In doing so, we leapfrog the question: what will we do to assist and ensure those who deliver this learning are ready and able to do so? It is easy to jump quickly to the curriculum we are going to implement, the discipline policies and practices are were going to change, the measurements we are making and metrics we are collecting, the time we are going to carve out, or the lessons we are going to integrate. And yet, until recently, the importance of starting with the adults has been often overlooked or minimized. Teachers can’t teach what they don’t know and do. Of course, this might seem like a “well-duh” moment, just simple common sense. In other words: SEL isn’t just for kids anymore. However, what generated the most buzz was the critically important issue of ensuring that our educators themselves develop, demonstrate, and model strong social and emotional skills. Several themes competed for this year’s hottest topic, including familiar ones such as integrating SEL into academic instruction, as well as more recent concerns such as trauma-informed SEL practices and the importance of viewing equity and SEL as intertwined and interdependent. Gathered for the third annual Center for Promotion of Social and Emotional Learning (CPSEL) Conference, these energetic folks, passionate about holistic learning, didn’t let end-of-the-school-year fatigue slow them down. While watching sailboats race across Baltimore’s inner harbor last month, educators from across the US and abroad spent three days grappling with challenging issues in social and emotional learning. Social and Emotional Learning Isn’t Just for Kids.Celebrating Pride Starts with Supporting Students.College-Bound Students’ Views on Paying for College.“Alexa, how do I prepare for the ACT test?”.Students Demonstrate ‘Shockingly Low’ Knowledge of.ACT Kicks Off 60th Anniversary Celebration.
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