Page 30 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 30
examine the links to student outcomes with a focus on ESL. We high-
light one specific SEC – relational competence – and its potential for tack-
ling ESL. Finally, we conclude by outlining some implications for teacher
education.
Methodology
This scientific review article is based on computerised literature searches
conducted in the Arizona State University library’s search engine using the
key words: teacher’s social and emotional competence, relational compe-
tence, student-teacher relationship, early school leaving, drop out etc. In
the next step, we examined references cited in the articles (i.e., “backward
search” procedures).
Social and emotional competencies (SEC)
SEC are a broad construct denoting a wide array of competencies, ranging
from specific (e.g. managing emotions, managing stress) to more general
ones, for example emotional intelligence (emotion knowledge and expres-
sion/regulation, empathy, perspective taking), interpersonal skills (under-
standing social cues, interpreting others’ behaviour, interacting positive-
ly with others) to cognitive regulation (focusing and shifting attention,
inhibiting dominant/inappropriate impulses and activating appropriate,
cognitive flexibility) (Jones et al., 2013). In research and practice, CASEL’s
(2013) five competency clusters for students and teachers (Schonert-Reichl,
Hanson-Peterson et al., 2015) are most often used: self-awareness, self-reg-
ulation, social awareness, relationship skills and responsible decision-mak-
ing. Socially and emotionally competent teachers have a high level of
self-awareness (e.g. they recognise their emotions, emotional strengths
and weaknesses), have social awareness (e.g. they understand others may
hold different perspectives, are aware of the effect of their own emotion-
al expressions on others), take responsible decisions in which they consid-
er how their decisions will impact everyone and exhibit prosocial values,
they are good at managing (regulating) emotions and behaviour as well as
establishing and maintaining relationships (e.g. regulate their behaviour in
emotionally challenging situations in a way that supports a positive class-
room climate and their own health, set limits firmly and respectfully).
According to the model presented in Figure 23, the teacher’s SEC es-
tablish a cyclical process; when positive, this results in positive outcomes
30
light one specific SEC – relational competence – and its potential for tack-
ling ESL. Finally, we conclude by outlining some implications for teacher
education.
Methodology
This scientific review article is based on computerised literature searches
conducted in the Arizona State University library’s search engine using the
key words: teacher’s social and emotional competence, relational compe-
tence, student-teacher relationship, early school leaving, drop out etc. In
the next step, we examined references cited in the articles (i.e., “backward
search” procedures).
Social and emotional competencies (SEC)
SEC are a broad construct denoting a wide array of competencies, ranging
from specific (e.g. managing emotions, managing stress) to more general
ones, for example emotional intelligence (emotion knowledge and expres-
sion/regulation, empathy, perspective taking), interpersonal skills (under-
standing social cues, interpreting others’ behaviour, interacting positive-
ly with others) to cognitive regulation (focusing and shifting attention,
inhibiting dominant/inappropriate impulses and activating appropriate,
cognitive flexibility) (Jones et al., 2013). In research and practice, CASEL’s
(2013) five competency clusters for students and teachers (Schonert-Reichl,
Hanson-Peterson et al., 2015) are most often used: self-awareness, self-reg-
ulation, social awareness, relationship skills and responsible decision-mak-
ing. Socially and emotionally competent teachers have a high level of
self-awareness (e.g. they recognise their emotions, emotional strengths
and weaknesses), have social awareness (e.g. they understand others may
hold different perspectives, are aware of the effect of their own emotion-
al expressions on others), take responsible decisions in which they consid-
er how their decisions will impact everyone and exhibit prosocial values,
they are good at managing (regulating) emotions and behaviour as well as
establishing and maintaining relationships (e.g. regulate their behaviour in
emotionally challenging situations in a way that supports a positive class-
room climate and their own health, set limits firmly and respectfully).
According to the model presented in Figure 23, the teacher’s SEC es-
tablish a cyclical process; when positive, this results in positive outcomes
30
