By Bernard Novick

State-of-the-art scholars have to research greater than simply studying, writing, and mathematics. they should examine existence talents to effectively deal with initiatives, shape relationships, remedy daily difficulties, and adapt to the calls for of easily becoming up. to meet these wishes, many educators search potent and lasting courses for his or her scholars' educational, emotional, and social progress. This ebook offers a nine-step, problem-solving method of aid educators not just create this type of software, but in addition form the varsity weather to maintain and nurture it. Combining 3 many years of labor with person colleges and districts, authors Bernard Novick, Jeffrey S. Kress, and Maurice J. Elias offer skilled perception to overcoming hindrances to social-emotional studying and personality education schemes. Their geared up technique offers with the implementation procedure level through degree, together with: * Assessing your school's readiness for switch * surroundings ambitions on your software * looking forward to information and roadblocks * acquiring suggestions to change your carried out software * growing excessive criteria for accomplishment in teachers and personality Any educator who's harassed by way of the avalanche of alternative terminologies and methodologies surrounding social-emotional studying will reap the benefits of this ebook. This functional and concise advisor may also help educators create a good and goal-oriented surroundings in each university, one the place scholars, employees, and fogeys are regularly sustained in a worrying group of freshmen.

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Extra info for Building Learning Communities with Character: How to Integrate Academic, Social, and Emotional Learning

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If you consider feelings catalysts for action, then consider goals the driving forces and guardrails as action moves ahead. When you identify and clarify goals, you and your school are better able to concentrate your energy, resources, and action to achieve desired outcomes. This process becomes less and less simple as you uncover more and more concerns within your school. When you face multiple goals, you will need ways to prioritize them to focus efforts and make tangible progress in at least one area, followed by progress in other areas.

An experience of an irrevocable, lasting loss. • Depression. A constant sense of heaviness, joylessness, and hopelessness about the present and future. • Envy. Wanting very badly what someone else has. • Disgust. Having been involved with or close to an object, idea, or situation that is absolutely foreign to one’s sense of one’s self and what is acceptable for decent people to do. 26 Recognize Feelings • Pride. Feeling like a valued person because of involvement with an achievement, either one’s own or that of a person or group with whom one strongly identifies.

How will it affect relationships with parents, groups and constituencies in the community, state-level education authorities, and other relevant state, regional, and federal bodies? No doubt, you have found that a change in procedures surrounding discipline, for example, affects students most directly, but also has consequences for staff development, parental concerns, resources, political considerations, and logistics. Bringing in a social-emotional or character curriculum has consequences related to the following: • Staff experiences with previous curricula.

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