SEL

Creating a safe haven: Changing lives after school

Jason Garcia of SoBro, a South Bronx community-based organization, describes how after school staff members help young people deal with the effects of trauma. Staff members teach content, guide students through transitions, and help students build long term relationships. SoBro’s youth workers wear many hats — guidance counselor, social worker, referral source — filling in where schools and families lack resources.

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Creating a safe haven: Changing lives after school

Teaching as Research: Auto-ethnography of a Pioneering Bilingual Teacher Educator

Dr. Carmen Mercado, CUNY professor emeritus, talks with us about the importance of self-study, sharing diverse perspectives in class, and reflective writing in her own development and that of her students. She shares her experiences as one of the first bilingual classroom teachers and teacher educators in NYC. Carmen’s book, “Navigating teacher education in complex and…

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Teaching as Research: Auto-ethnography of a Pioneering Bilingual Teacher Educator

The “Name Game”: racialization in a suburban high school

Drs. Tony de Jesus, Anthony Johnston, and Don Siler of University of St. Joseph recount their intervention in a multiracial high school in crisis. White students had instigated a “game” of addressing Black students as the n-word. We discuss the impact of racialization in the Trump era on white students, students of color, and the school community as…

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The “Name Game”: racialization in a suburban high school

Centering SEL for Social and Economic Mobility

David Adams is Director of Social Emotional Learning at NYC’s Urban Assembly, a network of schools that does not screen students. David focuses on the intersection of academic and technical skills, social-emotional competencies, and career development to create social/economic mobility. Students must have a relationship with the teacher or the content for optimal learning. Perspective-taking…

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Centering SEL for Social and Economic Mobility

The Challenge of Identity in the Trump Era

Like it or not, trauma is simply an accepted part of everyday reality for Central American immigrant students. The traumas they face are myriad, from violence in their home countries to treacherous journeys northward, to suffering at the hands of Customs and Border Patrol and the challenge of reunifying with a long-lost parent who feels…

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The Challenge of Identity in the Trump Era

Emotionally Responsive Education: “inviting and containing”

Margaret Blachly of Bank Street’s Center for Emotionally Responsive Practice describes how to fit materials, curriculum, and relationships together to create an emotionally safe classroom. Emphasizing the importance of a deep understanding of child development, she tells how important it is to know each child’s “story.” Margaret shares what she’s learned as a dual-language and special ed teacher and gives advice to new kindergarten teachers. Reflecting on Dewey’s Education and Experience, she talks about the ethical dimensions of teaching and the connections between the classroom and the larger society.

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Emotionally Responsive Education: “inviting and containing”

Post-traumatic Growth and Resilience: creating safe environments for Central American immigrant children

This is an encore. Our conversation with Stephanie Carnes about Central American immigrant youth was one of our most popular. Enjoy it with our wishes for a safe and happy holiday.  Stephanie Carnes is a trauma-focused bilingual school social worker in a large public high school in New York’s Hudson Valley. Stephanie worked as the…

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Post-traumatic Growth and Resilience: creating safe environments for Central American immigrant children

The school that Bushwick built: the story of EBC High School for Public Service

Introduction I’m Shirley Edwards, and I was Principal of the EBC High School for Public Service, Bushwick for ten of its formative years.  Bushwick is an “inner city” community in Brooklyn, NY, and when I became principal – in 1993, the second year of the school – it was beset with all of the problems…

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The school that Bushwick built: the story of EBC High School for Public Service

Kids learn through relationships: a conversation with Pedro Noguera about building a culture conducive to teaching and learning

We talk with Dr. Pedro Noguera about public school models that work for students, parents and teachers, and how to build a social movement for a progressive education agenda. He talks about the social dimensions to learning and the mismatch between students’ needs and teachers’ skills. He argues that an obstacle to making change in schools is that we deal with education as individuals rather than collectively. Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies and Faculty Director for the Center for the Transformation of Schools at UCLA. He is a critically acclaimed scholar, a dynamic speaker and a committed activist. His work focuses on a broad range of issues related to education, social justice and public policy. He is the author of several best-selling books and is a highly sought-after public speaker and international consultant.

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Kids learn through relationships: a conversation with Pedro Noguera about building a culture conducive to teaching and learning

Theater, Education, and Community

Strongly influenced by Paulo Freire’s Pedagogy of the Oppressed, Brazilian activist and director Augusto Boal created Theatre of the Oppressed (TO) in the 1970s. TO comprises a series of techniques combining performance and participation, inviting audiences to envision liberation and empowering them to resist oppression. If successful, TO catalyzes social change.   Boal argues that traditional theater has been used as…

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Theater, Education, and Community

Feelings Charts Instead of Behavior Charts: Radical Love Instead of Shame

As practitioners and teachers of Emotionally Responsive Practice (ERP) at Bank Street College, we have the privilege and adventure of stepping into a wide range of settings in which grownups work with groups of children. We travel from daycare centers to independent schools, from charter schools to NYC public schools, seeing classroom practice with children…

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Feelings Charts Instead of Behavior Charts: Radical Love Instead of Shame

NY Opens the Door to SEL

In August, the New York State Education Department published Social Emotional Learning: Essential for Learning, Essential for Life, a detailed document calling for all NYS schools to incorporate social emotional learning into their daily instructional practice with fidelity and district-wide support.  The linked Social Emotional Learning Benchmarks, however, are voluntary, and the authors point to…

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NY Opens the Door to SEL

Critical Care, Cultural Humility and the Reflective Practitioner

As a social work educator trained as an education researcher, my understanding of the work of practitioners in schools and other community settings is informed by a number of conceptual frameworks. My practice career as a school social worker and my identity as a Latinx/Diasporican scholar have also informed the research questions I have pursued….

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Critical Care, Cultural Humility and the Reflective Practitioner