Social Emotional Learning

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

Adjoa Jones de Almeida of the Brooklyn Museum on art as experience

We speak with Adjoa Jones de Almeida, Director of Education at the Brooklyn Museum. We discuss the significance of “art as experience.” Ms. Jones de Almeida describes art’s transformational power to educate and empower students of all ages, both personally and politically. The Museum partners with teachers across the academic spectrum and works to include…

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Adjoa Jones de Almeida of the Brooklyn Museum on art as experience

Melissa Rivers on Community-Based Education in Rural Alaska

We speak with Melissa Rivers, Principal of the Scammon Bay School in Alaska’s Lower Yukon, a mile from the Bering Sea. The isolated, tight-knit Yupik Eskimo community is subsistence-based, harvesting moose and salmon. Students are artistic and learn by making things, but also must prepare for standardized tests designed for very different environments. For the past several years, Scammon Bay has participated in a cross-cultural exchange program run by the Alaska Humanities Forum to promote understanding among Alaska’s urban and rural communities.

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Melissa Rivers on Community-Based Education in Rural Alaska

Ethical College and Career Decisions

John Dewey, arguably America’s greatest 20th century philosopher and educator, stressed the importance of teaching habits of rigorous ethical inquiry in the classroom and in the larger society. He argued that students should learn to consider the impacts of their individual and collective social, economic, and political choices. Fortunately, many schools and youth programs encourage…

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Ethical College and Career Decisions

Kym Vanderbilt on ethical early childhood teacher preparation

We interview Kym Vanderbilt, Lecturer and Professional Development Liaison in the Early Childhood/Childhood Department at CUNY/Lehman College. Kym describes her students’ concerns about meeting the needs of teacher assistants and parents as well as children. She talks about the test-heavy teacher certification process, which is both intimidating and expensive for aspiring teachers of limited means,…

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Kym Vanderbilt on ethical early childhood teacher preparation

Anna Allanbrook on Brooklyn New School: centering children, marginalizing tests

We speak with Anna Allanbrook, longtime principal of Brooklyn New School (BNS). Learning at BNS is inquiry-based and cross-disciplinary. As well, BNS is known as the “opt-out school” because 95% of families opt out of standardized testing. The school offers no test preparation. Find more about the Brooklyn New School on bns146.org

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Anna Allanbrook on Brooklyn New School: centering children, marginalizing tests

Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation

We speak with Soledad Hiciano, executive director of Community Association of Progressive Dominicans (ACDP), a multi-service community organization in Upper Manhattan and the Bronx. She describes the challenges of supporting children who may have experienced multiple traumas, including homelessness and the deportation of close relatives. Photo by Bruce Warrington

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Soledad Hiciano on nurturing and educating immigrant children in an age of deportation and deprivation

Scarlett Lewis on the Jesse Lewis Choose Love Movement: A Sandy Hook parent’s SEL program

“Nurturing, Healing Love” was the message that Scarlett Lewis found on her kitchen chalkboard shortly before her son, Jesse, was murdered in his first-grade classroom at Sandy Hook Elementary School. In order to become part of the solution to the violence, Scarlett founded The Jesse Lewis Choose Love Movement with a mission to ensure that…

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Scarlett Lewis on the Jesse Lewis Choose Love Movement: A Sandy Hook parent’s SEL program

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

Stephanie Carnes on Post-traumatic Growth and Resilience: cultural competence and creating safe environments for Central American immigrant children in today’s U.S.

We talk with Stephanie Carnes, a trauma-focused bilingual school social worker in a large public high school in New York’s Hudson Valley. Stephanie worked as the lead clinician in a federally-funded shelter program for unaccompanied children from Central America and as a consultant she challenges the districts and agencies with whom she works to re-envision…

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Stephanie Carnes on Post-traumatic Growth and Resilience: cultural competence and creating safe environments for Central American immigrant children in today’s U.S.

Zoe Weil on humane education: the world becomes what we teach

We talk with Zoe Weil, the co-founder and president of the Institute for Humane Education. She talks about providing young people with the knowledge, tools, and motivation to address our pressing challenges in order to transform unsustainable and unjust systems into ones that are humane, healthy, and peaceful. Find more about Zoe and the Institute…

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Zoe Weil on humane education: the world becomes what we teach

Deborah Meier on Public Education and Democracy: What makes an ethical school

We talk with MacArthur “genius” award winner Deborah Meier, a founder of the small schools movement, about what makes a good school. She talks about how to build and maintain trust and mutual respect among students, teachers, and families.

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Deborah Meier on Public Education and Democracy: What makes an ethical school