Social and emotional learning occurs when teachers and school staff help students develop the interpersonal skills they need to succeed in school and work. This skill-building happens in the course of everyday instruction, when teachers pause to encourage students to pose a question in a more respectful tone, imagine how others feel, take a deep breath to calm themselves down, break a goal into manageable pieces and more. Social and emotional self-management is thought to set the stage for productive, cooperative learning.
The recommendations are part of a push to create measures of school conditions and climate that help districts create change.
Teaching teachers how to develop their own social and emotional skills is the first step to helping students, according to a new report.
A new law bans the use of "Redskins" as a mascot at California high schools, but allows schools to continue to use logos of American Indians and for students to dress up in American Indian costumes.
From yelling to whispering, a teacher's tone of voice in the classroom affects learning and student behavior, some educators say.
School officials, especially in California, are placing increased emphasis on respect for all students and civil discourse.
A new campaign reminds teachers of their positive impact on students who have been abused or have witnessed violence.
Educators are more focused on how students and teachers interact.
Seven Californians are on the Aspen Institute commission.
A team of 13 educators will lead the development of social and emotional learning guidelines.
College and career readiness indicators may also make the first cut.
Researchers criticize CORE districts' use of student surveys of their social-emotional skills.
The Student Voice campaign encourages meaningful connections with teachers.