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Social-Emotional Learning: What Is SEL and Why SEL Matters

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Can we bring the advantages of an elementary school strategy for building a classroom community to the higher grades?

©Shutterstock/ESB Professional

Morning meetings are a nearly ubiquitous feature in elementary classrooms. Students gather on a rug to discuss the calendar, the weather, the news, and how they're feeling as the day begins. It's a wonderful system for building community and trust and for setting the stage for a day full of learning.

But can that work when you're a teacher who starts the day three, four, seven, or eight times? Middle and high school students need classrooms that hinge on community and trust just as much as elementary students do-can we replicate the outcomes of the morning meeting in a way that makes sense developmentally and logistically in higher grades?

How Morning Meetings Work

How do morning meetings help classroom communities develop? When students first gather at the beginning of the year, the most immediate need is gathering knowledge-new names, news from the summer, and current interests, as well as who you are as a teacher and what the class is going to be like. Students are also figuring out whether they're going to be with people who like them and whom they like.
Courtesy of Laura Thomas
As students become more aware of who is in the room, they need to learn how to communicate with one another. What are the expected norms and processes for discussion? Next they learn how to cooperate, like how to not get in one another's way as they work toward a common goal.

As they gain skill in cooperation, they cross over into collaboration-a shared investment in the success of all members of the community. At each of these stages, they face conflict and successes and build the trust necessary to move to the next level.

Morning Meetings in Middle and High School

In upper grades, what should we do to focus our opening instructional moves on the deliberate creation and maintenance of a learning community, without sacrificing valuable instructional time?

First, we have to recognize that we'll get more out of our students if they feel safe, supported, and known well in our classrooms. The time spent building community will come back to us exponentially in fewer behavior issues and better student engagement.

Knowledge: Use names. Make sure you know your students' names and that they know one another's names. I'm always amazed to find that kids who have sat side by side for years don't know one another's names. Require them to use names in responding to one another.

Ask students to respond to an opening prompt with a piece of information about themselves, some news or insight that they can share with a partner. Keep the stakes low here (favorite band, worst movie ever, plan for surviving the zombie apocalypse, etc.). Be sure that you respond to the prompt as well-let students get to know you.

Build a classroom culture filled with rituals and traditions that make your class different from others, like greeting students with a handshake at the door, putting a silly question on the board at the start of class, or keeping a silly piece of classroom decor-I was partial to a plaster rooster and an upside-down Christmas tree.

Be sure students know you like them. And create space for them to know one another through (appropriate) humor.

Communication: Take the time to articulate what you mean by a quality discussion (or better yet, arrive at a description as a class). Build a T chart with specific expectations about what it looks and sounds like when people are communicating effectively, and use that chart to assess the quality of the communication processes as students move through review material in the earliest days of the class.

Offer feedback about what you see and hear. You could also get students' feedback-consider recording the class at work and then showing the recording to students so they can look for good examples of quality communication processes.

Cooperation: You can build and reinforce cooperation skills with traditional community builders, or do so through academic work-whatever makes the most sense to you. In either case, be sure to articulate what quality cooperation looks and sounds like, and then ask students to demonstrate it. Take the time to reflect together on the process and results.

Collaboration: When the class is at a collaborative stage, your job becomes maintenance. Use Google Class to take a quick survey at the start of class, focusing on a topic of the day-this can be a serious topic, but it doesn't have to be. Ask students to give feedback on their homework, to talk about how they approached a project, or to comment on the outcome of the big game the night before.

But what about when conflicts arise? Just remember: Kids want to be safe, just like we want to be safe. They want to be known and liked. They know they've been let down before-by their teachers and by their peers. Their peers will have to earn their trust, and teachers need to facilitate that.

That means setting clear expectations about classroom behavior, including responding to put-downs and unkind words. Such words are harbingers of the next level in the group's development. See them as such-lean into conflicts and refuse to let kids off the hook. If you stand your ground, insist on the behavior you want to see, and keep your sense of humor, you'll get there.

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Morning Meetings in Middle and High School

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Can we bring the advantages of an elementary school strategy for building a classroom community to the higher grades? ©Shutterstock/ESB Professional Morning meetings are a nearly ubiquitous feature in elementary classrooms. Students gather on a rug to discuss the calendar, the weather, the news, and how they're feeling as the day begins.

