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Creating Belonging (in the classroom or anywhere!)

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Creating Belonging (in the classroom or anywhere!)

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In Atlas of the Heart, we explore eighty-seven of the emotions and experiences that define what it means to be human and walk through a new framework for cultivating meaningful connection. This is for the mapmakers and travelers in all of us.

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One day, third-grade teacher Kyle Schwartz asked her students to fill-in-the-blank in this sentence: "I wish my teacher
knew _____." The results astounded her. Some answers were humorous, others were heartbreaking-all were profoundly moving and enlightening. The results opened her eyes to the need for educators to understand the unique realities their students face in order to create an open, safe and supportive place in the classroom. When Schwartz shared her experience online, #IWishMyTeacherKnew became an immediate worldwide viral phenomenon. Schwartz's book tells the story of #IWishMyTeacherKnew, including many students' emotional and insightful responses, and ultimately provides an invaluable guide for teachers, parents, and communities.

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I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids

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I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids [Schwartz, Kyle] on Amazon.com. *FREE* shipping on qualifying offers. I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids

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Many of us are familiar with three broad categories in which people learn: visual learning, auditory learning, and kinesthetic learning. Beyond these three categories, many theories of and approaches toward human learning potential have been established. Among them is the theory of multiple intelligences developed by Howard Gardner, Ph.D., John H. and Elisabeth A. Hobbs Research Professor of Cognition and Education at the Harvard Graduate School of Education at Harvard University. Gardner's early work in psychology and later in human cognition and human potential led to his development of the initial six intelligences. Today there are nine intelligences, and the possibility of others may eventually expand the list.

Gardner's Multiple Intelligences Summarized

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words)

2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and capacity to discern logical and numerical patterns)

3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately and abstractly)

4. Bodily-kinesthetic intelligence (ability to control one's body movements and to handle objects skillfully)

5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)

6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods, motivations and desires of others)

7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes)

8. Naturalist intelligence (ability to recognize and categorize plants, animals and other objects in nature)

9. Existential intelligence (sensitivity and capacity to tackle deep questions about human existence such as, "What is the meaning of life? Why do we die? How did we get here?"

("Tapping into Multiple Intelligences," 2004)

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Howard Gardner's Theory of Multiple Intelligences | Center for Innovative Teaching and Learning | Northern Illinois University

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Gardner's early work in psychology and later in human cognition and human potential led to his development of the initial six intelligences.

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Multiple Intelligences (Dr. Howard Gardner)

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Multiple Intelligences (Dr. Howard Gardner)

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Frames of Mind: The Theory of Multiple Intelligences

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Frames of Mind: The Theory of Multiple Intelligences [Gardner, Howard E] on Amazon.com. *FREE* shipping on qualifying offers. Frames of Mind: The Theory of Multiple Intelligences

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Abbott Elementary  - Gardner Theory of Multiple Intelligences

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Continuity and Change with Howard Gardner | HGSE Faculty

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A great video to show in class to explain multiple intelligences. 

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A great video to show in class to explain multiple intelligences. 

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8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner

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Hear a student's experience with multiple intelligence 

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Hear a student's experience with multiple intelligence 

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What kind of smart are you? | Celeste Tomaselli | TEDxLFHS

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This form can help you determine which intelligences are strongest for you. If you're a teacher or tutor, you can also use it to find out which intelligences your learner uses most often. Many thanks to Dr. Terry Armstrong for graciously allowing us to use his questionnaire.

Instructions: Read each statement carefully. Choose one of the five buttons for each statement indicating how well that statement describes you.

1 = Statement does not describe you at all
2 = Statement describes you very little
3 = Statement describes you somewhat
4 = Statement describes you pretty well
5 = Statement describes you exactly

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This form can help you determine which intelligences are strongest for you. If you're a teacher or tutor, you can also use it to find out which intelligences your learner uses most often. Many thanks to Dr. Terry Armstrong for graciously allowing us to use his questionnaire. Instructions: Read each statement carefully.

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 A must read for every teacher who wants to make a difference!

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 A must read for every teacher who wants to make a difference!

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The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 20th Anniversary Edition

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The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 20th Anniversary Edition [Palmer, Parker J.] on Amazon.com. *FREE* shipping on qualifying offers. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life, 20th Anniversary Edition

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The "how to" in applying multiple intelligences in the classroom. So good!

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The "how to" in applying multiple intelligences in the classroom. So good!

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Multiple Intelligences in the Classroom [Armstrong, Thomas] on Amazon.com. *FREE* shipping on qualifying offers. Multiple Intelligences in the Classroom

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I've spent twenty years studying courage, vulnerability, shame, and empathy, and I recently completed a seven-year study on brave leadership. The goal of Dare to Lead is to share everything we've learned about taking off the armor and showing up as leaders in a skills-based and actionable playbook. Here are a few of the big ideas that emerged from this research:

You can't get to courage without rumbling with vulnerability. Embrace the suck.

Daring leadership is a collection of four skill sets that are 100% teachable, observable, and measurable. The foundational skill set of courage-building is "rumbling with vulnerability." Once we have built these rumbling skills, we can move on to the other three skill sets: Living into Our Values, Braving Trust, and Learning to Rise. Our ability to be daring leaders will never be greater than our capacity for vulnerability.

Self-awareness and self-love matter. Who we are is how we lead.

The greatest barrier to courageous leadership is not fear-it's how we respond to our fear. Our armor-the thoughts, emotions, and behaviors that we use to protect ourselves when we aren't willing and able to rumble with vulnerability-move us out of alignment with our values, corrode trust with our colleagues and teams, and prevent us from being our most courageous selves.

To scale daring leadership and build courage in teams and organizations, we have to cultivate a culture in which brave work, tough conversations, and whole hearts are the expectation, and armor is not necessary or rewarded. We have to be vigilant about creating a culture in which people feel safe, seen, heard, and respected.

The skill sets that make up courage are not new; they've been aspirational leadership skills for as long as there have been leaders. We just haven't had the courage for real talk about courage. But it's time. And if you want to call these "soft skills" after you've tried putting them into practice-go for it. I dare you. Until then, find a home for your armor, and I'll see you in the arena.

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Daring leadership requires brave work, tough conversations, and showing up with our whole hearts.

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Multiple Intelligences in the Elementary Classroom

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Multiple Intelligences in the Elementary Classroom

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Susan Baum (Author), Julie Viens (Author), BARBARA SLATIN (Author) & 0 more

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Multiple Intelligences in the Elementary Classroom: A Teacher’s Toolkit

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Multiple Intelligences in the Elementary Classroom: A Teacher’s Toolkit [Susan Baum, Julie Viens, BARBARA SLATIN] on Amazon.com. *FREE* shipping on qualifying offers. Multiple Intelligences in the Elementary Classroom: A Teacher’s Toolkit

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Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

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Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

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Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.