The document discusses implementing social and emotional learning (SEL) in educational settings. It addresses where, when, and how often SEL can be integrated, focusing on creating safe and supportive learning environments. SEL is most effective when implemented consistently across a school, involving teachers, administrators, and other staff. The document provides examples of SEL strategies from around the world and encourages teachers to develop and share their own strategies to support SEL goals.
Implementing social and emotional learning--Where, when and how often?Jean Bernard
Module 2 (of 6) of the Learning to Get Along Course for teachers and school staff everywhere. This module focuses on the importance of inclusive, supportive learning environments and on ways of integrating social and emotional learning into and across the curriculum.
UNESCO toolkit 1:Learning-Friendly Environment(ILFE)Saloni Singhal
This document describes an inclusive, learning-friendly environment (ILFE) and its importance. It explains that an ILFE aims to include all children, regardless of ability, background, or circumstance, and create a supportive learning community for both students and teachers. The document outlines key elements of an ILFE, including involving families and communities, promoting participation and collaboration, and making learning relevant to students' lives. It also presents a case study of a Papua New Guinea village school that implemented many ILFE principles through a local language and culturally-relevant curriculum.
This document outlines the elements required for teachers to meet the NSW Professional Teacher Standards. It includes sections on the teacher's teaching philosophy, reflections on how they meet each standard, and examples and evidence of meeting the standards. The standards covered are: know their subject content, know their students and how they learn, plan, assess and report effectively, communicate effectively, create safe learning environments, improve professional knowledge, and engage with their profession and community.
This document discusses different philosophies of education and their implications for teaching and learning. It begins by explaining that teachers influence society and their role is important. It then describes seven major philosophies: essentialism values basic skills and discipline; progressivism focuses on experience and problem-solving; perennialism emphasizes classical knowledge; existentialism supports self-definition; behaviorism modifies behavior through environment; linguistic philosophy develops communication; and constructivism supports independent knowledge construction. The document provides details on each philosophy's view of why we teach, what to teach, and how to teach.
April jones’ inclusive presentation podcastaljones1908
This document discusses inclusive education from the perspectives of various roles at April Jones' Academy, including a special educator, occupational therapist, lead teacher, social worker, and school coordinator. It emphasizes that inclusive classrooms provide benefits to both students with and without special needs by ensuring all students have access to resources and support to thrive. While some students may require more specialized support, the goal is for students of varying abilities to learn together in a nurturing environment. The presenters provide strategies for implementing inclusive practices and dispel myths about how it could hinder learning.
The document outlines the teaching philosophy of an instructor. It discusses that the instructor comes from a family of teachers and has taught in different countries. The instructor believes in a teaching philosophy focused on three key principles: (1) developing students' rhetorical awareness, critical thinking, and ability to transfer writing skills; (2) encouraging students to co-construct knowledge; and (3) recognizing diversity in the classroom. The instructor aims to make writing approaches explicit to students and help them see writing as a social tool that varies by situation. Student preparation and discussion are emphasized, with the teacher serving as a mentor. Feedback, reflection, and student-centered activities are used to develop students' meta-awareness and writing skills. Recognizing
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
UNESCO toolkit 4: Creating Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on creating inclusive and learning-friendly classrooms. It discusses how concepts of learning have changed over time to become more child-centered. It also provides tools and ideas for dealing with student diversity and making learning meaningful for all students. Specifically, it discusses how children learn in different ways through their senses and experiences. It encourages teachers to use a variety of teaching methods, like songs, dances, and activities to engage different learning styles. An example is provided of a teacher in Bangladesh who saw improved student excitement and engagement when incorporating new, active approaches to teaching and learning.
Implementing social and emotional learning--Where, when and how often?Jean Bernard
Module 2 (of 6) of the Learning to Get Along Course for teachers and school staff everywhere. This module focuses on the importance of inclusive, supportive learning environments and on ways of integrating social and emotional learning into and across the curriculum.
UNESCO toolkit 1:Learning-Friendly Environment(ILFE)Saloni Singhal
This document describes an inclusive, learning-friendly environment (ILFE) and its importance. It explains that an ILFE aims to include all children, regardless of ability, background, or circumstance, and create a supportive learning community for both students and teachers. The document outlines key elements of an ILFE, including involving families and communities, promoting participation and collaboration, and making learning relevant to students' lives. It also presents a case study of a Papua New Guinea village school that implemented many ILFE principles through a local language and culturally-relevant curriculum.
This document outlines the elements required for teachers to meet the NSW Professional Teacher Standards. It includes sections on the teacher's teaching philosophy, reflections on how they meet each standard, and examples and evidence of meeting the standards. The standards covered are: know their subject content, know their students and how they learn, plan, assess and report effectively, communicate effectively, create safe learning environments, improve professional knowledge, and engage with their profession and community.
This document discusses different philosophies of education and their implications for teaching and learning. It begins by explaining that teachers influence society and their role is important. It then describes seven major philosophies: essentialism values basic skills and discipline; progressivism focuses on experience and problem-solving; perennialism emphasizes classical knowledge; existentialism supports self-definition; behaviorism modifies behavior through environment; linguistic philosophy develops communication; and constructivism supports independent knowledge construction. The document provides details on each philosophy's view of why we teach, what to teach, and how to teach.