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*Use FUN/UPBEAT Music
*Greet them by name
*Ask questions unrelated to your lesson

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200 Would you rather questions for kids - The only list you'll need.

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Here is our huge list of would you rather questions for kids of all ages. All are clean, kid friendly, and fun!

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Give them space to share about their emotions and whatever else they want to share with you.

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Ideas for using quotes in the classroom

Here are 20 ideas for activities students and teachers can do with quotations (either the ones here or others).

Idea 1
Quote comparison: Either randomly or with deliberate intention pair quotes for comparison and contrast. Here are some general questions to accompany the quotes:

How are these quotes similar in meaning?

What is different about the ideas behind these quotations?

Idea 2
Quotation family: Create a quotation family by selecting two parent quotations and then finding other quotations whose ideas stem from the parents, including explanations of how they are connected.

Idea 3
Tag cloud: Make a tag cloud of favorites or put all quotes in a tag cloud (use Tagxedo or another word cloud creator) and see what words appear most often.

Idea 4
License plate: Create a license plate that captures the idea of a quote. Find a template here. This site has templates for each state, so students can create a license plate for their home state or a state that they feel matches the tone of the quote.

Idea 5
Create a conversation: Have students select a series of quotes and organize them into a conversation with the quotes responding to each other. They may change the quotes into questions in order to make the conversation flow, if they desire.

Idea 6
Make a movie or slideshow: PowerPoint has the ability to convert the presentation to a movie. You can also download Microsoft's Photostory (for PC users). You can also use the free (registration required) Kizoa. For inspiration, see this example of a quotation/image slideshow:.

Idea 7
Integrate: Use quotations to decorate the room, add them to assignments, create a bulletin board to highlight them, or buy a simple frame and replace the quote in it regularly.

Idea 8
Top 10 Lists: Have students compile Top 10 lists of quotations for characters in stories, people in history, or categories within the quotes themselves (top 10 quotes by people still living, top 10 quotes by Americans, top 10 quotes under 150 letters, etc.).

Idea 9
Most Likely to Be Used Lists: Have students match quotations to occasions or people. What quote is most likely to be used by a person or in a certain situation?

Idea 10
Yoda-cize: Have students change the syntax of a quote to match the way Yoda would say it (e.g., cannot hold a man down without staying with him you must).

Idea 11
Make into inspirational poster: You can do this for free and easily at Big Huge Labs. Find images from Flickr (use advanced search to find results with Creative Commons licenses) or at freeimages (again, used advanced search to select unrestricted photos). The image used in the example was a free image from iStock photo.

Idea 12
Make into a book: Desktop publishing makes printing an actual book simple, but another idea is to save a document or PowerPoint (tip: designing is easier in PowerPoint than Word) as a PDF, and then upload to flipsnack, a site that will convert the PDF into a flip book for free.

Idea 13
Match game: Match quotes to the curriculum or current events. What quote could be the epitaph of whatever it is the class is studying? Although it is simple and straightforward for language arts and social studies, it is also effective for math, science, and other content areas.

Idea 14
Origami: Have students write quotes on paper that they fold into origami shapes. Encouraging quotes can be folded into cranes and given to students or faculty or community members who are in need of encouragement. For instructions for a variety of origami folding projects, visit https://origami-instructions.com. There is also a helpful video on Youtube.

Idea 15
Bracket challenge: List the quotes by number on a bracket challenge template. Have students vote on their favorites, and advance over time to a winner. This is an effective home/school connection idea, as you can allow parents to vote as well.

Idea 16
Make a visual: Have students select an image (see Idea 11 for image sources) and add the text, carefully selecting an appropriate font. Have students save the images and use them to create collages, print them to create photo albums, or use them in other projects (such as a flip book).

Idea 17
Print them on sticky notes: You can find an easy tutorial that describes how to print onto sticky notes directly from your computer. Students can then leave inspiring quotes around the school or their homes. Teachers can also leave quotes on student desks.

Idea 18
Tweet them: There is a Twitter hashtag (#quotes) that you can use to share quotes. Alternately, students can paraphrase quotes into 140 characters just on paper. Use a Twitter icon to label them.

Idea 19
Create a Geocache: Students or teachers can leave quotations in small notebooks or sticky note pads that they geocache. Finders can add a quote and take a quote. Find out more about geocaching in general and get classroom ideas here.

