Social-Emotional Learning in the Classroom second edition Quotes

“Educators’ lives are filled with opportunities to develop their own social awareness during student and adult interactions. They participate in work groups, such as co-teaching, professional learning programs, faculty meetings, team meetings, data analysis teams, developing common assessments, lesson-study groups, and curriculum development committees. The checklist in the figure below can be modified to fit any type of group activity. It can be reviewed by the supervisor or coach and the educator prior to the activity. After the activity, the educator can be asked to confidentially self-assess his or skills, thereby increasing self-awareness of his/her relationship skills and self-management skills.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Jennings’ and Greenberg’s Prosocial Classroom Model suggests that teachers’ social-emotional competence and well-being affect the classroom management strategies they use, the relationships they form with students, and their ability to implement SEL programs and practices. These factors, in turn, can contribute to a healthy classroom climate that then leads to students’ own academic and SEL success (from Schonert-Reichel, K. 2017, pp. 137-155).”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Recent research has found that when empathy and trust-building become part of the disciplinary approach of the entire school, relationships improve and suspensions drop by as much as half in some schools. (Okonofua, J. A. et al., 2016)”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“The recommended time from most experts is 10 minutes per grade level, maxing out at 80 minutes for middle school and two hours for high school. Beyond that amount of time, homework does not have an appreciable positive impact on academics and may result in a negative attitude toward school (Xu, 2013, pp. 97-100).”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Teachers sometimes view students with disabilities who act out because of their disorder as oppositional and defiant. Teachers who understand the cycle of fear, avoidance, stress, and escape (FASE) understand what “saving FASE” means. Teachers learn not to react to the behavior but to the underlying cause of the behavior. Teachers who understand FASE recognize that all human behavior sends a message. By looking for the message and reframing the behavior as a way of communicating, teachers can see the oppositional behaviors, frequent trips to the nurse, being unprepared for class, and frequent absences as attempts to avoid the shame of underperforming in the classroom (Schultz, 2011, pp. 137-142). For teachers to have success with managing their classrooms, it is imperative for them to understand that the students are not unmotivated or oppositional, but are sending a message about their need for help.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Thus, teachers need to have cultural awareness and to work to understand the different cultures and expectations that students bring to the classroom and, as important, they need to understand the cultures they are creating.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“It is far more effective to arrange classroom furniture and move about the room while teaching in ways that ensures proximity to all students at various points in the lesson. This movement will proactively decrease acting-out behavior, rather than putting teachers in the position of reactively responding to inappropriate behavior. Marzano states that “desk arrangements should provide access to any student within four steps from where the teacher spends most of his time” (2007, p. 121). Students’ social-emotional development can be improved by proactively setting up the room for student academic and behavioral success. As we saw in the cycles of deficit mindset and growth mindset in Chapter 1, the fewer instances when we need to address misbehavior, the more we can affirm appropriate behavior, and the more likely we are to reverse the cycle of deficit mindset. Room arrangement and teacher proximity is an important first step in creating a positive learning environment.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Students who lack social skills are distracted from learning by the tremendous amount of energy they expend trying to fit in. Teachers cite social skills deficits as the most frequent cause of classroom behavior problems (Brophy and Good, 2000). Marzano states, “The teacher must provide clear direction to students and generate an atmosphere in which all students feel valued and intellectually challenged” (Marzano, 2011, p. 85).”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Deci and Ryan identified three key human needs—competence, autonomy, and relatedness or personal connection. Students feel a sense of relatedness when they perceive that their teachers like, value, and respect them. They feel competent when they work at challenging tasks (Tough, 2013, pp. 74-5). These three feelings are far more effective motivators for students than “a deskful of gold stars and blue ribbons.” Deci and Ryan recognize that throughout the day, teachers convey to their students “deep messages about belonging, connection, ability, and opportunity” (quoted by Tough, 2013).”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“We can only reduce the stress in teaching if we have the self-awareness to know we feel negatively about one or more students and have self-management tactics to use cognitive override to change our behavior.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“In addition, teachers who can manage their emotions are more likely to display positive affect and higher job satisfaction (Brackett et al., 2010). Thus, looking at their own emotional response helps teachers recognize the emotional nature of their work, identify and reflect on their emotions and their causes, and cope with difficult emotions through reframing, problem solving, and emotional management (Chang, 2009).”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Robert Marzano (2007, p. 150) reviewed 100 studies related to classroom management. His metaanalysis found that “teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year’s time than did teachers who did not have high-quality relationships with their students.” That means the outcome is 31% fewer negative interactions and 31% or more positive interactions with students—interactions that can include statements and questions that develop social-emotional learning. For”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“Impactful relationship is a term we coined for adult relationships that can positively “impact” a student’s academic success, social awareness, self-awareness, decision making, relationship skills, and self-management skills. These relationships result in the student having great respect for a person and valuing this person’s opinions and advice.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“A good relationship between the student and the teacher is a strong motivator for positive behavior and academic achievement.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“4​Jones’s research (2007, p. 187) indicates that 80 percent of the student misbehavior in classrooms is students talking to their neighbors. Think how much easier classroom management would be if we could do away with this one behavior!”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“At the heart of what determines a person’s behaviors related to self-awareness, self-management, responsible decision making, relationship skills, and social awareness is their belief system. This includes both their conscious and unconscious belief systems. Becoming self-aware of these beliefs is a prerequisite to changing a person’s social-emotional behaviors. As educators, we can best help our students by working to understand our belief systems as well as those of our students, our teaching team, our school, and the parents and guardians of our students.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“As educators, we can best help our students by working to understand our belief systems as well as those of our students, our teaching team, our school, and the parents and guardians of our students.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management

“I came to the realization that nearly all the social and emotional behaviors students need to learn are best developed through effective classroom management, group and partner work, and questioning.”
― William Ribas, Social-Emotional Learning in the Classroom second edition: Practice Guide for Integrating All SEL Skills into Instruction and Classroom Management