August 1, 2024 • 27 mins
How can understanding and integrating Social-Emotional Learning (SEL) impact the way we educate and nurture young minds? Join us as we explore SEL with Dr. Maggie Broderick, Associate Professor in the Teacher Education Department of National University’s Sanford College of Education, where she serves as a Dissertation Chair and Faculty Lead for the Curriculum and Instruction Specialization and the Social Emotional Learning Emphasis. Learn how SEL (Casel 5 framework) can help children manage their emotions, set and achieve goals, empathize with others, build positive relationships, and make responsible decisions. Dr. Broderick also gives us a sneak peek into her latest book, "Servant Scholarship: Weaving a Lasting Tapestry," where she emphasizes the importance of service and leadership in academia.
Discover the challenges and rewards of incorporating SEL into teacher dispositions, and why empathy, professionalism, and an understanding of diversity are crucial components for educators. Drawing from Maggie's work, Integrating Social Emotional Learning Into the Formative Development of Educator Dispositions, we discuss a holistic approach to evaluating these qualities, and provide practical strategies for different ages. We wrap up with strategies for fostering community and combating isolation in virtual spaces.
More by Dr. Broderick:
Student Well-Being and Empowerment: SEL in Online Graduate Education
💡 This episode is CPD accredited!
Educators can now earn Continuing Professional Development (CPD) minutes by listening. To claim your certificate:
- Listen to the full episode
- Visit https://thecpd.group/podcast
- Enter code 800075 to check in and download your certificate
Continue your professional growth—one episode at a time.
Great News! The Brighter Side of Education is now CPD Accredited!
Sponsored by Dr. Gregg Hassler Jr., DMD
Trusted dental care for healthy smiles and stronger communities—building brighter futures daily.
Head to the show notes to find if this episode is CPD eligible and details on how to claim your CPD certification!
Sponsored by Dr. Gregg Hassler Jr., DMD
Trusted dental care for healthy smiles and stronger communities—building brighter futures daily.
If you have a story about what's working in your schools that you'd like to share, email me at lisa@drlisahassler.com or visit www.drlisahassler.com. Subscribe, tell a friend, and consider becoming a supporter by clicking the link: https://www.buzzsprout.com/2048018/support.
The music in this podcast was written and performed by Brandon Picciolini of the Lonesome Family Band. Visit and follow him on Instagram.
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Dr. Lisa Hassler (00:10):
Welcome to the Brighter Side of Education.
I'm your host, Dr.
Lisa Hassler, here to enlightenand brighten the classrooms in
America through focusedconversation on important topics
in education.
In each episode I discussproblems we as teachers and
parents are facing and whatpeople are doing in their
communities to fix it.
What are the variables and howcan we duplicate it to maximize
(00:32):
student outcomes?
In this episode we discusssocial-emotional learning, its
benefits and current approaches.
The learning theory,social-emotional learning, sel
for short was introduced in 1987by a team of educators and
researchers in the New HavenSocial Development Program to
focus on behavioral challengesat schools.
Termed social emotionallearning in 1992, its purpose is
(00:54):
now broader helping the wholechild in regard to developing
the knowledge, skills andattitudes they need to thrive in
their academic and personallife.
Specifically, sel focuses onhelping children develop the
capacity to recognize and managetheir own emotions, set and
achieve goals, understand andempathize with the emotions and
experiences of others, buildpositive relationships and make
(01:17):
responsible and healthydecisions.
Benefits for including SEL ineducation are the following it
helps children develop empathy,self-regulation, conflict
resolution and improvesconcentration, focus and
engagement, leading to reducedbehavior concerns and increased
academic success.
While the concept of SEL is notnew to education.
(01:39):
Ongoing research in variousaspects is.
Today we dig deeper with Dr.
Maggie Broderick, her recentresearch and how it can be
applied to the modern classroom.
Dr.
Broderick is an associateprofessor and dissertation chair
in the Department of TeacherEducation at National University
.
She is faculty lead for theCurriculum and Instruction
Specialization and theSocial-Emotional Learning
(02:01):
Emphasis, with over 20 years ofexperience in higher ed and K-12
.
Thank you for being here,Maggie, and welcome.
Dr. Maggie Broderick (02:08):
Thanks so much, lisa.
I just love that phrase thatyou use, that shining light on
issues in education.
It made me think about howyou're exploring important
topics and also bringing anoptimistic and positive lens, so
I just love that light metaphor.
Thanks for having me.
Dr. Lisa Hassler (02:22):
I'm so happy that you're here and I see that
that frame of mind helps you seethe positive in all that we're
doing.
So before we jump into thesocial emotional learning, I
feel like we need to start atthe beginning, and that is with
you and Servant Scholarship.
So your recent book, servantScholarship Weaving a Lasting
Tapestry, used the metaphor ofweaving a tapestry and I quote
(02:43):
you to represent how individualsand groups of scholars
contribute to lasting productsand processes in academia over
time.
Can you explain the frameworkof servant scholarship and then
how it guides you in yourscholarly role in academia?
Dr. Maggie Broderick (02:59):
Sure thanks.
Well, you can see from thetitle of the booklet I'm an
educator.
I'm also a fiber artist, sothat's kind of why I went with
that.
I've been a teacher like mywhole life, learned many
different fiber arts, mostly asa kid knitting and crocheting.
So as a young child I remembermy aunt and my grandma.
I still have very distinctmemories of them teaching me the
(03:19):
stitches right.
It's like a precious traditionto me to think about how things
like knitting, crocheting andweaving which is kind of what I
used for the title of the bookthey're passed down from person
to person and generation togeneration.
So I naturally think about thatmetaphor in my teaching and one
of my roles is director of theNational University Advanced
(03:40):
Research Center, arc, and we usethe bridge metaphor there
because it's like an ARC and I'mfrom Pittsburgh, so it works
like the bridges in Pittsburghand the website's actually
publicly facing.
Anyone can see it and check itout.
But what we do there is weprovide guidance for our
students, alumni, faculty andstaff at NU If they're pursuing
like publications andpresentations sort of beyond the
(04:03):
doctoral degree.
So typically it's a dauntingstep for our emerging doctoral
students, like what's next aftermy dissertation.
So I kind of went with that,weaving a lasting tapestry idea.
It was a great opportunitybecause at National they have
this open educational resourcesproject and they provided us
with the ability to just produceour own book and then it's free
(04:24):
of cost for everyone in ourcommunity and actually for
everyone in the world.
Dr. Lisa Hassler (04:27):
Wow.
Dr. Maggie Broderick (04:27):
So I just love OER that way and it's kind
of in the spirit of what we doand I actually think it kind of
links a little bit to SELbecause it's in that spirit of
just humanness and sort ofunderstanding the whole world
and everyone as a person.
Because OER for everyone,they're publicly available, and
so I love that National like putsome effort in to say, hey,
we're going to actually havethese books and other
(04:49):
publications that are in thatspirit, and so I use that
metaphor to explain sort of howpeople might pursue these things
beyond their degree.
Dr. Lisa Hassler (04:57):
Wonderful.
Where would someone be able toaccess that you were saying that
it was available at?
