Social-Emotional Learning and the Brain. Marilee Sprenger B.

      

      Social-Emotional Learning and the Brain

      Strategies to Help Your Students Thrive

      Marilee Sprenger

      Table of Contents

       ASCD Member Book / Also by the Author

       Dedication

       Acknowledgments

       Introduction

       1. Building Teacher-Student Relationships

       2. Empathy

       3. Self-Awareness

       4. Self-Management

       5. Social Awareness

       6. Relationship Skills

       7. Responsible Decision Making

       8. People, Not Programs: The Positive Impact of SEL

       Glossary

       References

      Study Guide

       Related ASCD Resources

       About the Author

       Copyright

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      © ASCD 2020

      ASCD Member Book / Also by the Author

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      Many ASCD members received this book as a member benefit upon its initial release.

      Learn more at www.ascd.org/memberbooks

       Also by the Author

        101 Strategies to Make Academic Vocabulary Stick

        Brain-Based Teaching in the Digital Age

        Everyday Vocabulary Strategies (Quick Reference Guide)

        How to Teach So Students Remember, 2nd Edition

        Teaching the Critical Vocabulary of the Common Core: 55 Words That Make or Break Student Understanding

        Vocab Rehab: How do I teach vocabulary effectively with limited time? (ASCD Arias)

      Dedication

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       I dedicate this book to all the students who needed an adult in their life to help them cope, overcome, and succeed. We didn't know better. We are trying to do better.

      Acknowledgments

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      There are many to thank for helping this book come to fruition. Stefani Roth, Genny Ostertag, and Allison Scott saw the need for a book connecting brain research to social-emotional learning. Without their support, this would not have come at such an important time for all students and educators. I wish to also thank Miriam Calderone, who always makes me sound so much better. She is an extraordinary editor, and I so appreciate her help.

      The experts in the field are many, so I will try to mention those whose work affected me most. Dr. Nadine-Burke Harris, Dr. Bessel van der Kolk, Dr. Dan Siegel, Dr. David Sousa, Dr. Eric Jensen, Dr. Pat Wolfe, Dr. Judy Willis, Dr. Mary Helen Immordino-Yang, Dr. Bob Sapolsky, Dr. Bruce Perry, and Dr. Lori Desautels all added to my knowledge about the brain and the effects of emotions, stress, and trauma on the brain and body.

      To Doug Fisher, Nancy Frey, Maurice Elias, Michele Borba, Marc Brackett, Matt Liebowitz, Lisa Barrett, Michael McKnight, Thomas Armstrong, Meena Srinivasan, and Mr. Fred Rogers: thank you all for your contributions to this field to help our students succeed in school and in life.

      Always, I am grateful for the love and support of my husband, Scott.

      Introduction

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      Two things should become foundational in our education system: social-emotional learning (SEL) and trauma-informed practices. As educators, we know that many of our students have been