Lipsett, A. (2011). Supporting emotional regulation in elementary school: Brain-based strategies and classroom interventions to promote self-regulation. LEARNing Landscapes 5(1), 157-175.
Lipsett, A. (2011). Supporting emotional regulation in elementary school: Brain-based strategies and classroom interventions to promote self-regulation. LEARNing Landscapes 5(1), 157-175.
Social Awareness & Relationship Skills are essential for forming and maintaining positive relationships so that peers and educators can become learning partners.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
This is especially important for students with learning disabilities and ADHD, as their previous educational experiences can make them more hesitant to take risks.
Cunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of educational psychology, 83(2), 264.
Norton, M. (2001). Getting our own education: Peer tutoring and participatory education in an adult literacy centre. Participatory practices in adult education, 103-120.
Merga, M. K., McRae, M., & Rutherford, L. (2018). Adolescents' attitudes toward talking about books: Implications for educators. English in Education, 52(1), 36-53.
Setting up the classroom so students can move together in small groups helps learners link the cognitive benefits of movement with the social and emotional benefits of peer-assisted learning.
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