Is it the National University'swebsite?
Dr. Maggie Broderick (05:06):
that it was available at.
Is it the National University'swebsite?
Yeah, so if you just Googlelike National University OER
Open Educational Resources,you'd probably find it there.
It's also, I believe, on theOER Commons, which is a typical
open educational resourcewebsite that people tend to know
of, and on something calledMERLOT, like the wine
M-E-R-L-O-T.
And that's a very longstandingopen educational resource
(05:27):
community.
So you can find it all thoseplaces and anyone can download
it.
It's the PDF that you justdownloaded and you can see that
it's got that tapestry on thefront and explains this sort of
metaphor and how to go aboutthat scholarly journey so it's
not so daunting, you don't feelalone and so that you have this
mindset of servant leadership,so that you are sort of giving
that same idea of giving right,that you have servant
(05:48):
scholarship.
That's inspired by the idea ofbeing a leader who is with that
mindset of serving others,always at the forefront and
working together.
It's like a big picture view ofwhy we do things.
Why do we publish, why do wepresent?
Dr. Lisa Hassler (06:02):
it's for the bigger picture, right adding to
the Adding to the body ofknowledge, right, so that we can
all grow in what we know andthen add to it.
I know, as a doctoral studentmyself not too long ago, that
that's a big undertaking and alot of my classmates struggled
with what next?
Now I've done this.
And then now what you know,because that's always been the
big goal.
(06:22):
And then you spend so manyyears working on it.
And then now what you know,because that's always been the
big goal, and then you spend somany years working on it.
And then, once you're done,you're just like that's it,
that's it, that's all I've gotRight.
Where do I go next?
I can't wait to read the book,and that one just came out just
a few weeks ago, right?
Dr. Maggie Broderick (06:34):
Yeah, that's right, they were great.
Our librarians are incredibleand they supported me throughout
of giving kind of environment.
It wasn't like some otherthings where you feel a lot of
pressure.
It felt like that lovely spiritof giving, which is really the
premise behind the booklet andservant scholarship in general,
that you are weaving thattapestry Exciting.
Dr. Lisa Hassler (06:52):
Well, some of your most recent research is
focusing on the social-emotionallearning.
Can you tell us how you becameinvolved in SEL and then give an
overview of the five corecompetencies?
Dr. Maggie Broderick (07:09):
Sure, well , like I said, it's kind of at
my heart.
So it was an interesting pathto get there on the journey all
these years.
But recently my roles atNational kind of morphed because
we went through a merger andduring the merger gosh, we did a
lot.
We wore a lot of hats.
One of mine was I was thecurriculum director and that was
along with my colleague, dr AmyLin, and Dr Lin.
Actually her expertise issocial-emotional learning and so
we worked a lot hand-in-handand we worked curriculum
(07:32):
directors together and we alsopublished a book together and
did a bunch of other things.
And SEL is very prominent inour curriculum at NU.
So I learned a lot from Dr Linbecause she had built like 20
years in the public schools youknow K-12, doing these things.
And then we started reflectingand I was thinking within myself
that that's really my heart.
You know, that's what good andcaring teachers do.
(07:53):
They're just putting it intowords and packaging it, and so
we understand it.
Lot of programs in SEL.
It goes along with that wholehuman education idea that we
feel like.
You know, our students are verybusy, busy people, which I'll
talk about later.
But you really have to haveempathy and put yourself in
others' shoes, work together asa team and care.
(08:15):
When we think about that, it'sbeyond sort of the academics,
right, it's providing supportsfor people as a human, as a
whole human.
And we think about a person's aparent, a caregiver, maybe
they're military and they'realso trying to be a student at
the same time.
And so I got into this with DrLin and some others.
(08:35):
Emily Spranger, one of ourstudents, worked with us and we
wrote some chapters and thingsand we really thought about how
SEL is so much bigger than whatpeople might think it is sort of
a packaged curriculum orsomething like that and how it
relates.
So, with the CASEL 5, westarted focusing a lot on the
five competencies, which areself-awareness, thinking about
understanding within yourself,self-management so thinking
(08:57):
about how do I manage myemotions, how do I delay
gratification, manage stress ohmy gosh, for our students, right
, have our goal setting decisionmaking, being responsible in
our decision making and thinkingabout benefits and consequence
and that's really true for, youknow, any age, it just changes
over your lifespan Relationshipskills, you know, thinking about
(09:19):
others, and then socialawareness, which go together,
right Understanding.
So it's not just me out there,I've got to actually get along.
So it's social and emotionaltogether.
So that's basically theframework and people can look at
castleorg and explore it, butwe find that it really goes
beyond something for children.
It is for every human.
Dr. Lisa Hassler (09:35):
Yes, it really is.
And then, drawing from yourstudy integrating
social-emotional learning intothe Formative Development of
Educator Dispositions, can youdiscuss the three guiding forces
in desired teacher dispositionsand how they affect student
connections?
Dr. Maggie Broderick (09:53):
Sure, sure .
Well, this is also based on thestuff during all of those times
with me changing roles and gosh.
You know, when we're goingthrough a lot in our lives I'll
talk about this later.
As some of my own kiddos, I'm amom as well.
When we're going through a lotin our lives, we take time to
self-reflect a lot and we thinkabout things.
We try to make sense of theworld right of very busy time
(10:18):
working with Dr Lin, she and Iwere doing a lot of that I
believe and thinking about ourwork and lots of things, and one
of those was aboutcommonalities between SEL, which
is her expertise, coming intothis, and also teacher
dispositions, because we wereworking on curriculum and
assessment tasks, where it'skind of tricky when you talk
about a teacher's dispositionlike how do you actually measure
that?
Like how do you say, oh, thisperson's engaging, this person
(10:38):
is fun, this person is good withyou, know understanding diverse
people, diverse students, andis having empathy.
How do you actually measurethat?
How do you actually define?
Dr. Lisa Hassler (10:49):
right.
Dr. Maggie Broderick (10:50):
So we were like really reflecting on that
and we were tasked with somework for actually higher ed
accreditation, which sounds kindof boring but super important
in teacher ed programs that wewere supposed to be thinking
about.
Gosh, how does our universitydo this in an online university?
How do we say, hey, thisteacher is having you know, with
it-ness, they used to say, andthis person is having, yeah,
(11:12):
diversity, understanding ofvarious groups and empathy, and
this person is responsible andprofessional in all these things
right how do you measure it?
It's a problem in the literature.
So we said, hey, sel, you knowwhat?
let's look at it in the lens ofSEL and we wrote this book
chapter and said you know,really it goes together.
So Amy, dr Lin actually said hey, you know why don't we frame it
as these three categories?
(11:32):
Your own inner world, which ismore of your inside and your
reflection, and who you are as aperson, what you think about
learning like do you have agrowth mindset or a fixed
mindset about how people canlearn?
And then what you think aboutdifferences.
You know different people learndifferently, come from
different backgrounds, all thesethings.
