InstructionsConsider the following scenario:A fifth-grade teacher has 23 students in their class. It’s January, and the students will be returning from the winter break. At the start of the year, the teacher worked with the class to develop a set of public agreements. Through a consensus-building process, the group voted to accept three class rules:We will be friendly to everyone.We will do our best work.We will take care of our classroom.The teacher printed a large poster with the rules on it, and all of the students signed the poster to show their agreement to follow the rules. The teacher hung the poster in a prominent location in the classroom, where it currently remains.During the first few weeks of school, the teacher facilitated small and large discussion groups about the rules. The teacher felt confident all of the students understood what it looked like, sounded like, and felt like to follow the classroom rules. Before getting into group activities, the teacher almost always reminded the students to keep the rules in mind.Until about November, the students seemed to really buy-in to the rules; but the teacher was noticing more and more that students were arguing and complaining. It was hard to implement collaborative groups with so many interpersonal issues bubbling up in the classroom.Timothy and Ahmed refused to be in the same group.Jimena appeared to have no friends in the class.Tyrone was extremely bossy and took over any group or partnership the teacher was a part of.Jayden, Amire, and Olivia were calling out more and more, distracting the class and interrupting the teacher.The teacher also noticed the quality of the students’ work was not what the teacher had hoped for. The teacher reminded the students to do their best, but it often didn’t seem to help. The teacher’s frustration was becoming overwhelming as they rushed from lesson to lesson trying to squeeze everything in.When the December break finally arrived, the teacher was exhausted. The classroom was such a mess from students not putting the supplies away in the designated location that many items were missing. The teacher spent three days during the winter break cleaning and reorganizing the classroom.The teacher reflected on the first four months of the school year and knew something—maybe many somethings—needed to be done differently than what had been implemented up to this point.Develop a Plan to Address Social Emotional Learning:Imagine you are the teacher of this class. You want your students to develop their social emotional competence. You know you got off to a great start with the classroom rules, but there is definitely room for improvement. Although there are no standards for SEL at your grade level, remember you can use a tiered model to address some of the students who are having the greatest difficulty.Draw on the case study to answer the following questions. Include your rationale for each decision. Your rationale should include which SEL competencies you are addressing.What are you going to do as soon as the students return in January?What practices will you incorporate into your teaching?What tiered supports will you implement and for which students?How will you use assessment to improve social emotional learning?How will you be mindful of equity, diversity, and inclusion as you implement each practice?Length: 7-10 pages, not including title and reference pagesReferences: Include a minimum of 4 scholarly resourcesFor more information on Social Emotional Learning check on this:https://en.wikipedia.org/wiki/Social_emotional_development
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