developing awareness of self and others is a universal design for learning (UDL) guideline that supports multiple means of engagement. The UDL guidelines were developed by an organization called CAST. This article will explore how teachers and other educators can help learners develop strategies to cope with their varying emotional responses to learning challenges.
Developing Awareness of Self and Others in Universal Design for Learning
Developing awareness of self and others means providing ongoing support to learners experiencing frustration, anxiety, or other emotional responses to learning that inhibit their motivation. On one hand, some learners need support dealing with social anxiety in an in-person environment, or with distractions. On the other hand, other learners need support if they quickly become anxious or discouraged about their ability to complete a task compared to other learners. Each learner experiences different emotions and may need different degrees of support. While some learners respond to models, checklists, and other supports for maintaining motivation, others need more personal coping skills.
Learners also need support as they gain social awareness about the different perspectives and identities of their peers. Learners may feel anxious about their lack of knowledge or that they will say something disrespectful without meaning to. Therefore, these learners may need models of how to express their curiosity about peers’ cultures or backgrounds in respectful ways.
Strategies for Developing Awareness of Self and Others
Teachers can use many strategies for developing awareness of self and others. For instance, teachers can give learners ongoing feedback on their progress dealing with frustration. Likewise, teachers can provide learners with long-term models showing how to ask others for help or emotional support. Similarly, teachers can present simulations or situations that show how people use their coping skills.
Moreover, teachers can offer feedback, models, or scaffolded support as learners gain skills to cope when they are apprehensive about a subject. For example, a learner might believe that they are “bad at” math. However, a teacher could recommend a more constructive way of thinking. While the learner may recognize that they struggle in math, they may believe they will always struggle. Instead, a teacher can help them plan strategies to improve. As the learner begins to believe in the possibility of their improvement, their frustration may diminish.
In addition, teachers can encourage learners to value their own and others’ talents, languages, cultures, and other identities. For instance, teachers can have learners create self-portraits or other artistic works that highlight their interests or cultural backgrounds. Moreover, teachers can encourage learners to compliment peers they admire or ask them questions. Similarly, teachers can make time for learners to think critically about how they interact with their peers. For instance, teachers could assign learners reflections in social studies about topics taught by peers.