So we kind of put that intopractice as like a conceptual
framework, which I know you knowbecause you did a little
(11:55):
framework and so you just kindof can think about it that way
when, if we look at it as social, emotional learning within
teacher dispositions, it kind ofpinpoints it a little better as
opposed to like a checklist,like oh yeah, they dress
professionally and they useproper language for the
classroom and with empathy andall this, it's actually much,
much more of a holistic view andwe were able to kind of put
those things together and comeup with a framework that could
(12:17):
guide maybe some research,practice and policy with that.
Dr. Lisa Hassler (12:19):
That's very helpful when you're thinking
about teacher education, to saythese are some dispositions that
may benefit you to be thinkingor working on that may help with
those student connections thataffect academic performance.
So SEL can be often mistaken,though, as just a child approach
.
However, we know that itcontinues into adulthood.
(12:42):
You have a study called StudentWellbeing and Empowerment SEL
in Online Graduate Education andI have two questions regarding
this.
But first, because you'retalking about those SEL
strategies and having thatstudent well-being and
empowerment, how would aneducator be able to do that when
you're looking at the differentlevels of development from a
(13:04):
child to adolescence, toadulthood?
So can you give your favoritestrategies for an elementary
school child, middle school orhigh school and then adult to
show how that changes?
Dr. Maggie Broderick (13:17):
Yeah, yeah .
So, like you said, a lot ofpeople think it's just for
younger children and that'sprobably because it's been
packaged that way and that'scool.
I mean it started out that wayand we've got the shared
language going and I've taughtyounger kids and I've seen my
children go through those phasesand it's it's super important.
But I remember like it bloomedout of some discussions even way
back in the 90s, like itbloomed out of some discussions
even way back in the 90s Like Iwould see books on the shelf on
(13:38):
emotional intelligence at Barnesand Noble or something popular
things and also research-basedthings, and it just kind of took
hold in K through five or Kthrough six, but really it is
for everyone.
We have this great opportunityat National that we work in
tandem with Sanford Harmony,s-a-n.
Sanford Harmony, and they havewonderful kits that you can use
(13:58):
in K-6, I believe it is and theyhave some strategies that I can
share.
They're really cute kits.
They have like a little aliencreature and they use this
little green alien like theyoung children.
It's really developmentallyappropriate like can say well,
the alien doesn't understand whypeople are angry because of
this thing, so how would youexplain it?
And you have.
Then you think about how youhave social emotional
(14:18):
understanding right.
So they use that alien it's alittle stuffed animal and stuff.
So anyway, they have somestrategies like setting goals
and buddy up and the meetupstrategy where you can have
little discussions.
So they have like all differentthings where you can share out.
They have little cards that youuse and then you can respond,
and so this helps make it easier, a little more approachable.
(14:41):
But then it does get trickierbecause we don't have a kit for
those older kids.
Yeah, and a kit is sometimes anice thing to have, even though
you don't need to have a kit.
But for older ones I actually Iwas glad you brought this up
because I'm a mom of two adultkids they're 22 and 18, and then
a young teen who's 13.
And my youngest, my daughter,my second daughter, she's yeah,
that's a tricky age 13.
Dr. Lisa Hassler (14:58):
Oh, very yes, yes, it is.
Dr. Maggie Broderick (15:02):
Oh my gosh .
And so I was actually thinkingabout that new I saw Inside Out
one years ago, of course, andnow Inside Out too.
Oh yeah, it talks about what itfeels like to be those ages.
It's like a roller coaster, itis seriously hard.
And then I was talking abouthow, like I remember what it
felt like 40 years ago orsomething like this, and I was
talking with my 13-year-olddaughter about it yesterday.
(15:24):
We were sharing stories likehow it feels, and I personally,
many years ago, I remember Istruggled with emotional issues.
I went through those ups anddowns.
Some things are just reallyuniversal.
We talked about bullying.
We talked about really strongemotions and what we should do
when we feel those strongemotions.
Our discussion made me thinkthat we as teachers or parents
or anyone who loves kids, shouldfocus on building sort of a
(15:48):
safety net of social support,and that's a little less
tangible than say, oh, here's akit, right, so you know, we can
think about how you can carveout time together with someone
to have those kinds of talks andbroaden that social circle,
because it takes a village, asthey say, and a part of that
village at this age is theirpeers.
And so we were talking abouthow she talks on social media
(16:08):
with her peers and she's onsocial media and all these
influences.
But having the different voicesand perspectives and different
people to have that village,some of whom are her peers, is
developmentally appropriate.
So there, it's not so much ameeting at the beginning of the
day with the young children,it's more of a oh, they're on
their phone talking to theirfriend, oh, they're over here,
(16:28):
oh, they're doing this and it'scarving out that time, both in
person and virtually.
It's like texting them andthings.
It's similar with adults.
I mean National University,we're online and it's hard
because they're very busy peopleand they're entirely in a
virtual digital space.
It's not sort of hybrid.
(16:51):
And so in this case we have tobuild out this support space so
that they can.
Okay, where are my peers, whereis the support, where is the
mentor, where are these people?
And it's really daunting.
So, building out those sort ofsafe spaces and those support
systems and all those placeswhere they can reach out.
We have mental health support,we have what I do, where we
provide scholarly support, youknow, and they need to know
where to turn if they need thosethings.
(17:12):
And it's harder in the virtualthing.
It's harder when they're superbusy.
You know there might be theirmilitary and they're working and
they're a parent and caregiver.
So carving out those virtualspaces can help you make that
richer.
So it's not just this academicthing they're doing online.
It's much more about that wholehuman again.
Dr. Lisa Hassler (17:29):
Yeah, when it comes to the learning
environment online, that can bevery different than being in a
face-to-face classroom where youcould see the body language and
physical presence to be able tostand next to somebody, maybe
give them a hug.
So what kind of uniquechallenges does an educator face
when it comes to being able toincorporate SEL in their
(17:50):
classroom when they are onlineand how would they overcome
those?
Dr. Maggie Broderick (17:54):
Yeah, so true, oh my gosh.
It's like I guess that phrasedouble-edged sword right.
I mean we have so many goodthings about online teaching and
learning and I hate to bring upthe pandemic, but we learned a
lot during that time aboutonline teaching and learning and
became more of a household word.
I've been in the field for 15years but like, yep, now
everybody knows what I'm talkingabout.
(18:16):
But yeah, it's so trickybecause you know I think about
it like so many other advancesin our lives lately, like, for
example, I love meal kits, Ilove to get my you know
different meal kits that comeand I'm like, oh good, it's
coming today.
And you know life is so busyand I'm like, okay, that can be
a godsend.
I'm like, okay, my fooddelivery is coming.
I'm a very busy parent.
Things become crazy.
(18:37):
Sometimes I'm teaching, maybeI'm working into the evening and
I'm grateful, and so I'll getthe groceries or the meal kit
delivered and it saves time.
It's super convenient.
Dr. Lisa Hassler (18:51):
But it kind of can lack some human elements.
Dr. Maggie Broderick (18:52):
Sometimes, if I'm not careful about that,
just me.
I'll order a month ahead.
Oh, here it comes.
And so the same is true withonline learning.
Super convenient, which isgreat, I mean gosh.
Our learners are responsiblefor many things.
