The well-being portfolio, an example of school well-being management to improve students learning and get through everyday frustration

The objective of this pathway is to help each learner develop:

  • control of one’s emotions, or inhibition of emotion, “which allows a [learner] to cope with the social situations that present themselves to him”(MASSON, 2019);
  • understanding one’s emotions, “ability to recognize and identify one’s own emotions and those of others, to relate them to typical situations (one is afraid when… one is sad when…) and to understand the causes” (MASSON, 2019);
  • cognitive control, “ability to use executive functions (working memory, keeping several pieces of information in mind and manipulating them, using inhibitory control that allows a child to resist disruptive influence or competing stimuli)”(MASSON, 2019) ;
  • cognitive understanding, like the “[learner’s ability] to understand his own mental states and those of others, […] kind of metacognition”.(MASSON, 2019)

In these difficult times when we are witnessing mass killings, especially in schools, we can ask ourselves why: why so much detestation of the school?

Few numbers:

In the United States, mass killings are killing more people, especially over the past decade.

It seems that almost half of those killers are under 30, a significant proportion of them has not yet reached their civil majority in the United States. The last one who did a massive killinga few day ago, May 24th, was 18-year-old.

In France, without this information always being relayed by general media, the school also suffers from many vandalism. The culprits are often people who have run afoul of the school system.

Securité et Société, Principaux résultats, edition 2021

Quoting LANFUMEY (2019):

Des recherches récentes ont mis en avant que le cerveau était encore dans une phase de maturation jusqu’à l’âge de 30 ans, et ont défini un âge « adulte émergent » (ou « emerging adulthood ») (Arnett, 2000), période entre 20 et 30 ans où le cerveau, bien que n’étant plus adolescent, n’est pas encore adulte, mature.

Adult brain maturation is usually completed by the age of 25, but may last up to 30 years in some people.
The question then arises: how to prevent this from happening again?

[…] research shows that a positive school climate is a
resilience and well-being, and plays a leading role in preventing violence

According to DESBARIEUX (2015), research shows that a positive school climate is a resilience and well-being, and plays a leading role in preventing violence. In addition, other studies have shown that a caring school environment promotes learning (MASSON, 2019).

Benevolence seems to go hand in hand with a good school climate.

Le climat scolaire dépend fortement de la bienveillance dont pourront faire preuve ses acteurs. (MASSON, 2019)

Then come the question: how to reduce violence in school or against school? How to prevent this in the future?

We are convinced at this time, that if a teenager or a young adult who does not resent the school system, then are convinced that his professional integration will be favored and that possible wishes of vandalism against the school, could be annihilated.

We therefore propose the following experiment: develop the emotional intelligence of each learner and especially the individual consideration of their emotions for a better management in the future.

Caring seems to go hand in hand with a good school climate:

Le climat scolaire dépend fortement de la bienveillance dont pourront faire preuve ses acteurs. (MASSON, 2019)

If there is therefore no single definition, we can remember that the school climate includes many notions: commitment, motivation, pleasure, sense of security, violence, and even architecture…(MASSON, 2019)

A good school climate is everyone’s responsibility.

Accodind to MASSON (2019), school-climate pillars are:

  • relations, with a special place for cooperation (co-operation as working together)
  • teaching and learning (especially differentiated pedagogy, a tool at the service of benevolence)
  • security; this pillar includes physical and emotional security
  • physical environment (cleanliness, adequate equipment, layout, etc.)
  • sense of belonging (sense of connection to the school community; commitment and enthusiasm of teachers and students)

To help learners to regulate their feelings, we propose a flow chart inspired by the following template:

Organization of the emotional process according to Baumesteir, Vohs, Dewall, & Zhang (2007)

By analysing the following table and referring to the associated comments, we understand the added value that positive emotions represent for learning.

It should be noted that:

… knowledge and control of emotions have a direct impact on cognitive strategies that greatly facilitate learning.

[… ] a home environment and preschool education specifically designed to reduce stress and promote emotional competence foster the attention and cognitive self-regulation necessary for social and cognitive class adjustment.

So, although positive emotions are short-lived, the broaden-and-build theory
posits that the coordinated changes they produce in people’s thoughts, actions, and physiological responses have long-lasting consequences. The experiments reported here represent the first steps toward testing one hypothesis drawn from the broaden-and-build theory: The hypothesis that positive emotion broadens the scopes of attention and cognition. (FREDERICKSON and BRANIGAN, 2005)

According to MASSON(2019):

Feeling positive emotions would improve problem-solving and decision-making, leading to more flexible, innovative and creative cognitive treatment, but also more effective.

Are classified as positive emotions: , interest, contentment, pride, love, help expanding repertory thought-actions ,creating sustainable personal resources (physical, intellectual, social, psychological). Interestexpress the desire to explore, to grasp new information and experiences, to develop oneself.

Negative emotions are anger, anxiety, shame, despair.

Positive impact that can have a serene climate, conducive to soothed emotional feelings, contributing to the learning of students within the class.

According to the previous research papers, increasing opportunities to provide information to students about their progress and difficulties helps them in their learning. These feedbacks allow students, especially younger students, to better situate themselves, to know where they are in their acquisitions. So share feedback with students as often as possible. Self-assement is also good starter.

Apart from all this technical jargon, we wish dear learners, to accompany you as best as possible in this new process.

The various activities proposed are intended to help you better understand the issues related to managing emotions to promote learning.

FAMILIARIZE

After having carried out several preparatory activities, each learner prototype the first pages of one’s portfolio.

COCREATE

During this emotional journey, each learner must create a digital portfolio, in which are compiled the analyses of the “significant worst” days of his school career.

To start, you must “select” your favorite emotions to prepare your exposure photojournal.

For the most voluntary, the design of an object indicating the mood of the wearer can be considered as a mini-project.

Don’t hesitate to get started!

EXHIBIT

EVALUATE

This assessment has been designed following the EGIMP method:

References:

L’Express. (2022, May 29). Nombre, lieux, âge des auteurs. . . Les fusillades de masse aux Etats-Unis en trois infographies. LExpress.fr. https://www.lexpress.fr/actualite/monde/amerique-nord/nombre-lieux-age-des-auteurs-les-fusillades-de-masse-aux-etats-unis-en-trois-infographies_2174183.html

Follman, M., Aronsen, G., Pan, D., & Follman, M. (2022, May 24). US mass shootings, 1982–2022: Data from Mother Jones’ investigation. Mother Jones. https://www.motherjones.com/politics/2012/12/mass-shootings-mother-jones-full-data/

Masson, J. (2019). Chapitre 4. La bienveillance au service du climat scolaire. Dans : , J. Masson, Bienveillance et réussite scolaire (pp. 127–149). Paris: Dunod

Masson, J. (2019). Chapitre 5. La bienveillance au service des émotions. Dans : , J. Masson, Bienveillance et réussite scolaire (pp. 151–172). Paris: Dunod.

Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. Cognition & Emotion, 19(3), 313–332. https://doi.org/10.1080/02699930441000238

Necker, S. & Boizumault, M. (2020). « Pratiques corporelles de bien-être » en milieu scolaire : les enjeux sous-jacents à une tentative de définition. Staps, 127, 79–87. https://doi.org/10.3917/sta.127.0079

Lanfumey, L. (2019). Approche biologique : cerveau en maturation, cerveau en ébullition ?. Dans : Marie Choquet éd., Les jeunes face à l’alcool (pp. 73–87). Toulouse: Érès. https://doi.org/10.3917/eres.choqu.2019.01.0073

Sanabria, J

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