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Why are social and emotional competencies important for teachers?Įmotions are natural and teachers deal with emotional demands daily. So what better place than the communicative language classroom to include social emotional learning activities? Because collaboration is at the heart of the language learning process. For example, exam stress can cause an inability to perform. Developing skills to proactively manage stress can enable a learner to succeed.Īlso, nowadays many English language courses include global skills or 21 st century skills to better prepare learners for life. To succeed students need life competencies such as interpersonal and intrapersonal skills. How learners – and teachers – feel in the classroom can either hinder or facilitate the learning journey (Williams et al., 2015).

Over the years our understanding of how effective learning happens has deepened and we now know that emotions matter. Why are social and emotional competencies important for students?

Responsible decision making – the ability to make well-informed decisionsįind more detailed descriptions of these five competencies.

Relationship skills – the ability to have positive relationships with others.

Social awareness – being able to understand other people’s views.

Self management – being able to manage one’s emotions and behaviours.

Self awareness – being able to identify and understand one’s emotions.

Social emotional learning is often divided into 5 main competencies. Social emotional learning (SEL) refers to emotion education that enables people to manage their emotions and thus relationships with others. Human beings are not born with the skills to manage emotions (Corry, 2009). When these are strong, they can override our thinking and lead to unhelpful reactions. What is social and emotional learning?Įmotional reactions to others and actions around us come from the brain. In other words, teaching is a social emotional practice and both teachers and students need to have the competencies to manage emotions. When teachers are in a negative state of mind, their response to students’ behaviour might be different. If the emotional climate is not positive in the classroom, there is limited willingness from learners to engage with language.