About the Authors |
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ix | |
Foreword |
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xiii | |
Introduction: Why Teach Social-Emotional Learning to All? Vignette: Why Teach SEL? |
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1 | (22) |
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2 | (1) |
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The Powerful Impact of SEL |
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3 | (1) |
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Key Factors When Establishing SEL |
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3 | (4) |
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Overcoming Potential Challenges of Teaching SEL |
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7 | (2) |
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Social-Emotional Components: The Building Blocks of SEL Skills |
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9 | (9) |
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Why Our SEL Building Block Model? |
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9 | (2) |
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Building Block 1 Sense of Self |
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11 | (2) |
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Building Block 2 Reciprocal Engagement |
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13 | (1) |
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Building Block 3 Social Awareness |
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14 | (1) |
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Building Block 4 Social-Emotional Regulation |
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15 | (2) |
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Building Block 5 Logical and Responsible Decision Making |
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17 | (1) |
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The Goals and Design of the Book |
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18 | (3) |
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21 | (2) |
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Chapter 1 What Is Social-Emotional Learning? Vignette: The Story of Daniel |
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23 | (22) |
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Defining Social-Emotional Learning |
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24 | (3) |
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Understanding ACEs and What They Mean for Educators |
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27 | (6) |
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Reduce Toxic Stress for Children |
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29 | (1) |
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Strengthen Students' Core Life Skills |
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30 | (1) |
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Support Responsive Relationships |
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30 | (3) |
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Supporting Students' Emotional Regulation |
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33 | (4) |
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Teaching Students Emotional Regulation Strategies |
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37 | (1) |
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Understanding How Neurological Development Relates to Behaviors |
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38 | (2) |
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Executive Functioning and SEL Cultural Environment |
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40 | (1) |
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Discovering the Underlying Reasons Behind Observable Behaviors |
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41 | (2) |
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43 | (1) |
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Tips for Administrators, Teachers, and Support Staff |
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44 | (1) |
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Chapter 2 Establishing Culture, Climate, and the Learning Environment for SEL in Elementary Schools Vignette: A Tale of Two Schools |
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45 | (48) |
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Establishing a Deep-Rooted Positive Culture and Maintaining a Healthy Climate |
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48 | (4) |
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Creating Effective and Meaningful Physical and Cultural Environments in Elementary School |
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52 | (39) |
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56 | (6) |
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62 | (29) |
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91 | (1) |
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Tips for Administrators, Teachers, and Support Staff |
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91 | (2) |
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Chapter 3 Building a Schoolwide Foundation for SEL in Elementary Schools Vignette: Implementing Learning Environment Norms |
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93 | (64) |
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Establishing Schoolwide Social-Emotional Learning in Elementary Schools |
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95 | (3) |
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Creating a Mission, a Vision, Shared Collective Commitments, and Goals That Support and Promote SEL |
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98 | (3) |
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Developing Schoolwide Action Plans and Setting Goals |
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101 | (52) |
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Positive Culture and Healthy Climate |
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103 | (13) |
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Safe and Effective Learning Environments |
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116 | (13) |
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Authentic, High-Quality SEL Instruction |
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129 | (9) |
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Multilayered Systems Responding to School and Student Needs |
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138 | (15) |
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153 | (3) |
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Tips for Administrators, Teachers, and Support Staff |
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156 | (1) |
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Chapter a Effective SEL Teaching Practices and Strategies in Elementary Schools Vignette: Teaching and Supporting Daniel |
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157 | (66) |
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Ten Practices to Teach and Integrate Social-Emotional Skills |
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159 | (58) |
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159 | (5) |
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164 | (6) |
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170 | (12) |
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4 Picture Book Read-Alouds and Reading Comprehension Strategies |
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182 | (3) |
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5 Social-Emotional Learning During Play |
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185 | (7) |
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6 SEL-Focused Partner or Group Games |
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192 | (8) |
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200 | (4) |
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204 | (6) |
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210 | (5) |
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10 SEL Classroom Learning Centers and Menus |
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215 | (2) |
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Connecting Multiple Practices to Deepen SEL |
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217 | (3) |
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220 | (1) |
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Tips for Administrators, Teachers, and Support Staff |
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221 | (2) |
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Chapter 5 Effective SEL Lesson Planning Vignette: Team Planning for SEL |
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223 | (70) |
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Supporting the Differentiation of SEL in Elementary School |
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229 | (9) |
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230 | (2) |
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232 | (4) |
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236 | (1) |
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237 | (1) |
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SEL Planning Tools for Elementary Teachers |
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238 | (53) |
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Purposeful and Proactive Planning to Lift Engagement, Provide Differentiation, and Support Behavior |
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238 | (7) |
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Planning for SEL Direct Instruction and Integrating SEL With Academic Learning |
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245 | (46) |
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291 | (1) |
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Tips for Administrators, Teachers, and Support Staff |
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291 | (2) |
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Chapter 6 Monitoring Student Learning of SEL Vignette: Determining If Teaching SEL Is Actually Making a Difference |
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293 | (22) |
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Understanding the Value of Collaboratively Created Common Formative SEL Assessments |
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296 | (1) |
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Creating SEL Common Formative Assessments |
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296 | (18) |
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Ways to Measure SEL Skills Throughout the School Day |
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302 | (2) |
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Analyzing Data From Common Formative Assessments |
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304 | (8) |
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Individual Student Data Considerations |
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312 | (2) |
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314 | (1) |
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Tips for Administrators, Teachers, and Support Staff |
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314 | (1) |
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315 | (18) |
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SEL Transition Activities |
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317 | (10) |
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Interactive Whiteboard Daily Routine Examples |
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327 | (4) |
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331 | (2) |
References and Resources |
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333 | (16) |
Index |
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349 | |