Оглавление
Michelle L. Trujillo. Start With the Heart
What Your Colleagues Are Saying . .
Dedication
Start With the Heart
Contents
PrefaceIgnite Hope Now!
About the Author
Introduction Social, Emotional, and Academic Development: A Way of Being
Chapter 1 It’s About the People A “Meeting Them Where They Are” Mentality
It’s About the People
Our Diversity Makes Us Stronger
Meeting People Where They Are
Take Time to Learn
Change the Questions
You Were the First People to Tell Me I Could Be Somebody
Many Administrators and Teachers Do Not Look Like Our Students
Knowledge and Awareness Are Powerful Allies
When People Feel Respected They Are More Likely to Engage
Take From This Book What Works
Chapter 1 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Chapter 2 A Foundation of Love 7 Keys to Connection
It Must Start Within
We Showed Them by Our Actions
7 Keys to Connection
Stop, Look, Ask, and Listen
Close Your Tabs
Smiling Contributes to Happiness
Make Contact at the Doorway
Find Something, One Thing, You Can Believe In
I Didn’t Know I Was Smart
Social, Emotional, and Academic Development—A Comprehensive Process
Academics and the Well-Being of Students Improve
Chapter 2 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Chapter 3 Self-Awareness Who Am I? An Essential Question
What Is Really Going on Here?
Provide Students With an Emotional Rating Scale
Who Am I?
Just Grab on to My Belief, Until You Believe in Yourself
We Play a Role in Helping Our Students Develop Stick-to-It-iveness
Disappointment Can Serve as a Facilitator of Thought
We Can Encourage Them to Find Their Strengths
Straight From the Hearts of Students
Chapter 3 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Chapter 4 Self-Management Feeling It, Without Losing It
You Have an Opportunity to Impact the Lives of Your Students
The Student Comes Before the Test Score
The Way in Which Students Respond to a Situation Can Make a Difference in the Outcome
If We Take Time to Think in Alignment With Our Belief System, We Can Assert Control
Can You Tell Me More?
We Can Ask Them to Notice What They Are Thinking and Feeling
Choose to Be Respectful
What About This Situation Is Within My Control?
Our Emotions Actually Stimulate Self-Motivation
Straight From the Hearts of Students
Chapter 4 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Chapter 5 Social Awareness Seeing From the Inside Out
Understand the Power of Perspective
Individual Perspectives About Life and Personal Experiences Can Be a Valuable Lesson to All
We Must Be Able to Have and Demonstrate Respect for Others
Use Scenarios
It Takes a Humble Person to Let Go of His or Her Own Perspective in Order to See Someone Else’s
Implicit Bias Justifies a Need for Cultural Humility
Humility Seeks to Understand
Empathy Is Associated With an Authentic Quest for Understanding
Use Academics to Teach Empathy
Clean Up the Goop
Aces and Faces
Cross the Line
Create an Expectation for Your Students to Serve Others
Straight From the Hearts of Students
Chapter 5 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Chapter 6 Relationship Skills The Significance of Being Seen and Heard
“Learning Requires Positive Relationships”
Firm, Consistent Boundaries Are Important
Students Benefit From Our Use of Body Language
Students Are Very Aware of How We Speak to Them and Their Peers
Cooperation and Working Together Are Valid Skills for Students to Learn and Practice
Team Work Is an Essential Life Skill
Learning and Practicing Effective Conflict Resolution Skills for Students and School Employees Maximizes Learning
Conflict Mediation
Restorative Practices
Teaching Refusal Skills
The Relationships We Have With Our Students Determine Their Comfort Level in Asking for Help or Support
A Relationship Built in School Can Be Lifelong
Straight From the Hearts of Students
Chapter 6 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Chapter 7 Responsible Decision Making The Power of Choice
Understand the Power Behind the Word Choice
Students’ Abilities to Make Responsible Decisions Are Influenced by Their Experiences Outside of School
Weave Responsible Decision Making Into the Fabric of Our Schools
Provide Students With an Opportunity to Practice
Check Out the Hand
An Accountability Process Is Useful
Step 1
Step 2
Step 3
Check In Check Out Forms Help Students to Intrinsically Evaluate and Monitor Their Behavior
Teach Them to Use Technology Responsibly
Engage Students in the Practice of Autonomy
Straight From the Hearts of Students
Chapter 7 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Chapter 8 Modeling It Starts With Us
Identify the Strengths and Values Within Your School Community
Our Students Watch Us, Constantly!
Develop the Whole Child by Investing in a Multi-tiered System of Supports
Websites for Effective and Promising Programs and Evidence-Based Practices
Chapter 8 Study Questions. For Professional Learning Communities, SEAD/SEL Courses, or Book Study Groups
Acknowledgments
Publisher’s Acknowledgments
References
Index
