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Does an integrated yet explicit SEL approach support teacher well-being?

Tue, April 16, 1:30 to 3:00pm, Hyatt Regency, Floor: Bay (Level 1), Bayview B

Proposal

Experience and research has shown that explicit teaching of social emotional learning (SEL) provides students and teachers with the vocabulary they need to effectively express their feelings and emotions and the skills to address the impact of their personal experiences. As a way to support a safe and healthy classroom learning approach, Afghanistan’s Ministry of Education has integrated SEL into the teaching and learning materials of its early grade reading curriculum for Grades 1-3 and into its in-service teaching program. Integrated and explicit are often considered as direct opposites, but they do not have to be. Through USAID’s Afghan Children Read project, Creative has worked with the Ministry to explicitly teach SEL through the teaching of reading in Grades 1-3. Creative will share the approach and results of its qualitative research to learn if this integrated SEL approach, as perceived by teachers, has a positive impact on school and classroom environments, teaching and learning, and classroom management.

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