{"product_id":"123472","title":"This is how social emotional learning is done ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/WQtVsW6AC7hZA07mGIlQZL.png?v=1764958689\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e Social-Emotional Learning: How to Do It \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/159272591\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eBook Introduction\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\u003cdiv\u003e \u003cb\u003eLearning Science and Social-Emotional Learning Meet\u003cbr\u003e Social and emotional learning methodologies that can be applied directly to the classroom\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e There are two important things that must be kept in mind in education.\u003cbr\u003e These are social-emotional learning (SEL) and trauma-based approaches. \u003cbr\u003eMany students come to school with scars from negative childhood experiences.\u003cbr\u003e Social-emotional learning is a powerful tool to alleviate their trauma, empower them to recover, and create positive experiences in the classroom and in class.\u003cbr\u003e Many of the strategies used in social-emotional learning are intertwined with a trauma-based approach, and implementing them together can be even more effective.\u003cbr\u003e Since the COVID-19 crisis, the number of children lost in an unstable educational ecosystem has been increasing.\u003cbr\u003e Although social-emotional learning is gaining attention as an alternative, many in the field are still at a loss as to how to proceed.\u003cbr\u003e Teachers are deeply concerned about which methods are effective and how to apply them efficiently in complex classroom environments. \u003cbr\u003eDrawing on her extensive teaching and research experience, Marilyn Sprenger offers effective methods that reach children directly, utilizing limited class time while caring for each student's individual needs, and provides a wealth of case studies.\u003cbr\u003e\u003cbr\u003e Every child has their own story, and teachers listen to those stories to help them make wise and sound choices for their future.\u003cbr\u003e To achieve this, the ability to build warm relationships, the sensitivity to understand and empathize with others, self-management to recognize and manage one's emotions, and social awareness and relationship skills to cooperate with others are essential.\u003cbr\u003e This book explores social-emotional learning, which cultivates these very capabilities, based on the achievements of brain science and learning science. \u003cbr\u003eThe author explains 'why such a phenomenon occurs' based on the operating principles of the brain and presents specific practical methods that can be immediately applied in the classroom.\u003cbr\u003e Social-emotional learning, designed based on learning science, becomes a language of education that can be practiced in everyday life, not an abstract slogan.\u003cbr\u003e This book conveys the language of recovery, connection, empathy, and action that is needed in the classroom today.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Enteringㆍ9\u003cbr\u003e\u003cbr\u003e \u003cb\u003e1.\u003cbr\u003e Building relationships\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Maslow before Bloomㆍ31\u003cbr\u003e Relationship Building and the Brainㆍ33\u003cbr\u003e Teaching Strategies to Help Build Relationshipsㆍ35\u003cbr\u003e Approaching Students' Storiesㆍ61\u003cbr\u003e\u003cbr\u003e \u003cb\u003e2.\u003cbr\u003e Empathy\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Why We Need to Teach Empathyㆍ67\u003cbr\u003e Types of Empathyㆍ69\u003cbr\u003e Empathy and the Brainㆍ72\u003cbr\u003e Teaching Strategies for Developing Empathyㆍ75\u003cbr\u003e Approaching Students' Storiesㆍ94\u003cbr\u003e\u003cbr\u003e \u003cb\u003e3.\u003cbr\u003e self-awareness\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Self-Awareness and the Brainㆍ104\u003cbr\u003e Teaching Strategies for Developing Self-Awarenessㆍ107 \u003cbr\u003eApproaching Students' Storiesㆍ131\u003cbr\u003e\u003cbr\u003e \u003cb\u003e4.