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The importance of Social Emotional Learning (SEL)
- Introduced to Teflon & Velcro Theory

- Teaching SEL explicitly through the introduction of Velcro & Teflon theory.

- Identify & name emotions – Emotional intelligence

- Change negativity to positivity by learning how the brain works through the Teflon & Velcro theory

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- Relook at the suggested lesson plan on Teflon & Velcro theory.
- Think about the audience that the team will look into. i.e. students or adults
- Think about the gap/ question that the team can look into.
- Future consideration: To infuse T&V theory into CCE lesson.

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- Location: Chinese Orchestra Room does not have internet connection.
- Take note: Currently, there are three teacher members as the others on leave.

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Resources such as those above can be purchased for the team's learning.

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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We have completed our action plan shared with members in google doc. The Action plan will be emailed to Teresa. We have selected P2,P4 and P6 classes to take part in our project. Lesson will be conducted during ASPIRE/FTGP lessons.
Our team would like to purchase the book that was recommended. Hardwiring Happiness; The new brain science of contentment, calm and confidence by Rick Hanson.

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We miss one of our members. Hence, we will finalize our action plan at a later date after reviewed by all members.

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Are we able to use ASPIRE/FTGP lessons to conduct our SEL lessons?

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Development of lesson plans, Preparation of resources & Methodology

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Development of lesson plans, Preparation of resources & Methodology

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Duration of lesson: 1 ½ periods during ASPIRE lesson/ FTGP lesson

Class: 2A, 4A and 6S

Preparation of resources

Materials

PPT slides, suitable videos for Lower primary class - recognising emotions for students to express and articulate their feelings

Story about turning negativity into positivity

Methodology - Data collection

Discussing on questions for Pre and Post data collection

Survey, Before & After Questionnaire, SLS, Post-It notes (Before & After reflection),

Thinking Strategy: I used to think……, Now I think….

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Consider the following:
- Questions to ask students
- Thinking strategies

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We welcomed our new members Hasyimah, Chiew Fong and Jia Le to our group. We reviewed the project with our new members and shared the experience of conducting the lessons last year. We have added in the pre and post survey to measure the impact on the students. As last year's students have been dispersed to different classes this year, our new members would like to try out conduct the lessons together with the pre and post survey.

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To provide more writing space for students to write their reflections on the activity sheets.

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Review lesson and suitability of resources

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Review lesson and suitability of resources

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Add a video in the teaching slides on
Positivity Story: https://www.youtube.com/watch?v=nIHEswZGcQg

Teachers’ reflection: What went well?  and AFI

Collation and analysis of first data

Discussion on how positivity can be reinforced in the classroom.

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From what age the tendance of negativity bias kicked in? Our young students seem to be positive and happy.

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Our new member Chiew Fong has the idea of collaborating our SEL PLC with the Willing Hearts Team. However, the team feels that the sample size might not be enough to assess whether the SEL lessons are effective. Also, the focus of SEL PLC is to change the thinking from Negative to Positive, but not expected to change the behaviors of students in short term. In short, the collaboration might not work for now.

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Chiew Fong shared her pre test (P5CL5)

On behalf of Jia Le, Norfidah shared what she had completed - pre & post survey, 2 lessons and 2 activities ( P6CL1 during CCE 4 periods)

Based on the sharing, we felt that the lessons are comprehensive, doable & effective as shown in the students' post reflection.

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As a new member, I really appreciate the lesson packages designed by the team. I just have to carry out the lessons and assess the effectiveness of our SEL PLC.

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The pre survey shows that not all pupils wrote more negative thoughts than positive thought as shared by Rick Hanson.
We think that one of the reasons could be that they have trained and learned to cope & be optimistic.