Lifology – an approach for development of social, emotional and health skills

WHAT

In the course we will  focus on three self development dimensions in pre-service teachers education: social-emotional learning skills, supervision and mental health and wellbeing.

We will learn how to evaluate the reflection and development of our self-awareness. We will talk about the activities to get pupils thinking and moving in healthy way, ideas for energising and refocusing, healthy diet,understanding of their bodies. We will learn how to identify causes of stress, make a relaxation techniques and set realistic goals. We will discus the difference between effective and noneffective communication. We will also talk about how to create the classroom a safe and caring place for pupils to take risks and make mistakes without fear.

WHY

Teachers should be able to offer their pupils a proper insight in moving forward and encourage them to recognize their interests and support them in creating a list of their own strengths and abilities.  

It can be inferred from studies that children need to be empowered with appropriate attitude, life-skills and holistic life orientation. The course will prepare pre-service teachers to teach pupils how to deal with emotions, respect others and be respected and set up a life vision. It also will teach strategies to handle difficult life situations, communicate clearly, comprehensibly and help pupils to set their own life goals and taking responsible decision – making.

HOW

Assignments

Active participation in the lessons, reflection on the purpose of the course for yourself, essey.

Goals

By the time you finish this course we should be able to:

The colours used in the following paragraphs correspond to Bloom’s  taxonomy of skills and objectives (as in the picture bellow):

• Describe and explain how problem situations in class would look from various points of view. Evaluatereflections and developments of our self-awareness so we can understand how our own past experiences might be influencing our responses to future pupils. By understanding the meaning of ours and pupils´ behaviour we can respond appropriately with encouragement, comfort and support of our students.

• Describe and explain the activities to get pupils thinking and moving in healthy ways, ideas for energising and refocusing, healthy diet and understanding of the body. Describe how we can identify causes of stress. Explain why and how to develop relaxation techniques and set realistic goals.
• Apply related theories or findings from course literature to real world situations by knowing how to effectively prepare your own lesson.
• Identify and analyze ethical aspects of particular problem situations in the classroom. Explain the difference between effective and noneffective communication. Formulate ideas in writing in a clear, coherent, and logical style.
• Make the classroom a safe and caring place for pupils to take risks and make mistakes without fear. Create self development activities list you may use for your future practice.

Course policies and values

Values shaping teaching of the course:

• Inclusiveness:  this syllabus welcomes all students, respects student diversity and differing points of view.
• Integrity:   while working with datas keep representing original sources. 
• Responsibility: do not offend someone, respect each others, not evaluate and not criticize without asking.
•  Expectations for success: all the participants of this course are surely  capable of doing well and improve their social-emotional skills if they actively participate on the tasks. 

Syllabus

1. 75% attendance at lessons

2. submitting the final essay

3. discussion in English over the essay