Original Research Articles
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Aug. 31, 2023
330 Downloads
SEE LEARNING AND TEACHER EDUCATION
Dr. Tripta Parmar, Dr. Sarabjit Kaur & Dr. Susheela Narang
DOI : 10.5281/ERJ.8221256
Abstract
Certificate
Recently, the concept of social, emotional and ethical learning is gaining attention as teachers and schools
shoulder the responsibility of holistic development of their students. SEE learning is an essential concept within
education because it is a framework through which students acquire the skills necessary to navigate through
School, working life and beyond also extended to foster values and competencies that lead to greater happiness
and harmony for both individual and society at large. Its not merely about acquiring knowledge also about
realizing their relevancy on a personal level and then deeply internalizing them.
This framework helps in developing self preservation, self control, relationship building and decision making.
Keeping in view the urgency of the subject, teachers need to be oriented for SEE learning objectives. Here enters
the role of Teacher Education institutions in orienting the would-be-teachers to teach three domains of SEE
learning i e Awareness, Compassion and Engagement each of these dimensions in personal, social and system
domain. The present paper is an attempt to highlight the inclusion of SEE learning in Teacher Education
program. Through curricular framework or other modes or mediums of Teacher Education. It even highlights
SEE learning components reflected in the best practices of Sant Darbara Singh College of Education Lopon,
Distt. Moga in Punjab; Guru Ram Dass B.Ed College, Jalalabad West, Distt Ferozepur in Punjab and Kenway
College of Education Abohar (Punjab).
Original Research Articles
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Aug. 30, 2023
268 Downloads
+SEE LEARNING AMONG EARLY EDUCATION LEARNERS AS BEST PRACTICE OF BIRLA OPEN MINDS INTERNATIONAL SCHOOL, HYDERABAD - A CASE STUDY
Mrs. Syamali Chowdhury & Prof. (Dr.) Mandeep Kaur Kochar
DOI : 10.5281/ERJ.8221259
Abstract
Certificate
We at Birla Open Minds International School, Hyderabad celebrate and respect diversity in our classroom but
extending the required support to the diverse group of learners is always challenging. Keeping in mind the
importance of early interventions, we proposed to integrate the Social Emotional and Ethical Learning
strategies to address the learning needs of the students. The Social, Emotional and Ethical Learning framework
is built on the evidence- based work of SEL and parallels the model suggested in Goleman and Senge’s ‘The
Triple Focus’: a focus on self, a focus on others, and a focus on interdependence and systems. It is based on
three dimensions, which focuses on the types of knowledge and competencies it seeks to
Original Research Articles
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Aug. 25, 2023
106 Downloads
A CORRELATIONAL STUDY OF SEE COMPETENCIES AMONG SCHOOL TEACHERS
Dr. Bhakti M. Jaisinghani
DOI : 10.5281/ERJ.8221263
Abstract
Certificate
The Present scenario indicates that human life is complex. Every individual has to face a range of challenges in
social situations. The Social, Emotional and Ethical (SEE) Learning Framework is a conceptual framework
intended to support the development and implementation of programmes and curricula that foster social,
emotional and ethical learning in schools and in higher education. In order to do this, SEE Learning provides a
broad structure for such programmes that can be explored and taught in classrooms to facilitate social,
emotional and ethical learning. SEE Learning is grounded in the idea that education can be expanded to foster
the values and competencies that lead to greater happiness for both individuals and society at large.
SEE Learning is based on three dimensions: (1) Awareness, (2) Compassion, and (3) Engagement. The three
dimensions of SEE Learning relate intimately to each other and are therefore depicted as overlapping. Each
contains a set of specific competencies that can be taught individually, but are best understood within the context
of the whole. It is very essential for teachers to understand SEE learning dimensions so that relevant activities
and programmes are organised in schools. The seed of present paper is sown with the thought that “Are the
different dimensions of SEE learning correlated?” and “Which specific competencies comprise dimensions of
SEE learning?”
The researcher is keen to know the level of SEE competencies among school teachers and the correlation within
the dimensions of SEE learning because school teachers play prominent role in cultivating social, emotional
and ethical values among the students. SEE competency scale was prepared by researcher and data was
collected through survey method from primary and secondary school teachers. The outcomes of the present study
indicate that the three dimensions of SEE learning are interdependent and essential for holistic development of
students.
Original Research Articles
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Aug. 28, 2023
93 Downloads
EFFECTIVENESS OF ZOOM AS A COLLABORATIVE TOOL FOR LEARNING
Dr. Vithoba C. Sawant
DOI : 10.5281/ERJ.8221265
Abstract
Certificate
Zoom is a powerful and versatile tool for collaborative learning. It provides an easy way for teachers and
students to interact with one another in real-time, regardless of their physical location. Additionally, the range
of features offered by Zoom allows for interactive and engaging sessions with multiple tools like whiteboards,
polls, and breakout rooms. Social and emotional learning (SEL) is also an important part of the teaching and
learning experience, as it helps students foster relationships, manage emotions, and better understand their own
strengths and limitations. With Zoom, teachers can create an environment that encourages collaboration,
respect, and care towards one another, while providing students with opportunities to express their feelings and
practice problem solving. Overall, Zoom is an ideal platform for facilitating successful and productive
collaborative. The main objective of study to analyse effectiveness of zoom as a collaborative tool for social and
emotional learning. In this research researcher selected two B.Ed. College students – teachers form affiliated to
University of Mumbai. For the study 200 student- teachers were selected as samples. A quasi- experimental
design was used for the study. Mean and the standard deviation was used. ‘t’ test was used in testing null
hypotheses.
Original Research Articles
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Aug. 27, 2023
102 Downloads
RETHINKING LEARNING IN TEACHER EDUCATION: CREATING COMPASSIONATE TEACHERS
Dr. Hema Bhadawkar & Dr. Rupal Thakkar
DOI : 10.5281/ERJ.8221267
Abstract
Certificate
“If we want to reach real peace in the world, we shall have to begin with the Children.”
