ERIC Number: ED625073
Record Type: Non-Journal
Publication Date: 2022-Oct-26
Pages: N/A
Abstractor: As Provided
ISBN: 978-1-952812-91-0
ISSN: N/A
EISSN: N/A
Available Date: N/A
Raising Equity through SEL: A Framework for Implementing Trauma-Informed, Culturally Responsive Teaching and Restorative Practices
Valenzuela, Jorge
Solution Tree
Activate social-emotional learning effectively in your classroom with a framework that integrates trauma-informed, culturally responsive, and restorative teaching practices. Raising Equity Through SEL is your trusted source for sound pedagogy that addresses the academic and social-emotional needs of a diverse classroom community. Each strategy, tool, and template is designed to facilitate your practice by making SEL easier to implement. Use this book as an individual or team to: (1) Develop emotional intelligence skills for adults and students; (2) Examine unconscious beliefs you may have about diverse learners; (3) Use shared agreements to structure difficult conversations with other adults; (4) Move students toward cultural competence and proficiency; (5) Activate SEL across the curriculum without having to stop and "do SEL"; (6) Implement culturally responsive, restorative, and trauma-informed teaching strategies; (7) Learn inclusive pedagogy that raises equity for students who are marginalized; and (8) Level up SEL skills using educational technology. [Foreword written by Sheldon Eakins.]
Descriptors: Social Emotional Learning, Cultural Awareness, Educational Technology, Trauma, Teaching Methods, Disadvantaged, Culturally Relevant Education, Inclusion, Student Diversity, Teacher Attitudes, Emotional Intelligence, Equal Education, Teacher Student Relationship
Solution Tree. 555 North Morton Street, Bloomington, IN 47404. Tel: 800-733-6786; Tel: 812-336-7700; Fax: 812-336-7790; e-mail: orders@solution-tree.com; Web site: http://www.solution-tree.com
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A