They're busy, all kinds ofthings are going on in their
lives.
I think the same might be truefor a K-12 online learner.
They might have reasons forchoosing it.
It's convenient, right, but it'sisolating.
(19:12):
You might be doing your workalone, kind of self-directed on
your own time.
It feels a little lonely ifwe're not careful.
Self-directed on your own time.
It feels a little lonely ifwe're not careful.
So, like for groceries and mymeal kits, I shouldn't just buy
those and then make them bymyself and sit by myself and eat
them by myself day after day.
Right, I should say okay, tomake it more satisfying.
What do I do?
Okay, share it, built in Like.
(19:33):
My adult kids might help cook ameal kit with me and then we'll
enjoy it together on the porch.
It's still convenient, butwe're building that community.
And it's same with onlinelearning, like, if we can bring
in that crucial human piece withthe convenience, that's really
the answer.
It's tricky, but finding waysto make that community richer.
There are a lot of ways to havesupport social, emotional
(19:54):
wellness, support for, like Isaid, scholarly support and all
these things so that they cansay I'm not just doing this meal
kit and eating it by myself.
How convenient.
Yay, it's got to be a richexperience and also be
convenient, because that'sreally why a lot of people
choose online learning.
Dr. Lisa Hassler (20:07):
Yeah, I remember when I was doing some
research I had heard the termlone wolf.
It was like a lone wolfsyndrome or this feeling of
being all alone and that was whymany online students had not
completed the courses.
Is that feeling of aloneness.
And so some people had a recesswhere they would say here's
five minutes or 10 minutes justfor you to be able to talk with
(20:30):
your peers, and there's nothingacademic about it, there's
nothing structured, and youcould see where that community
is so important.
You have to really be creativeonline.
Dr. Maggie Broderick (20:40):
Exactly, exactly.
You have to really be creativeonline.
Exactly, you have to thinkoutside the box, I think, and we
tend to just follow the samerecipe.
To use that analogy of the mealkits again, we follow the
recipe, but we need to think alittle bit more, like, okay,
I've got this convenience, butwhat can we do to make this
richer?
It's a little tricky to design,but I think we're getting
better.
Dr. Lisa Hassler (20:54):
I think we are too.
What's so wonderful about SELis understanding the need for it
, the importance and the need onthe student side and from the
teacher side not to overlookthose things.
Building community is veryimportant.
I should build that into myschedule or into my course.
Dr. Maggie Broderick (21:11):
That's why they come back.
Yes, the next day they say, hey, I want to be there because of
the way it makes them feel, andthat's why they won't come back
if they feel bad.
Yeah.
Dr. Lisa Hassler (21:22):
And they won't want to come back.
Definitely not Now.
Sel can be used both in schooland at home, and the five
competencies of SEL can betransferred between educators
and parents, resulting instronger communities.
So what should they look forwhen looking for SEL literature
online?
Are there any resources thatyou would highly recommend?
Dr. Maggie Broderick (21:37):
Sure, well , I'm glad you mentioned that.
I mean, it's all aboutrelationships and we often hear
about that teacher and studentrelationship super important,
whether it's online, on ground,hybrid, but there's so much more
.
Like you said, it's the family,the community, and it's for
everyone, even adult learners,right?
The most common refrain I'llhear in a doctoral defense is
about their support system ofyou know.
(21:58):
Maybe it was their spouse ortheir kids or their mom or
whoever that was there for them,right?
So all part of that ecosystem,no matter whether we're talking
a three-year-old or an80-year-old or something like
this.
Dr. Lisa Hassler (22:08):
So very true yeah.
Dr. Maggie Broderick (22:09):
Yeah, They've got the ecosystem there.
So I think we have to reallytake that time to self-reflect,
which is part of SEL, and thinkabout that and think about the
big picture, how that brings inthe learner's social emotional
state and it will impacteverything, as you said.
So it's teamwork right.
It's thinking about thelearner's path and the journey
(22:30):
and everything holistically, andif something's going wrong in
one area, it's going to affectthe other areas.
So, for example, if you have astudent who's having some kind
of crisis, then you see, oh,they didn't turn in their work.
Okay, let's reach out andfigure out what's going on and
get them back on track and thenget them the support they need.
For example, trauma-informededucational practices we have
some great courses on that andit really does relate with the
(22:51):
SEL framework.
But for the resources, a lot ofpeople are talking about SEL and
this is a tricky one for mebecause in my circles it's all
positive and, like you said, theshedding light and light and
optimism.
You hear other things, Peoplesay other things and I think
often they're looking at thewrong resources.
So I'm glad you brought that upbecause, like, if they go right
to the CASEL website, C-A-S-E-L, CASELorg or Google Scholar or
(23:18):
look at the library or somethinglike that to find the actual
material, the primary source, asopposed to sort of what maybe a
politician said or maybesomebody's uncle said right,
it's tricky because you hear alot social media.
Sanford Harmony is also a greatsite as well.
If they Google Sanford Harmony,they have great info.
But really try to go to, youknow, go to the source there,
because you will hear thingswhere things become conflated
(23:39):
and it's wrongfully brought in,with all kinds of things,
especially in K-12, lumpedtogether a lot of confusion and
a lot of emotions there andpeople jump to conclusions.
So I would say you know, reallyrealize that we have this need
for SEL.
It's really just human nature,it's really just being sort of
introspective and understandingothers and having empathy and
(24:01):
realize that maybe you know, thebest source of information is
something like the CASEL websiteand maybe go there just to kind
of get the basics and make yourown feelings about it and start
small with that stuff.
Dr. Lisa Hassler (24:11):
Yeah, definitely.
I find that when you startgetting too far away from those
primary sources, people'sinterpretations can change what
it was intended to be.
So what two takeaways would youlike to leave our audience with
today?
Dr. Maggie Broderick (24:26):
Oh well, thinking about it from all
different points of view.
Some people might be really newto SEL.
Maybe they just heard about iton social media or from their
kid's school or something, andsome might know a lot about it.
But it's a smart idea to juststart small.
Maybe do a little research andthink about what you're already
doing as an important person inanother's life, like we said on
those doctoral committees, whenthey say it was my support
(24:46):
system that got me here today,they always do.
So think about like how am Ialready doing that and then how
can I build on it, with sort ofthose CASEL 5 competencies in
mind.
And then, sort of related tothat second, I would say you
consider what you might do asthe next step.
What could help you foster amore SEL infused school or
somewhere else?
I was a Girl Scout leader for along time.
(25:07):
That's not a school, but youknow if we can bring in SEL,
like there were some times whenI was like, okay, we're gonna go
sit on this bench and talk andthis girl is having a rough time
, and why don't we?
That's SEL.
Why don't we talk about what'shappening in her life and that
tricky time?
Whatever it is, that isbuilding some empathy and just
starting with your heart andyour mind and building from
there just with those principlesin mind, wherever you might be
(25:29):
and it might not be as a teacher, it might be in any particular
situation.
Dr. Lisa Hassler (25:33):
Great advice.
