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Emotional regulation requires the ability to identify emotions and properly manage them. Children and young adults will need to develop and practice these skills over and over throughout their school-aged years. As such, it’s important that educators prepare the environment to support the development of emotional regulation. In their book All Learning Is Social And
Student identity (the sense of who the person is) and agency (the sense of capability to act independently) is continually growing and changing. As classroom teachers, we have the ability to undertake actions that will help positively influence student identity and agency. In their book All Learning Is Social And Emotional: Helping Students Develop Essential
Students need access to academic rigor throughout their content experiences. Many teachers have worked to embed higher order thinking by planning with Bloom’s taxonomy in mind. In her article Pursuing the Depths of Knowledge, Nancy Boyles encourages teachers to examine Webb’s Depth of Knowledge and provides direct links to the rigor available in each level
As educators, we spend our time and energy providing for the needs of our students. Many times our efforts come at the expense of our own well-being. During our school day, week, and year, we need to build and rebuild our emotional energy to be most effective. In her book Engage the Brain: How to
When I was a superintendent in downstate Illinois, I often had to travel to meetings in downtown Chicago. The interstate system that leads into downtown is expansive and filled with signage to help the driver navigate safely toward the destination. In addition to the signage, the fine folks of that area are always willing to
Students need to be fully engaged in order to maximize the value of each learning opportunity. In her book Engage the Brain: How to Design for Learning That Taps Into the Power of Emotion, author Allison Posey shares the following tips teachers can use to captivate student attention on student learning goals (p. 86): Provide
Many people have probably heard someone say they were “right brained” or “left brained.” While it is true that some portions of the brain are more active during some processes, advances in medical imaging have shown that the entire brain is engaged at some level in all processing. Such a finding, coupled with the knowledge
When you look around your classroom, you readily see the variability present in your students. Some are students are tall, while other students are short. Some students have long hair, while other students have short hair. Some students are heavier in build, while other students are thinner in build. What you cannot see is the
Phil Harrison Coaching 