Education of the Whole Child

Social-emotional learning for the whole child

Over the past decade we have demanded that students become more focused on academics. Yet we may have forgotten about social emotional learning. As a result we have bypassed the important aspect of schooling: the education of the whole child.

Kindergarten used to focus on creative play and thematic activities. It now emphasizes preparation for first grade reading, writing and math. As the demands on students have increased, the place for play and self-directed learning has decreased. It has affected learning from elementary through high school.

Do kids get depressed?

THE WHOLE CHILD: Different teens; different emotions; different learning

Some modern researchers have blamed student isolation on increased screen time by students. Other negative effects are cited as well. Cyber-bullying has also become a serious concern. Whatever the causal link, social isolation among preteens and teens is real.

Trauma-sensitive schooling and health of the whole child

Preteens and teens feel emotionally overwhelmed at increasing rates. Rates for depression and attempted suicide doubled from 2007 through 2015.

Schools and teachers can do only so much although most work to create safe, healthy learning spaces. Safety is a reflection of the larger culture. Current research suggests that many students experience trauma, and it affects their performance in school.

Nearly half of all U.S. children have been exposed to at least one traumatic event, according to the latest federal data, and more than 1 in 5 have been exposed to several. There are things schools can do.

Nobody Learns It in a Day

Although many teachers and other experts focus on barriers to learning, there are problems that a school could help solve.

For example, in a poor, violent neighborhood, children tend to miss more school. They may have anxiety or stress-related illness, … or they may lack safe, reliable transportation.

A number of other approaches have been effective. That includes creating safe spaces and mindfulness practices. They allow students a place to vent, to relieve pressure, and to re-center. It can help reduce in-house suspensions and referrals. However, the most important idea is that trauma-sensitive schooling is a process, not a program.

Exploring wholeness. Students practicing meditation and mindfulness

Parents are stressed. It takes a village to raise a whole child

Raising children has become unceasingly demanding, both economically and socially. Childcare has become prohibitively expensive. A sick child can force a parent to make difficult choice for taking off from work and losing pay. Active school shooter drills emphasize that the world is a dangerous place for children.

Many times an older sibling is forced to take over the parenting role. When I taught high school, a number of my students would confide in me that they had to stay home to watch a younger sick sibling while their parents were at work. Many families cannot afford to miss a day of work. Stress is not just on the parents, but it includes other family members.

Importance of the family unit in the health of the whole child

What is childhood? What does it mean to be a whole child?

Have we ruined childhood, as Kim Brooks suggests? Does it have too much structure and too little play? The trends are concerning, but the world has changed. We face new challenges. One of those challenges is how to bring social-emotional learning – and that includes play – back into a dominant position in our hierarchy of importance.

When we think of the whole child, we have to think holistically. We need to include family, school-wide culture, the neighborhood, and a whole range of attributes that constitute well-being.

Education of the whole child addresses well-being in all its aspects

The joy of eating paste, and other kindergarten experiences

When my eldest daughter entered kindergarten, my wife and I had to rearrange our whole life. It certainly wasn’t the only time we had to accommodate change since we had a total of four children over the years. It is easy to forget that children like my daughter experienced eating paste in kindergarten. She also built things, painted, acted and danced in kindergarten. Paste was not the most nutritious part of her diet, but it was a reality of the times. She survived, and she learned not to eat paste.

Other activities outside of school – like dance and sports – helped build a well-rounded whole child. We provided a wealth of experiences for her and for our other children who came after. They engaged in critical and reflective thinking. We taught them how to be independent thinkers.

Field Trips: Extending learning into the community

In my first few years of elementary teaching, I was fortunate enough to have funds for buses so that we could explore the world outside the school building. Our first field trip was to a local weather monitoring station, and the kids loved it. Over the years I have taken students to parks, to zoos, to aquariums, to local marshes and more.

We went to Marine World where we had a machinery room tour to find out how roller coasters worked, tying it into middle school physical science curriculum. In some cases I had to write grants to pay for buses, but I was blessed with plenty of parents to chaperone. We had adult experts come into the classroom to give talks and share experiences about their jobs, and/or their expertise. All of that coincidentally strengthened our classroom culture. It helped counter isolation. It was education for the whole child, and it helped build a stronger, healthier community.

In search of the whole child: What to do and why to do it

Making connections between emotions and behavior is not an easy thing. In schools that do provide discussion in class, a smaller number of students often do the heavy lifting in the class. Others go along for the ride. Furthermore, many teachers feel overwhelmed by the demands of incorporating social-emotional learning into the academic curriculum.

