Evidence That It Works
The 10 research-based teaching practices that promote social-emotional competencies cross-reference well with three popular professional teaching frameworks (CLASS, Danielson’s Framework for Teaching, and the Marzano Observational Protocol), illustrating how the instructional practices that are already used to evaluate teachers are similar to the instructional strategies used to promote social, emotional, and cognitive development.
Thus, if teachers are enacting good pedagogy based on the strategies identified in their teacher evaluations, they are also doing things that promote student social-emotional competencies.
In addition, ongoing support and training is key to successfully implementing SEL into schools. Indeed, researchers have found that SEL program implementation is more successful when all stakeholders in a school are committed to SEL as part of their professional development.
Why Does It Matter?
Many of these 10 teaching practices are already being implemented by classroom teachers and are included in several common professional teaching frameworks in teacher evaluation systems. Yet, even though these teaching practices are commonly used, they are rarely thought of in terms of SEL.
For example, a teacher may implement cooperative learning groups but may not focus on ensuring that students are working together using positive relationship skills. Through these 10 practices, teachers can connect what they are already doing to also promote student social-emotional competencies.