Every educational facilitator is in a position exerting important
influences on students’ development within a school setting (Thomsen, 2002, p.
x). Learning and
wellbeing are inextricably linked; as a result, it
is important that schools and teachers scaffold for positive wellbeing and lifelong
learning (Department of Education, Training
and Employment [DETE], 2013). “Students with well-developed social
and emotional skills find it easier to manage themselves, relate to others,
develop resilience and a sense of self-worth, resolve conflict, engage in
teamwork and feel positive about themselves and the world around them”
(Australian Curriculum, Assessment and Reporting Authority [ACARA], 2013). Teachers play a major role in this process and it is their personal attitudes and approaches to pupils that are
fundamental when creating a safe, enjoyable and informative
learning environment.
In relation, Social Emotional Learning (SEL) is the process in which children and adults effectively acquire, understand and apply knowledge and skills in order to effectively “manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (CASEL, 2013). According to Collaborative for Academic, Social and Emotional Learning (CASEL) when in an educational environment that is supportive, challenging, meaningful as well as fun and engaging students learn and perform to higher standards. Therefore effective SEL programming is best achieved through active classroom instruction; student participation and engagement in and outside the classroom (CASEL, 2013). Due to teaching being a multifaceted profession it is imperative that teachers develop an understanding of what affects pupils’ performance and behaviours in a learning environment. By both the teacher and students applying positive attitudes and perceptions good wellbeing can be achieved. When a teacher’s attitudes and perceptions are positive, learning in the classroom is improved whereas if negative learning can suffer (Marzano & Pickering, 1997). Marzano and Pickering (1997, p. 13) states that “an effective teacher continuously works to influence attitudes and perceptions, often so skillfully that students’ are not aware of his or her efforts”. Therefore, it is important to note that teachers have significant effects on influencing the youth of today highlighting the importance of having positive attitudes and perceptions that also influence overall wellbeing.
In relation, Social Emotional Learning (SEL) is the process in which children and adults effectively acquire, understand and apply knowledge and skills in order to effectively “manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (CASEL, 2013). According to Collaborative for Academic, Social and Emotional Learning (CASEL) when in an educational environment that is supportive, challenging, meaningful as well as fun and engaging students learn and perform to higher standards. Therefore effective SEL programming is best achieved through active classroom instruction; student participation and engagement in and outside the classroom (CASEL, 2013). Due to teaching being a multifaceted profession it is imperative that teachers develop an understanding of what affects pupils’ performance and behaviours in a learning environment. By both the teacher and students applying positive attitudes and perceptions good wellbeing can be achieved. When a teacher’s attitudes and perceptions are positive, learning in the classroom is improved whereas if negative learning can suffer (Marzano & Pickering, 1997). Marzano and Pickering (1997, p. 13) states that “an effective teacher continuously works to influence attitudes and perceptions, often so skillfully that students’ are not aware of his or her efforts”. Therefore, it is important to note that teachers have significant effects on influencing the youth of today highlighting the importance of having positive attitudes and perceptions that also influence overall wellbeing.