Mahatma Gandhi
The current education system needs to move away from compartmentalization of different aspects of learning
where the focus has been on cognitive aspects only. NEP (2020) has stressed upon incorporating social,
emotional and ethical learning in the school system. This calls for reform in teacher education curriculum which
should be aligned with the SEE learning opportunities through formal and informal learning platforms. As pre
-service teachers are the one who can scaffold in moving children’s journey progressive related to developmental
indicators of SEE learning. Through this paper, the researchers have made an attempt by suggesting strategies
to equip pre-service teachers to main dimensions(Awareness, Compassion, and Engagement)core
domains(personal, social and systems) and related competencies like: Communication, Critical Thinking and
Problem Solving; Interpersonal Engagement; Global Citizenship and Civic Engagement, Information Literacy
and Ethical and Moral Reasoning ,Self-Efficacy and Self-Awareness which can be explored in the context of
SEE learning.
The researchers have recommended integrating SEE in Teacher Education curriculum framework for creating
compassionate teachers who will create global humane citizens. For the successful implementation of SEE
learning, there is a need for a pedagogical model which creates insightful thinkers by using four key learning
threads: engaged learning pedagogies, scientific perspectives, critical thinking and reflective
Original Research Articles
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Aug. 30, 2023
285 Downloads
SOCIAL INTELLIGENCE AND STUDY HABITS AMONG B.ED. LEARNERS: A CORRELATIONAL STUDY
Rajkumari J. Punjabi
DOI : 10.5281/ERJ.8332048
Abstract
Certificate
Social intelligence refers to a person’s ability to understand and manage interpersonal relationships. It refers
to a person’s ability to understand and manage interpersonal relationships. Social intelligence helps individuals
build relationships form friendships and cooperation’s. In other words, it is the ability to get along with others
and to encourage them to co-operate. Social intelligence encompass: Patience, Cooperativeness, Confidence,
Sensitivity, Recognition of Social Environment, Tactfulness, Sense of Humor and Memory.
Study habits refer to the activities carried out by learners during the learning process to enhance learning. Study
habits are practicing the abilities for learning. These habits intend to elicit and guide one’s cognitive processes
during learning. Study habits include Management of Timetable, management of home environment, planning
of work subjects, reading & note taking, concentration, Memorization, preparation for test, examination and
also general habits & attitudes.
This study is undertaken to study the correlation between social intelligence and study habits among B.Ed.
learners. The sample for the study was 100 B.Ed. Learners. Researcher made Social Intelligence Scale and Study
habits inventory were administered for the collection of data using Google form. The Statistical Techniques used
were Mean, standard deviation and ‘r’.
Findings of the study revealed that there is no significant relationship between Social Intelligence and Study
Habits of B.Ed. learners. Also, it was found that there is no significant relationship between Social Intelligence
and Study Habits of B.Ed. learners as per gender as well as Stream.
Original Research Articles
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Aug. 29, 2023
187 Downloads
IMPLICATIONS OF CONFLICT TRANSFORMATION COMPONENTS OF SEE (SOCIAL, EMOTIONAL AND ETHICAL) LEARNING IN IB CURRICULUM WITH SPECIAL REFERENCE TO PYP (PRIMARY YEAR PROGRAMME)
Dr. Manjula Bhandari & Dr. Sushmita Patra
DOI : 10.5281/ERJ.8332053
Abstract
Certificate
IB education has turned out to be a huge asset to the education system. We all have witnessed to how the IB
platform opened up its wings to the entire education fraternity even more so in the ongoing uncertain times. It
has provided us with numerous opportunity to use the IB platform to further our education. Yet every rose has a
thorn in it. Although it has its own unique set of difficulties, IB-Learning also provides significant benefits to
students. SEE Learning and IB curriculum is an ideal combination. A service that can offer students the ideal
environment in which to develop and flourish. SEE Learning is a futuristic educational approach that aids
students develop social, emotional, and ethical competencies. IB in itself is a vast and progressive platform
catering to a large community of students worldwide. This paper will discuss how IB learning and SEE learning
platforms can complement each other - building on their individual strengths - and combining the best
approaches from the two to prepare students for the 21st-century challenges. This paper will focus on the
Conflict Transformation as a Component of Relationship Skills under SEE Learning, and its implications in the
PYP Programme of IB Curriculum. The Conflict Resolution Model of Thomas & Kilmann was applied for this
Research Work. The aim of the study was to find out whether PYP Learners of IB curriculum were able to identify
the various types of conflicts and apply Conflict Management styles to resolve the conflicts. Qualitative
methodology of research was used while conducting the study (Statistical techniques like frequency and
percentage analysis was also used for Qualitative analysis). The researcher finds out that Most of the PYP
Learners were able to apply the conflict management strategies in their real-life conflicting situations and
respond constructively to conflict and facilitate collaboration, reconciliation and peaceful relations.
Original Research Articles
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Aug. 28, 2023
108 Downloads
IMPROVING INCLUSION THOUGH AMALGAMATION OF SOCIAL, EMOTIONAL AND ETHICAL LEARNING PRACTICES PROMOTING FRUITFUL TEACHING-LEARNING!
Dr. Amit Mishal
DOI : 10.5281/ERJ.8332054
Abstract
Certificate
Effective interaction between teachers, students in the classroom environment where there is proper balance
between social, emotional ðical learning environment will help in effective teaching -learning. For active
teaching learning process, and making all learners feel included, , Inclusion is very much needed , which can
very well happen only when there is proper Amalgamation of social ,emotional & ethical learning , when we
all talk about education for all. Teacher’s role is very much important in this process. Teachers should possess,
improve upon or learn/unlearn basic competencies and thus, promoting fruitful Teaching-Learning process! In
fact these skills should be developed among budding teachers / opportunities be given to develop those in them
for their fruitful journey of ahead.
