It is well known that education is the most famed way of passing values and virtues to individuals. There are different methods that are applied in the school setting. In Singapore, there is the application of the Social Emotional Learning Strategies. Of course, there are the advantages as well as the disadvantages associated with this. Below are some of these issues.
There are quite a lot of issues that young people are supposed to learn from their learning institutions. This implies that whenever there is something that has to be introduced or addressed, there is the need to have a proper strategy that can help in the acquisition of the said behavior. The Social Emotional Learning is one of these aspects. The Singaporean Ministry of Education (MOE) has applied the SELs in schools since there is the belief that the programs can help in improving not only the pro-social behavior of the students, but also improve their academic performance (moe.gov.sg, 2011).
In effectively addressing this issue, it is important to first look at the definition and the application of the SEL. Jones et al (2010) have it that this is a strategy that can be used to understand the different abilities that the children have. After these abilities are understood, there is greater effectiveness on the teachers’ side since this is where they know how to handle the different kinds of students they have. It addresses different aspects of the children’s developmental concepts such as the social-cognitive processes, behavioral symptomatology, academic achievement and literary skills. All these are important in ensuring that the tutors understand the children better.
Linney (n.d) also looks at this issue in a bid to bring a clear understanding of the same and how it can be applied in schools. She explains that the main issue as to why this is important is because the SELs help in the fulfillment of the main objectives of school set up. She states that the main reason as to why schools are there is to make sure that there is the continuity of the social system in the society, as well as the improvement of the cognitive learning.
Brown et al (2010) looks at the outcomes of the application of the SEL processes. From this explanation, it appears that the processes can also be employed in ensuring that there is an effective and functional relationship between the teachers as well as the students in the classroom setting. They indicate that the strategies can help in closing the gap that exists when all school based interventions were only concerned with the social aspects of the students, and SELs can be employed in such situations.
After looking at these processes, it can be said that they are very effective in improving the overall structure of the students. First of all, it has been indicated that these processes help in making sure that the students and the teachers have a cordial relationship. This is because the SELs have the ability to improve the relationship skills of the students (moe.gov.gs, 2011). This implies that the students are well equipped to have productive relationships with their tutors. Needless to say, this goes a long way in ensuring that the learning process goes on even more smoothly. To add to the same, it can be seen that the processes helps the teachers to understand the students more. It also puts them in a position where they can look at the different abilities and characteristics of their students. The implication is that in the long run, the students benefit more and the work for the teachers is made much easier and manageable. Above al, they prepare the students to be more respectable members of the society. It can also be noted that there are difficulties in the implementation of these strategies as different students have different characteristics which makes the situation quite elusive.
Other skills that the Singaporean students can acquire from the SELs include self-management, self-awareness, social awareness and responsible decision making (casel.org, 2011). A combination of these aspects go along way in making sure that the students are well equipped to deal with life’s issues. This leads to an overall improvement in the lives of the students, academically and otherwise.
There are challenges that are encountered in the implementation of the SELs as well. The main challenge is that the introduction of the SELs calls for an evaluation of the manner in which the learning process takes place (Casel.org, 2011). The teachers need to be well equipped to deliver as expected. It can also be quite challenging for the students on the onset. However, consistency in the same can lead to the expected results.
In conclusion, it can be said that SELs are tools that are used in schools to address the social and cognitive development of the students. The Singaporean schools have adopted these strategies and have borne fruits in the improvement of the cognitive and social learning of the students. However, there are some challenges that have been noted in the implementation of these strategies. Nevertheless, it can be seen that the benefits of application of these strategies seem to have more benefits than demerits. As such, it can be said that the schools should adopt these strategies and use them even more effectively. However, it is important to note that the main issue is not to have the strategies but to make them work for the Singaporean schools.
Brown, J. et al (2010). Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. Journal of Educational Psychology, Vol. 102(1), pp. 153-167.
Casel.org. (2011). Collaborative foe Academic, Social and Emotional Learning. Retrieved on 13th Aug. 2012 from http://casel.org/
Jones, S.M. et al. (2010). A School Randomized Clinical Trial of an Integrated Social Emotional Learning and Literacy Intervention: Impacts after 1 School Year. Journal of Consulting and Clinical Psychology, Vol. 78(6), pp. 829-842.
Moe.gov.sg. (2011). Social Emotional Learning. Retrieved on 13th Aug. 2012 from http//www.moe.gov.sg/education/programmes/social-emotional-le
arning/