Idea 20
Padlet: Padlet (formerly Wallwisher) is a virtual blank wall on which people can post "notes." Teachers or students can create a board at the site on which others may post. This free site allows students to interact, even with students in other schools or class periods.

Places to find quotes

Can't get enough quotes? Here are some places to find even more great quotes!

quotabl.es is a searchable British site and community for quote-ophiles. You can find great quotes, yes, but you can also rate those others have posted and share your own. When you register (free), you can create a database of your own favorite quotes, separated by topic.

For all of you math teachers who think quotes are just for the Liberal Arts folks, numberquotes.com is for you. You simply type any number into the search box, and it will generate random (and randomly interesting) factoids that give scale to the number. For example, did you know that 58 pennies stacked on top of each other would be as high as two Burger King Whoppers or that 1 million McDonald's Big Macs would weigh as much as 30 African male elephants?

It's not just Yoda who generated great movie quotes. Films are replete with wonderful, humorous and inspiring quotes on a wide range of topics. subzin.com lets you search for screen quotes with only a fragment of the line. Another similar site allows you to search by topic for words of wisdom from movies.

At quotesecret.com, you can sign up to receive a daily quote via email, or you can visit the site to see the quote of the day. The quotes are accompanied by a thought-provoking question and are typically of the inspirational variety.

Bruce Lloyd has compiled 1,000 messages of wisdom for the 21st century.

The illustrator of Doodle Art Alley took quotations and made them into doodle art that students can color.

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Quotes lend themselves easily to critical thinking skills, and they are as useful in the home as conversation starters as well.

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Have discussions centered around students strengths and help encourage them to set goals with a growth mindset in mind.

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Redefine what it means to FAIL.

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The concept of multiple intelligences is a theory proposed by Harvard psychologist Howard Gardner. When you hear the word intelligence, the concept of IQ testing may immediately come to mind. Intelligence is often defined as our intellectual potential; something we are born with, something that can be measured, and a capacity that is difficult to change.

In recent years, however, other views of intelligence have emerged, including Gardner's suggestion that multiple different types of intelligence may exist. The eight intelligences according to Gardner are:

1. Visual-spatial

2. Linguistic-verbal

3. Logical-mathematical

4. Body-kinesthetic

5. Musical

6. Interpersonal

7. Intrapersonal

8. Naturalistic

Gardner's Multiple Intelligences

This theory suggests that traditional psychometric views of intelligence are too limited. Gardner first outlined his theory in his 1983 book Frames of Mind: The Theory of Multiple Intelligences, where he suggested that all people have different kinds of "intelligences."

Gardner proposed that there are eight intelligences, and has suggested the possible addition of a ninth known as "existentialist intelligence."﻿﻿

While a person might be particularly strong in a specific area, such as musical intelligence, they most likely possesses a range of abilities. For example, an individual might be strong in verbal, musical, and naturalistic intelligence.

Criticism of Multiple Intelligences

Gardner's theory has come under criticism from both psychologists and educators. These critics argue that Gardner's definition of intelligence is too broad and that his eight different "intelligences" simply represent talents, personality traits, and abilities. Gardner's theory also suffers from a lack of supporting empirical research.

Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner's theory into the classroom.

Gardner has cautioned that multiple intelligences should not be conflated with learning styles. (It is also important to stress that evidence has found that matching instruction to a learner's perceived style has no benefits in terms of learning outcomes or educational attainment.)

There is a lack of evidence to demonstrate that learning according to your "intelligence" produces better educational outcomes. However, you may find that learning more about multiple intelligences can give you a better understanding of your strengths and preferences.

A Word From Verywell

The theory of multiple intelligences is important because it allows us to think about different types of mental strengths and abilities. Learning more about which types of intelligence you lean towards may help you learn to recognize your own preferences. However, it shouldn't be used as a tool to label and should not be confused with learning styles.

Instead of trying to match what you learn to your perceived type of intelligence, focus on learning new things via various modalities and formats to strengthen encoding and reinforce learning.

Frequently Asked Questions

How do you tell if your child is a kinesthetic learner?

Your child may have high bodily kinesthetic intelligence if they prefer hands on experiences, struggle sitting still and listening for long periods of time, and/or remember information best when they're able to participate in an activity. They may also prefer working alone instead of working in a group.

How can I increase my bodily kinesthetic intelligence?

To tap into your bodily kinesthetic intelligence, try performing activities that require using both your body and mind, such as taking a dance class, learning an instrument, or drawing.

