For your primal support:
First, watch the video from Edutopia titled Smart Hearts: Social and Emotional Learning Overview (Links to an outer top.) (http://www.edutopia.org/social-emotional-learning-overview-video)
Next, recognize the visitor blog support on A Principal’s Reflection on Student Driven Schools (Links to an outer top.) (http://esheninger.blogspot.com/2011/05/student-driven-schools.html)
Then, watch the Edutopia classroom skill video Classroom Skill Video Tips for Teachers (Links to an outer top.) (http://www.edutopia.org/classroom-management-video), and recognize A Class of Learners: Building a Supporting Learning Environment (Links to an outer top.) (http://www.edutopia.org/envision-schools-learning-community-respect) and How to Provide Meaningful Support Services in a Virtual School: Robust Family Support (Part 1 of 4) (Links to an outer top.) (http://www.edutopia.org/blog/online-learning-pa-virtual-adrienne-scurry)
Finally, watch the two Search Institute’s videos on Sparks Matter: Finding Your Spark (Links to an outer site.) (http://youtu.be/bP89iBasyCE) and Sparks Matter: Listening for Sparks (Links to an outer top.) (http://youtu.be/R0Abi8oEgAw)
Identify at lowest three inequitconducive examples of how the educators and administrators were conducive to conglutinate the developmental effects into their contenteded courses and unamazed train operations and at lowest three examples of where the educators could ‘go further’ to establish and serve ‘sparks.’ Which methods resonated after a while you? Do you see any barriers to incorporating these strategies in your instructional setting or class?
See fixed muniment for generous work