as I reflect on my decision-making in handling the situation. Educators frequently overlook triggers and dismiss them instead of addressing them through further investigation. It takes understanding and follow-up to get to the root cause of a trigger. Emotions affect choices and behavior, and because I was mindful of this, I followed up with the student and discovered the root cause of his tension from our play boxing.

The student’s reaction to the activity, followed by my further investigation, addressed the student’s high need and opened the door for us to connect. It helped me understand the reason for his reaction, which helped me find a different way to improve our relationship. A lack of follow-through or disrespect for his high need could have ended disastrously or caused a profound disconnect. Of course, in situations like these, the goal is to be cognizant of the fact that since emotions affect choices and behaviors, especially in younger people, working knowledge of proprietary information is advantageous.

Jorge’s work has undoubtedly had a significant impact on me. The tools and strategies recommended in this book are priceless. As stated earlier, he is a master at his craft. He doesn’t limit his wisdom and knowledge to advising the educator alone. He also includes family dynamics as part of his strategy. It’s imperative to consider all stakeholders in traumatic circumstances because they will process it differently. In addition to being informed, it’s crucial to partner with family members as you get to know the student.

Mindfulness is a huge part of the SEL framework. For instance, in situations involving COVID 19, it helps to bear in mind student response to the condition as it happens at different levels. Student emotion and subsequent behavior toward COVID 19 in the classroom may cause them to be referred to a SPED director, as I have personally experienced.

However, being trauma-informed reduces the likelihood of referrals based on student behavior in the classroom. There may be other reasons for behavior issues, including problems associated with ADHD.

Jorge’s SEL tools and strategies address ways for students to handle their behavior cognitively by teaching them how to examine personal choices that may not be physically assessable or measurable to the teacher.

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL is the process through which children and adults understand and manage emotion, set and achieve positive goals, feel and show empathy for others, maintain positive relationships, and make responsible decisions.

Knowing that SEL is not an add-on but something that should be embedded within daily practices increases Jorge’s credibility with me. His methods enhance my ability to build relationships that last. It can start with the type of words used and how conversations are framed in the classroom. A couple of strategies I’ve adopted in my SEL practices include starting the day by having students check in and being intentional about how each day starts; namely by asking students individually how they are doing.

As students see how we as educators regulate our emotions, work and collaborate, and the biases we hold, there is the opportunity to transfer those skills to them. It is also an opportunity to create an environment within the school community to have emotional intelligence skills, self-awareness, social awareness, self-management, and the empathy needed for them to succeed beyond the classroom. Instilling these skills will reduce bias and microaggressions in the generations to come!

Additionally, modeling can make a difference.

This book is a resource-based tool that all educators and other stakeholders involved in equity work, no matter where you are in your journey, will appreciate as its elements are implemented.