Well, thank you so much, Maggie, for joining me today to
discuss your research andrecommendations in social
emotional learning, and for yourservant scholarship
contribution to the lastingtapestry in academia.
Dr. Maggie Broderick (25:46):
Thanks so much.
It's great to be here and Ireally appreciate you having me
on.
Dr. Lisa Hassler (25:49):
The call to action is to help children
develop the social skills andemotional intelligence they need
to thrive in their academic andpersonal life.
To thrive in their academic andpersonal life.
If you have a story aboutwhat's working in your schools
that you'd like to share, youcan email me at lisa@
drlisarhassler.
com, or visit my website at www.
drlisarhassler.
com and send me a message.
(26:10):
If you like this podcast,subscribe and tell a friend.
The more people that know, thebigger impact it will have.
And if you find value to thecontent in this podcast,
consider becoming a supporter byclicking on the supporter link
in the show notes.
It is the mission of thispodcast to shine light on the
good in education so that itspreads, affecting positive
change.
So let's keep working togetherto find solutions that focus on
(26:33):
our children's success.
Welcome to the Brighter Side of Education.
I'm your host, Dr.
Lisa Hassler, here to enlightenand brighten the classrooms in
America through focusedconversation on important topics
in education.
In each episode I discussproblems we as teachers and
parents are facing and whatpeople are doing in their
communities to fix it.
What are the variables and howcan we duplicate it to maximize
(00:32):
student outcomes?
In this episode we discusssocial-emotional learning, its
benefits and current approaches.
The learning theory,social-emotional learning, sel
for short was introduced in 1987by a team of educators and
researchers in the New HavenSocial Development Program to
focus on behavioral challengesat schools.
Termed social emotionallearning in 1992, its purpose is
(00:54):
now broader helping the wholechild in regard to developing
the knowledge, skills andattitudes they need to thrive in
their academic and personallife.
Specifically, sel focuses onhelping children develop the
capacity to recognize and managetheir own emotions, set and
achieve goals, understand andempathize with the emotions and
experiences of others, buildpositive relationships and make
(01:17):
responsible and healthydecisions.
Benefits for including SEL ineducation are the following it
helps children develop empathy,self-regulation, conflict
resolution and improvesconcentration, focus and
engagement, leading to reducedbehavior concerns and increased
academic success.
While the concept of SEL is notnew to education.
(01:39):
Ongoing research in variousaspects is.
Today we dig deeper with Dr.
Maggie Broderick, her recentresearch and how it can be
applied to the modern classroom.
Dr.
Broderick is an associateprofessor and dissertation chair
in the Department of TeacherEducation at National University
.
She is faculty lead for theCurriculum and Instruction
Specialization and theSocial-Emotional Learning
(02:01):
Emphasis, with over 20 years ofexperience in higher ed and K-12
.
Thank you for being here,Maggie, and welcome.
Dr. Maggie Broderick (02:08):
Thanks so much, lisa.
I just love that phrase thatyou use, that shining light on
issues in education.
It made me think about howyou're exploring important
topics and also bringing anoptimistic and positive lens, so
I just love that light metaphor.
Thanks for having me.
Dr. Lisa Hassler (02:22):
I'm so happy that you're here and I see that
that frame of mind helps you seethe positive in all that we're
doing.
So before we jump into thesocial emotional learning, I
feel like we need to start atthe beginning, and that is with
you and Servant Scholarship.
So your recent book, servantScholarship Weaving a Lasting
Tapestry, used the metaphor ofweaving a tapestry and I quote
(02:43):
you to represent how individualsand groups of scholars
contribute to lasting productsand processes in academia over
time.
Can you explain the frameworkof servant scholarship and then
how it guides you in yourscholarly role in academia?
Dr. Maggie Broderick (02:59):
Sure thanks.
Well, you can see from thetitle of the booklet I'm an
educator.
I'm also a fiber artist, sothat's kind of why I went with
that.
I've been a teacher like mywhole life, learned many
different fiber arts, mostly asa kid knitting and crocheting.
So as a young child I remembermy aunt and my grandma.
I still have very distinctmemories of them teaching me the
(03:19):
stitches right.
It's like a precious traditionto me to think about how things
like knitting, crocheting andweaving which is kind of what I
used for the title of the bookthey're passed down from person
to person and generation togeneration.
So I naturally think about thatmetaphor in my teaching and one
of my roles is director of theNational University Advanced
(03:40):
Research Center, arc, and we usethe bridge metaphor there
because it's like an ARC and I'mfrom Pittsburgh, so it works
like the bridges in Pittsburghand the website's actually
publicly facing.
Anyone can see it and check itout.
But what we do there is weprovide guidance for our
students, alumni, faculty andstaff at NU If they're pursuing
like publications andpresentations sort of beyond the
(04:03):
doctoral degree.
So typically it's a dauntingstep for our emerging doctoral
students, like what's next aftermy dissertation.
So I kind of went with that,weaving a lasting tapestry idea.
It was a great opportunitybecause at National they have
this open educational resourcesproject and they provided us
with the ability to just produceour own book and then it's free
(04:24):
of cost for everyone in ourcommunity and actually for
everyone in the world.
Dr. Lisa Hassler (04:27):
Wow.
Dr. Maggie Broderick (04:27):
So I just love OER that way and it's kind
of in the spirit of what we doand I actually think it kind of
links a little bit to SELbecause it's in that spirit of
just humanness and sort ofunderstanding the whole world
and everyone as a person.
Because OER for everyone,they're publicly available, and
so I love that National like putsome effort in to say, hey,
we're going to actually havethese books and other
(04:49):
publications that are in thatspirit, and so I use that
metaphor to explain sort of howpeople might pursue these things
beyond their degree.
Dr. Lisa Hassler (04:57):
Wonderful.
Where would someone be able toaccess that you were saying that
it was available at?
Is it the National University'swebsite?
Dr. Maggie Broderick (05:06):
that it was available at.
Is it the National University'swebsite?
Yeah, so if you just Googlelike National University OER
Open Educational Resources,you'd probably find it there.
It's also, I believe, on theOER Commons, which is a typical
open educational resourcewebsite that people tend to know
of, and on something calledMERLOT, like the wine
M-E-R-L-O-T.
And that's a very longstandingopen educational resource
(05:27):
community.
So you can find it all thoseplaces and anyone can download
it.
It's the PDF that you justdownloaded and you can see that
it's got that tapestry on thefront and explains this sort of
metaphor and how to go aboutthat scholarly journey so it's
not so daunting, you don't feelalone and so that you have this
mindset of servant leadership,so that you are sort of giving
that same idea of giving right,that you have servant
(05:48):
scholarship.
That's inspired by the idea ofbeing a leader who is with that
mindset of serving others,always at the forefront and
working together.
It's like a big picture view ofwhy we do things.
Why do we publish, why do wepresent?
Dr. Lisa Hassler (06:02):
it's for the bigger picture, right adding to
the Adding to the body ofknowledge, right, so that we can
all grow in what we know andthen add to it.
I know, as a doctoral studentmyself not too long ago, that
that's a big undertaking and alot of my classmates struggled
with what next?
Now I've done this.
And then now what you know,because that's always been the
big goal.
