When you think of the best principal you’ve had in your teaching career, what comes to mind? You might describe someone who is calm, even when faced with high levels of stress, and encouraging of your work. This person might have great relationships with staff and an open door policy, while keeping high expectations for their work. Or maybe this person is able to pause and consider all the facts and emotions involved, before making a decision. These are competencies of someone who has a good dose of emotional intelligence (EQ). Read more
I did the last internship for my teaching credential in a rural town in Nicaragua, volunteering at a local NGO – Los Pipitos – that supported children with disabilities. During my time there, I worked alongside a promotora de salud (community health professional), Martha; the most patient human being I have ever met, I learned everything I know about empathy from her. Read more
Social Emotional Learning (SEL) is the process through which students, teachers and families learn and practice the skills of emotional intelligence. As a process, implementation of SEL might look differently in different schools with unique needs and students. Although there are certain key ingredients to create an evidence-based, sustainable SEL program, the way in which schools, teachers and students make these ingredients come together will vary. Teachers’ readiness, leadership support, students’ social and emotional needs and existing resources, among other factors, will influence how schools go about making SEL “work” in their communities. This is both a challenge and an opportunity. Read more
When I was a kid, I became fascinated with the story of Momo by Michael Ende. Have you read it? Momo is a little girl of mysterious origin with an extraordinary ability to listen – really listen. I remember reading the book and wondering, how does she do it? Can I really listen that way too?
She listened in a way that made slow-witted people have flashes of inspiration. It wasn’t that she actually said anything or asked questions that put such ideas into their heads. She simply sat there and listened with the upmost attention and sympathy, fixing them with her big, dark eyes, and they suddenly became aware of ideas whose existence they had never suspected. Momo could listen in such a way that worried and indecisive people knew their own minds from one moment to the next, or shy people felt suddenly confident and at ease, or down-hearted people felt happy and hopeful. Read more
The relationships that children and youth establish with adults are critical for a healthy social and emotional development. When students and teachers establish positive, caring relationships, students are more likely to use their teachers as resource to solve problems, engage in learning activities, and better navigate the demands of school (Williford & Sanger Wolcott, 2015). Researchers have found that high-quality relationships between students and teachers are linked with students’ academic and social-emotional outcomes. Read more
A few weeks back, I registered my daughter for kindergarten in the local school district. It was a moment filled with different emotions: excitement for the new experiences she will have, worry for the challenges, and also a bit of sadness because she is no longer my little “baby”. A moment of true self-awareness! Read more
“Never believe that a few caring people can’t change the world. For, indeed, that’s all who ever have.” wrote cultural anthropologist Margaret Mead. Unfortunately, many people have been anesthetized into believing they don’t count, that they can’t make a difference. These beliefs cause people to detach emotionally and retreat from taking any action. Read more