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October 2018 | Volume 76 | Number 2 The Promise of Social-Emotional Learning Pages 64-68
Patricia A. Jennings
By developing their own social-emotional skills, teachers can be more powerfully present in the classroom.
Most educators encounter any number of stresses during a typical day in the classroom. They may face pressure from administrators to meet unrealistic expectations, experience frustration when students act out or shut down, or feel stretched beyond limit by extensive meetings and other noninstructional demands on their time.
These daily stresses alone, we now know, are comparable to those that emergency room physicians experience (Greenberg, Brown, & Abenavoli, 2016).
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