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Gardner's Theory of Multiple Intelligences

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The theory of multiple intelligences suggests eight types of intelligence that people may possess. Learn about Gardner's multiple intelligences and how they're used.

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Learning styles are a popular concept in psychology and education and are intended to identify how people learn best. VARK learning styles suggest that there are four main types of learners: visual, auditory, reading/writing, and kinesthetic.

The idea that students learn best when teaching methods and school activities match their learning styles, strengths, and preferences grew in popularity in the 1970s and 1980s. However, most evidence suggests that personal learning preferences have little to no actual influence on learning outcomes.

VARK Learning Styles

There are many different ways of categorizing learning styles, but Neil Fleming's VARK model is one of the most popular. Fleming introduced an inventory in 1987 that was designed to help students and others learn more about their individual learning preferences.

According to the VARK model, learners are identified by whether they have a preference for:

Visual learning (pictures, movies, diagrams)

Auditory learning (music, discussion, lectures)

Reading and writing (making lists, reading textbooks, taking notes)

Kinesthetic learning (movement, experiments, hands-on activities)

What Type of Learner Are You?

In order to identify which type of learner people are, Fleming developed a self-report inventory that posed a series of situations. Respondents select the answers that best match their preferred approach to learning.

Example

Visual Learners

Visual learners learn best by seeing. Graphic displays such as charts, diagrams, illustrations, handouts, and videos are all helpful learning tools for visual learners.

Do you think you might be a visual learner? Then consider the following questions:

Are art, beauty, and aesthetics important to you?

Does visualizing information in your mind help you remember it better?

Do you have to see information in order to remember it?

Do you pay close attention to body language?

If you can answer yes to most of these questions, chances are good that you have a visual learning style. You may find it helpful to incorporate things like pictures and graphs when you are learning new information.

Aural Learners

Aural (or auditory) learners learn best by hearing information. They tend to get a great deal out of lectures and are good at remembering things they are told.

Are you an auditory learner? Consider the following questions:

Do you create songs to help remember information?

Does reading out loud help you remember information better?

Do you prefer to listen to class lectures rather than reading from the textbook?

Would you prefer to listen to a recording of your class lectures or a podcast rather than going over your class notes?

If you answered yes to most of these questions, then you are probably an auditory learner. You might find things like audiobooks and podcasts helpful for learning new things.

Reading and Writing Learners

Reading and writing learners prefer to take in information that is displayed as words and text. Could you be a reading and writing learner? Read through the following questions and think about whether they might apply to you.

Do you enjoy making lists, reading definitions, and creating presentations?

Do you find reading your textbook to be a great way to learn new information?

Do you take a lot of notes during class and while reading textbooks?

Do you prefer it when teachers make use of overheads and handouts?

If you answered yes to these questions, it is likely that you have a strong preference for the reading and writing style of learning. You might find it helpful to write down information in order to help you learn and remember it.

Kinesthetic Learners

Kinesthetic (or tactile) learners learn best by touching and doing. Hands-on experience is important for kinesthetic learners.

Not sure if you're a kinesthetic learner? Answer these questions to find out:

Are you good at applied activities such as painting, cooking, mechanics, sports, and woodworking?

Do you enjoy performing tasks that involve directly manipulating objects and materials?

Do you have to actually practice doing something in order to learn it?

Is it difficult for you to sit still for long periods of time?

If you responded yes to these questions, then you are most likely a kinesthetic learner. Taking classes that give you practical, hands-on experience may be helpful when you want to acquire a new skill.

Criticisms

The validity of the VARK model as well as other learning style theories has been questioned and criticized extensively. Some critics have suggested that labeling students as having one specific learning style can actually be a hindrance to learning.

The VARK model remains fairly popular among both students and educators despite these criticisms. Students may feel drawn to a particular learning style. Others may find that their learning preferences lie somewhere in the middle, such as finding both visual and auditory learning equally appealing.

Why It Matters

People might find that understanding their own learning preferences can be helpful. If you know that visual learning appeals to you most, using visual study strategies in conjunction with other learning methods might help you remember and enjoy your studies more.

For example, you might rely on your reading and writing preferences when you are dealing with a class that requires a great deal of book reading and note-taking, such as a history of psychology course. During an art class, you might depend more on your visual and kinesthetic preferences as you take in pictorial information and learn new techniques.