SEL Core Competencies Wheel: Looking at education of the whole child

In the Gates Foundation Primary Sources 2012 report, over 60% of teachers say that student behavioral issues interfere with their ability to teach. 69% of teachers say that in-school behavioral support from therapists and psychologists has a strong or very strong impact on student achievement. A classroom meltdown by a high school student can really make teaching and learning disruptive for everyone. Having alternatives for these students – instead of suspension – is critical.

Relationships and Wholeness

In the classroom, relationships are paramount. As much as I believe in the beauty of pure intellectual endeavors, I have realized that the feeling and connection that underlies it that makes learning real for students. It becomes an experience for the whole child.

When I reached out to my students as individuals, they responded. If I focused on who they were and what they needed, then they blossomed. My experience as a teacher and their experience as students flourished and became more whole.

Resources

Classroom Management in Age of Relationships

What is Classroom Management?

I have taught and administered in K-12 schools for 25 years. I have evolved over time, becoming more confidant, perhaps no more so than in the area of classroom management and learning how to maintain strong student relationships. It was natural for me to also teach graduate school at some point since virtually all teachers in California are required to obtain 30 graduate hours. I have taught Teaching of Reading, ESL/ELD/SDAIE, Educational Technology, and Educational Research. Yet one commonality had to do with the questions my students asked me on the first day of class.

Almost all of them were employed as K-12 teachers, and they wanted to know about classroom management. They did not want the theory. At least not at first. They wanted the nuts and bolts, the how-to, the step 1,2,3 of it all. So I built it into each course. What did I teach them about managing students? First, a little history and context….

Classroom management: engaging student inquiry

Classroom management is about actively engaging students

Some History

Prior to my own first day of teaching, I had planned for days. I barely slept that night. In college I had been a psychology major, and I had take very few education courses, thinking them extraneous. However, on my first day in teaching third grade, I found I only had 15 minutes of usable material. 25 eight-year-olds sat calmly looking for instructions on what to do next. I was up in the ethers, and they were on earth. What I also discovered on that day was that teaching is a living, breathing process. Yet one needs to plan everything.

Iteration #1: Just as no battle plan in war survives first contact with the enemy, in teaching no lesson plan survives first contact with students.

Plan, plan, plan, and be ready to discard at a moment’s notice. Yet teaching is about students and relationships, not just content. In Ithaca, New York, it all boiled down to a single needy boy in class named Ethan [name changed]. I had 25 students in that third grade classroom, and every one of them was unique. Some knew how to read, but others struggled with sounding out words. Some could write a full paragraph, but others could barely write letters without reversing them. Yet whatever they knew or did not know academically, they were young children looking for bonding, guidance and relationships.

Ethan was a lively, extremely impulsive boy in my class. He could barely contain his enthusiasm in all things. Sometimes his actions were entirely inappropriate. Yet as I learned more about him, I learned of a tragic family history that had altered how he behaved forever. His mother was murdered by his father right in front of him. He was now being raised by his grandmother.

I remember a class field trip I had arranged to a local meteorological station. As students began to get off the bus, my wife – who had volunteered to be a chaperone – jumped up. Someone had put their hand under her dress. We were both young and took it in stride. After the tour of the station, the children climbed back on the bus. Ethan ran up to us before boarding, “Do you want to know who did that to your dress? It was me!” He laughed gleefully and scampered onto the bus. My wife and I couldn’t help but laugh as well.

Ethan and I touched each other’s lives over the course of the school year. He was extremely bright, yet the trauma of witnessing his mother’s death was not something that would easily fade. He needed acceptance as a person, yet clear guidance in behavior. Both took time.

Other students in the class were nearly as complex. I learned over time that teaching is about developing relationships, not just about subjects and standards. If there is no meaningful relationship between teacher and student, then engagement in the learning process is severely diminished.

Iteration #2: In the classroom, the teacher and students learn together. They learn to move together as a single organism.

Some Management Guidelines

Many books and articles have been written about management. There are some good resources that I list below. However, my own approach can be stated simply.

  • Be authentic, be consistent, and be caring
  • Everyone can learn, but you have to make lessons engaging.
  • The classroom is a learning environment. Set high standards.
  • Develop relationships. Treat students with respect, and expect them to treat each other the same.
  • Keep rules simple. If you have more than fingers on your hands, it’s too many.

If you would like a useful article, try this from NEA. It is called Discipline Checklist: Socializing.

If you are a visual learner, then watch Classroom Management Techniques, a series of videos from Edutopia. You may also find this article very useful: Classroom Management: Resource Roundup.