SEL/NVC Letter from Joanie and Will

Hi All!


We hope this message finds you well! We are looking forward to our upcoming session in March, and would like to share some tools that could help you reflect and prepare for the Spring. As you know, non-violent communication and social emotional learning are not skills to gain overnight, but require practice, self-reflection, and ongoing work. We hope that you will find value in these tools, and that they will inspire you to connect with members of our community. 


NVC for Teachers


Self-Reflection Tools


Self-Care

  • Why Teacher Self-Care Matters and How to Practice Self-Care in Schools (Waterford.org)

    • Self-care is an important component of a teacher’s mental health, but there are misconceptions about what it is. It’s common for educators to dismiss the self-care movement as “selfish” or “superficial.” But for teachers, self-care is so much more than breakfast in bed or treating yourself to a spa day. It’s about taking care of your health so that you’re prepared to be the best teacher you can be for yourself and your students.


For more information about our strand, be sure to check out our Google Classroom here. To access and contribute to the resources we put together in October, please visit the following link: NVC/SEL Choice Boards and Resources. Feel free to reach out to us if you are in need of more support or would like to learn more. See you in March! 


Sincerely,

Joanie Wisdahl & Will Chapman-Hale


Comments

Post a Comment

Popular posts from this blog

Listening Instruction Matters!

Image
Regardless of grade level or content specialty, educators rely on students’ ability to listen; we observe students who seem to do it consistently well, as well as students who don’t. But while we observe a range of listening comprehension behaviors, how do we explicitly teach the skills needed to develop these behaviors? How do we instructionally respond to the range of listening proficiency? Additionally, can improving students’ listening skills address the current knowledge gap crisis and alarming concerns about student engagement?  Enter the work of former award-winning educational reporter Monica Brady-Myerov, the Founder/CEO of the new website Listenwise , and author of  Listen Wise: Teach Students To Be Better Listeners (April 2021, Jossey-Bass, ISBN‎ 978-1119755494).  It was Brady-Myerov’s experiences of parenting a struggling reader that spurred her inquiry into listening and its role in the learner experience. Her website and well-researched text dig into key re...
Read more

The Power of Assistive Technologies in Schools by Max Burman

When thinking of ways to help improve the education of students, technology is often thought of as important. For students with special needs -- technology can play a massive role in improving their educational opportunities. Assistive technology helps students to be able to be fully engaged in their education. Assistive technology has been described as falling into two different categories: low tech; and, high tech. Both of these categories are incredibly important. Low tech assistive technologies are utilized by many teachers already, especially when utilizing a Universal Design for Learning. Some examples of low tech assistive technologies are: graphic organizers; timers; flexible furniture; word banks; etc. These low tech assistive technologies can be used with all students to improve their educational outcomes. High tech assistive technologies, on the other hand, refers to things that require more digital processing power to operate. Personally, I divide high tech assistive tech...
Read more

Morphological Instruction for Older Students

"The primary function of English spelling is to represent meaning. The conventions by which English spelling represents meaning are so well-ordered and reliable that spelling can be investigated and understood through scientific inquiry" (Bowers, 2008). "Generative instruction aims to make visible to students critical features and functions of words and connections among words. This knowledge is intended to support students in generating meanings of unknown words in texts" (Hiebert and Pearson, n.d.). Since the 1955 publication of Why Johnny Can't Read , by Rudolf Flesch, researchers from various disciplines have engaged in a great deal of research on best practices related to reading instruction. In a foundational report, the National Reading Panel (2000) established the importance of explicit instruction in areas such as phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies. There have been multiple Institute of Educational Sciences (...
Read more