With fall approaching, parents and educators are looking to the next school year and wondering what’s best for everyone involved. We took to our community to ask teachers around the world about their thoughts, feelings, and hopes for the 2020/2021 school year. And this is what they had to say....
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Students who are self-aware and able to understand their emotions have a greater ability to relate to others, make decisions, and excel academically. And while schools play a large role in teaching, modeling, and creating opportunities for these skills, social-emotional learning starts in the home.
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Starting school or starting a new school year can be stressful at the best of times, let alone during a global pandemic. The CDC has released recommendations for schools to help with this process, and once again our children are being asked to adjust. Some parents fear that school will look more...
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Last March, school districts across the country closed due to COVID, and more than 55 million children were sent home to finish their school year. With school reopenings around the corner, many parents are wondering what learning environments will look like this fall, especially with the release of the CDC’s...
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Our country is standing at a pivoting point. #BlackLivesMatter is the anthem and our nation is singing in the face of injustice. For all lives to matter, black lives must matter.
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For months, every morning, I sent my child off to school to be in your care. I entrusted you with my heart as he walked into your classroom. I handed him off to you, woman to woman, knowing that for the next several hours, it would be you that he...
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We asked teachers across the nation what their biggest concerns were regarding returning back to school, and this is what they told us.
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Four tips to help parents create meaningful and effective in-home learning opportunities during the pandemic.
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These printable mantra bracelets are a great way for parents to share comforting and empowering mantras with children as young as age two on up. Because when we feel worthy and loved, we respond as if we are worthy and loved. And when we feel powerless and not enough, we respond as...
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Sierra has struggled to cultivate language for how her disability impacts her own social-emotional development and how it impacts her experiences at school. This struggle has been a barrier to Sierra’s ability to create positive relationships with her classmates.
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Emily Canibano, a Montessori teacher with a classroom of 16 students ranging in age from 1.2 to 5.5 years, was looking for a way to teach social-emotional skills in her classroom, both in feeling emotions and in the safe expression of them.
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As the school counselor, the teacher had requested I come in and observe her new morning meeting format. I found a chair in the back of the room and curiously looked at the student that the others were staring at.
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