Download Higher Expectations: Promoting Social Emotional Learning and by Raymond J. Pasi PDF

By Raymond J. Pasi

This paintings is a consultant for educators who are looking to contain social emotional studying of their faculties and study rooms. It makes a speciality of the method of enforcing an SEL programme, and provides tips for busy institution directors, district supervisors, suggestions counsellors, and lecturers.

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By Raymond J. Pasi

This paintings is a consultant for educators who are looking to contain social emotional studying of their faculties and study rooms. It makes a speciality of the method of enforcing an SEL programme, and provides tips for busy institution directors, district supervisors, suggestions counsellors, and lecturers.

Show description

Read Online or Download Higher Expectations: Promoting Social Emotional Learning and Academic Achievement in Your School (Social Emotional Learning, 3) PDF

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Additional resources for Higher Expectations: Promoting Social Emotional Learning and Academic Achievement in Your School (Social Emotional Learning, 3)

Example text

School board members also provide a key liaison to the community and can aid in explaining and promoting this dimension of education within the school. For this reason, reports from the coordinator and committee implementing the program should be presented or written regularly, especially during the initial planning stages. Establishing a quarterly school newsletter that highlights program initiatives can be a worthwhile long-term goal for publicizing efforts and garnering support. As the chief administrator for the school district, the superintendent plays a vital role in supporting social and emotional education within the school.

When a disturbing incident occurs in the school, does the principal make it a practice to keep faculty informed of the facts in a timely fashion? Does the principal make it a point to thank those members of the faculty and staff who do an especially conscientious job with supervision, especially after a violent disturbance or tragedy? • Whenever a large group of students is scheduled to attend an event, such as a schoolwide assembly, are expectations for student behavior and teacher supervision—prior to, during, and at the conclusion of the event— clear and unambiguous?

Where do we already integrate SEL within our academic program? In what ways do we emphasize the importance of this dimension of our students’ education, with parents, faculty, and the students themselves? • Exploration of group members’ interest in addressing some of these issues through expanded schoolwide programs and through limited, occasional infusion into academic disciplines. How does addressing these issues help us meet the goals of our school mission statement and/or district? More specifically, questions these groups can begin with include the following: • From your own experience, what strikes you about the level of social and emotional literacy of the students with whom you deal?

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