Skip to content

Teaching with the Heart in Mind

You may have been wondering why I haven’t been publishing lately. Well, there is a good reason—I am writing a book! I feel excited, scared and proud all at the same time! My new book, Teaching with the Heart in Mind, is a practical guide to nurturing Social Emotional Learning in the classroom. It will cover many of the topics and tools that I have discussed in this blog (emotions in learning, importance of relationships), and some new ones (how adversity affects learning, teachers’ resilience). Read more

Let It Be

Emotions are an important part of being human. We don’t want to ignore or suppress them because they provide valuable data about what is happening inside ourselves and the world around us. Yes, I know, I have said this before. However, with the holidays around the corner, there is this notion that we must feel a certain way… mostly happy, joyful and excited. Well, what if that’s not the case for you or your students? Read more

Gratitude for Self

Did you know that people who experience gratitude cope better with stress, recover more quickly from illness, and enjoy more robust physical health, including lower blood pressure and better immune function? Gratitude is the quality of being thankful, the readiness to show appreciation and return kindness to others. In the US, Thanksgiving is the holiday that celebrates gratitude and encourages us to be appreciative. Students and teachers may spend time together creating gratitude quilts, writing gratitude letters or sharing a gratitude meal (check out Stone Soup: a lesson in sharing). However, there is a lesser known form of gratitude that we often miss: gratitude for self. Read more

SEL Data for Dialogue

When I first started working as a teacher in the US, I learned about “data-driven instruction.” The school where I taught used several data points to assess students’ understanding and mastery of the academic standards taught in class: reading assessments, math benchmarks, exit tickets, student writing samples, classroom observations, and student-led projects, among several others. Read more

Whole School Approach to SEL

SEL cannot be solely focused on teaching social and emotional skills once a week. Why not?

While explicit instruction of SEL competencies is a key component, and in many cases the first step taken by schools starting to implement SEL, students (and adults too!) need plenty of opportunities to practice these skills beyond the “SEL instructional time”. SEL programs and practices are more effective when students can experience how these competencies support their personal and academic goals, and when adults (teachers, parents and administrators) are invested in modeling and practicing the skills alongside their students. Read more

Leading with EQ

I have been working with an amazing group of aspiring principals in New Orleans this past week. They are enrolled in a leadership program, the Summer Principals Academy at Columbia University, which incorporates emotional intelligence (EQ) training and a daily guided mindfulness practice. We have been learning how to use our emotions to know ourselves better, establish positive relationships and lead schools wholeheartedly. Witnessing their growth and “aha” moments is one of the most rewarding parts of my job. Read more

Creating Milestone Experiences

During this week, students in Kindergarten and 1st grade at my daughter’s school participate in a special, off campus trip that is unique to their grade level. These trips provide experiential learning opportunities for students tied to the school’s core curriculum. As the students get older, these milestone trips increase in complexity (and days away from home), challenging students in different ways. The classroom teacher reminded us, parents, how this was a special moment for students to experience by themselves. So, I will have to (patiently) wait until she gets home to find out how everything went! Read more

%d bloggers like this: