When I was introduced to the term "social-emotional learning" and began to understand its meaning, I recognized it as a ray of hope. Hope for my community, which, seemingly unbeknownst to me, had changed dramatically over the years.
Recent major news stories have been pretty depressing. To mention just a few: the National Security Agency leaks scandal, concerns about the use of drones, self-serving congressional obstructionists, a mayor in Philadelphia supporting the building of a prison and then closing over twenty public schools to save money.
This post stems from New Journalism on Latino Children, translating new research for activists, journalists and policy analysts. The project is based at the Institute of Human Development at UC Berkeley, in collaboration with the Education Writers Association and the Latino Policy Forum, and funded largely by the McCormick Foundation.
Imagine being Ryan Hreljac's first grade teacher. After telling your class of six- and seven-year-olds that children in Africa are dying because of lack of clean water, one of your students is so moved that he has to do something. What starts as Ryan taking on extra vacuuming at home to earn money for wells eventually turns into Ryan's Well Foundation, a non-profit that, to date, has brought safe water and sanitation services to over 789,900 people.
We're excited to present this final post of the nine-part series from the Project Happiness elementary school curriculum. Within this series, we've taught important factors that have been proven to enhance the happiness and social and emotional learning of elementary school age children, giving them a significant advantage for life. Each blog has featured one letter of the acronym HAPPINESS:
Most excellent teachers have learned what first-rate filmmakers have always known, that to be successful you need to reach your audience emotionally. I want to revisit one the best approaches I know, emphasizing its application at the secondary school level. The purpose is to increase student motivation and foster healthy emotional development.
In assembling the plan for expanded learning time (ELT) at the Edwards Middle School, we drew inspiration from our own special education department. Too often, special education is viewed as a place or a static state, when the truth is that special education is a series of interventions, modifications, and accommodations afforded to students who are unable to access a curriculum under routine circumstances. ELT, too, is a series of interventions, and so, in applying some special education principles, we gained some valuable insights.
I'd like to offer up a video playlist to remind all of us about the power of empathy, kindness, and human connections. It's always a good time to practice gratitude for the relationships that sustain us all -- for the people who have taught us in a school setting and beyond, and for the young ones we are able to nurture and inspire.
This is part eight of the nine-part series from the Project Happiness curriculum. We are looking at important factors that influence the happiness and social and emotional learning of elementary school age children, helping students learn life skills, manage emotions, and increase empathy. Each blog features one letter of the acronym HAPPINESS:
H = Happiness
A = Appreciation
P = Passions and Strengths
P = Perspective
I = Inner Meanie/Inner Friend
N = Ninja Mastery
E = Empathy
S = So Similar
S = Share Your Gifts
In this post, we will explore recognizing what we have in common.
The video series A Year at Mission Hill has continued to encourage discussion, gather support, and inspire offshoots of wonderful new content, like "Line One, Page One," a compelling and poetic video produced by UK Filmmakers Veez Nixon and Christian Britten for Ashoka's Start Empathy Initiative, as part of a video series to complement Mission Hill. And if you haven't seen it yet, it's also worth a visit to the excellent Prezi on Mission Hill, which continues to expand as more chapters are released.