Original Research Articles
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Aug. 28, 2023
105 Downloads
AUTISM AND SOCIAL ETIQUETTES: A CASE STUDY
Mrs. Rashmi Kumari
DOI : 10.5281/ERJ.8332055
Abstract
Certificate
Autistic kids are wired differently for social interaction than their neurotypical counterparts. These
neurodivergent individuals express and exhibit cultural and social norms and values in their own atypical way.
But these sometimes make them misfit in the social and cultural milieu around them and impacts their social
interaction and interfaces. Thus, this is quite imperative to improve their social interaction style and etiquettes.
The researcher presents a case study in the form of action research to further investigate this concern. This
paper highlighted the importance of Applied Behavioral Analysis (ABA) and interventions to improve the social
etiquettes of Autistic kid. Observation technique was used to record the behavior of the subject. The researcher
observed the subject during school hours around 7 hours each day, as she is a special aide (one to one) for the
case. She only implemented the interventions under the guidance of a trained ABA professional and recorded
the behaviors and executed the Discrete Trial Teaching for teaching social etiquettes to the subject.
Researcher conducted Informal interviews from all stakeholders who interacts with the case on day-to-day basis,
like teachers, teacher aides, special aid teacher and parents to discuss the positive changes in autistic kid’s
social etiquettes. In conclusion, this case study of a 6-year old autistic kid did confirm, that ABA therapy and
DTT could bring positive observable and measurable changes in social etiquettes of Autistic kids.
Original Research Articles
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Aug. 29, 2023
216 Downloads
A STUDY OF SOCIAL AND EMOTIONAL LEARNING AMONG JUNIOR COLLEGE STUDENTS
Glimy Verghese & Prof. (Dr) M.A. Ansari
DOI : 10.5281/ERJ.8332058
Abstract
Certificate
Social and emotional learning is beneficial to both children and adults, increasing self-awareness, academic
achievement and positive behaviours both in and out of the classroom. . This was a quantitative study conducted
on 160 students. The objective of the study is to study and analyse the study of social emotional learning on
junior college students. Social and emotional learning programs improved students’ social-emotional skills,
attitudes about self and others, connection to school, positive social behaviour, and academic performance; they
also reduced students’ conduct problems and emotional distress.
The t-test was used for testing the null hypothesis. The respondents were selected by simple random sampling
technique based on the author’s connection. The questionnaire was prepared by Dr. Tara Sabapathy (emotional
maturity scale), the dimensions which includes self-awareness, self-management, social awareness, relationship
skills, responsible decision making, acceptance of reality, the scale had Four- point response alternatives, viz,
Always, Sometimes, Rarely and Never. Dr. Pradeep kumar, Faheem Nabi, Neha Thakur (social relationships
scale), the dimensions which includes parents, siblings/cousins, friends, relatives, peers/classmates, teachers
and strangers, the scale had Likert type Five- point alternative responses. The research design of this study is
both descriptive and inferential analysis.
The findings show that between gender ( male and female), between type of family( nuclear family and joint
family), between stream(arts and science) ,and between class( 11th and 12th )with the collected data study of
emotional and social learning among junior college students doesn’t have any significant differences
Original Research Articles
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Aug. 27, 2023
101 Downloads
SOCIAL EMOTIONAL AND ETHICAL LEARNING AND RELATIONSHIP SKILLS
Mrs. Madhu & Mrs. Rekha
DOI : 10.5281/ERJ.10656953
Abstract
Certificate
There is an increased body of research indicating the importance of social-emotional learning (SEL) in schools.
SEL is the processes of acquiring the skills to recognize and manage emotions, develop caring and concern for
others, make responsible decisions, establish positive relationships, and handle challenging situations efectively.
It is pro-moted through both direct instruction and the establishment of safe, caring, and support-ive learning
environments in which all students feel valued, respected, and connected. In support of such arguments are
studies linking SEL to a number of positive students’ outcomes, including beter academic achievement, social
behavior, and emotional well-being. This chapter addresses how SEL, especially relationships as a critical
component of SEL, contributes to school success and mental health especially among youth, with research
evidence. Further, on the basis that we often do not feel eicacious in fostering SEL due to inadequate training
and information, this chapter provides evidence-based practices to support healthy relationships and learning
environments.
Original Research Articles
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Aug. 27, 2023
104 Downloads
SOCIAL, EMOTIONAL AND ETHICAL LEARNING: PRESSING PRIORITY OF EDUCATION
Dr. Bindu Sharma
DOI : 10.5281/ERJ.10656968
Abstract
Certificate
The major aim of education is the wholesome, balanced and harmonious development of the personality.
Educationists and psychologists are busy in building wholesome or harmonious personality of the individual.
Personality development is the apex and crux of education. All knowledge of education and psychology is
ultimately related to understanding and development of personality. Personality pervades every aspect of human
life. It influences our behavior. It is said to be the mirror of one’s total behaviour. It is the total integration of
physical, intellectual, emotional, social and ethical makeup of the individual which is expressed in terms of
behaviour, attitude, values, beliefs, interests, habits, sentiments, temperaments and traits. Personality does not
exist in vacuum but to a large extent it depends upon social environment and education. It is the education that
makes individual cultured. Almost everything that an individual learns is acquired from education through
learning. Social, emotional and ethical learning are the three main pillars of education which lead to
harmonious development of personality of an individual. In the present scenario there is a great need to focus
on these three important aspects of education, as our young generation is deteriorating from their ethical and
cultural values due to westernization. As a result today’s youth has become so much self-centered that they are
mostly busy in serving their own interests. They do not have strong social and emotional bonding with others.
