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Showing posts from July, 2014

SEL and children's mental health - What can we teach each other?

By Cari Michaels What does children's mental health (CMH) have to do with social and emotional learning (SEL)? How can we draw connections between these two areas of work so that children learn better and are healthier? Viewing children's mental health as a public health issue brings common ground to this conversation. Public health encourages us to look beyond a child and a specific diagnosis toward dynamic, ecological systems in which both CMH and SEL are influenced. A child's mental health status is influenced by her internal state, but also by experiences within her family, school or community. A child's mental health at a given time may be affected as much by parental conflict or community violence as by a diagnosed condition. The public health approach emphasizes optimal mental health for everyone, not just those who are sick. We all have a state of mental health that changes throughout our lives - sometimes it may include a diagnosis and sometimes not. T

Going from teaching veteran to expert teacher

By Nicole Pokorney The more I research and study the facets of teaching, the more I am aware that we as educators don't always apply the same methods of reflection on ourselves as we do to the youth we serve. Do we study to be scholarly teachers? Do we understand the scholarship of teaching as it pertains to our professional development and promotion? Do we take the time to dive deep into reflection to become experts in our teaching? Over the last few years, I have been studying the art of teaching and reflective practice as a nonformal educator. In his book, Becoming a Reflective Teacher, Robert J. Marzano and his team from the Marzano Research Laboratory compare the development of an expert teacher to that of an athlete. "Just as athletes wanting to improve their skills must identify personal strengths and weaknesses, set goals, and engage in focused practice to meet those goals, teachers must also examine their practices, set growth goals, and use focused practice

Did you ask a good question today?

By Anne Stevenson "Inquisitive minds are the safeguards of our democracy, now and forever." - John Barell John Barell, in his book Developing More Curious Minds, tells stories of how the adults in his life nurtured curiosity: his mother, who at the close of a day always asked him not "What did you learn at school today?" but rather: "Did you ask a good question today?" His grandfather often began a sentence with the words: "Johnny, have you ever wondered..." Barell states that the questions of young people are the attainment of the highest thinking skills; questions signal thought processing. As adults, listening to questions and thoughtfully responding and guiding young people to discover their own answers takes time and skill. Asking questions and defining problems is, in fact, the first practice of the eight practices of science and engineering, as defined in A Framework for K-12 Science Education. The framework identifies the

Essential ingredients of social and emotional learning

Rather than delivering a separate SEL curriculum, a recent issue of Social Policy Report proposes that schools integrate the teaching and reinforcement of social and emotional learning (SEL) skills into educators' daily interactions and practices. Using a food metaphor, the authors describe this as a shift "from a focus on packaged, branded product (curriculum) to the essential ingredients like vitamins and minerals (essential and beneficial strategies)." I think a strategies approach is more in sync with how SEL ought to be framed in out-of-school settings as well. Blending techniques So what are some of the "essential ingredients" for promoting SEL? The report outlines four strategies for integrating SEL into daily practice: Routines - Routines that promote SEL skills like emotional regulation (e.g., "Stop and Stay Cool," a three-step process for staying in control of emotions) and conflict resolution (e.g., the "Peace Path," a proc