Implementing SEL in the Classroom: A Practitioner Perspective

Autor/inn/en	Todd, Charley; Smothers, Moriah; Colson, Tori
Titel	Implementing SEL in the Classroom: A Practitioner Perspective
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 95 (2022) 1, S.18-25 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2021.2016566
Schlagwörter	Social Emotional Learning; Teacher Competencies; Curriculum; Self Management; Social Development; Emotional Development; Self Control; Self Concept; Empathy; Interpersonal Competence; Decision Making; Barriers; At Risk Students; Program Implementation; Classroom Environment; Visual Aids; Group Dynamics; Resources + Suchen Sie Ihr Suchwort? Lehrkunst; Curricula; Lehrplan; Rahmenplan; Selbstmanagement; Soziale Entwicklung; Gefühlsbildung; Selbstbeherrschung; Selbstkonzept; Empathie; Interpersonale Kompetenz; Decision-making; Entscheidungsfindung; Klassenklima; Unterrichtsklima; Anschauungsmaterial; Gruppendynamik; Betriebsmittel; Hilfsmittel
Abstract	The implementation of social and emotional learning (SEL) related tools and strategies is becoming widely used in classrooms within the United States to promote student success. However, teachers may not feel prepared or knowledgeable about the topic which leads to apprehension regarding implementation. It is imperative for educators to understand components of SEL if they would like to begin the implementation process in their schools and classrooms. This manuscript discusses SEL from a current practitioner's perspective. It discusses the foundations of SEL, common SEL curriculum components, as well as the challenges and benefits of employing SEL in the classroom. Additionally, recommendations and resources are interwoven throughout to support educators in building their SEL knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01