April jones’ inclusive presentation podcastaljones1908
This document discusses inclusive education from the perspectives of various roles at April Jones' Academy, including a special educator, occupational therapist, lead teacher, social worker, and school coordinator. It emphasizes that inclusive classrooms provide benefits to both students with and without special needs by ensuring all students have access to resources and support to thrive. While some students may require more specialized support, the goal is for students of varying abilities to learn together in a nurturing environment. The presenters provide strategies for implementing inclusive practices and dispel myths about how it could hinder learning.
The document outlines the teaching philosophy of an instructor. It discusses that the instructor comes from a family of teachers and has taught in different countries. The instructor believes in a teaching philosophy focused on three key principles: (1) developing students' rhetorical awareness, critical thinking, and ability to transfer writing skills; (2) encouraging students to co-construct knowledge; and (3) recognizing diversity in the classroom. The instructor aims to make writing approaches explicit to students and help them see writing as a social tool that varies by situation. Student preparation and discussion are emphasized, with the teacher serving as a mentor. Feedback, reflection, and student-centered activities are used to develop students' meta-awareness and writing skills. Recognizing
The document discusses foundations for online learning and teaching. It covers philosophical, psychological, and theoretical bases like motivation for learning and the Community of Inquiry framework. It also discusses institutional considerations around technology selection and preparing faculty for online teaching. The Community of Inquiry framework emphasizes social, cognitive, and teaching presence to support critical thinking in an online community. Motivation theories like andragogy note that adult learners are self-directed and motivated by internal factors like relevance to their lives.
UNESCO toolkit 4: Creating Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on creating inclusive and learning-friendly classrooms. It discusses how concepts of learning have changed over time to become more child-centered. It also provides tools and ideas for dealing with student diversity and making learning meaningful for all students. Specifically, it discusses how children learn in different ways through their senses and experiences. It encourages teachers to use a variety of teaching methods, like songs, dances, and activities to engage different learning styles. An example is provided of a teacher in Bangladesh who saw improved student excitement and engagement when incorporating new, active approaches to teaching and learning.
UNESCO toolkit 6: Creating a Healthy and Protective ILFESaloni Singhal
This document discusses the importance of developing effective school health and protection policies to create inclusive, learning-friendly environments. It provides tools and guidance to assess current policies, build consensus around needed policies, and advocate for their enactment. The summary is:
[1] The document provides guidance on developing school health policies to ensure children's health, safety, and ability to learn. [2] It offers activities to assess current policies, build consensus on needed policies through community engagement, and advocate for policy changes. [3] The goal is to enact policies that promote inclusive, learning-friendly environments and address the needs of all children, especially those with diverse backgrounds and abilities.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
UNESCO toolkit 5: Managing Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on managing inclusive and learning-friendly classrooms. It discusses establishing classroom routines to help children work efficiently, assigning responsibilities to all students to teach them responsibility, and using a curriculum triangle framework to plan well-structured lessons considering content, teaching processes, and learning environments. Tips are offered on routines, maximizing limited resources, managing group work, and assessing student progress. The overall aim is to provide teachers with tools to effectively teach diverse students.
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
The newsletter discusses upcoming workshops at Helikx Open School on improving learning for students. It highlights learner-centered teaching approaches that make students active participants in learning and motivate the learning process. An editorial discusses developing an individual education plan for each student to meet their unique needs. Other articles provide tips for hobbies during holidays, explain the difference between punishment and logical consequences, and discuss the importance of mental health.
Social Work at Schools- Helikx School Social Work and Research Department newsletter on Cross learning, Remedial Teaching, School Social Work, Pretend Play and Presentation Skills. Helikx Open School for Children with Specific Learning Disabilities
PURPOSE, PASSION AND PRACTICE: What Matters Most in TeachingMann Rentoy
This document discusses improving teaching practices through reflection. It emphasizes the importance of aligning teaching with a school's core values, paying attention to key areas like assessment and collaborative learning, and reflecting on one's teaching beliefs and practices. Developing teacher enthusiasm, avoiding burnout, and cultivating professional learning networks are also presented as important for improving as an educator. The document stresses that reflecting on one's calling, core values, and beliefs can help directly impact student learning.
The Role of the Private Christian School Administrator on Teacher Professiona...Scot Headley
This document summarizes a study on the perceptions of private Christian school administrators regarding their leadership roles and supporting teacher professional development. Six administrators participated in a questionnaire and focus groups. Three key themes emerged: 1) The administrators saw their primary role as casting and sharing the school's vision and mission. 2) They viewed success in terms of spiritual impacts on students and teacher growth. 3) The administrators focused on their daily administrative duties and decision-making responsibilities over collaborating with teachers. The study suggests supportive discussions between higher education and private schools could foster administrator growth opportunities regarding servant leadership and mentoring. It also recommends research on teacher perceptions of shared leadership in private schools and supporting pedagogical growth.
