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This is a story about two life-long friends who had a falling out after they moved up to middle school.
Teaching Empathy Institute’s work is guided by the indigenous framework for the circle of life and learning which provides a pathway of healing and hope for all children through empathic practice.
Naming the world as a concept is an outgrowth of the work by Brazilian educator Paolo Freire who said, “That which is unnamed is invisible, and a teacher’s job is to name the world.” In this episode, we explore how to create a secure learning environment in which discovery is enhanced through the use of common language and routine.
In this session, you are provided with the empowering equation E plus R equals O: the event plus your response equals the outcome, and to use this equation when interacting with children.
In this session you are provided with a working definition of emotional intelligence and how to enhance your emotional competencies in your role as a significant adult in the lives of your students.
This is a story about two boys, Sam, a five-year-old, and Adrian, a nine-year-old, and how one of them made a difference in the other’s life. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two boys, Sam, a five-year-old, and Adrian, a nine-year-old, and how one of them made a difference in the other’s life. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two boys, Sam, a five-year-old, and Adrian, a nine-year-old, and how one of them made a difference in the other’s life. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two boys, Sam, a five-year-old, and Adrian, a nine-year-old, and how one of them made a difference in the other’s life. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two boys, Sam, a five-year-old, and Adrian, a nine-year-old, and how one of them made a difference in the other’s life. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two boys, Sam, a five-year-old, and Adrian, a nine-year-old, and how one of them made a difference in the other’s life. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two boys, Sam, a five-year-old, and Adrian, a nine-year-old, and how one of them made a difference in the other’s life. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about a boy, Howard Gray, who was bullied and victimized by others because he was different, and how one of his classmates, who wanted to help, did not because he was concerned about his social standing. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about a boy, Howard Gray, who was bullied and victimized by others because he was different, and how one of his classmates, who wanted to help, did not because he was concerned about his social standing. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about a boy, Howard Gray, who was bullied and victimized by others because he was different, and how one of his classmates, who wanted to help, did not because he was concerned about his social standing. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about a boy, Howard Gray, who was bullied and victimized by others because he was different, and how one of his classmates, who wanted to help, did not because he was concerned about his social standing. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about a boy, Howard Gray, who was bullied and victimized by others because he was different, and how one of his classmates, who wanted to help, did not because he was concerned about his social standing. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two life-long friends who had a falling out after they moved up to middle school. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two life-long friends who had a falling out after they moved up to middle school. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two life-long friends who had a falling out after they moved up to middle school. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two life-long friends who had a falling out after they moved up to middle school. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
This is a story about two life-long friends who had a falling out after they moved up to middle school. This story is part of "In the Middle", a listening and reflective writing Social and Emotional Learning curriculum created by Teaching Empathy Institute for middle school students. Learn more about this and other TEI programs at http://www.teachingemapthyinstitute.org
In this wrap-up episode for Volume 1. of The Little Talks Series, we reflect on how “little things are big things”. As significant adults in the lives of our students, each of us can profoundly influence their future life trajectory. By applying the guiding ideas from this and previous Little Talks episodes, we can make a difference in the lives of our students that goes far beyond test scores and grades.
Intention as a process is a focusing device or self-promise meter for what we want to achieve or how we want to carry ourselves as professionals. In this episode of The Little Talks Series, we reflect on the power of intention as a mechanism to stay the course creating emotional safety for our students. By holding an intention, we remind ourselves of what is important as we teach our students to do the same.
Empathy as a professional practice is critical when it comes to connecting a child to his or her learning environment. In this episode of the Little Talks series we reflect on how to make empathic connections with a child by intentionally creating the conditions for success and self-worth. By “absorbing” where a child is, a teacher can practice what is called humanistic differentiation or meeting each child where he or she is.
Naming the world as a concept is an outgrowth of the work by Brazilian Educator Paolo Freire who said “that which is unnamed is invisible, and a teacher’s job is to name the world.” In this episode of the Little Talks series, we explore how to create a secure learning environment in which discovery is enhanced through the use of common language, routine, and ritual
In the first 15 years of our life, we have experiences which create our value system. These values drive our behaviors and are often unconscious. In this episode of the Little Talks series, we examine what emotional imprints are and how they can get in the way of building healthy and productive relationships with other. By identifying our imprints, we can manage our emotions more effectively, especially during times of stress.
Social and emotional learning is defined as the process through which children acquire and effectively apply the knowledge and skills to manage their emotions while building healthy relationships with others. In this episode of the Little Talks series, we focus upon practical approaches for infusing SEL into the classroom setting.
A resilient child has hope and optimism for the future with the skills and perspective to manage difficult life situations. In this episode of the Little Talks series, we focus upon the significance relationships have, as we lay the groundwork for each child to have a resilient mindset.
Often the idea of safety within a school conjures up images of single points of entry, name tags, sign-in desks and zero tolerance for fighting or other aggressive acts. These images focus solely upon physical safety. In this episode of the Little Talks series, we examine how by meeting the emotional needs of our students, we are creating the blueprint for emotional safety.
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