D186
Learning as a Science
TASK 4
Teaching Social and Emotional Skills
Western Governors University
,Allison Fry
D186 Task 4
As a kindergarten teacher, it’s imperative that students are taught social-
emotional skills like those outlined in this task. Kindergarten sets the path
for the remainder of students’ academic careers.
A. Self-Awareness and Student Growth/Development: Students who
are self-aware can identify and recognize their strengths, weaknesses,
emotions, and preferences in the classroom. Skills that kindergarten
students work on to become self-aware are recognizing emotions, and
understanding likes and dislikes, self-regulation, understanding and
recognizing strengths and weaknesses, and bodily awareness. By
explicitly teaching students self-awareness skills, “teachers and
parents can help foster a growth mindset and build behaviors that
lead to self-devised strategic thinking. Through the direct and explicit
teaching of Executive Function skills, educators can help students
become more aware of their own strengths and challenges, as well as
be empathetic towards the strengths and challenges of others,
ultimately becoming collaborative learners who discover the magic of
moving learning forward by exploring diverse ideas and fostering a
better understanding of how to achieve goals independently and
collectively” (Kamath, 2019, para. 16). This will support student’s
growth and development by fostering empathy, promoting
, positive relationships, enhancing students ability to navigate
challenging social situations and contributing to improved
academic performance while laying the foundation for
responsible citizenship and strong mental health in adulthood.
a. Instructional Activity: Self-Check Report Card Students are
asked to complete a self-grading rubric with the teacher in a
one-on-one conference. Students are given the following
statements: “I like to read. I like to write. I like math. I make
safe choices. I try my best. I am kind. I am helpful. I am
responsible.” Students choose an emoji to match their response.
I explained a happy face indicates yes, a straight face shows
sometimes or unsure, and a sad face suggests no. If a student
and I disagree on a scoring, we discuss why we would
potentially change the scoring. For example, if students lack
confidence and think they are “bad” at all subjects, we will
discuss their favorite subjects and strengths and change the
scoring as needed. We would practice affirmations to increase
student confidence. Students complete the self-check 3 times a
year (fall, winter, spring). I make copies of the self-checks and
include them with student report cards. Self-checks are a great
way for students to reflect on what they like and dislike
academically, socially, and emotionally. The Self-Check Report
Cards have resulted in productive conversations with parents at
Learning as a Science
TASK 4
Teaching Social and Emotional Skills
Western Governors University
,Allison Fry
D186 Task 4
As a kindergarten teacher, it’s imperative that students are taught social-
emotional skills like those outlined in this task. Kindergarten sets the path
for the remainder of students’ academic careers.
A. Self-Awareness and Student Growth/Development: Students who
are self-aware can identify and recognize their strengths, weaknesses,
emotions, and preferences in the classroom. Skills that kindergarten
students work on to become self-aware are recognizing emotions, and
understanding likes and dislikes, self-regulation, understanding and
recognizing strengths and weaknesses, and bodily awareness. By
explicitly teaching students self-awareness skills, “teachers and
parents can help foster a growth mindset and build behaviors that
lead to self-devised strategic thinking. Through the direct and explicit
teaching of Executive Function skills, educators can help students
become more aware of their own strengths and challenges, as well as
be empathetic towards the strengths and challenges of others,
ultimately becoming collaborative learners who discover the magic of
moving learning forward by exploring diverse ideas and fostering a
better understanding of how to achieve goals independently and
collectively” (Kamath, 2019, para. 16). This will support student’s
growth and development by fostering empathy, promoting
, positive relationships, enhancing students ability to navigate
challenging social situations and contributing to improved
academic performance while laying the foundation for
responsible citizenship and strong mental health in adulthood.
a. Instructional Activity: Self-Check Report Card Students are
asked to complete a self-grading rubric with the teacher in a
one-on-one conference. Students are given the following
statements: “I like to read. I like to write. I like math. I make
safe choices. I try my best. I am kind. I am helpful. I am
responsible.” Students choose an emoji to match their response.
I explained a happy face indicates yes, a straight face shows
sometimes or unsure, and a sad face suggests no. If a student
and I disagree on a scoring, we discuss why we would
potentially change the scoring. For example, if students lack
confidence and think they are “bad” at all subjects, we will
discuss their favorite subjects and strengths and change the
scoring as needed. We would practice affirmations to increase
student confidence. Students complete the self-check 3 times a
year (fall, winter, spring). I make copies of the self-checks and
include them with student report cards. Self-checks are a great
way for students to reflect on what they like and dislike
academically, socially, and emotionally. The Self-Check Report
Cards have resulted in productive conversations with parents at