The document discusses the principles and techniques of constructive or positive discipline in classrooms. It defines constructive discipline as rewarding positive behavior rather than punishing negative behavior. The principles of constructive discipline include taking a holistic, strengths-based, positive, inclusive, proactive, and participatory approach. Specific techniques described include using rewards, giving choices, modeling good behavior, positive communication, and maintaining order through respect rather than fear or punishment. The document questions old assumptions that punishment is necessary for control or that children need to be controlled rather than engaged as active learners. It emphasizes long-term goals of student well-being and development over short-term reactions to misbehavior.
The document proposes reevaluating the current education system to address its problems. It suggests restructuring classrooms based on learning styles, implementing a new IEP system to track each student's learning style and abilities, assessing student motivation in middle school to set goals, and developing expectations for high school graduation. It also discusses enhancing afterschool activities and their positive impact on academic achievement, including improved grades, reading skills, school attendance, and behavior. The goal is to develop an innovative education system to reduce the over 1 million students who fail to graduate annually.
Teachers ought to be highly respected members of the society as they shape the character of their students.
Teachers inspire their students to aspire for greater things.
As school is a socialization agent teachers play an important role in the nation building.
“The world of tomorrow will be born from the school of today” says M.L.Jacks.
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
A guide-to-school-reform-booklet-build-the-future-education-humanistic-educat...Steve McCrea
Mario Llorente, Steve McCrea, Francois Savain, Nicholas Boucher, Milena Toro, Matt Blazek, Dennis Yuzenas, Jeff Hutt and other have combined their readings and experience to share this information about how to bring USEFUL TECHNIQUES into classrooms. Introducing these procedures can change attitudes and lives, even in an oppressive, 1950s, top-down authoritarian environment. Call me for more tips +1 954 646 8246 EDDSteve@gmail.com VisualAndActive.com GuideontheSide.com
Teachers face many challenges in meeting the needs of diverse students. They must develop lesson plans that accommodate different learning styles, cultural backgrounds, and disabilities. The document discusses how teachers can help all students learn by addressing their expectations, social contexts, cultural diversity, and varying abilities. It emphasizes allowing student input, satisfying their psychological needs, holding high standards, and connecting lessons to students' lives.
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum
Teachers play a crucial role in shaping students' educational success and behavior from an early age in schools. An effective teacher must love their career and profession to pass on enthusiasm, provide assistance, and create a warm and supportive environment for students. Like mothers, teachers require years of training and experience to become experts in their field who can properly guide, instruct, and form a safe environment for students' development. A teacher carries great responsibility for the social behavior and academic progress of their students, and must balance creating a warm, protective classroom with also being professional.
The document discusses classroom management and discipline, focusing on maintaining order, motivating learners, and addressing recurring problems without anger or tears. It distinguishes between schooling, which involves a formal learning process, and education, which has no bounds and can take place anywhere through dialogue. The purpose is to take a big picture perspective on discipline in education and help educators be prepared to forgive, do the right thing, and make a difference in learners' lives beyond their own interests.
UNESCO toolkit 2:Working with Families and CommunitiesSaloni Singhal
The document describes how communities can support the development of inclusive, learning-friendly environments (ILFEs) in schools. It discusses that communities include parents, families, neighbors, and other local members. Involving communities is crucial for developing an ILFE because they help ensure all children enroll and learn well in school. Their values and involvement motivate students to value education. Communities also offer practical knowledge that can be incorporated into lessons. Lastly, lasting education reforms require interaction among teachers, administrators, parents, students, and community members working together. An example is provided of how BRAC schools in Bangladesh effectively involve communities through school committees, flexible schedules, and regular parent meetings to develop supportive ILFEs.
Experiential learning involves engaging students in hands-on activities and reflection to increase knowledge and develop skills. It focuses on learning through experience rather than memorization. Key principles include students taking initiative and being accountable for results while the instructor facilitates rather than directs. Experiential learning involves students experiencing an activity, reflecting on it, analyzing it, generalizing lessons, and applying what they learned. Instructors identify engaging experiences and guide students through reflection rather than simply providing information. Examples of experiential learning in higher education include internships, clinical experiences, field work, and service learning.
Social and emotional learning (SEL) involves gaining skills to manage emotions, make responsible decisions, and build relationships. SEL benefits students' well-being, reduces disruptive behaviors, and improves academic performance by helping students focus, set goals, and solve problems. While cognitive learning is important, it does not fully prepare students for life's challenges. Educating the "whole child" through attention to their cognitive, emotional, social and physical development better equips students to meet 21st century challenges.
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
The document discusses key principles of inclusive education, including equal access for all students regardless of ability, treating students as individuals, accommodating diverse needs, collaboration among teachers and support staff, engaging the community, and continuous improvement. It provides examples of how inclusive strategies can be implemented in schools and classrooms to ensure quality education for all students.
UNESCO toolkit 6: Creating a Healthy and Protective ILFESaloni Singhal
This document discusses the importance of developing effective school health and protection policies to create inclusive, learning-friendly environments. It provides tools and guidance to assess current policies, build consensus around needed policies, and advocate for their enactment. The summary is:
[1] The document provides guidance on developing school health policies to ensure children's health, safety, and ability to learn. [2] It offers activities to assess current policies, build consensus on needed policies through community engagement, and advocate for policy changes. [3] The goal is to enact policies that promote inclusive, learning-friendly environments and address the needs of all children, especially those with diverse backgrounds and abilities.
