[MUSIC] Welcome to module one of the second course of the University of Colorado at Boulder's MOOC, titled, The Teacher and Social and Emotional Learning. In the first course, we attended to teachers' social and emotional learning. In the second course, we focus on SEL for students. In particular, we look at SEL as one means of attaining social and emotional well-being for students in preschool through high school. In this first module, we examine three interrelated issues. First, we explore what social and emotional well-being is, and why it is an important consideration in classroom contexts. Second, we investigate the sometimes tense relationship between the increasing emphasis on measuring academic achievement and focusing on students' social and emotional well being. Third, we identify SEL as one of several processes dedicated to the development of social and emotional well being. So, let's start at the beginning. What is social and emotional well being? I tend to think of social and emotional well being as a broad category that encompasses both individual capacities in the emotional domain and social competencies. Within this multifaceted concept are dedicated approaches to achieving various components of social and emotional well being, including SEL, character education, mindfulness and other contemplative approaches, anti-bullying campaigns, school climate initiatives, service learning, and civic education. Moving forward with this course, we will be using SEL as the lens through which we are examining social and emotional well-being for students. But before we focus on SEL, I wanted to briefly note that SEL is one of several processes dedicated to the development of student social and emotional well-being in school based context. Let's turn now to our primary focus in this course, SEL for students. Social Emotional Learning, or SEL for short refers to the process by which individuals, in our case, preschool through high school students develop social and emotional competence. Let me highlight the readings and videos we explore this week. The first reading for this module is the lead chapter of the 1997 book entitled Social and Emotional Learning, Guidelines for Educators. This book is considered to be one of two foundational texts for the field of SEL along side Daniel Goldman's 1995 book, Emotional Intelligence. As you read, you will notice that the authors discuss social and emotional well being, social and emotional education, and social and emotional learning In very similar terms. This book marks the beginnings of the SEL movement as they were coming to define themselves and what their goals and aims were. As we continue through this course, you will notice how these terms become more concise and well-defined. As you are reading this chapter, focus on what reasons are provided for the need to attend to students' social and emotional well-being. The second reading for this module is a 2015 article by Christina Rizka titled, sorry I'm not taking this test. In this piece, read with an eye for how the author frames the disconnect between the pursuit of social and emotional well being, and the current emphasis on testing and academic performance in schools. There are also two short videos this week. In the first, Dr. Rob Selman discusses the current educational landscape, social development versus soft skills, and school based concepts of social development. In this video, consider what elements of Selman's argument align with or expand on the reasons for attending to students' social emotional well-being discussed in the readings. As well as how his arguments point to new considerations. In the second video, Dr. Mark Greenberg discusses the process of teaching emotions. Particularly relative to the challenges in the present time. As you watch, consider how he expands on our exploration on our relationship between SEL and the focus on standardization and accountability, as well as how he introduces teaching students about their feelings and emotions. Which we will explore in greater depth in module two.