Though another school year seems to have only just recently gotten underway, you\u2019re probably already being inundated with directives to prep for, or teach to, your state\u2019s standardized tests. Right?<\/span><\/p>\n We all know that the \u201c3 R\u2019s\u201d are vitally important skills, but there\u2019s a risk involved in focusing ONLY on academic standards. We\u2019re risking our students missing out on equally important lessons that can help develop strong emotional skills, character traits, and values.<\/span><\/p>\n I\u2019m talking about a social learning curriculum, or social emotional learning (SEL). <\/span>It\u2019s \u201cthe future of education\u201d!<\/span><\/a> Why? Because learning these critical skills during a child\u2019s development directly affects their success and happiness as an adult.<\/span><\/p>\n And isn\u2019t that what it\u2019s all about? We should be teaching students not just to be good at school, but also <\/span>good at life<\/span><\/i>.<\/span><\/p>\n Standardized tests are high stakes and high stress for everyone involved.<\/span><\/p>\n Administrators feel pressured to get a gold star from the state so they can show they are a \u201cgood school.\u201d<\/span><\/p>\n Teachers are backed into a corner of teaching to the test\u2014and neglecting SEL\u2014to ensure students perform up to the level required by the powers that be. (And in some cases, <\/span>their own pay and\/or tenure could be on the line!<\/span><\/a>)<\/span><\/p>\n Students often experience stress and pressure from testing that <\/span>negatively impacts their physical and emotional well-being<\/span><\/a>.\u00a0<\/span><\/p>\n It\u2019s an ever-present frustration for educators. We KNOW there is so much more to educating a child than simply focusing on academic subjects. And yet, at every turn, it seems our hands are tied.<\/span><\/p>\n Large portions of our day are spent teaching left brain capabilities\u2014computation, language acquisition and communication, linear thinking, facts, logic, sequencing, memorizing, etc.<\/span><\/p>\n Creativity, innovation, autonomy, and SEL are barely allowed to take up space in our classrooms. Because, after all, state tests don\u2019t measure how creative little Johnny is!<\/span><\/p>\n And to some extent, I understand.<\/span><\/p>\n I\u2019m absolutely a proponent of incorporating <\/span>standard-based grading<\/span><\/a> into the classroom practice. I believe it\u2019s vital to define the skills and knowledge students should have at each grade level. Standards provide guidance to teachers, helping them to build lesson plans around a set of core concepts\u2014and to track progress accurately, effectively, and fairly.\u00a0<\/span><\/p>\n The problem is that our current system places an OUTSIZED value on these skills\u2014and seemingly these skills alone\u2014leaving out the social curriculum which is equally, if not more, important.<\/span><\/p>\n A report by the Collaborative for Academic, Social, and Emotional Learning (CASEL)<\/span><\/a> found that there is significant data to support the importance of a social curriculum in schools. They cite statistics that show students who received SEL instruction performed, on average, 11 percentile points higher than students who did not.<\/span><\/p>\nThe High Stakes & High Stress of Standards<\/h3>\n
The Crucial Importance of Social Curriculum<\/h3>\n