Module 2: Developing Social - Personal Qualities and Creating Safe and Health...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Build their understanding about the personal-social qualities.
Reflect on their own personal-social qualities for the development of the same in learners.
Develop qualities and skills required to provide guidance in classroom.
Create an environment in schools/classrooms where everyone feels accepted, confident, cared and are concerned about each others well-being.
UNESCO toolkit 5: Managing Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on managing inclusive and learning-friendly classrooms. It discusses establishing classroom routines to help children work efficiently, assigning responsibilities to all students to teach them responsibility, and using a curriculum triangle framework to plan well-structured lessons considering content, teaching processes, and learning environments. Tips are offered on routines, maximizing limited resources, managing group work, and assessing student progress. The overall aim is to provide teachers with tools to effectively teach diverse students.
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
The newsletter discusses upcoming workshops at Helikx Open School on improving learning for students. It highlights learner-centered teaching approaches that make students active participants in learning and motivate the learning process. An editorial discusses developing an individual education plan for each student to meet their unique needs. Other articles provide tips for hobbies during holidays, explain the difference between punishment and logical consequences, and discuss the importance of mental health.
Social Work at Schools- Helikx School Social Work and Research Department newsletter on Cross learning, Remedial Teaching, School Social Work, Pretend Play and Presentation Skills. Helikx Open School for Children with Specific Learning Disabilities
PURPOSE, PASSION AND PRACTICE: What Matters Most in TeachingMann Rentoy
This document discusses improving teaching practices through reflection. It emphasizes the importance of aligning teaching with a school's core values, paying attention to key areas like assessment and collaborative learning, and reflecting on one's teaching beliefs and practices. Developing teacher enthusiasm, avoiding burnout, and cultivating professional learning networks are also presented as important for improving as an educator. The document stresses that reflecting on one's calling, core values, and beliefs can help directly impact student learning.
The Role of the Private Christian School Administrator on Teacher Professiona...Scot Headley
This document summarizes a study on the perceptions of private Christian school administrators regarding their leadership roles and supporting teacher professional development. Six administrators participated in a questionnaire and focus groups. Three key themes emerged: 1) The administrators saw their primary role as casting and sharing the school's vision and mission. 2) They viewed success in terms of spiritual impacts on students and teacher growth. 3) The administrators focused on their daily administrative duties and decision-making responsibilities over collaborating with teachers. The study suggests supportive discussions between higher education and private schools could foster administrator growth opportunities regarding servant leadership and mentoring. It also recommends research on teacher perceptions of shared leadership in private schools and supporting pedagogical growth.
The document discusses the principles and techniques of constructive or positive discipline in classrooms. It defines constructive discipline as rewarding positive behavior rather than punishing negative behavior. The principles of constructive discipline include taking a holistic, strengths-based, positive, inclusive, proactive, and participatory approach. Specific techniques described include using rewards, giving choices, modeling good behavior, positive communication, and maintaining order through respect rather than fear or punishment. The document questions old assumptions that punishment is necessary for control or that children need to be controlled rather than engaged as active learners. It emphasizes long-term goals of student well-being and development over short-term reactions to misbehavior.
The document proposes reevaluating the current education system to address its problems. It suggests restructuring classrooms based on learning styles, implementing a new IEP system to track each student's learning style and abilities, assessing student motivation in middle school to set goals, and developing expectations for high school graduation. It also discusses enhancing afterschool activities and their positive impact on academic achievement, including improved grades, reading skills, school attendance, and behavior. The goal is to develop an innovative education system to reduce the over 1 million students who fail to graduate annually.
Teachers ought to be highly respected members of the society as they shape the character of their students.
Teachers inspire their students to aspire for greater things.
As school is a socialization agent teachers play an important role in the nation building.
“The world of tomorrow will be born from the school of today” says M.L.Jacks.
How learning through play is creating systemic change in South Africa from the CIES Annual Conference, March 7, 2016 . By Andrew Bollington, Brent Hutcheson, Kimberly Josephson and Vidya Putcha.
A guide-to-school-reform-booklet-build-the-future-education-humanistic-educat...Steve McCrea
Mario Llorente, Steve McCrea, Francois Savain, Nicholas Boucher, Milena Toro, Matt Blazek, Dennis Yuzenas, Jeff Hutt and other have combined their readings and experience to share this information about how to bring USEFUL TECHNIQUES into classrooms. Introducing these procedures can change attitudes and lives, even in an oppressive, 1950s, top-down authoritarian environment. Call me for more tips +1 954 646 8246 EDDSteve@gmail.com VisualAndActive.com GuideontheSide.com
Teachers face many challenges in meeting the needs of diverse students. They must develop lesson plans that accommodate different learning styles, cultural backgrounds, and disabilities. The document discusses how teachers can help all students learn by addressing their expectations, social contexts, cultural diversity, and varying abilities. It emphasizes allowing student input, satisfying their psychological needs, holding high standards, and connecting lessons to students' lives.
