How can you help teens thrive now and for life? Support them as whole learners. Developing independence and shared responsibility. Collaborating and communicating effectively. Establishing valuable work habits. Harnessing emotions. Finding motivation. We all want teens to acquire these vital skills and engage meaningfully in academics. In this insightful and culturally responsive guide, Poliner and Benson integrate these lifelong skills into daily practices through  • Practical applications for diverse populations in every class, advisory, team, or club  • The latest research on best practices from adolescent psychology, neuroscience, mental health, and school climate  • Tools for teachers, administrators, counselors, and parents to help teens succeed now and later in school, home, workplace, and community. Teaching the Whole Teen supports adolescents and adults within the school to thrive. “This treasure-trove of inventive, concrete ideas offers a gift to our profession.” Roland Barth, Educator “…the book to turn to when you are working with teens, when you desperately need help, when seeking solace.” John Hattie, Professor & Director, Melbourne Education Research Institute University of Melbourne “…explicitly addresses the unique needs of students of color, students from poverty, and immigrant students in ways that other books don’t; should be read by every middle and high school educator.” Zaretta Hammond, Educational Consultant “…manifests the best thinking in modern education” Rick Wormeli, Teacher, Writer, Education Consultant “What a treat to read! Every principal will benefit from reading it.” Thomas Hoerr, Emeritus Head New City School, St. Louis, MO

Developing Emotional Skillfulness Proactively, Not Just Reactively

Developing Emotional Skillfulness Proactively, Not Just Reactively

Many elementary educators we’ve worked with intentionally help their students develop skills for managing emotions. They help students learn to calm themselves, and to use words to express how they feel, instead of acting out. They guide students to notice others’ feelings. They believe that helping students participate effectively in class is an expected part of their teaching role. For those teachers, learning how to help students build emotional competencies is the question, not whether they should.

Views have varied more widely in the middle schools and high schools we’ve worked with. While some of the secondary educators we’ve met are fully aware that students are still developing skills for managing their ...

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