Thus it has been commonly believed that there has been erosion of social, emotional and ethical values among
youth in our society. So pressing priority of today’s education system is to cultivate the social, emotional and
ethical competencies of the students for their on- going personal, social and professional development, as well
as for the development of the society at large. The present paper is an attempt to focus the need and importance
of integrating the concept SEE in the present education system.
Original Research Articles
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Aug. 25, 2023
98 Downloads
EMPOWERING STUDENTS TO BE A PART OF GLOBAL COMMUNITY THROUGH SEE LEARNING
Dr. Sheetal P. Sawant
DOI : 10.5281/ERJ.10656989
Abstract
Certificate
This paper focuses on SEE learning and how it helps in the empowerment of student through various activities
with respect to the SEE learning approach. Social, Emotional, and Ethical (SEE) Learning is an innovative newage
literacy model involving teaching-learning methods that encourage the development of the heart
(compassion and love) and mind (cognitive development) together. SEE Learning represents the state of the art
in education by enhancing SEL programming with key additional components, including:
o attention training
o compassion and ethical discernment
o systems thinking
o resilience and trauma-informed practice
This program provides educators with a developmentally staged curriculum consisting of easy-to-implement
lessons, the conceptual framework used to design the curriculum, and resources for educator preparation and
development. SEE Learning empowers students to engage ethically as part of a global community and provides
educators with the tools to support student well-being.
As learning is such a holistic phenomenon, we educators must be aware of the emotional and social parts of it,
and encourage students to collaborate and make most of their learning experience. In other words: instead of
just teaching/ providing information, we must empower our students to learn. Teaching with empowerment
changes the power dynamics in a classroom, and communications between faculty and students. We teachers
and faculty want to assume the role of a guide, not the leader. And we do this to support learner agency which
is "perhaps the most higher-order, emergent, abstractly defined, and most cherished of human functions. This is
why empowerment is so important! Learner agency is all about the choices and degree of freedom students have
about their learning! Teaching the content with the SEE learning approach becomes an integral part of
education. So, this paper throws light on the activities to be conducted at various level of education with respect
to the SEE learning approach.
Original Research Articles
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Aug. 27, 2023
97 Downloads
IMPACT OF SEE LEARNING ON HIGHER EDUCATION LEARNERS
Dr. Poonam B. Waghmare
DOI : 10.5281/ERJ.10657005
Abstract
Certificate
Higher Education is the career pathway of the learners. Instead of classroom learning, they are focused on the
self- learning. Learners learning in higher education are through formal and informal experiences. Learner’s
individual needs, differences, abilities and responsibilities are the terms related to Learner-centred instruction.
Those learners are able to control their behaviour, emotions and social situations are successful in life. These
learners regulate their learning in three ways. Firstly active participation in activities but control what they do,
why they do and its impact on self and others, so try to make adjust it. Secondly take more efforts and adjustment
to mark desired performance level to complete their goals. Thirdly they accept that self-control is essential for
any type of outcomes. Daniel Golemen (1996) presented his model of Emotional Intelligence based on
performance of a person. According to him there is positive relation of performance of a person at his work is
correlated with persons personnel overall capabilities and personality. So to process emotional information in
the social circumstances should be utilised it effectively. Social and emotional learning facilitate good personal
decisions, to resolve conflicts and motivate oneself and others. Due to which Collaborative and Cooperative
learning is the best for active participating learners in discovery, analysis and use of information, and to make
life and career successful. The paper focuses on learner’s current situation of learning and develops their
learning through Collaborative Learning and Cooperative Learning
Original Research Articles
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Aug. 25, 2023
101 Downloads
EXPANDING THE BOUNDARIES OF STUDENTS LEARNING THROUGH SEE LEARNING
Dr. Rajshree S. Rathod
DOI : 10.5281/ERJ.10657020
Abstract
Certificate
With the world's largest population of young people and nearly 10% of its population under the age of 5. India
has a critical need for a framework that focuses on overall development of the students
Current education system imparts materialistic values including external science but not inner science. Efforts
must be made to educate students at their early age on the importance of social emotional and ethical learning.
SEE learning empowers students to engage Socially, Emotionally and Ethically as a part of global community
and give knowledge to build positive relationship, solve problems, make intelligent decisions and achieve the
necessary level of self-awareness apart from providing an excellent foundation of academic success.
This paper mainly focuses on typical approaches adopted by schools, need and importance of SEE learning, 5
core social emotional and ethical competencies, A framework of SEE programming to enhance student success
in school life, latest research advances in SEE learning, implications for practice and policy, different aspects
of SEE learning in schools and tips for expanding the boundaries of the students through SEE learning.
SEE Learning improves school related attitude behaviours and Academics and provide the foundation of the life
success.
Original Research Articles
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Aug. 29, 2023
110 Downloads
FRAMEWORK OF SOCIAL, EMOTIONAL, AND ETHICAL LEARNING: EDUCATING THE HEART AND MIND
P. Prathibha
DOI : 10.5281/ERJ.10657031
Abstract
Certificate
Finding high-quality and reducing educational materials is important due to the growing interest in providing
social and emotional learning opportunities throughout after-school and youth activities. An introduction of the
recently released Social, Emotional, and Ethical Learning framework and curriculum, created at Emory
University, is given here, along with information on how it might be used in after-school and youth programmes.
This extensive learning system contains curriculum for students in kindergarten through grade 12 as well as a
website for online professional development for individuals who teach the programme. Students that engage in
social emotional learning are better able to interact with others, establish positive relationships, and control
their emotions. The Center for Contemplative Science and Compassion-Based Ethics (CCSCBE), a research
institute at Emory University that promotes a science-based strategy for teaching the heart and intellect, created
the SEE Framework in cooperation with His Holiness the Dalai Lama. The framework expands on the guiding
concepts of conventional social and emotional learning (SEL), adding attention training, compassion and ethical
discernment, resilience and trauma-informed practise, and systems thinking as additional elements. The SEE
Framework places a strong emphasis on the values and skills that students learn via SEE Learning in order to
perform actions that are sensitive, knowledgeable, and accountable and that contribute to the long-term
wellbeing of themselves as well as society.