Module 1: Curriculum, Learner centered Pedagogy, Learning Outcomes and Inclus...NISHTHA_NCERT123
Learning Objectives
This module will help teachers to:
Describe the educational policies, the National Curriculum Frameworks development, functions and the linkages among intended, transacted and assessed curriculum
Teachers play a crucial role in shaping students' educational success and behavior from an early age in schools. An effective teacher must love their career and profession to pass on enthusiasm, provide assistance, and create a warm and supportive environment for students. Like mothers, teachers require years of training and experience to become experts in their field who can properly guide, instruct, and form a safe environment for students' development. A teacher carries great responsibility for the social behavior and academic progress of their students, and must balance creating a warm, protective classroom with also being professional.
The document discusses classroom management and discipline, focusing on maintaining order, motivating learners, and addressing recurring problems without anger or tears. It distinguishes between schooling, which involves a formal learning process, and education, which has no bounds and can take place anywhere through dialogue. The purpose is to take a big picture perspective on discipline in education and help educators be prepared to forgive, do the right thing, and make a difference in learners' lives beyond their own interests.
UNESCO toolkit 2:Working with Families and CommunitiesSaloni Singhal
The document describes how communities can support the development of inclusive, learning-friendly environments (ILFEs) in schools. It discusses that communities include parents, families, neighbors, and other local members. Involving communities is crucial for developing an ILFE because they help ensure all children enroll and learn well in school. Their values and involvement motivate students to value education. Communities also offer practical knowledge that can be incorporated into lessons. Lastly, lasting education reforms require interaction among teachers, administrators, parents, students, and community members working together. An example is provided of how BRAC schools in Bangladesh effectively involve communities through school committees, flexible schedules, and regular parent meetings to develop supportive ILFEs.
Experiential learning involves engaging students in hands-on activities and reflection to increase knowledge and develop skills. It focuses on learning through experience rather than memorization. Key principles include students taking initiative and being accountable for results while the instructor facilitates rather than directs. Experiential learning involves students experiencing an activity, reflecting on it, analyzing it, generalizing lessons, and applying what they learned. Instructors identify engaging experiences and guide students through reflection rather than simply providing information. Examples of experiential learning in higher education include internships, clinical experiences, field work, and service learning.
Social and emotional learning (SEL) involves gaining skills to manage emotions, make responsible decisions, and build relationships. SEL benefits students' well-being, reduces disruptive behaviors, and improves academic performance by helping students focus, set goals, and solve problems. While cognitive learning is important, it does not fully prepare students for life's challenges. Educating the "whole child" through attention to their cognitive, emotional, social and physical development better equips students to meet 21st century challenges.
Learning is for everyone--How to make your classroom and school more inclusiveJean Bernard
The document discusses key principles of inclusive education, including equal access for all students regardless of ability, treating students as individuals, accommodating diverse needs, collaboration among teachers and support staff, engaging the community, and continuous improvement. It provides examples of how inclusive strategies can be implemented in schools and classrooms to ensure quality education for all students.
Positive discipline in the inclusive learning friendly classroomSphiwe Nkosi
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains information on understanding student behavior, building relationships, creating supportive classroom environments, and using encouragement and appropriate consequences to guide students.
This document provides guidance for teachers on using positive discipline techniques in inclusive classrooms. It begins by outlining the challenges teachers face in managing diverse classrooms and behaviors effectively. It defines an inclusive, learning-friendly classroom as one that welcomes and educates all children, regardless of their differences, in a supportive environment. The document aims to help teachers eliminate punishment and violence in schools by providing concrete alternatives for disciplining students in a positive manner. It contains strategies for building relationships with students, understanding their needs and contexts, creating supportive classroom environments, and responding to misbehaviors in ways that teach rather than punish. The overall goal is for teachers to establish well-managed classrooms where all students are actively engaged in learning.
Understanding social and emotional learning--What and why?Jean Bernard
Module 1 of Learning to Get Along: an open educational resource for teachers and school staff how to integrate social and emotional learning (SEL) into teaching, learning and school environments.
Curriculum DevelopmentAssignment ThreeSubmit both assignments OllieShoresna
Curriculum Development
Assignment Three
Submit both assignments on the same document
Part One:
Hidden Curriculum-
Describe the hidden curriculum of your institution, either in regards to students or yourself. How is it evident? How does it affect the students? How does it affect you? The paper should be around TWO pages. Refer to the Hidden Curriculum Article.
The Hidden Curriculum Article
In schools, there are numerous factors that impact instruction. From poor nutrition to teacher expectations, the factors pour in. While all these factors influence instruction, the students must still learn and the educator still needs to teach students the state standards. During the last few decades the way we educate children has evolved, so the definition of curriculum has evolved as well. In the early 1900's "specialists in the field began to differentiate among various kinds of curricula: planned and unplanned (the hidden curriculum) and technical and practical learnings" (Wiles, 2002, p. 23). This hidden curriculum is what many educators are now focusing upon. Once educators understand how to teach curriculum, then they need to learn about the unplanned curriculum that can keep their students from learning in school.
