My “SEL-mates,” a group photograph of 2013-2014 SEL Cohort.
I had the pleasure of being part of the Social and Emotional Learning Cohort at UBC. This is the first SEL program offered to teacher candidates in North America and it was the fifth year that the cohort has been at UBC. The program collaboarates with Dr. Shelley Hymel and Dr. Kim Schonert-Reichl, researchers in the Department of Education and Counselling Psychology. Along with taking a regular course load, during Inquiry, the SEL cohort examines issues and educational research in Social and Emotional Learning. As a member of this cohort, I attended workshops, training, and seminars specific to promoting social and emotional success in all students.
I approached this year full with anxiety and excitement. I was prepared for the challenges ahead and eager to continue on my learning journey to complete my Education program. And yet, like many of my own students, I feared that I would not fit in or make new friends. I chose the Social and Emotional Learning cohort because its proximity to home, unsure where it would take me or what it truly meant.
Now I know I made the right choice.
After a long year of reflection and adventure, however, it appears that I did not choose this cohort, it chose me. What seemed a simple choice was almost fated to result in meeting the most amazing people. The Social and Emotional cohort this year was comprised of 32 of the most wonderful men and women I have ever had the privilege to meet. On this journey, they have become my colleagues, but, more importantly, my supporters, confidants, and friends. Wherever life leads us, I sense that we have made some unbreakable bonds.
My teaching philosophy has expanded since exploring Social and Emotional Learning. Through connectedness and relationships, students can and will achieve student success. In this program my learning has followed the basic premises of SEL and revealled how teaching in this style can be effective: “the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful” (CASEL).