Social and Emotional Growth

ELEMENTARY SCHOOL the college school

At The College School, we know full well that school is about more than academics.

In order for children of any age to succeed academically, they also need to be socially and emotionally confident, have interpersonal skills, and know how to persevere through challenging situations. In the elementary grades, these social and emotional skills are taught in two ways. First, they are taught through direct instruction with specific activities, lessons, and objectives in mind. Second, the lessons taught are interconnected with thematic and academic studies. Our experiential education approach is an ideal environment to help children develop their social skills.

First Grade

In First Grade, children begin to develop their identities as students. Through increased expectations, they build their independence and sense of responsibility. That responsibility is not only for themselves, but it is also a responsibility to their class community. The class starts every day with a morning meeting to overview the plan for the day and also to address any class issues or concerns that may exist. The adventure education component in First Grade culminates with students’ first overnight experience, which is a major celebration and testament to the social and emotional skills they have developed throughout the year.

Second Grade

In Second Grade, with students further in their transition from “learning to read” to “reading to learn,” they assume even more responsibility for themselves and for their class community. They also start each morning in a class meeting to prepare for the day. The Social and Emotional Curriculum is influenced by Michelle Garcia Winner’s work in social thinking. Second Grade’s campout, adventure days, and full days spent at the LaBarque Campus are also an ideal environment for the teachers to work on social-emotional learning.

ELEMENTARY SCHOOL the college school

Third Grade

In Third Grade, students deepen their social and emotional skills. The curriculum and language is again influenced by Michelle Garcia Winner’s work in social thinking. The fall and spring trimester Community themes also have social and emotional learning directly connected to the thematic study. Students continue to develop traits such as situational awareness, grit, and respect of self and others through all the experiences of the year. Collaborative projects, social thinking lessons, social coaching on the playground, outdoor adventures, and field trips all provide rich opportunities to blend character building with academics and adventure. Fourth Grade

As Fourth Grade children climb the stairs onto the second floor of the building, they also continue their climb towards being responsible and independent students. In the older grades, students learn specific strategies and techniques for having honest and constructive dialogue with peers and in groups. They also follow a class meeting structure when they work on these skills. Students have daily practice implementing healthy learning habits and social interactions. Personal responsibility, advocacy, and community building are part of regular experiences. There are also frequent class discussions, as well as meetings within groups or with a school counselor to support emerging situations.

Fifth Grade

Fifth Grade continues with a very similar approach to social and emotional learning that is begun in Fourth Grade. Through shared projects, lunch, and recess times, fourth and fifth graders have a community, and thus the shared social learning approach fits well. Class meetings to either proactively or reactively address issues in Fifth Grade also happen regularly. Overall, our Third-Fifth Grade students are provided with lessons, experiences, and time to reflect upon their character, ethic of excellence, and how they lead with kindness within their community.