SEL prescribes approaching students as complex human beings whose learning and behavior are just as impacted by their emotions—and their control over those emotions—as they are by the quality of instruction and discipline. Recognizing that intellectual and emotional faculties develop symbiotically, the approach involves teaching students how to recognize and talk about their feelings, empathize with others, and resolve conflicts peacefully as a way to strengthen both academic achievement and emotional stability.
Testing doesn't close gaps - it reveals them.
Diane Ravitch
In a landmark speech
sketching his vision for education, Education Secretary Arne Duncan
strongly endorsed social and emotional learning and said the time has
come to integrate it fully with academics.
"At the Education Department, we now
recognize that non-cognitive aspects of early learning, like the ability
to self-regulate and engage in cooperative play, are crucial to school
readiness and success," Duncan said.
"Rather than treating social and
emotional development and academic development as separate missions," he
added, " it's time to recognize that they are inevitably linked."
We
have learned that the innate ability to control impulsive behavior,
"delayed gratification," is the single most important factor in determining a child's future success.
This is What The New Smart Looks Like CASEL:
- They are self-aware.
- They are able to regulate their emotions.
- They are socially aware.
- They have good relationship skills.
- They demonstrate responsible decision-making
Emotional intelligence is definitely a missing link in our educational curriculum. We're given all the tools for sharing academic lessons, but often we're ill-equipped to handle the stress that our students bring with them day in and day out.
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