Original Research Articles
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Aug. 30, 2023
281 Downloads
SEE LEARNING AND IT’S EFFECTIVENESS IN ENRICHING CHILDREN WITH VALUES TO CATER THE NEEDS OF TODAY’S COMPLEX AND HETEROGENEOUS SOCIETY
Mrs. Kashmira.H. Shah & Prof. (Dr.) M. A. Ansari
DOI : 10.5281/ERJ.10657042
Abstract
Certificate
“Value” – It helps to achieve what no country can buy”. As it is said, without the study of human values that
can make every child a more kind, compassionate and empathic person and foster emotional intelligence in
every child, education would undoubtedly fall short. It is evident that values are something important to an
individual or collectively to a group or a body, be it a society, a community, an organization, nation or
humankind as a whole and builds up a healthy society, where everyone is entitled to equal opportunities and
have a sense of equally responsible in performing their duties. The purpose of education is holistic development
of student’s personality, which means the integrated development of body, mind, intellect, and soul. It can be
achieved by educating individuals in such a way that their emotional, social, ethical, cultural and academic
needs have to be integrated in their education process. The Dalai Lama, thus advocates for holistic approach to
education in the form of SEE Learning in collaboration with Emory University that cultivates, alongside
traditional academic subjects, a benevolent and ethical mindset grounded in the basic human values that can be
discerned through common sense, common experience, and science. This program is based on focal values or
central values which are beyond any tradition, culture and religion and also accepted as core of any tradition,
culture or religion – intended to fostering social, emotional, ethical development of learner as well as teacher
and administrators based on scientific approach and “secular ethics” acceptable to people of any or no religious
faith.
Original Research Articles
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Aug. 29, 2023
124 Downloads
A COMPARATIVE STUDY OF SOCIAL EMOTIONAL WELL-BEING OF ELEMENTARY STUDENTS IN CONTEXT OF THEIR GENDER AND LOCALE OF SCHOOLS
Pooja Sharma & Dr. Gagandeep Kaur
DOI : 10.5281/ERJ.10657053
Abstract
Certificate
Social Emotional well-being has been considered as an important process for developing the essential skills,
attitudes, competencies and knowledge to learn and gain the holistic development of the personality. Even the
New Education Policy talks about the crucial need of Social Emotional Skills at an early stage of children to
live a happy and balanced life. The purpose of this paper is to explore Social emotional well-being (SEC) among
elementary school students of Punjab School Education Board (P.S.E.B.) and to compare the rural and urban
schools of Amritsar district. The nature of study is descriptive in nature and survey method has been used. For
investigation a sample of 200 elementary school students from rural and urban government schools of Amritsar
district has been taken by using simple random technique. For the collection of data social emotional wellbeing/
competence scale was used which was developed by the investigator. The interpretation and analysis of
the results was done by using t-test method. Findings of the study revealed that social emotional well-being
doesn’t depend upon type of school. There exists no significant difference on the basis of type of school. It is also
found that boys in rural and urban areas are more socially emotionally competent as compare to girls.
Original Research Articles
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Aug. 28, 2023
103 Downloads
A STUDY OF LEVEL OF EMOTIONAL INTELLIGENCE AMONG ADOLESCENT STUDENTS AS A DIMENSION OF SEE LEARNING
Dr. Rabiya Saboowala, Faaiqa Faisal Kazi & Khan Saira Bano Mohd Ilyas
DOI : 10.5281/ERJ.10657133
Abstract
Certificate
Learning is a lifelong process and is also a function of a person’s sensitive acknowledgment of knowledge as it
is to the classroom or pedagogy. Over a period of time, Intelligence Quotient has been used as a sole predictor
of a student’s success, but as the world enters the 21st century, investigation shows that Emotional Quotient is
a better predictor of success than the more conventional measures of cognitive intelligence. SEE Learning
empowers learners to engage responsibly in a worldwide community. Children do have a tremendous potential
to learn and develop social, emotional, and ethical skills beyond what is presently provided for them, it is a
certainty. They entail effective instruments to aid them on this voyage . It continues to evolve and adapts to new
things each day. An education that fosters empathy and, on the other hand, sharpens concentration while also
allowing students to comprehend the broader systems that influence individual lives, from economics to earth
science. The present study focuses on studying the level of emotional intelligence among 219 Secondary School
Students and 291 Junior College Students based on gender. A descriptive survey was conducted and data was
collected from male and female students from schools and colleges to understand their level of emotional
intelligence. The results reflected that female students had a higher level of emotional intelligence than male
students irrespective of school or college. The prior aim underlying SEE Learning is to create and promote an
inclusive and comprehensive educational environment at all levels of education to teach social, emotional, and
ethical competencies to male and female students.
Original Research Articles
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Aug. 29, 2023
223 Downloads
IMPACT OF SEE LEARNING ON ACADEMIC MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS.
Mrs. Pooja Veerendra Kadam
DOI : 10.5281/ERJ.10657181
Abstract
Certificate
Learning is a very important aspect of life that cannot be ignored. To enhance the process of learning, educators
around the globe are trying to design various learning models, tools and strategies. However, many a times, the
emphasis is on the cognitive domain, the affective and the psychomotor domains. The need of the hour in-line
with NEP-2020 insists on social, emotional and ethical development of the students.
Young children have an immense capacity to grasp, learn and cultivate social, emotional and ethical skills;
beyond what is being offered to them at present. To make this possible, they need practical tools.
