This testimonial is a personal learning journey of a participant of the Implementation Journey by Teach For All and Enseña por Colombia. In this project, university students take a two-year placement in the countryside of Colombia to learn and implement social-emotional skills with their teacher colleagues, students and the wider community, and researchers iterate the innovation based on the results.
Name: Alejandra Rodríguez
Role: Eco Year 1
School: IE Germán Vargas Santillo
Location: Barranquilla, Colombia
Student Details
- Year groups taught: Early Years (Reception), Year 4, Year 8
- Age of students: 4 - 14 years
- Number of students: 480
- Subjects taught: English and, for Year 8, the “Huellas” project, which focuses on socio-emotional guidance.
Expectations and Goals for the Programme
Why did you decide to join Enseña por Colombia?
I had already done my engineering internship, but I had always felt a calling for education. Enseña gave me the opportunity to put that into action.
I saw that many children needed guidance, something different. I thought, “I can contribute somehow, maybe not change everything, but at least do something.” This program gave me that opportunity because Enseña por Colombia's mission focuses on bridging educational gaps and making a difference. That opened a door for me.
Do you believe socio-emotional skills are important for learning and teaching? Why?
I believe that the key to success in many situations depends on socio-emotional skills both in how we relate to others and in how we understand ourselves.
These skills allow me to regulate myself, analyse situations, stabilise my emotions, and make clear and concise decisions. They give me the ability to lead with confidence and respect. As teachers and human beings, we constantly need these abilities.
”As teachers and human beings, we constantly need these abilities.”
Young people, in particular, are continuously developing, but they are not always well guided. Many 14-year-olds still struggle to regulate their emotions, make responsible decisions, or apply moral values to their choices. These skills must be cultivated from an early age. While it’s possible to develop them later, it's much more beneficial to do that early in your life.
Why do you think socio-emotional skills are especially important for teachers?
First, a teacher needs to master academic content and subject knowledge. But equally important, a teacher must develop and strengthen their socio-emotional skills in order to do their job effectively. These skills help us as teachers; we need strong leadership to foster a collaborative and positive learning environment. Teaching involves making decisions, resolving conflicts, and creating a supportive community.
Do you think socio-emotional skills have had an impact on your specific responsibilities?
When I took on my first class as a form tutor, I quickly realised how diverse the group was—so many different personalities.
I had experience working with more vulnerable students, as I had previously taught children living on the streets. Socio-emotional skills helped me understand and immerse myself in my new context. Before making any major decisions, I focused on taking small, responsible steps, getting to know my students, and allowing them to get to know me. I didn’t want to simply impose authority; I wanted to build relationships first.
Implementation of the Innovation
How would you describe your experience of implementing the socio-emotional skills module?
Personally, it has been very useful. It has helped me recall things I learned before, when I studied engineering, I also took psychology courses. The socio-emotional skills module has been invaluable in applying both academic and personal knowledge.
I have experienced a clear “before and after” in my interactions with students and in how I communicate. It has changed how I plan my lessons and how I relate to both students and colleagues. I feel that it has helped me significantly, both personally and in my teaching.
Lessons Learned
What has been your biggest challenge in applying the socio-emotional skills module?
At first, it was integrating academic teaching with socio-emotional skills. But over time, it became easier. Initially, I would wonder, “How do I put this into practice?”
For example, one of the skills we worked on was “working with others with purpose.” My younger students weren’t quite ready to collaborate effectively in groups. But over time, I saw both academic progress and improvement in teamwork skills.
Initially, I would wonder, “How do I put this into practice?”
Another example is integrity. We did an individual assignment where students had to complete their work independently without copying from others. It took effort, but now it has become much easier to incorporate these lessons into my teaching.
At first, I struggled to remind students which socio-emotional skill we were focusing on, but now I make it a habit to reinforce that we are learning both academic and socio-emotional skills in every lesson.
How did you overcome this challenge?
I incorporated socio-emotional skills into my lesson plans. For example, when teaching about different countries, we studied France. I asked students to use their imagination to build the Eiffel Tower as a team. In groups of four, they had to bring materials and construct a stable tower. They also wrote a description in English, explaining the design, structure, and number of floors.
”We worked on redefining leadership, not as giving orders, but as offering ideas and guiding others.”
Some towers didn’t look much like towers at all, but the activity helped improve communication and teamwork. First students would argue during group tasks. Over time, we worked on recognising each student’s unique talents and redefining leadership, not as giving orders, but as offering ideas and guiding others.
I believe socio-emotional skills require creativity and a willingness to step outside traditional teaching methods. They also require space for trial and error. Mistakes are learning opportunities, and feedback is essential. The module is rich in content—we haven’t been able to implement everything—but the practical examples align well with my teaching.
What would you say is your greatest achievement in socio-emotional skills?
Improving relationships among students. One of the best outcomes has been conflict resolution—students now resolve issues without needing teacher intervention. Previously, they saw everything as a personal attack: “He touched me, he hates me,” or “She looked at me the wrong way, she doesn’t like me.” They didn’t know how to play together or regulate their emotions and behaviour.
Now, they engage in community games, run and compete together. We even organised an inter-class competition. Afterwards, we reflected on the skills they had practised. Even though they didn’t win, they supported one another and accepted the outcome without feeling like failures; they knew they had put in the effort.
”Even though they didn’t win, they supported one another and accepted the outcome without feeling like failures; they knew they had put in the effort.”
Another example was when a group of girls decided to organise a social gathering. Previously, this wouldn’t have been possible due to a lack of organisation. But they took responsibility for the planning, brought treats and decorations, and even managed the budget with help from their parents. Two students even wrote and performed a song about friendship, overcoming their fear of speaking in front of others.
Another major shift has been in conflict resolution. In the past, students would immediately run to a teacher to complain. Now, we use the “Problem Clock” activity, where they ask themselves:
- • How can I solve this?
- • Do I need to change anything?
- • What conclusions can I draw from this?
If the issue remains unresolved, then the teacher steps in.
Before, students would lie or twist the truth to avoid getting in trouble. Now, they acknowledge their mistakes and apologise. They also feel more comfortable discussing school issues with their parents, which was previously difficult due to fear of punishment.
”I encourage parents to listen to their children first before reacting. This approach has helped foster honesty and trust.”
Now, I encourage parents to listen to their children first before reacting. This approach has helped foster honesty and trust.
Main Take-Aways from the Implementation Journey
What have you gained from participating in Enseña por Colombia?
Enseña por Colombia is a vast support network. For those of us who dream of reducing educational inequality, it provides the space and resources to make a difference. While the world may not always align with Enseña’s vision, we still have the power to inspire students and help them grow, not just academically, but as people.
Many teachers lose enthusiasm over time, not because they don’t care, but due to their experiences. Enseña por Colombia breathes new life into teaching, reminding us of our purpose.
What have you gained from the socio-emotional skills programme?
It is something that society desperately needs. Emotional health issues often go unnoticed, but they should be addressed from childhood. Socio-emotional learning is particularly effective with young students.
If you could start the programme again, what would you do differently?
I would have classified the strategies more effectively. There was so much material that I couldn’t implement everything.
Final Thoughts?
I loved the experience. I hope this information continues to be available, and I suggest making the socio-emotional skills repository easier to navigate.
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