Structured Social and Emotional Lessons with Teacher Resources
Intent vs. Impact
Intent vs. Impact
The concept of intent versus impact forces students to think critically about their actions and how they affect other students, educators, staff members, etc. Depending on the student's emotional needs, it can be as complicated or as simple as necessary.
Through intrinsic motivation and self-evaluation, this lesson can encourage healthier, more productive rehearsal techniques and community building.
Self-Talk
Self-Talk
In the choral classroom, fostering a supportive and inclusive environment is important for student growth and success. One crucial aspect of creating such an environment is understanding and noticing how students perceive and talk to themselves. The “voice inside their head” has a lot of power over how a student understands themselves.
Structured Goal-Setting
Structured Goal-Setting
Frequently, when discussing a student we perceive as unfocused or unmotivated, it will come down to a student who needs to have obtainable goals. While some students already know how to set goals and parse out time and energy to achieve those goals, some students will need guidance to obtain the eventual autonomy in goal-setting that will set them up for success in the future.
Emotion Naming
Emotion Naming
Research indicates that emotion naming helps release the prefrontal cortex from an amygdala hijack during times of duress or big emotions.
Helping students identify the underlying emotional context of repertoire can begin the transfer process of learning to recognize emotions in themselves.
Student Strengths
Student Strengths
Part of self-awareness is being able to accurately and proudly know what your skills are.
Below are two quizzes - musical and non-musical that can help students identify their own strengths.
Once students know their strengths, creating teams and groups for projects can be as easy as making sure there is someone with as many diverse strengths as possible in each group. Making sure students know how valuable they are to the group because they have a strength can grow confidence.
These student skills are broad strengths pulled from CASEL (non-musical) and Conroe ISD (musical) competencies. Feel free to alter them to suit your classroom.
In the past, I have printed little labels to put on the inside of their binders that name their skill and what it means.
Example: Your strength is your SELF-AWARENESS! You can focus on reflective practices, such as journaling or self-assessment activities. You can support peers in understanding their emotions and identifying personal strengths and weaknesses.