Hidden Curriculum is not the information that is in a textbook, but the information students learn through the world. Seaton explains that, "We know that many of the most potent messages students receive are not communicated through the explicit curriculum and it's content. Rather, the messages are part of the hidden curriculum"(2002, p.1). Students learn from watching television, surfing the Internet, listening to adults, and from the actions of society. We do not always give messages intentionally, but we express them through our emotions, attitudes, and actions. This information sometimes hampers students from learning the curriculum that their educators are trying to teach to them. That is why it is imperative that educators learn about hidden curriculum and how they can try to combat any of the factors they can.
Teacher attitude plays an integral part on how well students learn. If a teacher is excited when teaching a concept, then the students will sense it and become excited about the concept as well. Gourneau describes her study of educators' attitudes, where there were five attitudes that the best educators shared. These five attitudes were, " a genuine caring and kindness of the teacher, a willingness to share the responsibility involved in a classroom, a sincere sensitivity to the students' diversity, a motivation to provide meaningful learning experiences for all students, and an enthusiasm for stimulating the students' creativity"(2005, p. 3). Unfortunately, not all teachers possess all of these attitudes; therefore, the students are exposed to other attitudes that may be negative. Students feel more secure when their teacher has these attitudes and therefore they are able to learn comfortably. When students are provided ...
The document discusses several theories of cognitive development and their relevance to teaching, including behaviorism, Piaget's theory of cognitive development, and Vygotsky's sociocultural theory. It notes that behaviorism sees learning as conditioned responses to external stimuli and rewards/punishments, while Piaget's stages of development outline how children's thinking changes as they mature. However, Piaget's stages are too rigid. Vygotsky believed social interaction aids learning, and introduced the concept of the "zone of proximal development" where children can learn more with guidance. The document concludes that teachers should consider multiple theories to create effective learning environments tailored to different students and subjects, as no single approach fits all situations.
IT 530 Unit 3 Lab Configuring an Active Directory Domain Controll.docxvrickens
IT 530 Unit 3 Lab: Configuring an Active Directory Domain Controller
Course Name and Number: _____________________________________________________ Student Name: ________________________________________________________________ Instructor Name: ______________________________________________________________ Lab Due Date: ________________________________________________________________
Overview
In this Lab, you used the Microsoft Assessment and Planning (MAP) toolkit to conduct an inventory of the Windows server and analyzed the results to ensure it was clean and had no other applications installed on it, and that it was suitable for use as a domain controller. There are two ways to promote a Windows server to a domain controller: through the PowerShell command line or through the graphical user interface of the Server Manager’s Roles and Features wizard. You used the PowerShell command line to configure the lab’s server as a domain controller.
Lab Assessment Questions & Answers
1. Why would an administrator want to use the MAP Toolkit?
2. Based on the results of the MAP inventory you performed in the lab, which operating system was installed on the TargetWindows01 server?
3. Based on the results of the MAP inventory you performed in the lab, which desktop and server software were installed on the TargetWindows01 server?
4. Which tasks, other than the ones performed in this exercise, can administrators use the MAP Toolkit to perform?
5. Which utility is used to transform a standalone Windows Server 2012 R2 system into an Active Directory domain controller?
6. What is the importance of SafeModeAdministratorPassword when using PowerShell to install and configure Active Directory?
7. What considerations should you take into account when choosing a domain name?
27
For children in an infant/toddler program, the teacher is the center of their experi-ence. The teacher notices when children are hungry or tired and takes care of them.
As children grow and change, the teacher puts materials in the indoor and outdoor envi
ronments that introduce new opportunities for exploration and discovery. When a young
infant reaches out to touch another baby, the teacher is nearby—smiling, providing
encouragement, and helping the children learn how to be with each other.
The teacher is at once a nurturer, a guide, a supporter, an encourager, an observer, a
planner, a provider of new experiences, a safe lap, and a listener. The teacher helps the
children feel that they are in a place that was made just for them.
-
Chapter 3
The Role of the Infant Care Teacher
C
h
a
p
t
er
3
C
h
a
p
t
er
3
Teachers in high-quality settings, both
family child care homes and centers, bring
many important attributes to the job of guiding
infant and toddler learning and development
(Pawl 1990b). These attributes include an
understanding of child development, the abil-
ity to observe and identify each child’s unique
characte ...
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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Implementing SEL--Where, when and how often?
1. Learning to Get Along
How to integrate social and emotional learning
into your teaching practice
Slide commentaries and stories
Created by Spectacle Learning Media
Content developed by Jean Bernard and Alysoun Johnston
Narration and sound design: Jean Bernard, Alysoun Johnston, Eliot Johnston, Michael Johnston
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
To view the terms of this license, please go to:
https://creativecommons.org/licenses/by-nc/4.0/
Module 2
Implementing SEL – Where, when and how often?
A PROFESSIONAL DEVELOPMENT
COURSE FOR TEACHERS
EVERYWHERE
2. 1
Slide 1 Introduction
Hello and welcome back to the Learning to Get Along
course, module 2. Now that you have a good idea of
what social and emotional learning is. together with
the skill areas this type of learning seeks to develop
in children and young people, it’s time to bring up
some of the practical issues teachers face in planning
and implementing SEL in schools, classrooms and
other places of learning. That is, the where, when
and how often of implementing SEL in different
educational settings.