\u003cbr\u003e self-care\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Self-Care and the Brainㆍ138\u003cbr\u003e Teaching Strategies for Impulse Controlㆍ139\u003cbr\u003e Teaching Strategies for Developing Stress Management Skillsㆍ144\u003cbr\u003e Teaching Strategies for Developing Self-Control Skillsㆍ164\u003cbr\u003e Teaching Strategies for Developing Self-Motivationㆍ167\u003cbr\u003e Teaching Strategies to Improve Goal Setting and Organizational Skillsㆍ168\u003cbr\u003e Approaching Students' Storiesㆍ171\u003cbr\u003e\u003cbr\u003e \u003cb\u003e5.\u003cbr\u003e social awareness\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Social Cognition and the Brainㆍ179\u003cbr\u003e Prosocial Skills and Normsㆍ181\u003cbr\u003e Social Painㆍ183\u003cbr\u003e Emotional Contagionㆍ186\u003cbr\u003e The Role of Empathyㆍ189\u003cbr\u003e Teaching Strategies to Help Increase Social Awarenessㆍ191\u003cbr\u003e Approaching Students' Storiesㆍ205\u003cbr\u003e\u003cbr\u003e \u003cb\u003e6.\u003cbr\u003e Relationship skills\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Interpersonal Relationships and the Brainㆍ212\u003cbr\u003e Teaching Strategies for Developing Collaborative Skillsㆍ226\u003cbr\u003e Teaching Strategies to Help Build Relationshipsㆍ229\u003cbr\u003e Approaching Students' Storiesㆍ237\u003cbr\u003e\u003cbr\u003e \u003cb\u003e7.\u003cbr\u003e Responsible decision-making\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Social-Emotional Learning and Responsible Decision-Makingㆍ245\u003cbr\u003e Decision-making and the Brainㆍ247\u003cbr\u003e Elements of Decision Makingㆍ249 \u003cbr\u003eMaintaining Mindfulnessㆍ256\u003cbr\u003e Teaching Strategies for Developing Decision-Making Skillsㆍ257\u003cbr\u003e Using Classroom Decision Makingㆍ273\u003cbr\u003e Approaching Students' Storiesㆍ275\u003cbr\u003e\u003cbr\u003e \u003cb\u003e8.\u003cbr\u003e Teacher over program\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e From solving teacher stressㆍ283\u003cbr\u003e Three Threats to Teachers' Mental Healthㆍ285\u003cbr\u003e The Impact of Emotions on Decision-Makingㆍ289\u003cbr\u003e From Negative to Positive Experienceㆍ291\u003cbr\u003e Reaching out to all studentsㆍ294\u003cbr\u003e Approaching Students' Storiesㆍ295\u003cbr\u003e\u003cbr\u003e Referencesㆍ299\u003cbr\u003e Searchㆍ314\u003cbr\u003e\u003cbr\u003e List of charts\u003cbr\u003e\u003cbr\u003e Figure 1.1 Brain regions involved in relationship buildingㆍ34\u003cbr\u003e Figure 2.1 Brain regions involved in empathyㆍ72\u003cbr\u003e Figure 3.1 Brain regions involved in self-awarenessㆍ104\u003cbr\u003e Figure 3.2 Example of an Emotional Vocabulary Listㆍ109\u003cbr\u003e Figure 4.1 Brain regions involved in self-careㆍ138\u003cbr\u003e Figure 4.2 4x4 Breathingㆍ160\u003cbr\u003e Figure 4.3 Emotion Diaryㆍ163\u003cbr\u003e Figure 5.1 Brain regions involved in social cognitionㆍ180\u003cbr\u003e Figure 6.1 Brain regions involved in relationship skillsㆍ212\u003cbr\u003e Figure 6.2 Group Score Tableㆍ218 \u003cbr\u003eFigure 7.1 Brain regions involved in decision-makingㆍ248\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eDetailed image\u003c\/b\u003e \u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cdiv\u003e\u003cimg src=\"https:\/\/image.yes24.com\/momo\/TopCate5857\/MidCate004\/585631507.jpg\" border=\"0\" alt=\"Detailed Image 1\"\u003e\u003c\/div\u003e\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eInto the book\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e The message this book is trying to convey is clear.\u003cbr\u003e Every child has their own story.\u003cbr\u003e I hope that the content shared in this book will rewrite children's stories and provide them with the strength to protect them even more firmly.\u003cbr\u003e Then, it becomes clear what the teacher must do.\u003cbr\u003e It's about building warm relationships so that children can feel love, trust, and a sense of belonging within the school, teaching empathy so that they can understand the feelings of others, and guiding them to recognize and manage their own emotions.\u003cbr\u003e We must also cultivate social awareness that allows us to interact and get along with others in the world we live in, and teach relationship skills that enable us to study and cooperate with people from diverse backgrounds and cultures. \u003cbr\u003eIt is also important to guide people to make wise and right choices for the future.\u003cbr\u003e\u003cbr\u003e --- p.9~10\u003cbr\u003e\u003cbr\u003e If we look at the structure and function of the brain, we can see that learning is ultimately a process that occurs at an emotional level.