Social and emotional learning, or SEL, programs have flourished in schools during the last decade. While this growth has been impressive, inadequate attention has been paid to teachers’ social and emotional learning. In this course Dan Liston and Randy Testa introduce you to various rationales for why teacher SEL is needed as well as examine and reflect on various emotions in teaching and learning.
コロラド大学ボルダー校（University of Colorado Boulder）
CU-Boulder is a dynamic community of scholars and learners on one of the most spectacular college campuses in the country. As one of 34 U.S. public institutions in the prestigious Association of American Universities (AAU), we have a proud tradition of academic excellence, with five Nobel laureates and more than 50 members of prestigious academic academies.
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THE TEACHER'S SOCIAL AND EMOTIONAL LEARNING からの人気レビュー
I really loved the course. They were very interesting. The materials were awesome and provided necessary knowledge regarding the course very well.
Helpful course and enjoyed the process. To improve the course it may be beneficial to add more modern articles and some more information on contemporary research.
I am currently working on my doctoral dissertation and found the information in this course superior most information available. Thank you for an excellent experience.
Simply superb. Excellent readings that provide a glimpse into several beautiful minds who have thought deeply about the experience of being a teacher. Powerful and trans formative.
The Teacher and Social and Emotional Learning (SEL)専門講座について
Social and emotional learning, or SEL, programs have flourished in schools during the last decade. These programs vary widely but most share a concern for five individual, student competencies: self awareness; self-management; social awareness; relationship skills; and finally responsible decision making. It is important for teachers and parents to know about and understand these programs. While lots of SEL programs emphasize K-12 student social and emotional learning, only a very few programs exist to promote, and help teachers explore their own emotional well-being. In this Specialization our central premise is this: