“Social and emotional knowledge” can be taught in school “just like trigonometry or French grammar,” some psychologists believe. From the Boston Globe:
. . . a typical teaching unit might include a role-playing exercise, or a set of diagrams breaking down the components of different facial expressions, or, in older children, a discussion of the subtle differences between disgust and contempt.
Some of this sounds like the social skills classes offered to kids with Asperger’s Syndrome and other forms of autism.
Around 10 percent of American grade school and high school students now go through some form of social and emotional learning curriculum, according to the Collaborative for Academic, Social, and Emotional Learning (CASEL), a Chicago-based emotional learning research organization. A handful of states have instituted emotional learning guidelines for their public schools – the most comprehensive is Illinois’s, which sets “self-management,” “social awareness,” and “interpersonal skills” benchmarks, among others, for kids at each grade level.
At high-scoring Scarsdale Middle School and elsewhere, empathy is showing up in the curriculum, reports the New York Times.
English classes discuss whether Friar Laurence was empathetic to Romeo and Juliet. Research projects involve interviews with octogenarians and a survey of local wheelchair ramps to help students identify with the elderly and the disabled. A new club invites students to share snacks and board games after school with four autistic classmates who are in separate classes during the day.
I’m dubious about adding another responsibility — one traditionally handled by parents — on to teachers’ shoulders. It’s one thing to insist that students learn to behave in class; it’s another to take on their social and emotional development. Also, I know there’s little research backing the effectiveness of these programs in changing students’ behavior.
Teachers, what do you think? Should “relating” become the fourth R?