Slide 2 Inspiration
We start from the premise that social and emotional
learning can only be accomplished in safe and
supportive learning environments, and that
implementation of SEL helps to improve certain
aspects of these environments. The philosopher and
educational reformer, John Dewey, put it this way.
“In brief, the environment consists of those
conditions that promote, or hinder, stimulate or
inhibit, the characteristic activities of a human
being.”
—John Dewey
Slide 3 Objectives
Upon completion of this module, you will be able to:
• Describe the main components of a safe and
supportive learning environment.
• Reflect on what you can do to help make your
school and classroom a safer and more inclusive
place to learn.
• Propose the basic outline of a plan for
integrating SEL into the curriculum.
• Brainstorm several SEL activities that would be
appropriate for immediately integrating into
your daily practice.
3. 2
Slide 4 Huda’s story
Huda is nine years old, but she has never been
to school. Last year, she fled with her family
from her home in Syria. For many nights, the
bombing was so loud that Huda huddled with
her brothers and sisters the middle of their
small apartment, unable to sleep. They rarely
left their home during the day, and sometimes
they gathered underground in a shelter with
their neighbors. Finally, her father called the
family together and told them to pack their
things. ‘It is time to go,’ he said sadly.
Today is Huda’s first day at her new school in
Lebanon. She must go to the afternoon
session with 700 other Syrian children because
there is no room for them in the morning shift. She does not mind, though. She is happy to be in a safe
place and be able to learn to read and write like her older brother.
Some students wearing special badges are waiting in front of the school to meet the new children. One
of them takes Huda’s hand and leads her to her classroom. “Don’t worry, little sister,” she says. You are
welcome here.” Inside the classroom, children are sitting in a large circle on mats on the floor with their
teacher, Mrs. Nour. When she sees Huda, she smiles warmly and welcomes her into the circle. The walls
of the classroom are covered with colourful pictures, charts and number games. In the corner, there is a
huge bin filled with books. Mrs. Nour introduces Huda to the group, then asks each child to say her
name and tell something about herself. Some of the children in the class are younger than Huda, and
some are older. One of them is blind, and another is in a wheelchair. Huda notices that all of them have
something nice to say. Mrs. Nour assigns one of the girls to be Huda’s special friend for the afternoon
and to guide her through the classroom and school routines. She tells Huda that if she has any
questions or problems, she should not be afraid to ask for help. Huda smiles shyly and whispers “thank
you, teacher.” Her special friend then guides her to a table and shows her where to store her backpack.
She sits down and picks up a pencil
Slide 5 What is a ‘learning environment?
Any place where learning happens is a learning
environment, so might be a classroom, a laboratory,
a shady space under a tree, or the kitchen table.
Wherever it is, a learning environment is made up of
both physical and psychosocial factors, each of which
interacts with all of the others. Physical conditions,
for example, include such things as architecture,
construction, and learning space design, while
psychosocial conditions are the elements of the
learning environment that are created by, for
example the school management structure, the
quality of the relationships between teachers and
students, and among all of the members of the
learning community.
4. 3
Slide 5 What is a ‘learning environment? (continued)
The psychosocial aspects of a learning environment are sometimes called the classroom or school social
climate. Because they are not always visible, many of these components are barely noticed until
something goes seriously wrong, such as an increase in dropouts, outbreaks of violence, evidence of
substance abuse, health problems and/or a serious dip in test scores.
Slide 6 Who shapes learning environments?
Learning environments are like living organisms that
can and do change from day to day. Some
components of these environments are natural,
while others are created by people, most often by
people that have a stake in the education system;
these stakeholders include everyone from parents
to bus drivers to guidance counselors and coaches to
principals and politicians–all have important roles. In
the implementation of social and emotional
learning, however, it is teachers who create optimal
conditions for SEL to occur, even though some
aspects of creating the learning environment may be
outside of their control. For example, teachers are,
unfortunately, not often included in decisions about
the architectural design of schools and classrooms,
but can do a lot to make the interior of the teaching
space supportive and welcoming.
Slide 7 Where does SEL fit into the picture?
The answer is, rIght at the heart, in the place where
the physical and psychosocial conditions of the
environment intersect. But SEL does not occupy that
space by itself. Learning of academic knowledge and
skills and SEL are both strongly influenced by all
components of a learning environment--by the way
the learning space is shaped, what kind of visual aids
and pictures hang on the walls, by the way teachers
relate to their students, by the tone of voice a
principal may use to speak with a parent.
In a supportive and welcoming learning environment,
SEL can be integrated into daily classroom and school
interactions in ways that are both meaningful and
sustained. This means that teachers, administrators, counselors, safety officers and lunchroom staff all
need to be on board, using consistent approaches to dealing with students on a daily basis, and
especially when problems arise.
5. 4
Slide 8 Where and how does SEL fit into a curriculum?
