They are people whose outer work in the world is informed by their inner callings. They have collaborated on various projects for over a decade prior to the work with TEL. Linda led the Inner Resilience Program which was founded after the events of , integrating Mindfulness and SEL into k education. Daniel authored two books on Mindfulness in K education and has shared its content and strategies with schools throughout the world. All three co-founders were concerned that there was a real void of support for educational leaders who were implementing SEL and Mindfulness.
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Los resultados fueron muy positivos. Se fue flexible en las adaptaciones curriculares menos importantes para identificar mejor las necesidades de los alumnos. Una necesidad imperiosa para el aprendizaje del alumno. En algunos casos se puede producir un efecto relajante y en otros se pueden evocar emociones positivas o negativas.
Y esa es la esencia del aprendizaje, el que nos capacita para la vida y nos permite ser mejores personas. Afortunadamente, nuestro cerebro lo hace posible.
Referencias: Bluth K. Advance online publication. Davidson, Richard y Begley, Sharon El perfil emocional de tu cerebro: claves para modificar nuestras actitudes y reacciones. Durlak, J. Child Development 82 1 , Flook L. Mind, Brain and Education 7 3 , Developmental Psychology 51 1 , Frank J.
Mindfulness 6, Hassed Craig y Chambers, Richard Mindful learning: reduce stress and improve brain performance for effective learning. Exisle Publishing. Psychiatry Research: Neuroimaging , 36— Ingersoll, R. Educational Leadership 60 8 , 30— Kabat-Zinn, Jon Mindfulness para principiantes. Lantieri L. Share this:.
INTELIGENCIA EMOCIONAL INFANTIL Y JUVENIL
It soon became clear that the work being implemented in schools in lower Manhattan had broader implications to the field of education in general. Public school teachers all over the city and the country were overstressed and close to burnout. Many of them needed help managing the challenges facing them inside the classroom and out. Learning to balance work and life stressors was a pervasive issue that affected teachers throughout the New York City Department of Education and nationally. As a result of this ongoing need, the program continued to thrive, moving from a focus on trauma recovery into the broader category of teacher, parent, and student wellness, including a focus on nurturing the inner lives of educators and students. Over time, IPR not only contributed to, but was also informed by the burgeoning worldwide interest in SEL and mindfulness within education.
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