Resources for SEL


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On this page, you will find articles, websites, and ways in which TPCP faculty members have integrated SEL into our classes:

RESOURCES

Articles/ Studies 

Learning Soft Skills in Childhood Can Prevent Harder Problems Later 

Ready to be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills

How to Measure SEL 

Websites

Collaborative for Academic, Social, and Emotional Learning (CASEL) 


FROM OUR FACULTY

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If You Could Teach Every Child in the World One Lesson… by Dr. Brooke Grant

Secondary Methods I is a course designed for students that are currently teaching or wish to teach at the secondary level.  The course focuses on prominent methodological issues and the development of core teaching skills. On the very first day of class, I asked my students, “If you could teach every child in the world one lesson, what would it be?”  Students responded on the site Padlet, a digital bulletin board that lets students post anonymously, but for all to see instantly.  In the above picture, you may be able to see some of their responses to this question, including, “How to be intentional about their thoughts and justify them”; “Actions have effect on the around you.”; “Everyone has the power to influence someone else or themselves.”; “The power of positivity”, and “Everyone has value, everyone contributes to the world in some way.”  This prompt was meant to be an introduction to social and emotional learning, but also a reminder of what is really essential.  Secondary teachers often get caught up in their content material, which is important.  But I reminded them not to lose sight of what they really think all children deserve to know.

Class Communication Charter by Dr. Kathy Frady 

At our first class meeting last semester, I proposed to the students who would be together for two semesters of student teaching/internships that we create a class communication charter, an idea shared with our faculty by Dr. Amy McConnell Franklin (see photo below). I asked them to individually write out how they wanted to FEEL when they were in the class. Then I asked them to write out what ACTIONS we would need to take in order to FEEL the way we wanted to feel in class. Then I asked them to write out what we would do if we had a DISAGREEMENT in class. Next, I asked them to write out how we would promote POSITIVE EMOTIONS in the class. We verbally shared our ideas, wrote them, and extracted themes from them. Finally,  I took the themes and typed up the communication charter and shared it with the students at our next meeting.

My students loved getting to decide how we would treat each other. They appreciated having input into how we would all get along as colleagues in the class. They actively wrote out answers to each question, passionately shared and discussed details and nuances of their ideas, and enthusiastically embraced the charter when I shared it with them.

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