Daniel Goleman, author of Emotional Intelligence and Linda Lantieri, developer of multiple SEL and conflict
transformation programs and a recognized leader in the SEL movement; have added some components to the
traditional SEL approach- compassion, attention-training and systems-thinking. Dalai Lama has also emphasized
that children should be educated with a program including compassion, cultivation of ethical mindfulness,
training of the mind and emotions and a recognition of our common humanity and interdependence.
Original Research Articles
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Aug. 30, 2023
219 Downloads
FOSTERING INTEREST AND COMMUNICATION SKILLS THROUGH EXPERIENTIAL LEARNING APPROACH
Dr. Reni Francis
DOI : 10.5281/ERJ.10657193
Abstract
Certificate
Experiential Learning has profoundly been a valuable learning method since ages, it creates an engaging
learning through a variety of opportunities. Learning is no more restricted to four walls of the schools or
classrooms, but extends horizons of experience and interactive learning.
Experiential learning broaden the learning space and strengthen the learning experiences. There are many ways
of providing experiential learning, the present study focuses on field trip as a method in providing experiential
learning. Field trips are great examples of experiential learning. They provide an opportunity for students to
explore the surrounding by reinforcing the learning done tin the classroom. The present study focus on field trip
as a method of experiential learning to foster interest and communication skills among students
Original Research Articles
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Aug. 30, 2023
290 Downloads
EXAMINING THE CORRELATION OF MENTAL HEALTH WITH TEACHER STUDENT RELATIONSHIP SKILLS AMONG D.EL. ED STUDENTS
Dr. Heena D. Wadhwani
DOI : 10.5281/ERJ.10657204
Abstract
Certificate
The tremendous and accelerating advances of modern sciences and technology have led to unprecedented
progress and problems. Wherever we look, we see the world changing with incredible rapidity and established
customs, traditions, and values changing with it. Indeed, one of the major problems today is the constant
adjustment individual must keep making to rapidly changing conditions and to change itself. For efficient
functioning of the individual, he should not only possess sound bodily health but sound mental health also. But
unfortunately, it is startling to note that mental illness incapacitates more people than all other health problems
together. Not only have mental health hazards significantly increased in number and complexity, but these have
also affected the physical efficiency of individual. So, mental health is now recognized as an important aspect of
an individual’s total development. There are various internal and external factors responsible for maintaining
the mental health. Compared with stable internal factors, external factors (such as teacher-student relationship)
have more room for improvement. Therefore, it is necessary to regard teacher-students relationship in school
as an important factor of children's anxiety and depression may be poor mental health. Teachers play a very
important role in the relationship between teachers and students. Due to the differences in age, experience,
social role and so on, teachers play a dominant role in the teacher-student relationship. Therefore, in order to
form an intimate teacher-student relationship and maintain poor mental health of student’s teachers should take
a more prudent attitude to deal with the problems in teacher-student relationship.
Original Research Articles
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Aug. 29, 2023
93 Downloads
IS SEE (SOCIAL, EMOTIONAL & ETHICAL) LEARNING APPROACH IN BUSINESS STUDIES, AN OXYMORON?
Tr. Shivani Bhatt
DOI : 10.5281/ERJ.10657221
Abstract
Certificate
As a community of machine-age ‘robots’, we are shaken out of our mechanical slumber, time and again by the
real global Climate Disasters, fuelled by the ‘systemic Moral Crisis’ of the modern human society. More
worrisome is the fact that political leaders, religious heads, business owners, teachers and parents are all busy
treating the ‘symptoms’, while the underlying ‘lack of basic human values and resultant ethical radars - which
are conspicuous by their absence’, are consistently being overlooked. At this pace and in the given direction we
can only expect to walk exponentially in to our uncomfortable graves, nailing ourselves inside permanently with
our ‘epicurean arrogance & myopia’.
Original Research Articles
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Aug. 30, 2023
249 Downloads
IMPACT OF SELF-CONCEPT ON THE BEHAVIOUR OF COLLEGE STUDENTS
Dr. Deepa Sharma, Dr. Sakshi & Dr. Suresh kumar Morya
DOI : 10.5281/ERJ.10657244
Abstract
Certificate
Self-concept plays a very prominent role in student’s overall development. The present study was an attempt to
find out the difference in the self-concept of college students from many different aspects. In the present study
self-concept means the perception of college students of their own qualities and characteristics. Self-concept
being a broad phenomenon has many aspects and dimensions The study was conducted on the college students
of Dr. R.M.L. Awadh University, Faizabad. A sample of 1356 college freshmen reading in undergraduate classes
among nine districts was taken for this purpose. Random sampling method was employed in the study. Bhatnagar
self-concept inventory is used to collect data. To compare the difference between groups t-test was employed.
Original Research Articles
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Aug. 29, 2023
100 Downloads
ACADEMIC CHEATING AMONG SENIOR SECONDARY SCHOOL STUDENTS IN RELATION TO SCHOOL ENVIRONMENT
Mrs. Shakuntala devi
DOI : 10.5281/ERJ.10657251
Abstract
Certificate
Cheating can be considered as one of the most important issues in schools, because it is a major obstacle to
infer the competence of the students. Sometimes any student who is not eligible for academic courses can pass
the course by cheating and improper ways. Any deliberate fraudulent action or an attempt to use unauthorized
or unacceptable means in academic work is considered as academic cheating. The quality of the nation depends
upon the education imparted to its citizens. The aim of education is all around development of the individual..
Parents desire their children to climb the ladder of performance as high as possible. This desire for a high level
of achievement puts a lot of pressure on students, teachers, and schools and in general on educational system
itself. School environment refers to the social, emotional and academic prospect of a school which is professed
by the students, staff and community. It is affected by different factors from disciplinary policies to instructional
appeal to student.