\u003cbr\u003e The ability to recognize and regulate your emotions helps you build positive relationships, successfully solve problems, and make responsible decisions.\u003cbr\u003e Understanding the brain allows both students and teachers to activate the appropriate parts of the brain and employ appropriate strategies for each situation.\u003cbr\u003e For example, if you know that when you get angry, your limbic system (the emotional brain) becomes activated and your frontal lobe (the thinking brain) becomes disconnected, you'll naturally understand why you need to develop self-calming strategies before speaking or acting.\u003cbr\u003e\u003cbr\u003e --- p.13\u003cbr\u003e\u003cbr\u003e The brain continues to develop until your mid-20s, so it needs a lot of guidance until then. \u003cbr\u003eKnowing how important the relationship between teacher and student is is the foundation for helping students grow properly and form healthy relationships with others.\u003cbr\u003e If you're a teacher reading this, whether you teach kindergarten or graduate students, consider setting aside just a few hours a week to cultivate healthy relationships.\u003cbr\u003e Whether it's studying or working, your efficiency will greatly improve.\u003cbr\u003e Whether in the classroom, the staff room, or a conference room, building positive relationships with students should always be a top priority.\u003cbr\u003e\u003cbr\u003e --- p.30~31\u003cbr\u003e\u003cbr\u003e There are teachers who are so busy and tired that they can't even spare two minutes a day.\u003cbr\u003e I used to be like that too.\u003cbr\u003e When I see a teacher like this, I approach them first and cautiously ask if I can observe their class.\u003cbr\u003e When observing a class, focus on the teacher's 'time'.\u003cbr\u003e Time is one of a teacher's most precious resources. \u003cbr\u003eHowever, I often see scenes where we spend anywhere from a few seconds to several minutes correcting a student's behavior during class.\u003cbr\u003e I write down the time and show it to the teacher after class.\u003cbr\u003e Not only the time spent on discipline, but also the time it takes to get back to focusing on the lesson is usually more than two minutes.\u003cbr\u003e\u003cbr\u003e --- p.52\u003cbr\u003e\u003cbr\u003e When asking questions to students, the teacher's attitude is very important, especially not being assertive (Beach, 2010).\u003cbr\u003e In fact, many adults tend to be too judgmental about what children are feeling.\u003cbr\u003e Saying things like, “You’re sad because of that.” or “You seem angry.”\u003cbr\u003e Of course, it is not meant to be bad, but such words should be used with caution as they may not accurately capture the other person's feelings (Barrett, 2018). \u003cbr\u003eRather, allowing students to express their feelings and gently asking, “Am I right?” or “Can you tell me how you feel?” can be the key to opening the door to empathy.\u003cbr\u003e\u003cbr\u003e --- p.79\u003cbr\u003e\u003cbr\u003e What teachers say when a student experiencing trauma asks for help is very important.\u003cbr\u003e Most students feel a great burden about things that adults consider trivial and want to be empathized with.\u003cbr\u003e In times like these, it is not appropriate to say carelessly, “It will pass soon.”\u003cbr\u003e From an adult's perspective, it may be a temporary problem, but from a student's perspective, that moment can feel so heavy that it can shake their entire life.\u003cbr\u003e Do you want to improve problem behavior? Do you want to improve academic performance? To bring about positive change in your students, starting with the right words is key. \u003cbr\u003eSometimes a single word from a teacher can make or break a relationship with a student.\u003cbr\u003e It takes much more time and energy to repair a broken relationship.\u003cbr\u003e\u003cbr\u003e --- p.94~95\u003cbr\u003e\u003cbr\u003e Emotions such as anger, rage, sadness, and fear are all handled by the limbic system of the brain.\u003cbr\u003e However, once we become 'aware' of our emotions, the brain responsible for rational thinking can become involved in regulating them.\u003cbr\u003e However, because this brain region, the prefrontal cortex, is not fully developed until the mid-20s, children and adolescents have difficulty controlling their emotions.