NEWCOMER TOOL KIT
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CHAPTER 4<br />
CLASSROOM <strong>TOOL</strong><br />
10 Teaching Practices for Social Emotional Development<br />
Continued from previous page<br />
Teaching Practice<br />
Classroom Discussions<br />
Self-Reflection and<br />
Self-Assessment<br />
Balanced Instruction<br />
Academic Press and<br />
Expectations<br />
Competence Building,<br />
Modeling, Practicing,<br />
Providing feedback,<br />
and Coaching<br />
Description<br />
Classroom discussions are conversations students and teachers have around<br />
content. During classroom discussions, teachers ask open-ended questions<br />
and ask students to elaborate on their own thinking and on the thinking of<br />
their peers.<br />
Self-reflection and self-assessment are instructional tasks whereby teachers ask<br />
students to actively think about their own work. For students to self-reflect<br />
on their work, teachers should ask them to assess their own work using criteria<br />
and rubrics.<br />
Teachers should use an appropriate balance between active instruction and<br />
direct instruction, and between individual and collaborative learning.<br />
Academic press refers to a teacher’s implementation of meaningful and<br />
challenging work and academic expectations based on the belief that all<br />
students can and will succeed. Students should sense that academics are<br />
extremely important, that the teacher wants them to succeed, and that they<br />
have to exert effort in challenging work in order to succeed.<br />
Competence building occurs when teachers help develop social emotional<br />
competencies systematically through the typical instructional cycle: lesson<br />
goals and objectives; introduction to new material, and modeling; group and<br />
individual practice; and conclusion/reflection.<br />
Source: Yoder, N. (2014). Teaching the whole child: Instructional practices that support social-emotional learning in<br />
three teacher evaluation frameworks. Washington, DC: Center on Great Teachers and Leaders. Retrieved from<br />
http://www.gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf<br />
U.S. DEPARTMENT OF EDUCATION • <strong>NEWCOMER</strong> <strong>TOOL</strong> <strong>KIT</strong> • CHAPTER 4 • 11<br />
No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction<br />
mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about<br />
and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.