Original Research Articles
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Aug. 30, 2023
107 Downloads
SOCIAL EMOTIONAL AND ETHICAL LEARNING AND TEACHER’S TRAINING
Ms. Shreya & Dr. Ranjna
DOI : 10.5281/ERJ.10657257
Abstract
Certificate
In today’s interconnected world it is imperative that we work together to better understand one another and
develop skills and strategies for problem-solving and instigating change that can work across cultures and
generations. SEE Learning is the framework through which we can help our students understand and manage
emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive
relationships, and make responsible decisions. SEE Learning provides educators with the tools they need to
foster the development of emotional, social, and ethical intelligence for students and themselves. Research also
suggests that service-learning programs can enhance a range of competencies pertinent to academic and mental
health functioning.
Original Research Articles
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Aug. 30, 2023
128 Downloads
IMPACT OF SEE LEARNING ON LEARNER
Dr. Neetika
DOI : 10.5281/ERJ.10657265
Abstract
Certificate
Social, Emotional and Ethical Learning (SEE Learning®), is a K-12 education program developed for
international use, is the culmination of an academic collaboration that began in 1998 between Emory University
and His Holiness the Dalai Lama. Guided by a shared vision for an education of heart and mind, the program
conveys a universal, non-sectarian, and science-based approach to bringing the ethical development of the
whole child into education—an approach long advocated by the Dalai Lama. SEE Learning® provides
educators with a comprehensive framework for the cultivation of social, emotional and ethical competencies;
age-specific curricula comprised of easy to implement lessons; and a support structure for educator preparation,
facilitator certification, and on-going professional development.
SEE Learning builds upon the best practices in social-emotional learning (SEL) programs, but also expands on
them by drawing in new developments based on the latest knowledge in educational practice and scientific
research. It includes important new topics such as attention training, the cultivation of compassion for self and
others, resiliency skills based on trauma-informed care, systems thinking, and ethical discernment.
Original Research Articles
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Aug. 30, 2023
130 Downloads
BUILDING A CULTURE OF COMPASSION IN THE CLASSROOM
Dr. Agnes DCosta
DOI : 10.5281/ERJ.10657271
Abstract
Certificate
A positive classroom climate supports learning. A compassionate classroom culture helps to address the socioemotional needs of learners. This helps learners to realize that they are valued members of their class and makes
every class a precious space for connecting and collaborating. This study surveys how teachers contribute to
creating a classroom culture of compassion. It looks at some challenges faced by teachers in the same and
attempts to identify healthy practices followed by teachers to build a culture of compassion. A convenience
sample of 20 high school teachers was selected. The overall efforts put in by teachers to build a culture of
compassion are significant. The study reveals that syllabus completion and influence of media on students are
the most prominent challenges perceived by teachers. Few schools have structured programmes to
institutionalize practices that promote a healthy ethos for compassion. Thus it is seen that teachers are aware of
their role in building a classroom climate that supports socio emotional learning and they also work towards
enhancing a robust climate. However they need support from their institutions in terms of training for socio
emotional learning strategies. Efforts also need to be made to share stories of success so that all schools can
work towards building a compassionate classroom culture.
Original Research Articles
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Aug. 30, 2023
130 Downloads
BUILDING RESILIENT TEACHERS: THE SIGNIFICANCE OF EMOTIONAL LEARNING
Antarjyami Mahala & Dr. Bhavin Chauhan
DOI : 10.5281/ERJ.10657280
Abstract
Certificate
Building resilient teachers through emotional learning is essential for promoting student well-being and
academic achievement. Emotional learning allows teachers to create a supportive and safe classroom
environment, build strong relationships with their students, and effectively manage challenging situations. This
article discusses the importance of emotional learning for building resilient teachers and the strategies that can
be used to integrate emotional learning into teacher training programs. Emotional learning is crucial for
teachers to create a safe and supportive classroom environment, build strong student relationships, and
effectively manage challenging situations. This article presents strategies for embedding emotional learning in
teacher training programs, including professional development opportunities, modelling emotional intelligence,
and integrating emotional learning into the curriculum. Additionally, the article explores the challenges to
emotional learning and resilience and the impact of emotional learning on the teaching and learning process.
This article highlights the importance of emotional learning for developing resilient teachers and promoting
student well-being and academic achievement.
Original Research Articles
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Aug. 30, 2023
108 Downloads
EXPLORING STUDENTS’ OPINIONS ABOUT GENDER INCLUSIVITY IN GRADUATION PROGRAMS
Dr. Andrea Coutinho
DOI : 10.5281/ERJ.10657289
Abstract
Certificate
All students should feel equal, safe and empowered in educational institutions. Gender has diversified itself
globally. The women’s rights movement is gaining ground, but very little has been achieved in terms of human
rights for the lesbian, gay bisexual, transsexual, and queer students in various schools and colleges of India. By
2030, India must achieve the Sustainable Development Goal 4.5 (Gender Equality and Inclusion) to eliminate
gender disparities in education. Educational institutions must promote and practice gender mainstreaming to
achieve gender equality. The NEP 2020 defines socially disadvantaged groups based on gender identities as,
“particularly female and transgender individuals,” but completely ignores including students from the
LGBQIA+ (T already included) community. Do our college colleges provide Social-Emotional-Ethical (SEE)
and inclusive learning by teachers and counselors? Accepting and respecting gender diversity is important in
sustaining a supportive and accepting educational and corporate environment. The researcher surveyed
undergraduates from a south Mumbai college, on their knowledge and opinions about understanding and
accepting the LGBT+ students in inclusive classroom interactions. The non-disclosure questionnaire for 200
students included items on awareness of gender diversity through media and classroom instructional activities,
the need for SEE Learning in the new NEP 2020 Curricula, and their willingness to advocate gender inclusivity
through SEE Learning. The results show that 87% of students were willing to advocate gender inclusivity
through SEE Learning activities. A significant 93% of students opined that gender inclusivity courses should be
mandatory minor courses in the NEP college curriculum.