\u003cbr\u003e Therefore, adults around them should sometimes act as a rational brain from the outside to prevent teenagers from engaging in reckless behavior.\u003cbr\u003e --- p.106\u003cbr\u003e\u003cbr\u003e Adults and children alike often have to stop what they are doing to figure out their feelings. \u003cbr\u003eI, too, have often had moments in my life when I realized I couldn't handle it anymore or was just too angry, but I don't know why.\u003cbr\u003e At times like that, I need to stop for a moment and just feel my emotions for a few minutes.\u003cbr\u003e Only then can I realize that I am feeling sad, angry, or frustrated, and then identify and deal with the source of those feelings.\u003cbr\u003e Within a person, there exists a wide spectrum of emotions, from positive to negative.\u003cbr\u003e To experience true joy, you must give your body and mind opportunities to experience joy.\u003cbr\u003e --- p.121~122\u003cbr\u003e\u003cbr\u003e The aftereffects of the COVID-19 pandemic are still impacting students, exacerbating existing stress.\u003cbr\u003e Even though they are back in school, students still suffer from the aftereffects of fear and nervous system dysregulation. \u003cbr\u003eBecause when you lose control in constant fear, changes inevitably occur in your brain.\u003cbr\u003e Therefore, alleviating students' fears is important for restoring old relationships and forming new ones.\u003cbr\u003e What these students need is predictability.\u003cbr\u003e To do this, it is very helpful to establish a regular routine and to let people know in advance what will happen.\u003cbr\u003e During the pandemic, no one knew what lay ahead, and everyone lived in uncertainty and fear.\u003cbr\u003e In this state, the brain has no choice but to pour all its energy into survival rather than learning.\u003cbr\u003e Students' cognitive, emotional, and social abilities vary depending on the state of their brains, and their learning abilities also change dynamically.\u003cbr\u003e Students will return to the classroom with extreme stress, and this stress can easily tire their bodies and minds. \u003cbr\u003eTherefore, students will have less concentration and become more irritable.\u003cbr\u003e\u003cbr\u003e --- p.149\u003cbr\u003e\u003cbr\u003e The role of a teacher is truly numerous.\u003cbr\u003e It is the teacher's role to help students recognize their own emotions and those of others, to use that information to guide their thinking and actions, to discern the motivations behind others' thoughts, feelings, and actions, and to understand how others perceive specific situations.\u003cbr\u003e It also includes helping children understand social rules and ethical norms for behavior, and helping them recognize and utilize resources and supports from home, school, and the community.\u003cbr\u003e We need to help students reflect on their own cultural identity and their attitudes toward cultural differences (doesn't that sound like a lot to read?)\u003cbr\u003e --- p.177~178\u003cbr\u003e\u003cbr\u003e Some students complain of headaches or stomachaches when they get angry. \u003cbr\u003eThe pain the student feels may not actually be physical pain.\u003cbr\u003e When a couple breaks up, one of them may feel pain as if a leg has been broken.\u003cbr\u003e According to Liberman (2019), acetaminophen, a common pain reliever, can be used to alleviate extreme sadness! Most students experience social distress due to rejection.\u003cbr\u003e Students feel hurt and distressed when they are denied the opportunity to sit with their friends at lunch or socialize on the bus or playground.\u003cbr\u003e When we experience this pain, our brain has difficulty functioning properly.\u003cbr\u003e This is because working memory, which enables higher-order thinking such as decision-making or finding answers, temporarily stops functioning.\u003cbr\u003e\u003cbr\u003e --- p.183~184\u003cbr\u003e \u003cbr\u003eProblem behaviors in the classroom can also be gradually improved through restorative conversation.\u003cbr\u003e Restorative conversations aim to understand the context of a situation by asking \"what happened\" rather than simply \"what was done.\"\u003cbr\u003e It also allows for deep reflection on restoring relationships by encouraging people to think together about what they were thinking at the time, how they think now, who they think was harmed, and how they can recover from the situation.