The potential connections between teachers' personal SEL skills of self-management and self-awareness and the effective application of reflective practices were explored in this action research study. This focus area is supported by the work of John Dewey (who is thought to be the founder of reflection for personal learning) and Donald Schon (who is credited with linking reflection to professional development and professional practice.) This study found that teachers who frequently use a variety of reflective practices as a part of their routine have stronger personal SEL skills as evidenced by teachers who reported using three or more reflective activities on a regular basis. Additionally, the results showed that those who use reflection regularly have high expectations, the desire to grow, and modify their plans as they learn, but need assistance with goal-setting. Practical suggestions for school counselors and teacher collaboration to improve skills are also provided.
TopIntroduction
Jones (2013) states that “Teachers' SEL competencies influence students in at least three ways. 1. SEL influences the quality of teacher-student relationships. 2.Teachers model SEL skills for students — intentionally or not. 3. Teachers' SEL abilities likely influence their classroom organization and management” (p. 62-5).
Teachers (intentionally or unintentionally) model SEL skills for students. In turn, the teachers’ personal SEL influence the quality of teacher-student relationships. Students constantly watch the adults in their environments and make conclusions based on what they are seeing.
In thinking about teachers’ personal SEL knowledge, skills, and competencies and their professional abilities to successfully implement SEL strategies, one wonders what the correlation is between these constructs. What then is the relationship between having highly developed self-awareness and self-management SEL competencies and the practice of personal reflection?
This study used the works of John Dewey and Donald Schön as a framework for researching this question.
Theory of Action
By engaging in their own social and emotional learning, teachers enhance their own efficacy and job satisfaction while creating models for students’ SEL (Jones & Weissbourd, 2013). The purpose of this study is to identify the connection between Adult SEL competence and the use of personal reflective practices in teachers who implement SEL in their classrooms. Participants responded to a survey, with 7 questions on a rating scale addressing reflection through the lens of self-awareness, self-management, responsible decision making, and an additional 2 open-ended questions, allowing participants to explain more about the type of reflective activities they prefer.
Theoretical Framework
Reflective teaching requires that teachers examine their values and beliefs about teaching and learning so that they can take more responsibility for their actions in the classroom (Korthagen, 1993). This practice frees teachers from impulsive and routine activity and enables them to act in a more deliberate and intention manner (Dewey, 1933). Experience alone is actually not the greatest teacher, for we do not learn as much from experience as we learn from reflecting on that experience (Farrell, 2003). There is no question that when teachers combine experience with reflection, professional growth and effective teaching occur (Dewey, 1933; Dewey, 1958).
Teachers may wonder why they should invest time and effort into reflective practice, time that many feel they do not have to spare. They may even view reflective practice as another thing to add to their plate. But if teachers do not take the time to reflect on their work, they have no evidence to show what are effective strategies for teaching and learning in their classrooms. They are implementing learning through ‘guessing’. In addition, they may become prone to burnout.
Intentionally or not, adults are constantly modeling their social and emotional competence (Jones & Weissbourd, 2013). Modeling SEL competencies, mindsets, and skills helps set the tone for the school community through offering students positive examples of how to navigate their way through stress and frustration while also maintaining healthy relationships.