The Influence of Student-Directed Classroom Discussions on the Socio-Emotional Learning Among Japanese Middle School Students

• In Event: International Education Across the Years

Abstract

This study investigated the influence of student-directed classroom discussions on the socioemotional learning (SEL) of Japanese middle school students. Japanese education is criticized for teacher-dominated structures and over-emphasis on testing. Rather than being a place where students felt comfortable, schools have become institutions where students feel anxiety. Given the alarming rates of youth suicide among Japanese, there is a need to develop students’ SEL. p4c is a student-centered inquiry approach that encourages learners to share and reason with classmates through classroom discussions. Analysis of the discussions, teacher and student interviews, and responses to a SEL student survey indicated that p4c influenced the development of positive relationships and afforded opportunities for students to improve their self-awareness, awareness of others, and decision-making.

Authors

• Yoko Kitami, University of Hawaii - Manoa

• Lois A. Yamauchi, University of Hawaii - Manoa