The Academy at Compass Rose incorporates a variety of social-emotional learning opportunities for students as a part of our curriculum. Here are some concrete examples of how we incorporate this into our academic structure.
Morning Meeting: Each day, our teachers hold a morning meeting with their students during the first fifteen minutes of the day. During this meeting, teachers check-in with each student individually to see how students are feeling about the day, discuss classroom concerns or issues and participate in a devotional. This time allows students to feel connected and safe upon entering the classroom environment.
Weekly Goal Setting: Each week, students set academic, social/behavioral, phase and spiritual goals. These goals are student-driven, helping students to maintain ownership over their goals. However, academic staff members provide feedback to students on what type of social/behavioral goals that students might need to be aware of.
Consistent Feedback: Each day, teachers give students specific feedback in regards to how they are doing both individually and in interactions with peers. This feedback is derived from the Teaching-Family Model, an evidenced-based, trauma-informed model of care which we use to identify specific skills that students are displaying.
Classroom Community: Throughout the school year, teachers are intentional about integrating activities that help to build community within the classroom setting. Students collaborate to create classroom expectations, which are displayed in the classroom, and participate in various service projects together.
Healthy Confrontation: While enrolled at CRA, students are taught the 8-step confrontation model. This model is used when students need to confront a peer or staff member about something. The steps include: step into grace, state the conflict clearly, own your part, hear the other, state your win/win request, natural consequences of no change, return to grace and check back in in twenty four hours.
Focus on Relationships: Teachers often attend lunch with students and participate in activities outside of the classroom such as program graduations, recreational activities, parent weekends, etc. Strong relationships with academic staff members aid in students building trust which enables them to feel safe and secure in their classroom environment.
Compass Rose students engage in social-emotional learning daily at The Academy. As you can see, the importance of social-emotional learning can’t be overstated as it increases interpersonal skills needed for future employment while also boosting self-esteem.
-By CRA Academic Director, Katherine Kelly