Promoting Social and Emotional Learning: Guidelines for Educators

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ASCD, 1997 - Affective education - 164 pages
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Educators 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)

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It's an awesome read! I was very grateful for the information provided. Although I have taught
in a school setting in some years, I learned a lot about the different social and emotional learning
methods that are available! It is very encouraging!
George Myers


Reflecting on Your Current Practices
Developing Social and Emotional Skills in Classrooms
Creating the Context for Social and Emotional Learning
Introducing and Sustaining Social and Emotional Education
Assessing Strengths Priorities and Next Steps
Guidelines for Social and Emotional Education

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About the author (1997)

Maurice J. Elias, Ph.D., is professor of psychology at Rutgers University.

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