Page 16 - DistanceLearning

Social Emotional Learning and Technology

Integration: A Two-Pronged Approach to Student

Engagement in a Remote Learning Setting

By Heather Mosenson, Third Grade Teacher; Laura Cecilione, Supervisor; Colleen

LaSalle, Technology Integration Coordinator; Taylor Potts, Fourth Grade Teacher;

Traci Shaw, Principal, Joseph J. Catena Elementary School Freehold Township

As schools across the country and through- in fostering character development, mindfulness curriculum, and

out the world grapple with the challenges social skills have resulted in student motivation and engagement
with teachers and peers through online portals. As students be-
brought on by the Coronavirus pandemic, come accustomed to this new way of learning and communicating,
administrators and educators are tasked with we are seeing students pull from their social and emotional learn-

evaluating existing pedagogy and reimagining ing toolkits and use those strategies to ground themselves in their
academics. Additionally, respectful, responsible, and safe PBS
the academic landscape through the lens of expectations have been adapted for at-home learning mirroring

remote learning. While the path forward remains largely school behavioral accountability and student recognition.
unknown, schools are faced with steadying themselves upon Students are continuing to offer feedback to their peers, engage in
foundations laid prior to the pandemic. At Joseph J. Catena class discussions, and complete online learning assignments with
School, we began the 2019-2020 school year posing a question: enthusiasm and vigor. We believe that having placed a strong em-
What if you Fly? This theme shed light on the resilience and phasis on PBS, SEL and mindfulness through programs such as
grit we hoped to instill in our students as we encourage them to Mindful Kids, Social Skills Club, Morning Meeting, Lunch Bunch,
strengthen their growth mindset. Restorative Circles, etc., has allowed for our students to thrive in a
Indeed, the success of remote learning relies heavily upon the remote learning environment.
previously implemented approaches taken toward fostering con- The SEL curriculum’s aim to equip students with coping mecha-
nections with students and families. We have found that a strong nisms for difficult emotions and strategies for cultivating healthy
emphasis on social and emotional learning (SEL) has led to a relationships provides students with the tools necessary to move
greater investment on the part of students in remote learning. A through a changing and unsettling world. Mason et al. (2019) fur-
foundation in Positive Behavior Support (PBS) expectations rooted ther described the role of compassion in increasing the power of

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