(06:22):
And then you spend so manyyears working on it.
And then now what you know,because that's always been the
big goal, and then you spend somany years working on it.
And then, once you're done,you're just like that's it,
that's it, that's all I've gotRight.
Where do I go next?
I can't wait to read the book,and that one just came out just
a few weeks ago, right?
Dr. Maggie Broderick (06:34):
Yeah, that's right, they were great.
Our librarians are incredibleand they supported me throughout
of giving kind of environment.
It wasn't like some otherthings where you feel a lot of
pressure.
It felt like that lovely spiritof giving, which is really the
premise behind the booklet andservant scholarship in general,
that you are weaving thattapestry Exciting.
Dr. Lisa Hassler (06:52):
Well, some of your most recent research is
focusing on the social-emotionallearning.
Can you tell us how you becameinvolved in SEL and then give an
overview of the five corecompetencies?
Dr. Maggie Broderick (07:09):
Sure, well , like I said, it's kind of at
my heart.
So it was an interesting pathto get there on the journey all
these years.
But recently my roles atNational kind of morphed because
we went through a merger andduring the merger gosh, we did a
lot.
We wore a lot of hats.
One of mine was I was thecurriculum director and that was
along with my colleague, dr AmyLin, and Dr Lin.
Actually her expertise issocial-emotional learning and so
we worked a lot hand-in-handand we worked curriculum
(07:32):
directors together and we alsopublished a book together and
did a bunch of other things.
And SEL is very prominent inour curriculum at NU.
So I learned a lot from Dr Linbecause she had built like 20
years in the public schools youknow K-12, doing these things.
And then we started reflectingand I was thinking within myself
that that's really my heart.
You know, that's what good andcaring teachers do.
(07:53):
They're just putting it intowords and packaging it, and so
we understand it.
Lot of programs in SEL.
It goes along with that wholehuman education idea that we
feel like.
You know, our students are verybusy, busy people, which I'll
talk about later.
But you really have to haveempathy and put yourself in
others' shoes, work together asa team and care.
(08:15):
When we think about that, it'sbeyond sort of the academics,
right, it's providing supportsfor people as a human, as a
whole human.
And we think about a person's aparent, a caregiver, maybe
they're military and they'realso trying to be a student at
the same time.
And so I got into this with DrLin and some others.
(08:35):
Emily Spranger, one of ourstudents, worked with us and we
wrote some chapters and thingsand we really thought about how
SEL is so much bigger than whatpeople might think it is sort of
a packaged curriculum orsomething like that and how it
relates.
So, with the CASEL 5, westarted focusing a lot on the
five competencies, which areself-awareness, thinking about
understanding within yourself,self-management so thinking
(08:57):
about how do I manage myemotions, how do I delay
gratification, manage stress ohmy gosh, for our students, right
, have our goal setting decisionmaking, being responsible in
our decision making and thinkingabout benefits and consequence
and that's really true for, youknow, any age, it just changes
over your lifespan Relationshipskills, you know, thinking about
(09:19):
others, and then socialawareness, which go together,
right Understanding.
So it's not just me out there,I've got to actually get along.
So it's social and emotionaltogether.
So that's basically theframework and people can look at
castleorg and explore it, butwe find that it really goes
beyond something for children.
It is for every human.
Dr. Lisa Hassler (09:35):
Yes, it really is.
And then, drawing from yourstudy integrating
social-emotional learning intothe Formative Development of
Educator Dispositions, can youdiscuss the three guiding forces
in desired teacher dispositionsand how they affect student
connections?
Dr. Maggie Broderick (09:53):
Sure, sure .
Well, this is also based on thestuff during all of those times
with me changing roles and gosh.
You know, when we're goingthrough a lot in our lives I'll
talk about this later.
As some of my own kiddos, I'm amom as well.
When we're going through a lotin our lives, we take time to
self-reflect a lot and we thinkabout things.
We try to make sense of theworld right of very busy time
(10:18):
working with Dr Lin, she and Iwere doing a lot of that I
believe and thinking about ourwork and lots of things, and one
of those was aboutcommonalities between SEL, which
is her expertise, coming intothis, and also teacher
dispositions, because we wereworking on curriculum and
assessment tasks, where it'skind of tricky when you talk
about a teacher's dispositionlike how do you actually measure
that?
Like how do you say, oh, thisperson's engaging, this person
(10:38):
is fun, this person is good withyou, know understanding diverse
people, diverse students, andis having empathy.
How do you actually measurethat?
How do you actually define?
Dr. Lisa Hassler (10:49):
right.
Dr. Maggie Broderick (10:50):
So we were like really reflecting on that
and we were tasked with somework for actually higher ed
accreditation, which sounds kindof boring but super important
in teacher ed programs that wewere supposed to be thinking
about.
Gosh, how does our universitydo this in an online university?
How do we say, hey, thisteacher is having you know, with
it-ness, they used to say, andthis person is having, yeah,
(11:12):
diversity, understanding ofvarious groups and empathy, and
this person is responsible andprofessional in all these things
right how do you measure it?
It's a problem in the literature.
So we said, hey, sel, you knowwhat?
let's look at it in the lens ofSEL and we wrote this book
chapter and said you know,really it goes together.
So Amy, dr Lin actually said hey, you know why don't we frame it
as these three categories?
(11:32):
Your own inner world, which ismore of your inside and your
reflection, and who you are as aperson, what you think about
learning like do you have agrowth mindset or a fixed
mindset about how people canlearn?
And then what you think aboutdifferences.
You know different people learndifferently, come from
different backgrounds, all thesethings.
So we kind of put that intopractice as like a conceptual
framework, which I know you knowbecause you did a little
(11:55):
framework and so you just kindof can think about it that way
when, if we look at it as social, emotional learning within
teacher dispositions, it kind ofpinpoints it a little better as
opposed to like a checklist,like oh yeah, they dress
professionally and they useproper language for the
classroom and with empathy andall this, it's actually much,
much more of a holistic view andwe were able to kind of put
those things together and comeup with a framework that could
(12:17):
guide maybe some research,practice and policy with that.
Dr. Lisa Hassler (12:19):
That's very helpful when you're thinking
about teacher education, to saythese are some dispositions that
may benefit you to be thinkingor working on that may help with
those student connections thataffect academic performance.
So SEL can be often mistaken,though, as just a child approach
.
However, we know that itcontinues into adulthood.
(12:42):
You have a study called StudentWellbeing and Empowerment SEL
in Online Graduate Education andI have two questions regarding
this.
But first, because you'retalking about those SEL
strategies and having thatstudent well-being and
empowerment, how would aneducator be able to do that when
you're looking at the differentlevels of development from a
(13:04):
child to adolescence, toadulthood?
So can you give your favoritestrategies for an elementary
school child, middle school orhigh school and then adult to
show how that changes?
Dr. Maggie Broderick (13:17):
Yeah, yeah .
So, like you said, a lot ofpeople think it's just for
younger children and that'sprobably because it's been
packaged that way and that'scool.
I mean it started out that wayand we've got the shared
language going and I've taughtyounger kids and I've seen my
children go through those phasesand it's it's super important.
