TEACHER PRACTICES THAT PROMOTE SOCIAL EMOTIONAL LEARNING: A PARADIGM SHIFT IN CLASSROOM MANAGEMENT

Elementary Teachers’ Perceptions of a Comprehensive, Integrated, Three-Tiered Model of Prevention

Remedial and Special Education ◽

10.1177/0741932519896860 ◽

2020 ◽

pp. 074193251989686

Author(s):

Holly M. Menzies ◽

Wendy Peia Oakes ◽

Kathleen Lynne Lane ◽

David James Royer ◽

Emily D. Cantwell ◽

...

Keyword(s):

Elementary Teachers ◽

Classroom Management ◽

Focus Groups ◽

Social Emotional Learning ◽

Emotional Learning ◽

Social Emotional ◽

Teachers Perceptions ◽

Tiered System ◽

Management Approaches ◽

Perceptions Of Teachers

This study examined perceptions of teachers who implemented a tiered system of support, the comprehensive, integrated, three-tiered (Ci3T) model of prevention. We reported findings of four focus groups with a total of 18 elementary teachers who implemented Ci3T for 2 years. While the Ci3T model comprised elements addressing academics, behavior, and social-emotional learning, teachers were predominately concerned with issues related to students’ behavior. Teachers reported difficulty moving from reactive to proactive classroom management approaches theoretically grounded in behavioral principles.

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Social Emotional Learning as a Lever for High School Student Mental Health and Academic Success

Leading Schools With Social, Emotional, and Academic Development (SEAD) - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6728-9.ch008 ◽

2021 ◽

pp. 148-165

Author(s):

Kimberly Reed ◽

Tara Madden-Dent

Keyword(s):

Mental Health ◽

High School ◽

Academic Success ◽

Classroom Management ◽

Management Practices ◽

Social Emotional Learning ◽

American Southwest ◽

Emotional Learning ◽

Social Emotional ◽

Social Studies Teacher

The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.

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Motivating and Meeting Students’ Diverse Needs with Positive Classroom Design and Social-Emotional Learning

World Journal of Educational Research ◽

10.22158/wjer.v7n3p107 ◽

2020 ◽

Vol 7 (3) ◽

pp. p107

Author(s):

Dr. Stefanie R. Sorbet

Keyword(s):

Classroom Management ◽

Classroom Environment ◽

Social Emotional Learning ◽

Emotional Learning ◽

Classroom Design ◽

Primary Concern ◽

Social Emotional

Classroom management has been a primary concern of teachers ever since we can remember. Excellent classroom managers are teachers who understand their own needs as well as the needs of their students. Teachers must get to know their students, where they come from, what motivates them, and what they need in order to best understand them. Through establishing a positive classroom environment, teachers can work to encourage and motivate students through promoting self-discipline while utilizing social-emotional learning.

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