Earlier this evening, I had a conversation with a colleague who is thinking hard, very hard, about how to teach and perpetuate SEL1 principles in classrooms in deep and meaningful ways for children.
We ended up talking because I pushed a bit to ask that, as she creates resources to be used widely by Very Important People, she consider the importance of including teachers and the grown ups in schools.
If teachers and administrators don’t experience care and concern in the habits and practices of their work, I cannot fathom how they will be able to perpetuate those same habits and practices of care and concern with and for the children that they serve.
Our charge in the conversation was to generate some ideas about how to “operationalize social and emotional learning.” An important charge. So she needs to advocate and articulate discreet and specific actions, habits and practices that will lead to greater care, concern and recognition of the children in learning institutions.
As is often the case in such work, it’s difficult to turn theory, even the best ones, into actionable habits and practices in plain language. And when you don’t spell out the specifics, then wide dissemination of practice that leads to significant change is, well, difficult, to say the least.
We talked for a long while, and shared stories and ideas and experiences of how we want students and teachers to feel safe and looked after, but also about agency, a key term that’s emerging for her as essential in moving forward the idea that social and emotional learning practices must happen at school. It’s essential in my work, too. So I pushed for the conversation.
I’m not sure that I was helpful, but as Toby Ziegler reminded us once, sometimes, you’ve gotta preach to the choir – because that’s how you get them to sing.
Because it was productive and fertile and rich2 , I was ruminating over the conversation and the charge