Implementing a Social Emotional Learning Unit Amid a Pandemic
File(s)
Date
2021-06-15Author
Nguyen, Mor Chia
Advisor(s)
Carver, Kateri
Metadata
Show full item recordAbstract
The purpose of this action research is to implement a six-week Social Emotional
Learning (SEL) unit amid the COVID-19 pandemic. The unit was delivered to 26 students, who
are in first, second and third grade, also known as a Lower Elementary classroom. Many of the
students are minorities, live in an urban setting and are on the Free or Reduced Lunch program.
Students engaged in a weekly SEL read aloud book presented by the classroom teacher, with
follow-up activities and discussions. Students completed Daily SEL Feelings Check-Ins using
the Zones of Regulation, on Seesaw. A student survey was conducted at the beginning, middle
and end of the SEL unit. The classroom teacher also made qualitative observations about the
students’ engagement, participation and language used in small and whole group gatherings. The
research result revealed students did not come to school ready to learn. Students needed to feel
safe before they were ready to learn. The pandemic made it difficult to practice SEL skills in the
classroom due to COVID-19 restrictions. There were unexpected outcomes that resulted in extra
lessons presented in the classroom. The study emphasizes how important it is to concentrate on
SEL since returning to in-person learning following the statewide school shut-down during the
COVID-19 pandemic.
Subject
SEL
social and emotional learning
Montessori
Covid-19 pandemic
zones of regulations
Permanent Link
http://digital.library.wisc.edu/1793/82441Description
M.S.E., Montessori