But I remember like it bloomedout of some discussions even way
back in the 90s, like itbloomed out of some discussions
even way back in the 90s Like Iwould see books on the shelf on
(13:38):
emotional intelligence at Barnesand Noble or something popular
things and also research-basedthings, and it just kind of took
hold in K through five or Kthrough six, but really it is
for everyone.
We have this great opportunityat National that we work in
tandem with Sanford Harmony,s-a-n.
Sanford Harmony, and they havewonderful kits that you can use
(13:58):
in K-6, I believe it is and theyhave some strategies that I can
share.
They're really cute kits.
They have like a little aliencreature and they use this
little green alien like theyoung children.
It's really developmentallyappropriate like can say well,
the alien doesn't understand whypeople are angry because of
this thing, so how would youexplain it?
And you have.
Then you think about how youhave social emotional
(14:18):
understanding right.
So they use that alien it's alittle stuffed animal and stuff.
So anyway, they have somestrategies like setting goals
and buddy up and the meetupstrategy where you can have
little discussions.
So they have like all differentthings where you can share out.
They have little cards that youuse and then you can respond,
and so this helps make it easier, a little more approachable.
(14:41):
But then it does get trickierbecause we don't have a kit for
those older kids.
Yeah, and a kit is sometimes anice thing to have, even though
you don't need to have a kit.
But for older ones I actually Iwas glad you brought this up
because I'm a mom of two adultkids they're 22 and 18, and then
a young teen who's 13.
And my youngest, my daughter,my second daughter, she's yeah,
that's a tricky age 13.
Dr. Lisa Hassler (14:58):
Oh, very yes, yes, it is.
Dr. Maggie Broderick (15:02):
Oh my gosh .
And so I was actually thinkingabout that new I saw Inside Out
one years ago, of course, andnow Inside Out too.
Oh yeah, it talks about what itfeels like to be those ages.
It's like a roller coaster, itis seriously hard.
And then I was talking abouthow, like I remember what it
felt like 40 years ago orsomething like this, and I was
talking with my 13-year-olddaughter about it yesterday.
(15:24):
We were sharing stories likehow it feels, and I personally,
many years ago, I remember Istruggled with emotional issues.
I went through those ups anddowns.
Some things are just reallyuniversal.
We talked about bullying.
We talked about really strongemotions and what we should do
when we feel those strongemotions.
Our discussion made me thinkthat we as teachers or parents
or anyone who loves kids, shouldfocus on building sort of a
(15:48):
safety net of social support,and that's a little less
tangible than say, oh, here's akit, right, so you know, we can
think about how you can carveout time together with someone
to have those kinds of talks andbroaden that social circle,
because it takes a village, asthey say, and a part of that
village at this age is theirpeers.
And so we were talking abouthow she talks on social media
(16:08):
with her peers and she's onsocial media and all these
influences.
But having the different voicesand perspectives and different
people to have that village,some of whom are her peers, is
developmentally appropriate.
So there, it's not so much ameeting at the beginning of the
day with the young children,it's more of a oh, they're on
their phone talking to theirfriend, oh, they're over here,
(16:28):
oh, they're doing this and it'scarving out that time, both in
person and virtually.
It's like texting them andthings.
It's similar with adults.
I mean National University,we're online and it's hard
because they're very busy peopleand they're entirely in a
virtual digital space.
It's not sort of hybrid.
(16:51):
And so in this case we have tobuild out this support space so
that they can.
Okay, where are my peers, whereis the support, where is the
mentor, where are these people?
And it's really daunting.
So, building out those sort ofsafe spaces and those support
systems and all those placeswhere they can reach out.
We have mental health support,we have what I do, where we
provide scholarly support, youknow, and they need to know
where to turn if they need thosethings.
(17:12):
And it's harder in the virtualthing.
It's harder when they're superbusy.
You know there might be theirmilitary and they're working and
they're a parent and caregiver.
So carving out those virtualspaces can help you make that
richer.
So it's not just this academicthing they're doing online.
It's much more about that wholehuman again.
Dr. Lisa Hassler (17:29):
Yeah, when it comes to the learning
environment online, that can bevery different than being in a
face-to-face classroom where youcould see the body language and
physical presence to be able tostand next to somebody, maybe
give them a hug.
So what kind of uniquechallenges does an educator face
when it comes to being able toincorporate SEL in their
(17:50):
classroom when they are onlineand how would they overcome
those?
Dr. Maggie Broderick (17:54):
Yeah, so true, oh my gosh.
It's like I guess that phrasedouble-edged sword right.
I mean we have so many goodthings about online teaching and
learning and I hate to bring upthe pandemic, but we learned a
lot during that time aboutonline teaching and learning and
became more of a household word.
I've been in the field for 15years but like, yep, now
everybody knows what I'm talkingabout.
(18:16):
But yeah, it's so trickybecause you know I think about
it like so many other advancesin our lives lately, like, for
example, I love meal kits, Ilove to get my you know
different meal kits that comeand I'm like, oh good, it's
coming today.
And you know life is so busyand I'm like, okay, that can be
a godsend.
I'm like, okay, my fooddelivery is coming.
I'm a very busy parent.
Things become crazy.
(18:37):
Sometimes I'm teaching, maybeI'm working into the evening and
I'm grateful, and so I'll getthe groceries or the meal kit
delivered and it saves time.
It's super convenient.
Dr. Lisa Hassler (18:51):
But it kind of can lack some human elements.
Dr. Maggie Broderick (18:52):
Sometimes, if I'm not careful about that,
just me.
I'll order a month ahead.
Oh, here it comes.
And so the same is true withonline learning.
Super convenient, which isgreat, I mean gosh.
Our learners are responsiblefor many things.
They're busy, all kinds ofthings are going on in their
lives.
I think the same might be truefor a K-12 online learner.
They might have reasons forchoosing it.
It's convenient, right, but it'sisolating.
(19:12):
You might be doing your workalone, kind of self-directed on
your own time.
It feels a little lonely ifwe're not careful.
Self-directed on your own time.
It feels a little lonely ifwe're not careful.
So, like for groceries and mymeal kits, I shouldn't just buy
those and then make them bymyself and sit by myself and eat
them by myself day after day.
Right, I should say okay, tomake it more satisfying.
What do I do?
Okay, share it, built in Like.
(19:33):
My adult kids might help cook ameal kit with me and then we'll
enjoy it together on the porch.
It's still convenient, butwe're building that community.
And it's same with onlinelearning, like, if we can bring
in that crucial human piece withthe convenience, that's really
the answer.
It's tricky, but finding waysto make that community richer.
There are a lot of ways to havesupport social, emotional
(19:54):
wellness, support for, like Isaid, scholarly support and all
these things so that they cansay I'm not just doing this meal
kit and eating it by myself.
How convenient.
Yay, it's got to be a richexperience and also be
convenient, because that'sreally why a lot of people
choose online learning.
Dr. Lisa Hassler (20:07):
Yeah, I remember when I was doing some
research I had heard the termlone wolf.
