Page 37 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 37
the importance of the social and emotional competencies of educational staff
not only student teachers but also their professors at the faculty and teach-
ers working in schools participated in the training increased the chances
of sustainability. The results show that the training actually increases fu-
ture teachers’ relational competence, but that learning and development
takes time – after the first two years of the project, the researchers deduced
that it had increased relational competence (Jensen et al., 2015). Participants
were aware of the possibility to distance themselves from the teacher’s role
and became both more aware of and actually involved the pupils, their re-
actions and experiences in the teaching as well as put greater attention on
their own reactions and approaches and recognised them as key factors
in teaching (Jensen et al., 2015). The participants learned how to effective-
ly manage students via different exercises (Laursen and Nielsen, 2016). The
study’s final results show that participants acknowledged the importance
of the relationships and the concrete tools and approaches for developing
these relationships with students as well as the role of continuous reflec-
tion, although so-called inner exercises created challenges for some partic-
ipants (Nielsen, 2017).
Conclusion
Social and emotional competencies are characterised by a high level of
self-awareness (e.g. recognising one’s own emotions), social awareness (e.g.
understanding that others may hold different perspectives), good regulation
of one’s own emotion and behaviour, relationship skills and responsible de-
cision-making. Students develop their SEC in everyday interactions with
their teachers and other educational and non-educational staff at school.
Thus, teachers’ SEC are crucial for developing healthy student-teacher rela-
tionships and a positive classroom climate, both of which are factors pro-
tecting against ESL; the teacher’s SEC are also vital for the teacher’s own
well-being.
Relational competence can be viewed within the general framework of
SEC. It includes the knowledge, attitudes and skills that enable someone to
establish and develop learning relationships characterised by trust, respect,
empathy and tolerance (Longva & Klokkehaug, 2013). As such, on one hand
relational competence allows teachers to function effectively in class as
they can adjust their behaviour to the situation (Juul & Jensen, 2010) and,
on the other, they are more able to engage, inspire and motivate students.
Further, they know how to become more available when students need help
with learning and understanding the material being taught. Relationally
37
not only student teachers but also their professors at the faculty and teach-
ers working in schools participated in the training increased the chances
of sustainability. The results show that the training actually increases fu-
ture teachers’ relational competence, but that learning and development
takes time – after the first two years of the project, the researchers deduced
that it had increased relational competence (Jensen et al., 2015). Participants
were aware of the possibility to distance themselves from the teacher’s role
and became both more aware of and actually involved the pupils, their re-
actions and experiences in the teaching as well as put greater attention on
their own reactions and approaches and recognised them as key factors
in teaching (Jensen et al., 2015). The participants learned how to effective-
ly manage students via different exercises (Laursen and Nielsen, 2016). The
study’s final results show that participants acknowledged the importance
of the relationships and the concrete tools and approaches for developing
these relationships with students as well as the role of continuous reflec-
tion, although so-called inner exercises created challenges for some partic-
ipants (Nielsen, 2017).
Conclusion
Social and emotional competencies are characterised by a high level of
self-awareness (e.g. recognising one’s own emotions), social awareness (e.g.
understanding that others may hold different perspectives), good regulation
of one’s own emotion and behaviour, relationship skills and responsible de-
cision-making. Students develop their SEC in everyday interactions with
their teachers and other educational and non-educational staff at school.
Thus, teachers’ SEC are crucial for developing healthy student-teacher rela-
tionships and a positive classroom climate, both of which are factors pro-
tecting against ESL; the teacher’s SEC are also vital for the teacher’s own
well-being.
Relational competence can be viewed within the general framework of
SEC. It includes the knowledge, attitudes and skills that enable someone to
establish and develop learning relationships characterised by trust, respect,
empathy and tolerance (Longva & Klokkehaug, 2013). As such, on one hand
relational competence allows teachers to function effectively in class as
they can adjust their behaviour to the situation (Juul & Jensen, 2010) and,
on the other, they are more able to engage, inspire and motivate students.
Further, they know how to become more available when students need help
with learning and understanding the material being taught. Relationally
37