Frequently Asked Questions

What are the 4 VARK learning styles?

The four VARK learning styles are visual learners, aural learners, reading and writing learners, and kinesthetic learners.

What is the most common VARK learning style?

According to some data, the most common is a multimodal learning style referred to as VARK Type Two, which involves exhibiting a range of learning preferences. People with this learning style tend to collect information more slowly and take time to make decisions.

In terms of single preferences, kinesthetic is by far the most common, accounting for 22.8% of respondents.

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Are You a Visual, Auditory, Reading/Writing, or Tactile Learner?

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The VARK learning styles are a way to categorize different modes of learning. The VARK model determines visual, auditory, reading/writing, and kinesthetic learners.

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About Me PowerPoint
Name Glyph
Biopoem or I am Poem

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FlipGrid
Jamboard
Menti
NearPod
Microsoft/Google Forms

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"Giving Kids A Voice for Positive Change"

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Using The Imagine Project with your child, in your Classroom, School, or Group:

My Imagine Journal™ is an interactive 7-step expressive writing activity that gives kids and teens (and adults) the opportunity to write about an old story that might be holding them back, let it go, and Imagine a new story in it's place. It's a powerful tool that brings increased self-awareness, builds resilience, stress management, and gives them positive direction in their lives-all while getting kids to write! Kids and teens love it!

Below is all the information you will need to bring The Imagine Project to your students/child including lessons plans, videos, and suggestions for music to play while students write (keep scrolling). The Imagine Project writing activity can be added to your literacy curriculum, wellness activity, mindfulness unit, social emotional support, multi-cultural units, autobiography, or other areas it might work best to support the emotional wellness of your students! The Imagine Project teaches kids a lifelong tool to support themselves emotionally! Good luck! You will love the power of this project!!

Faith's Imagine Story.

Using The Imagine Project in with individuals, groups, classrooms, school or youth program:

Teachers, counselors, admin, parents, etc. can download and print off the journals for each child as a part of a writing activity at school (there are also digital and Spanish versions available). All journals are free. The Imagine Project writing process can be done one time during the school year, weekly, monthly, or whenever a student is struggling with something emotionally. What a great opportunity for students to talk about any issues that might be distracting or holding them back from moving forward in school!

There are 4 journals, Kids (2nd-5th through 6th), Teen (6th-12th) and Adult versions. The younger students K-2 can use the Kindergarten journal which follows the book, Bryon the Caterpillar who Loved to Imagine. Watch here for a video taped version of a teacher reading Byron.

The writing process can take anywhere from 1-4 weeks. The younger the student, the more time it will take. For younger students (K-4th grade) we recommend doing steps 1 and 2 together, step 3 separate or together with step 4, and then 5 and 6 together, and of course take a few minutes every day for 30 days for step 7. As students get older you can do steps 1-4 together or even all the steps in a 60 minute period of time. For 5th grade and above play one song for steps 1 and 2 (see below for music recommendations). Then play 2-4 songs for step 3 and 1-2 songs for steps 4-7. We encourage time for students to read their stories out loud after either step 3 or step 4.

Accommodations and Scaffold Ideas for kids with varying strengths.

Videos: Here are various videos you can use throughout your lesson planning, while working with the students doing The Imagine Project, or for a greater understanding of The Imagine Project:

Click here to watch a short video on how The Imagine Project works.

Click here to watch Lauren Zuiker teaching her 2nd graders how to write their Imagine story using the book "Corduroy" as an example.

Watch this video of teachers and counselors talking about how they've used The Imagine Project with their students.

Click here to have your child/student watch the video of Dianne leading teens through the writing process. For Middle and High School age teens.

Use this video as an introduction to the project: Imagine Project Intro video

Use this video showing teens talking about doing The Imagine Project: Teen Video

Here are more videos of 5th graders telling their Imagine story and talking about the project:

Jason and Paige are featured in the original book ( The Imagine Project: Stories of Courage, Hope, and Love) talking about their stories and writing for the book. Jay and Emily are from an Alternative High School. All big stories and appropriate for high school students or adults.

Jay's story about challenges at home with his mom and boyfriend.

Emily's story is also about abuse at home.

Jason Landers talks about being bullying in school and the military.

Paige Butkus tells her story of divorce and being sexually assaulted at 16 years old.

