A Breakthrough in Social and Emotional Learning

>>Teacher: The swine-flu
snake greeting. Morning, Morning, Morning,
Morning, Morning.>>Narrator: At Carrithers
Middle School, the day begins with goofy games, which are often
followed by serious discussions.>>Teacher: We’ve been
discussing bullying all week long.>>Narrator: The 20 minutes spent in this daily morning meeting
is a critical component of Jefferson County,
Kentucky’s, district-wide CARE for Kids initiative, which
seeks to build positive, caring learning communities.>>Sheldon: There’s a pretty complex
puzzle that we have to put together to have a successful school,
but a foundational element of that puzzle is the culture
and climate of that school, and when students feel safe.>>Teacher: Hello, sweet girl. You have a good day, okay?>>Sheldon: When they feel that
culture and climate supports that, when they feel cared about not
only by the adults in the school…>>Teacher: Got that?>>Sheldon: …but by other students in the school, they
can do their best.>>Teacher: Look at the name
and think of something nice to say about that person.>>Deirdre: Good morning, Storm.>>Storm: Good morning, Deirdre.>>Deirdre: I like your humor.>>Sheldon: It isn’t
touchy-feely stuff. It’s core social skills that
gives students the experience and the knowledge to work
effectively with others.>>Student: Thanks for
always being nice.>>Paul: It’s teaching kids
how to CARE for one another, how to be a bigger person
and how to resolve conflicts.>>When the cold wind blows, it
blows for whoever has on shoes.>>When you give us activities or
we able to move, get all our noises out before school and stuff, it
gives us more hype about learning.>>Alicia: Less instructional
time is lost because we’re teaching the skills up
front, and so that when it is time for academics, we’re learning and
we’re not stopping at various times to address conflicts, and
it’s teaching the students how to have ownership and have voice.>>Joanna: Tell Jasmine what
you think is special about her.>>Student: I like when
you share with me.>>Jasmine: Thank you. Caroline?>>Joanna: They’re excited. They want to be here. I’ve had parents say, “My
daughter’s sick today, but she cried, because she really
wanted to come to school. What are you all doing?”>>Jasmine: Thanks for
filling my bucket.>>Joanna: How did they fill
your bucket today, Jasmine?>>Jasmine: Because they
was being nice to me.>>Richard: Stay in line. Don’t run. Don’t run.>>I like this program and I see
this program that’s been implemented and it works, because I was
here, and I seen it for myself.>>See you tomorrow, okay, buddy?>>At the end of the day, those
kids getting on those buses with a smile on their face. My job is done. I can safely go home
and say, “You know what? When they came this
morning they had smiles, and when they left, they had smiles. Our job is done, because I’m there.”>>Your mom’s outside. Your mom’s right there, Madison.>>Narrator: For more
information about what works in public education,
go to edutopia.org.

  1. 2:56 I can understand fully what that guy means. I taught in a school with the worst behaved kids. It was like running a jail. In a healthy school, the guards should only be there to keep unauthorized people out of the building.

  2. It's very touching. What a nice insight into that school. Actually, what they are doing is perfectly logical from a human perspective, and does not take a great deal of extra effort on the part of the school staff. But the fact that THEY ARE DOING IT is the point. Really happy about this. Happy for those kids and teachers.

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