Social-Emotional Learning in Secondary ELA Classrooms

Abstract

The author discusses the use of social-emotional learning practices, specifically Conscious Discipline and the RULER approach, in a secondary English language arts classroom. Also discussed are the implications and positive results that can come from an educator implementing practices that enable students to develop emotional literacy, executive functioning skills, and self-regulation. Educators can help to create environments that support social-emotional learning and cultivate positive relationships among students and with the teacher, which provide students the confidence and skills to be resilient, innovative learners. The author also provides some structures and activities for embedding social and emotional practices within academic curriculum and instruction.