The simple answer is ‘everywhere’. As we
pointed out in Module 1, it is already there, to a
greater or lesser extent, but it is not usually
visible or systematic. Instead, SEL competencies
and skills often lie buried in the ‘hidden’
curriculum, where they can easily be overlooked
and not taken very seriously, especially as
students transition into middle and secondary
levels. Until recently, there have not been many
attempts to integrate SEL into official school
curricula in a coordinated, sequenced and
explicit way.
SEL competencies consist of skills, knowledge,
behaviors, values and attitudes that can be
learned and strengthened over the course of schooling from the foundations of early childhood and
early grades upward through the middle years, where the focus may shift more to individual subjects
and skill areas, and on to higher levels of the curriculum, where the focus may shift again to real world
applications. Embedding SEL skills from lower to higher levels is called vertical integration, but
integration also happens across levels, or horizontally. This means building and reinforcing generic
skills like focusing attention and resilience across learning areas and contextualizing skills such as
teamwork, caring for others, and resolving conflicts as they apply to learning within subject areas like
language arts, science, mathematics, social studies, and physical education
Slide 9 Can SEL guarantee safe schools and happy students?
Of course not, but neither can any single
course of action, and many factors that shape
the learning environment are outside the
control of teachers and parents. SEL cannot,
for example, change the physical conditions of
a school or prevent attacks in situations of
armed conflict, or eliminate the threat of mass
shootings by deranged individuals with guns.
As with many aspects of the learning
environment, school safety is determined by
many contributing factors, both internal and
external. Legislation, law enforcement, school
architecture and security protocols all have an
important role.
6. 5
Slide 10 Can SEL help in situations of
emergency?
Different rules apply in different situations, but
it is safe to predict that certain SEL skills
generally do enable students to act calmly and
effectively in the event of accidents, natural
disasters or other threats to students’ safely and
well-being. For example, if children are able to
self-manage their emotions, it is more likely
they will be able to stay calm and communicate
effectively in situations of emergency. The
sample illustration here integrates SEL into a
supplementary reading lesson for Ugandan
primary school children by including simple
instructions on what to do when a friend is
injured.
It is also important for children to build on core SEL skills by gaining specific knowledge of how to
recognize warning signs and to act in the types of emergencies that are most likely to occur in their
area, which is to say where the likelihood of certain types of natural disasters—earthquakes,
hurricanes, tsunami, lightning strikes—and, sadly, how to prepare for and protect themselves and
others in the event of terrorist attacks or mass shootings.
Slide 11 Does integration of SEL into the
curriculum help students with special
needs?
Only partially, and not by itself. Yes, SEL
does have a strong role in creating inclusive
school cultures, and we will explore this
topic in much more detail in Module 5.
BUT, SEL does not and cannot replace
individualized and specialized instructional
support for students with special needs.
7. 6
Slide 12 Messages matter
As the saying goes, “the walls have ears”. Yes,
the physical components seem to absorb the
voices of the living beings within them. It is
even more evident, though, that the walls
(and what we put on them) are capable of
sending strong messages, as are the shapes,
colors and other interior features of learning
spaces. . The children who created this wall
poster had a clear message in mind for new
students. Messages of this kind may be fixed
or temporary, as transmitted by electronic
signs, loudspeaker announcements, bells and
bulletin boards. What kinds of messages are
transmitted by components of the learning
environment at your school?
Slide 13 Examples of SEL strategies from around the world
As in Module 1, look over the list of examples of SEL strategies from around the world. Could any of
these be adapted for use in your classroom, school and community? Add to the list with some of your
own strategies with the same or similar objectives. If possible, share your ideas with colleagues and
write them down in detail. Encourage others to try them out and report their observations. As the
practice grows, you may want to design a simple method for collecting, filing and storing copies of SEL
strategies by (1) level and (2) objective for easy access by all teachers
8. 7
Slide 14 The takeaway
Slides 15, 16, 17 Self-checkout*
*Make a note of your choices and discuss with colleagues. You can check answers on p. 9 (slide 20)
10. 9
Slide 18 Think like a teacher*
*Copy the chart into your journal or display on a board or screen. If possible, discuss with colleagues before you
share or present to others.
Slide 19 What’s next?*
11. 10
Slide 20 Self-checkout answers
Thank you for participating in Module 2. We hope that the ideas and information presented in this self-
learning program are useful to you and your students. We invite you to send your feedback directly to
us at spectaclelearningmedia@gmail.com. We also encourage you to send your own stories and ideas
for classroom strategies or activities related to the themes of Modules 1-6 (listed below) to the same
address. We are planning to set up a platform for sharing these with educators around the world.
To request a PowerPoint version of Module 1 or for information on how to adapt this course for your
school, district or system, please visit:
https://spectaclelearningmedia.net
Learning to Get Along
How to integrate social and emotional learning into your teaching
practice
1. Understanding SEL – What and why?
2. Implementing SEL – Where, when and how often
3. Emotional awareness – What it is and how it can help
students to take charge of their lives
4. Social awareness – How to help students build strong
social relationships
5. Learning is for everyone – How to make your classroom
and school more inclusive
6. Peace from within – Finding a treatment for bullying that
works in your school