Social emotional development and the skills for a successful life! Part 3: A conversation with Myrtille Brookson
I recently conducted a workshop on Social-Emotional Learning (SEL) for teachers, aiming to provide them with support in their interactions with children. During the workshop, I emphasized the importance of teaching SEL competencies as a foundation for child development. This notion reminded me of Vasily Sukhomlinsky's book, "The School of Joy,[1]" where he highlights the significance of teachers cultivating emotional connections with their students. Sukhomlinsky argues that emotional culture is an essential aspect of pedagogical culture, and fostering multifaceted relationships with children is crucial for a teacher's growth.
This concept resonated with me, prompting me to incorporate
Toshiro Kanamori's documentary, "Children Full of Life[2],"
into the workshop.
I chose Kanamori's documentary because I believe his
approach to SEL offers valuable guidance for educators seeking to nurture these
skills in their students, enabling them to thrive in today's rapidly changing
world. By fostering a sense of community and belonging, emphasizing empathy and
compassion, and prioritizing SEL alongside academic learning, educators can
help students develop the necessary 21st-century skills for success in school
and beyond.
I had the opportunity to meet Kanamori in the Netherlands
through an invitation from Marcel van Herpen, an expert, author, and lecturer
in Pedagogical Tact, leadership, and sustainable education. Marcel had visited
Kanamori in Japan and described him as a philosopher and socio-historical
freethinker with a powerful human vision. Kanamori's ultimate goal was to teach
children how to find happiness together. Marcel shared an excerpt from the
documentary in which Kanamori deals with a disciplinary situation involving a
student named Yuto. The class rebels against Kanamori's decision to exclude
Yuto from a group activity, highlighting the importance of empathy and
solidarity. The emotional exchange between Kanamori and his students
demonstrates the lasting impact of his teaching.
As the teachers watched the documentary during the workshop,
they were deeply moved. When asked about their emotions, they shared personal
reflections related to their own upbringings. Some expressed how they had
learned to suppress their emotions, while others revealed their regret at not
having been able to express themselves or stand up for themselves in the past.
This realization led them to understand the significance of building
relationships with children and the importance of actively listening to their
thoughts and feelings.
Kanamori's approach to SEL emphasizes the significance of
building strong relationships among students, teachers, and parents. He
believed that by fostering a sense of community and belonging, students would
feel safe, supported, and motivated to learn. His work has shown that when
students feel a sense of belonging and are surrounded by caring adults who
support them, they are more likely to develop the emotional intelligence and
resilience needed for academic and lifelong success.
Kanamori encouraged students to consider the perspectives
and feelings of others, fostering a deep sense of care and responsibility for
their classmates and community. Through his teaching, Kanamori demonstrated
that when students learn to understand and respect others' perspectives and
feelings, they are better equipped to collaborate, communicate effectively, and
creatively solve problems.
To prepare students for success in the 21st century,
educators must prioritize SEL and help students develop the necessary skills to
thrive in today's world.
As a lifelong learner, I believe it is essential for
teachers to embrace continuous growth in their professional journey as
educators.
Personally, I have
been studying Bob Proctor's "Thinking into Results" program under the
guidance of Myrtille Brookson, a tax lawyer, businesswoman, and mindset coach.
This program is designed to help individuals achieve their goals and improve
their lives by transforming their thoughts and beliefs.
During the workshop, I briefly shared my personal journey
and the importance of personal development through coaching with Myrtille.
While Proctor's program and SEL, including Kanamori's
approach, are distinct in their focus on personal mindset and social-emotional
development, there are areas of overlap.
1. Bob
Proctor's program emphasizes the power of positive thinking, visualization,
goal setting, and taking action to create desired outcomes. It focuses on
reprogramming the subconscious mind to align with one's goals and aspirations,
leading to personal and professional success. Personal (mindset) coaching helps
individuals overcome limiting beliefs and develop a mindset for success.
2. Social-Emotional
Learning (SEL) is an educational approach aimed at developing students' social
and emotional competencies. It focuses on teaching skills such as
self-awareness, self-management, social awareness, relationship skills, and
responsible decision-making. SEL programs are typically implemented in schools
and educational settings to support students' emotional well-being, interpersonal
relationships, and academic success.
3. Kanamori,
known for his emphasis on fostering empathy, compassion, and cooperation among
students, highlights the importance of social connections and emotional
well-being in the learning process. His approach to education centers on
creating a caring and supportive classroom environment where students learn
from and support each other.
While Proctor's program focuses more on personal mindset and
goal achievement, SEL and Kanamori's approach concentrate on social and
emotional development within an educational context. SEL and Kanamori aim to
equip individuals, particularly students, with the skills and abilities needed
to navigate relationships, understand emotions, and make responsible decisions.
Introducing children to the principles of personal mindset
and goal achievement can be considered part of the competencies encompassed by
social-emotional learning (SEL). SEL recognizes the importance of nurturing the
social, emotional, and cognitive skills of individuals, including students, to
help them succeed in various aspects of life.
In the 21st century, education has expanded its focus beyond
traditional academic subjects to include the development of 21st-century
skills. These skills include critical thinking, problem-solving, communication,
collaboration, creativity, adaptability, and social and emotional skills.
Prioritizing SEL alongside academic learning is crucial for developing these
skills.
By integrating SEL into educational curricula, schools aim
to provide students with the tools they need to navigate relationships, manage
emotions, set and achieve goals, and develop a positive mindset. These skills
contribute to personal growth, resilience, and well-being, which are essential
for success in various aspects of life.
Additionally, SEL helps create a positive classroom
environment where students feel supported, valued, and empowered. It fosters a
sense of belonging, empathy, and respect, enhancing learning outcomes and
contributing to positive mindset development.
During my conversations with Myrtille Brookson, I asked her
to reflect on SEL and her personal development coaching. She shared, "I
like to think of myself as the (re)connecting link between a person and their
inner being, namely their 'true self.' There is perfection inside every one of
us, and we just need to become aware of it. As a mindset and personal
development coach, it is my passion to help people discover who they really
are, unlocking their full potential. This is important for adults, but even
more so for children! We can help children develop a better mindset from an
early age, instead of having to undo resistant conditioning later in life. The
earlier we have access to powerful information about ourselves, the more we can
develop and live the life of our dreams. When we add a powerful process to
achieve any goals to this equation, it becomes clear that success is within
reach!"
Part 4 continues.
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