the emotional side of learning - heart & S.o.l.e.
From the onset our focus has been to develop a learning environment that allows students to feel at ease, not stressed and in a positive mindset which allows them to be in the approach state...where they feel safe, and where there is no perceived threat, or possibility that they may be embarrassed or will look foolish to others.
The focus for us has always been to establish a sense of trust and safety which allows students to engage with the learning more confidently. Our belief is that the S.O.L.E. philosophy creates such an environment.
Our strategy is built on the cornerstones of positive relationships and conversation. One of our mottos is to "create the emotion and the engagement will follow."
The sense of belonging and connectedness that a student experiences often results in significant changes to their confidence, choices and behaviour. Once a student feels that they belong and are positively involved in the classroom they are more likely to demonstrate an acceptance of authority and to display an ability to regulate their behaviour in the classroom - we all have a psychological need for meaningful belonging (especially students who do not get that emotional support at home)
Students respond positively if they believe the rules/expectations are inclusive and fair and where a sense of powerlessness and alienation from teachers is reduced. A positive emotional connection to the teacher and to the classroom learning environment allows students to flourish. The S.O.L.E. philosophy and protocols within a session support this.
There have been many studies of classroom behaviour management. It is commonly understood that teachers who possess high quality relationships with their students experience significantly less behavioral difficulties in the classroom. Hattie's effect size rates Teacher-Student relationships at a very high 0.72.
Obviously the relationship between students and their teacher must be a major consideration. It is the teacher who holds the power and the capacity to enhance this relationship... students do not have the power to change a learning environment or pedagogy.
Building relationships implies agency, efficacy, respect by the teacher for what the students brings (or does not bring) to the class from home, culture, peer groups.
The focus for us has always been to establish a sense of trust and safety which allows students to engage with the learning more confidently. Our belief is that the S.O.L.E. philosophy creates such an environment.
Our strategy is built on the cornerstones of positive relationships and conversation. One of our mottos is to "create the emotion and the engagement will follow."
The sense of belonging and connectedness that a student experiences often results in significant changes to their confidence, choices and behaviour. Once a student feels that they belong and are positively involved in the classroom they are more likely to demonstrate an acceptance of authority and to display an ability to regulate their behaviour in the classroom - we all have a psychological need for meaningful belonging (especially students who do not get that emotional support at home)
Students respond positively if they believe the rules/expectations are inclusive and fair and where a sense of powerlessness and alienation from teachers is reduced. A positive emotional connection to the teacher and to the classroom learning environment allows students to flourish. The S.O.L.E. philosophy and protocols within a session support this.
There have been many studies of classroom behaviour management. It is commonly understood that teachers who possess high quality relationships with their students experience significantly less behavioral difficulties in the classroom. Hattie's effect size rates Teacher-Student relationships at a very high 0.72.
Obviously the relationship between students and their teacher must be a major consideration. It is the teacher who holds the power and the capacity to enhance this relationship... students do not have the power to change a learning environment or pedagogy.
Building relationships implies agency, efficacy, respect by the teacher for what the students brings (or does not bring) to the class from home, culture, peer groups.
Challenging the mindset of some teachers
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When teachers create that positive emotional state for their students and integrate this with instruction then the likelihood of learning taking place is greatly enhanced.
Not only do students feel more relaxed and settled but the teacher is less stressed, calmer and relaxed - this has a positive impact on their teaching and the Impact of their teaching. "Many teachers were trained at universities where much of the pre-service training coursework focused exclusively on how to teach, rather than on how students learn,” (Erlauer-Myrah, 2006, p.16) The focus was on control and the concept of being the dominant voice and decision maker in the classroom was reinforced. In S.O.L.E. the concept of minimally invasive teaching is evident where students are encouraged to make their own decisions and to have a degree of autonomy in their learning - this supports the contention that the emotional wellbeing of students is paramount to engagement and learning. 
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teachers are designers of learning
"Today effective teaching practices centre on the importance of learning opportunities that are thoughtfully and intentionally designed to engage students both academically and intellectually.
While academic engagement draws our attention to on-task behaviours that signal a serious engagement in class work, intellectual engagement refers to an absorbing, creatively energizing focus requiring contemplation, interpretation, understanding, meaning-making and critique. Learning that invites students to engage intellectually awakens the human spirit's desire to know. The result is a deeper, personal commitment on the part of learners to explore and investigate ideas, issues, problems or questions for a sustained period of time. It is relatively easy to identify curriculum outcomes for relevant programs of study, but often much more difficult to link these outcomes to the larger disciplinary concepts required to make connections to the discipline, student's lives, and the world. Recent research from the learning sciences have highlighted the importance of these connections and identified three considerations that are particularly important when designing learning for academic and intellectual engagement: |
1. start with student's prior knowledge;
2. organise and use knowledge conceptually, and
3. build assessment into the fabric of study.
These principles, along with the need to make meaningful connections to student's lives and the world, require teachers to enter an iterative cycle of defining, creating, assessing and redesigning that is essential in creating effective learning environments in which students inquire into questions, issues and problems; build knowledge; and develop deep understanding."
- An extract from "what did you do in school today?" 2009 - a multi-year research and development initiative of the Canadian Education Association pg 4.
2. organise and use knowledge conceptually, and
3. build assessment into the fabric of study.
These principles, along with the need to make meaningful connections to student's lives and the world, require teachers to enter an iterative cycle of defining, creating, assessing and redesigning that is essential in creating effective learning environments in which students inquire into questions, issues and problems; build knowledge; and develop deep understanding."
- An extract from "what did you do in school today?" 2009 - a multi-year research and development initiative of the Canadian Education Association pg 4.
This needs to be a consideration for teachers as they create and establish the learning environment for their students.
For some teachers the reality of giving up some sense of control can be threatening and scary. It takes a brave teacher to adjust aspects of their teaching, especially a teacher who has for many years been anchored to a more traditional style of teaching.
Students who are empowered in their learning are less inclined to disrupt the class because the perceived threat or struggle against the person who "holds the power" is greatly reduced.
Students are also less likely to be bored in the classroom if the teacher allows them to have choices in their learning. Boredom creates a similar physiological reaction as a threat. Removing that perceived emotion or threat is therefore hugely important.
When students don't feel as threatened and are more comfortable and confident in the classroom they will learn.
For some teachers the reality of giving up some sense of control can be threatening and scary. It takes a brave teacher to adjust aspects of their teaching, especially a teacher who has for many years been anchored to a more traditional style of teaching.
Students who are empowered in their learning are less inclined to disrupt the class because the perceived threat or struggle against the person who "holds the power" is greatly reduced.
Students are also less likely to be bored in the classroom if the teacher allows them to have choices in their learning. Boredom creates a similar physiological reaction as a threat. Removing that perceived emotion or threat is therefore hugely important.
When students don't feel as threatened and are more comfortable and confident in the classroom they will learn.
