Implementation of Self-Management in the Class

Introduction

It can regulate one’s emotions, handle stress, control impulses, and delay gratification (Weissberg, 2016). Self-management is a critical skill to possess, as it enables people to persevere, work to overcome challenges, and manage emotions appropriately (Gullone, Hughes, King, & Tonge, 2010).

Students who possess this skill are better able to cope with stress, manage their emotions, and have been found to experience an easier transition to college, as well as achieve higher academic performance in comparison to peers who lack this skill (DeBerard, Spielmans, & Julka, 2004).

Implementation of Self-Management in the Class

References and Recommended Reading

• Collaborative for Academic, Social and Emotional Learning (2003). Safe and sound: An educational leaders’ guide to evidence-based social and emotional learning (SEL) programs. Chicago, IL. Retrieved from: https://casel.org/safe-and-sound-guide-to-sel-programs/
• Collaborative for Academic, Social and Emotional Learning (2013). The 2013 CASEL Guide: Effecitive social and emotional learning programs-preschool and elementary school edition. Chicago, IL. Retrieved from: https://files.eric.ed.gov/fulltext/ED581699.pdf
• Collaborative for Academic, Social and Emotional Learning (2015). The 2015 CASEL Guide: Effective social and emotional learning programs-middle and high school edition. Chicago, IL. Retrieved from:  https://static1.squarespace.com/static/5532b947e4b0edee99477d27/t/5d0948b6a78e0100015f652f/1560889545559/CASEL+Secondary+Guide+2015.pdf
• Collaborative for Academic, Social and Emotional Learning (2015). CASEL schoolkit: A guide for implementing schoolwide academic, social, and emotional learning. Chicago, IL.
• Collaborative for Academic, Social and Emotional Learning. (2017). Teaching Activities to Support the Core Competencies of SEL. Chicago, IL. Retrieved from:  https://casel.org/sample-teaching-activities-to-support-core-competencies/
• Collaborative for Academic, Social and Emotional Learning.  (2018). Core SEL  Competencies. Chicago, IL. Retrieved from: https://CASEL.org/core-competencies/  
• Collaborative for Academic, Social and Emotional Learning.   (2022). Introductiont to SEL Workbook. Chicago, IL. Retrieved from: https://import.cdn.thinkific.com/448774/courses/1815374/IntroductiontoSELworkbook112022-221213-164933.pdf
• Collaborative for Academic, Social and Emotional Learning.   (2020). CASEL’s SEL Framework.Chicago, IL. Retrieved from: https://casel.org/casel-sel-framework-11-2020/?view=true
• Collaborative for Academic, Social and Emotional Learning.   (2017). Examples of Social and Emotional Learning in Elementary English Language Arts Instruction. Chicago, IL. Retrieved from: https://casel.org/sel-in-elementary-ela-8-20-17/?view=true
• Collaborative for Academic, Social and Emotional Learning.   (2017). Examples of Social and Emotional Learning in High School English Language Arts Instruction. Chicago, IL. Retrieved from: https://casel.org/sel-in-high-school-ela-8-20-17/?view=true
• DeBerard, M. S., Speilmans, G. I., & Julka, D. L. (2004). Predictors of academic achievement and retention among college freshmen: A longitudinal study. College Student Journal, 38(1), 66–80.
• Gullone, E., Hughes, E. K., King, N. J., & Tonge, B. (2010). The normative development of emotion regulation strategy use in children and adolescents: A 2-year follow-up study. Journal of Child Psychology and Psychiatry, 567–574.
• Weissberg, R. (2016). Why social and emotional learning is essential for students. Retrieved from https://www.edutopia.org/blog/why-sel-essential-for-students- weissberg-durlak-domitrovich-gullotta
• https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencies/
• https://www.weareteachers.com/21-simple-ways-to-integrate-social-emotional-learning-throughout-the-day/
• https://www.waterford.org/education/15-activities-for-teaching-casel-core-competencies/