Abstract:

During the global pandemic, the need to offer “academic” digital learning solutions became paramount. However, there was, and remains, an equal paralleling need to ensure that students, faculty, and staff have positive social and emotional well-being. Unfortunately, then, like now, Social Emotional Learning (SEL) is rarely integrated into the instructional day. As a result of this neglect, academic communities are experiencing disruptive behaviors that negatively impact instruction. This presentation is intended to share and encourage participants to start/begin daily classroom practices that calm, re-energize, focus, and refocus students and teachers throughout the instructional day. Both virtual and face-to-face technology-rich environments offer rich opportunities to help students to develop and refine positive SEL behavior and life skills

Learning Objectives: Participants will:
- Refresh their understanding of the Collaborative for Academic, Social, and Emotional Learning (CASEL) Framework as it relates to classroom management, particularly in technology-rich environments
- Consider the interconnectedness between the CASEL Framework and the International Society for Technology Education’s (ISTE) standards and expectations for digital citizenship.
- Review some of the cumulative anatomical pressures that occur during the instructional day and how to address some of them.
- Integrate digital resources that positively impact teachers’ and students’ ability to self/group regulate to recalibrate emotions and energy.
- Participate in brief activities that calm, re-energize, focus, and refocus students and teachers.

Keywords:

Self-regulation, CASEL, SEL, Collaborative for Academic, Social, and Emotional Learning, International Society for Technology Education, (ISTE) Stress Relief.