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

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.

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

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.

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

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.

The Impact of Social Emotional Learning Skills on Creativity

2022 ◽  
pp. 175-189
Author(s):  
Mustafa Mert Saygi ◽  
Yetkin Yildirim ◽  
Faruk Taban
Keyword(s):  
Classroom Environment ◽  
Social Emotional Learning ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Education Programs ◽  
Learning Skills ◽  
Modern Education ◽  
Social And Emotional ◽  
The Impact

The purpose of this chapter is to explore how social and emotional learning (SEL) skills impact the ability of students to develop creativity in classrooms. After exploring the significance of creativity and SEL in modern education, the chapter will aim to uncover parallels in the recommended education programs for both sets of skills. Additionally, this chapter will explore which specific set of SEL skills positively support the growth of creativity in children. Furthermore, the ideal classroom environment to simultaneously foster creativity and SEL will be discussed in the chapter. Finally, the teacher's role in a class where SEL and creativity are prioritized will be analyzed to uncover what strategies a teacher can employ in order not to hinder creativity or give rise to stress among the students. After answering these questions, the authors aim to unveil the effects that remote learning during the COVID-19 pandemic has had on the aspects of SEL discussed above.

Social-emotional learning is essential to classroom management

2014 ◽  
Vol 96 (2) ◽  
pp. 19-24 ◽  
Author(s):  
Stephanie M. Jones ◽  
Rebecca Bailey ◽  
Robin Jacob
Keyword(s):  
Classroom Management ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional
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