The Keys to Effective Teaching

Why COWANS SEL?
The COWANS SEL method was curated by an individual who ploughed through the Jefferson County public school system of Birmingham, Alabama, as an at-risk, troubled youth. Early on, his school’s standard curriculum curtailed his interest in learning and stunted his academic growth. Unfortunately, while matriculating through schools, this student was suspended, sent to alternative schools, and even expelled. He coped with trauma and everyday stressors, without mentors, role models, or educators as vehicles of guidance and positive transformation. His teachers never promoted social or emotional interactions to entice and cultivate the student’s state of being, which could have potentially propelled his engagement, academic success, and self-perception.
While in college, and often disoriented by life, the young man prayed for peace and purpose. This quest for enlightenment led several professors to advise this student that his purpose might be to connect with and help develop students around and across the country. One year later, the student embarked on his journey as an educator. As a first-year teacher, he was recognized as a level-four educator. Pairing passion and risk with his pedagogy allowed him to hone in on each student’s health, well-being, learning style, personality, and character, thus leading to the rise of unknowingly practicing and establishing the COWANS SEL curriculum.
The COWANS method was created out of what I hoped for as a student. It is designed for an educator with hope and belief in each student that helps instill permanent change and genuine excitement concerning each student’s state of being, academic performance, hope, and career aspirations. Students seek validation from others due to self-perception, self-reflection, and traumas. Meanwhile, educators often tailor students’ lives and perceptions.
There are quality educators, great educators, and everlasting educators, but all educators should aspire to be everlasting, creating lifelong memories essential for happiness. All educators should always speak positively over each student, crafting genuine thoughts tailored to each student’s weekly emotional state. Educators should often give verbal praise and be vulnerable. They should genuinely greet each student, and most importantly, be available and prepared for each day. Creating a warm culture as an educator in the classroom is vital. Principals, instructional coaches, deans, and department heads should be vibrant and create friendly cultures within their schools as well.
While doing a casual assessment on states of being, I noticed a student who was weeping. The student stated he did not feel loved or valued, had a negative self-perception, and lacked self-awareness. This led to one of my most memorable class moments. Due to the climate and culture within the classroom that I had created, the entire class embraced the student. This gesture gave rise to one of the many quotes that was used in class: “If no one told you they love you today, remember that Mr. Cowans loves you and always will!”