The researcher thanks all participants, (especially transgender, non-binary, genderqueer, and gendernonconforming people) for advocating gender equality and human rights
Original Research Articles
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Aug. 30, 2023
115 Downloads
SOCIAL EMOTIONAL COMPETENCIES OF TEACHERS HANDLING STANDARD VII OF TIRUCHIRAPPALLI DISTRICT
P. Elavarasu & R. Portia
DOI : 10.5281/ERJ.10657306
Abstract
Certificate
The 21st century demands that citizen must have adequate level of Social Emotional Competence in order to
cope with changes that happen in all aspects of his/her life. It is aware that classrooms with warm teacher-child
relationships support deep learning and positive social and emotional development among students. In other
words, the possession of Social Emotional Competence by the students strongly depends on the Social Emotional
Competence of teachers who handle the students. Care should be taken in the development of Social Emotional
Competence of students at the age of 12-14 which is the crucial sage of students in deciding his/her behaviour.
Hence the Present study was carried out with the objectives of finding the Social Emotional Competence of
Teachers handling Standard VII with regard to their Gender, Teaching Experience and Type of Schools.
Normative survey technique was followed by taking one fifty Teachers handling Standard VII as sample for the
present study. Teachers do not differ significantly in their Social Emotional Competence with respect to their
Gender, Type of School, Teaching Experience. However, Teachers differ significantly in the dimensions mean
Social Awareness and mean Teacher Student Relationship with respect to the their Teaching Experience.
Original Research Articles
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Aug. 30, 2023
102 Downloads
GROWTH MINDSET OF TEACHERS: AN ANALYSIS
Prof.( Dr.)Priya R Pillai & Dr. Raju Talreja
DOI : 10.5281/ERJ.10657319
Abstract
Certificate
Teachers who are mindful automatically "put a growth mindset into action" and serve as examples for their
students. The concept of having a "growth mindset" refers to the view that mastery can be attained by
perseverance and hard work and that intelligence can be developed. Students that adopt a growth mindset put
study and personal development above peer pressure or "appearing smart."
This paper aims to determine the level of growth mindset based on gender, educational qualifications and
geographical location. Tool by total health was employed to collect data online from 146 teachers. Major
Finding of the study showed that none of the respondents shows a strong growth mindset, Nobody is acting with
a rigid mentality indicative of a strong fixed mindset. Majority of respondents shows growth mindset with few
fixed ideas and around 15 percent respondents have fixed mindset with few growth ideas.
Original Research Articles
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Aug. 30, 2023
123 Downloads
THE PEDAGOGICAL MODEL OF SEE
Dr. Maganlal S. Molia
DOI : 10.5281/ERJ.10657331
Abstract
Certificate
The present paper is on the Pedagogical Model of SEE. The twenty first century of human world is so complex;
every human being is faces a lot of challenges as a member of society. To educate the human being to face the
challenges and contribute in creation of harmonious environment is a challenging task for educators and policy
makers. Compassion and ethics can support to develop the wisdom among students and other stakeholders.
Embedding the SEE learning in educational activities will enable the stake holders to critically examine their
actions and control their destructive emotions accordingly to maintain the harmonious environment for others.
SEE Learning also employs a pedagogical model in which students are guided to move through three levels of
understanding as they gain proficiency in the fundamentals of each competency. Levels of Understanding are as
Critical thinking, Reflective practices, scientific perspectives and engaged learning. Each of the three
dimensions (Awareness, Compassion and Engagement) in SEE Learning is linked with a broad goal. SEE
Learning’s ‘Enduring Capabilities’ are similar to higher-order learning outcomes, in that they specify what
students should be able to do better as they progress through the program. As per the policy document of NEP2020, “The purpose of the education system is to develop good human beings capable of rational thought and
action, possessing compassion and empathy, courage and resilience, scientific temper and creative imagination,
with sound ethical moorings and values.” Therefore, the SEE Learning will support and guide to achieve the
goal of NEP-2020.
Original Research Articles
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Aug. 30, 2023
125 Downloads
HAPPINESS AND RESILIENCE AMONG COLLEGE STUDENTS: FUTURE DIRECTIONS FOR TRANSFORMATION
Dr. Neelu Verma & Dr. Garima Mathu
DOI : 10.5281/ERJ.10657356
Abstract
Certificate
The psychological skills needed by students cannot be ignored as we demand more of them in University studies.
Learning an employability skill is important, but it is also important to be able to handle the pressure of
academics, assignments, deadlines, examinations, and all the other stressors that are now closely related to a
student’s life. Students are much more likely to be happy and remain happy for a longer period of time if they
can deal with stressors and recover swiftly from stressors. The ability and capacity to recover quickly from a
setback and handle stress is known as Resilience.
Studies have shown that positive emotions increase resilience, which in turn increases feelings of happiness and
fulfillment. Happiness has now become a part of the global policy agenda. In 2011, the United Nations General
Assembly recognized happiness as a fundamental human goal in a Resolution entitled ‘Happiness: towards a
holistic approach to development’. According to the 2015 World Happiness Report, schools that prioritize
learner wellbeing have the potential to be more effective, with better learning outcomes and greater
achievements in learners’ lives.
With this background, the purpose of this study was to ascertain correlation between resilience and happiness
among college students. The data suggests that there is a significant positive correlation between the resilience
and happiness levels of college students which is a positive indicator. If happiness is boosted, it has implications
on resilience too.
The researchers suggest a path that can be followed for positive transformation. The Happiness Curriculum has
been already introduced and is slowly but steadily finding its roots in school curriculum. However, the need of
the hour is to continue it through the college curriculum as well. The happiness curriculum looks to create a
stimulating environment for learners in schools and if taken up to higher education, will help students to reflect
better, gain insight into their thoughts and feelings, and bring about change in behavior accordingly.