An inspiring video that will help the kids when they are getting ready to write about new possibilities in their lives: Greatness Within ft Motivational Video with Les Brown.

An awesome Beyonce video that I sometimes use at the end to inspire the kids to make a mark on the world: I was here.
Music Suggestions:
Writing stirs emotions. Different music creates different emotions. Here are some suggestions for music to use while the kids are writing:

Step One: " Beautiful " by Christina Aguilera

Step Two: " Story of my Life " One Direction

Step Three: " Into Dust" by Mazzy Star, " Lean on Me" by Bill Withers, " Renegades" by X Ambassadors, and/or " Three Little Birds " by Bob Marley

Step Four: " Just Imagine It" by MKTO and " Rise Up " by Audra Day

Step Five: " Brave " by Sara Bareilles

Step Six: " This is my Fight Song " by Outfit Studios

Other music suggestions: " Roar" by Katy Perry, " The Climb" by Miley Cyrus, " Life is Worth Living" by Justin Bieber, " Fly" by Maddie and Tae, " I Love this Life" by Locash, " Imagine" by John Lennon, " Humble and Kind" by Tim McGraw, " Roll up Your Sleeves" by Meg Mac, " Lovely Day" by Bill Withers, " Sideways " by Travis Meadows, "Be Yourself" by Seth Alley, "Fly" by Maddie and Tae.

Do's and Don'ts:
Do:

Have students read their stories together in a group (this is optional).

Clap after each student reads their stories.

Teach compassion, respect, attention, and even have other students visualize wrapping the reader in love (especially with the little ones).

Have students pick a positive power word that goes along with their story. This is helpful in supporting them believe in themselves.

See them without their story. They need a positive role model to believe in them. If you aren't sure you can handle being with their emotions, ask a counselor to be in the room with you. Here is a blog to help you help kids who are feeling emotional.

See their resilience and how amazing they are!!

Send home the parent letter before you do the project so parents are aware of what the kids are doing.

Don't:

Read the student's story if you've told them you're not going to read it (we suggest telling the kids no one needs to read their stories if they don't want you to).

Send them home on a Friday after reading their story from step 3.

Try to fix them, it's okay if they cry, let them feel their emotion, care for them through it. In the words of Brene` Brown, hold the energy of, "I am here with you." You aren't doing therapy with them, you are just giving them a place to be heard.

For more information you can read The Imagine Project: Empowering Kids to Rise Above, Drama, Trauma, and Stress (Yampa Valley Publishing, 2018) by Dianne Maroney, RN, MSN
"After doing The Imagine Project, I hear my students saying to someone who is having a bad day, or is sad or mad about something, 'Imagine it getting better!' I think they are learning to grasp that they may go through tough times, but they can influence what happens next. They are also more compassionate, aren't as quick to judge, and they are comfortable and confident sharing their written stories with each other now. The best part-because of The Imagine Project they LOVE TO WRITE-EVERYTHING!" Michelle Parker, 5th Grade Teacher
Enjoy! Email me with any questions, Dianne dianne@theimagineproject.com

Download My Imagine Journal™
Click here to learn more and download our Journals (now available in Spanish).

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Classrooms and Groups - The Imagine Project

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Using The Imagine Project with your child, in your Classroom, School, or Group: My Imagine Journal™ is an interactive 7-step expressive writing activity that gives kids and teens (and adults) the opportunity to write about an old story that might be holding them back, let it go, and Imagine a new story in it's place.

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Discuss with students if they have experienced bullying and the message this speaker wants to convey.

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I Did The Wrong Thing After Being Bullied

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Service Projects
Write letters of compliments

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Students define explicit, implicit, and confirmation bias, and examine why people sometimes maintain their beliefs in the face of contradictory information.

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Self Reflection
Accountability
Consistency

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Facebook page opens in new window Instagram page opens in new window

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*Advisory
*Implemented through a required class weekly
*Each core class implements an element on that day.
*Virtual Grade Level Assembly

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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5 Keys to Social and Emotional Learning Success

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How Social-Emotional Learning Benefits Everyone | Caige Jambor | TEDxBemidji

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Learning Contracts
Project Based Learning
Stations
Genius Hour

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What are examples of strengths in children? Use this list to identify strengths in kids, like character strengths, study strengths, math strengths, and more.

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What are executive functioning skills? What are examples of executive function skills? Learn about different executive skills, and the three areas of executive function.