It was like a lone wolfsyndrome or this feeling of
being all alone and that was whymany online students had not
completed the courses.
Is that feeling of aloneness.
And so some people had a recesswhere they would say here's
five minutes or 10 minutes justfor you to be able to talk with
(20:30):
your peers, and there's nothingacademic about it, there's
nothing structured, and youcould see where that community
is so important.
You have to really be creativeonline.
Dr. Maggie Broderick (20:40):
Exactly, exactly.
You have to really be creativeonline.
Exactly, you have to thinkoutside the box, I think, and we
tend to just follow the samerecipe.
To use that analogy of the mealkits again, we follow the
recipe, but we need to think alittle bit more, like, okay,
I've got this convenience, butwhat can we do to make this
richer?
It's a little tricky to design,but I think we're getting
better.
Dr. Lisa Hassler (20:54):
I think we are too.
What's so wonderful about SELis understanding the need for it
, the importance and the need onthe student side and from the
teacher side not to overlookthose things.
Building community is veryimportant.
I should build that into myschedule or into my course.
Dr. Maggie Broderick (21:11):
That's why they come back.
Yes, the next day they say, hey, I want to be there because of
the way it makes them feel, andthat's why they won't come back
if they feel bad.
Yeah.
Dr. Lisa Hassler (21:22):
And they won't want to come back.
Definitely not Now.
Sel can be used both in schooland at home, and the five
competencies of SEL can betransferred between educators
and parents, resulting instronger communities.
So what should they look forwhen looking for SEL literature
online?
Are there any resources thatyou would highly recommend?
Dr. Maggie Broderick (21:37):
Sure, well , I'm glad you mentioned that.
I mean, it's all aboutrelationships and we often hear
about that teacher and studentrelationship super important,
whether it's online, on ground,hybrid, but there's so much more
.
Like you said, it's the family,the community, and it's for
everyone, even adult learners,right?
The most common refrain I'llhear in a doctoral defense is
about their support system ofyou know.
(21:58):
Maybe it was their spouse ortheir kids or their mom or
whoever that was there for them,right?
So all part of that ecosystem,no matter whether we're talking
a three-year-old or an80-year-old or something like
this.
Dr. Lisa Hassler (22:08):
So very true yeah.
Dr. Maggie Broderick (22:09):
Yeah, They've got the ecosystem there.
So I think we have to reallytake that time to self-reflect,
which is part of SEL, and thinkabout that and think about the
big picture, how that brings inthe learner's social emotional
state and it will impacteverything, as you said.
So it's teamwork right.
It's thinking about thelearner's path and the journey
(22:30):
and everything holistically, andif something's going wrong in
one area, it's going to affectthe other areas.
So, for example, if you have astudent who's having some kind
of crisis, then you see, oh,they didn't turn in their work.
Okay, let's reach out andfigure out what's going on and
get them back on track and thenget them the support they need.
For example, trauma-informededucational practices we have
some great courses on that andit really does relate with the
(22:51):
SEL framework.
But for the resources, a lot ofpeople are talking about SEL and
this is a tricky one for mebecause in my circles it's all
positive and, like you said, theshedding light and light and
optimism.
You hear other things, Peoplesay other things and I think
often they're looking at thewrong resources.
So I'm glad you brought that upbecause, like, if they go right
to the CASEL website, C-A-S-E-L, CASELorg or Google Scholar or
(23:18):
look at the library or somethinglike that to find the actual
material, the primary source, asopposed to sort of what maybe a
politician said or maybesomebody's uncle said right,
it's tricky because you hear alot social media.
Sanford Harmony is also a greatsite as well.
If they Google Sanford Harmony,they have great info.
But really try to go to, youknow, go to the source there,
because you will hear thingswhere things become conflated
(23:39):
and it's wrongfully brought in,with all kinds of things,
especially in K-12, lumpedtogether a lot of confusion and
a lot of emotions there andpeople jump to conclusions.
So I would say you know, reallyrealize that we have this need
for SEL.
It's really just human nature,it's really just being sort of
introspective and understandingothers and having empathy and
(24:01):
realize that maybe you know, thebest source of information is
something like the CASEL websiteand maybe go there just to kind
of get the basics and make yourown feelings about it and start
small with that stuff.
Dr. Lisa Hassler (24:11):
Yeah, definitely.
I find that when you startgetting too far away from those
primary sources, people'sinterpretations can change what
it was intended to be.
So what two takeaways would youlike to leave our audience with
today?
Dr. Maggie Broderick (24:26):
Oh well, thinking about it from all
different points of view.
Some people might be really newto SEL.
Maybe they just heard about iton social media or from their
kid's school or something, andsome might know a lot about it.
But it's a smart idea to juststart small.
Maybe do a little research andthink about what you're already
doing as an important person inanother's life, like we said on
those doctoral committees, whenthey say it was my support
(24:46):
system that got me here today,they always do.
So think about like how am Ialready doing that and then how
can I build on it, with sort ofthose CASEL 5 competencies in
mind.
And then, sort of related tothat second, I would say you
consider what you might do asthe next step.
What could help you foster amore SEL infused school or
somewhere else?
I was a Girl Scout leader for along time.
(25:07):
That's not a school, but youknow if we can bring in SEL,
like there were some times whenI was like, okay, we're gonna go
sit on this bench and talk andthis girl is having a rough time
, and why don't we?
That's SEL.
Why don't we talk about what'shappening in her life and that
tricky time?
Whatever it is, that isbuilding some empathy and just
starting with your heart andyour mind and building from
there just with those principlesin mind, wherever you might be
(25:29):
and it might not be as a teacher, it might be in any particular
situation.
Dr. Lisa Hassler (25:33):
Great advice.
Well, thank you so much, Maggie, for joining me today to
discuss your research andrecommendations in social
emotional learning, and for yourservant scholarship
contribution to the lastingtapestry in academia.
Dr. Maggie Broderick (25:46):
Thanks so much.
It's great to be here and Ireally appreciate you having me
on.
Dr. Lisa Hassler (25:49):
The call to action is to help children
develop the social skills andemotional intelligence they need
to thrive in their academic andpersonal life.
To thrive in their academic andpersonal life.
If you have a story aboutwhat's working in your schools
that you'd like to share, youcan email me at lisa@
drlisarhassler.
com, or visit my website at www.
drlisarhassler.
com and send me a message.
(26:10):
If you like this podcast,subscribe and tell a friend.
The more people that know, thebigger impact it will have.
And if you find value to thecontent in this podcast,
consider becoming a supporter byclicking on the supporter link
in the show notes.
It is the mission of thispodcast to shine light on the
good in education so that itspreads, affecting positive
change.
So let's keep working togetherto find solutions that focus on
(26:33):
our children's success.
Popular Podcasts
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Therapy Gecko
An unlicensed lizard psychologist travels the universe talking to strangers about absolutely nothing. TO CALL THE GECKO: follow me on https://www.twitch.tv/lyleforever to get a notification for when I am taking calls. I am usually live Mondays, Wednesdays, and Fridays but lately a lot of other times too. I am a gecko.
The Joe Rogan Experience
The official podcast of comedian Joe Rogan.