\u003cbr\u003e One way to initiate restorative dialogue is to use a \"peacemaking circle,\" where the entire class, including the teacher, gathers to listen to the victim and the offender, and helps the offender find ways to repair the harm done to the victim.\u003cbr\u003e\u003cbr\u003e --- p.235\u003cbr\u003e\u003cbr\u003e Social emotional learning is not simply about 'teaching'. \u003cbr\u003eIt doesn't end with implementing a social emotional learning program or having a 30-minute social emotional learning class every Friday.\u003cbr\u003e Social-emotional learning should be integrated seamlessly into all school activities, among all faculty, staff, and students.\u003cbr\u003e Furthermore, social-emotional learning must be based on an understanding of trauma.\u003cbr\u003e Both teachers and students need to trust each other and feel secure knowing they are part of a community.\u003cbr\u003e Creating such an environment requires establishing support systems for everyone, fostering healthy collaborative relationships, and fostering a culture where emotions are handled safely.\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e --- p.295\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Social-emotional learning is an educational approach that develops students' abilities to understand and manage themselves, others, and social relationships. \u003cbr\u003eSince the COVID-19 pandemic, classrooms have become more about mental recovery than learning.\u003cbr\u003e In an era of rapid change and uncertainty, the need for social-emotional learning has never been greater.\u003cbr\u003e However, social emotional learning does not end with a few classes.\u003cbr\u003e It is an attitude and a mindset that permeates our daily lives, our classes, and our relationships.\u003cbr\u003e This book examines how children's minds work through the principles of brain science and provides specific guidance on how social-emotional learning should be implemented in the classroom.\u003cbr\u003e This practical guide, steeped in the author's expertise and over 25 years of experience in the educational field, contains a variety of strategies and activity examples that teachers can immediately apply even within the constraints of real-world situations.\u003cbr\u003e It is not a simple theoretical book, but a realistic and practical guide that takes into account the time and energy required in the field.\u003cbr\u003e\u003cbr\u003e \u003cbr\u003eThe Council on Academic and Social-Emotional Learning (CASEL) in the United States suggests 'self-awareness,' 'self-management,' 'social awareness,' 'relationship skills,' and 'responsible decision-making' as the core competencies of social-emotional learning.\u003cbr\u003e This book covers each of these five competencies with ample examples, and includes separate chapters on 'relationship building' and 'empathy,' which should precede them.\u003cbr\u003e Furthermore, to ensure that social-emotional learning continues and is fully embedded, we emphasize self-care, stress management, and healthy communication among teachers, which are more important than any other educational program.\u003cbr\u003e Social emotional learning is not simply about 'teaching'.\u003cbr\u003e It doesn't end with implementing a social emotional learning program or having a 30-minute social emotional learning class every Friday. \u003cbr\u003eSocial-emotional learning should be integrated seamlessly into all school activities, among all faculty, staff, and students.\u003cbr\u003e It is not the program that changes people, it is the people.\u003cbr\u003e The agents of change are you, me, and us who are reading this. \u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e October 10, 2025\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 320 pages | 148*210*30mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9788997724444\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN10:\u003c\/strong\u003e 8997724444 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default Title","offer_id":43894489120810,"sku":"123472","price":34.0,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0683\/2750\/5962\/files\/97d23e4f9eaa53f29c6f5cc2aa94a8c7.jpg?v=1765435169","url":"https:\/\/librairie.coreenne.fr\/en\/products\/123472","provider":"LIBRAIRIE COREENNE","version":"1.0","type":"link"}