The Importance Of Emotional Education In The Classroom
They say that social and emotional skills are indicators of a person’s ability to adapt to the environment and change, and that they are also indicative of future success. For these reasons, we will see the importance of working emotional education in the classroom.
Basic developmental skills such as awareness, emotional stability, sociability, and sympathy can be just as important, or even more important, than cognitive intelligence in determining how much work a person will have in the future.
It may seem difficult for educators to find effective ways to prioritize, teach, and assess these social and emotional skills, but a try is needed. It’s important to remember that the issue of emotions is not simply something that is fashionable. It is always necessary to take them into account and treat them with the importance they have.
All cognitive education must also involve emotional and social education. We must not forget that emotions are in our lives all the time, twenty-four hours a day. We live with them and we have to learn to deal with them.
Working on emotions in the classroom is directly related to the success and happiness a child will have as an adult. Also, for many children, school is the only place to deal with any deficiency in these abilities.
Combining Emotional Education and Academic Development
Combining these emotional skills with academic development will make it possible to create high-quality experiences and learning environments that will empower students to be more effective both in the classroom today and in their workplaces and society in the future.
Studies on working emotional education in the classroom
In Ready to Lead , a report for the Collaboration for Academic, Social and Emotional Learning (CASEL) conducted in the United States, based on research on how emotional and social intelligence can prepare children and transform children. In schools, there is evidence to support the importance of sustaining emotional education in the classroom with academic development.
The report cites a 2011 meta-analysis in which it was found that students who work on emotional education in the classroom perform academically up to 11 percentage points better than those who have not worked on this skill.
Another study by the Organization for Economic Cooperation and Development (OECD) also looked at these emotional skills.
It was revealed that the lack of emotional work in the classroom on a regular basis may be related to the creation of unfavorable situations in the future. Situations such as increased likelihood of unemployment, divorce, health problems and even criminal behavior.
The report informs that advances in neuroscience show that working emotional intelligence in Kindergarten is fundamental.
What do teachers think about working emotional education in the classroom?
According to the CASEL report, there is great interest in developing emotional intelligence among teachers and school administrators. Directors, more specifically, are generally very interested in working on this experience.
When will this become a priority?
While the vast majority of education stakeholders agree that this is important, it is often left out. Educators tend to be more interested in purely academic development than in integral child development.
It may be a matter of time before it is widely adopted. But general advancement of emotional education needs a gradual change in pedagogy, as it is a slow and long but very necessary process.
