Promoting Social and Emotional Learning PLC Book Group 1

SUMMARY Educators at all levels need explicit plans to help students become knowledgeable, responsible, and caring. Efforts are needed to build the four major domains of SEL: life skills and social competencies, health-promotion and problem-prevention skills, coping skills and social support for transition crises, and positive contributory skills.

SEL programs engage students as active partners in creating a classroom environment where students are active learners and can thrive. Repetition and practice are vital to the integration of cognition, emotion, and behavior. Staff development activities are regularly supported by feedback from district staff. Home and school collaborate to implement the SEL programs- students gain more and have lasting effects.

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DESIRED OUTCOMES Acquire knowledge base of basic skills, work habits, and values Feel motivated to contribute to peer group, family, school, and community Develop a sense of self-worth Become socially skilled and maintain positive relationships Engage in positive, safe, and healthy behaviors

All information gathered from: Elias, Maurice J… [et al.]. Promoting Social and Emotional Learning Guidelines for Educators. Alexandria, VA. Association for Supervision and Curriculum Development, 1997. Print.