The movement to bring dialogue into the classroom so it can be
brought into another classroom more effectively took roughly the past
ten years in response to a book by Daniel Goleman, Emotional Intelligence, that begged the question, “Why aren’t we bringing social and emotional responsibility into North American education?”
It’s an attempt to back away from putting so much focus into
academic achievement and taking a step back to view the bigger picture
of a person’s involvement in society and the planet.
“Children need the skills to be empathetic and manage stress,”
Schonert-Reichl said. Adding that B.C.’s education is ahead of the rest
by implementing the “Social Responsibility” pillar in 2001.
But teachers lack the training to successfully do this in the classroom.
Some high schools she worked for and did research in responded to
this by banning the use of cellphones in the hallway as a means to
teach social responsibility by not interrupting class time and
encouraging students to get ready for class and not be sidetracked by
texts or calls.
Somewhere the line between communicating social responsibility and disciplining teens was blurred.
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