Promoting Social and Emotional Learning: Guidelines for EducatorsEducators today have a renewed perspective: when schools attend systematically to students' social and emotional skills, the academic achievement of children increases, the incidence of problem behaviors decreases, the quality of the relationships surrounding each child improves. The challenge of raising knowledgeable, responsible, and caring children can be enhanced by thoughtful, sustained, and systematic attention to children's social and emotional learning (SEL). The purpose of this book is to address the crucial need among educators for a straightforward and practical guide to establishing, implementing and evaluating comprehensive, coordinated programming to enhance the social and emotional development of children from preschool through high school. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and school districts. Chapter 1 addresses the "Need for Social and Emotional Learning." Chapter 2 addresses "Reflecting on Your Current Practices." Chapter 3, "How Does Social and Emotional Education Fit in Schools?", provides a more indepth examination of what social and emotional education is. Chapter 4, "Developing Social and Emotional Skills in Classrooms," explains how teachers can help students develop social and emotional skills in their individual classrooms. Chapter 5, "Creating the Context for Social and Emotional Learning," examines issues related to creating an organizational climate supportive of social and emotional educational programs. Chapter 6, "Introducing and Sustaining Social and Emotional Education," discusses practical issues involved in starting and continuing a program. Chapter 7, "Evaluating the Success of Social and Emotional Learning," outlines ways to evaluate social and emotional education efforts to determine whether specific goals are being achieved. Chapter 8, "Moving Forward: Assessing Strengths, Priorities, and Next Steps," revisits the self-reflection process. Three appendices offer a curriculum scope for different age groups, guidelines for social and emotional education, and program description, contacts, and site visit information. (SD) |
Contents
The Need for Social and Emotional Learning | 1 |
Reflecting on Your Current Practices | 15 |
How Does Social and Emotional Education Fit in Schools? | 19 |
Developing Social and Emotional Skills in Classrooms | 43 |
Creating the Context for Social and Emotional Learning | 75 |
Introducing and Sustaining Social and Emotional Education | 91 |
Evaluating the Success of Social and Emotional Learning | 103 |
Assessing Strengths Priorities and Next Steps | 117 |
Epilogue | 125 |
Other editions - View all
Common terms and phrases
ability academic Adolescents adults areas behavior Berkeley Heights caring CASEL challenges Chapter chil child cial Clabby classroom cognitive collaboration Contact person cooperative learning coordinated create curriculum dents developmental district Elementary Elias and Tobias emotional competence emotional education emotional intelligence emotional learning emotional skills environment evaluation EXAMPLE feelings focus foster goals grade level gram Guideline identify implementation Implications and Applications important integrated interpersonal involved issues kids La Salle Academy Lake Placid lessons ment Mental Health Mountlake Terrace ongoing outcomes parents peer Phone planning practice prevention problem Project promote Rationale reflective relationships Research responsibility role School-Based SEL activities SEL efforts SEL instruction SEL programs share sharing circle social and emotional Social Competence Social Decision Social Development social problem-solving solving specific staff development strategies success teachers teaching tion tional tive values visit contact Weissberg