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Volume 14, Number 6
November/December 1998

Programs Fostering "Emotional Intelligence" Show Promise

Some practitioners see critical needs being met by social and emotional curriculum


Acting out, fighting, racial and other slurs, bullying, willful disruption of learning. Many teachers are faced with problem behaviors like these at one time or another: some face them virtually every day. And as every teacher knows, the educational costs of these behaviors can be tremendous.

Debby Collins, principal of the K-5 Plymouth School in Monrovia, CA, says that until recently most of her staff believed lack of discipline was a serious impediment to learning in their classrooms. Collins recalls several teachers' comments:

  • "Kids don't know how to cooperate or act nicely toward each other."
  • "There is far too much acting-out behavior."
  • "What's killing us, keeping us from being the best we can be, is a lack of discipline."

This is an excerpt from the Harvard Education Letter. Subscribers can click here to continue reading this article.


For Further Information

For Further Information

J.L. Aber, S.M. Jones, J.L. Brown, N. Chaudry, and F. Samples. "Resolving Conflict Creatively: Evaluating the Effects of a School-Based Violence Prevention Program in Neighborhood and Classroom Contexts." Development and Psychopathology 10 (1998): 187-213.

R.S. Charney. Teaching Children to Care: Management in the Responsive Classroom. Greenfield, MA: Northeast Foundation for Children, 1991.

Consortium for the Advancement of Social and Emotional Learning (CASEL).

M.J. Elias, J.E. Zins, R.P. Weissberg, K.S. Frey, M.T. Greenberg, N.M. Haynes, R. Kessler, M.E. Schwab-Stone, and T.P. Shriver. Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: Association for Supervision and Curriculum Development, 1997.

D. Goleman. Emotional Intelligence. New York: Bantam Books, 1995.

L. Lantieri and J. Patti. Waging Peace in Our Schools. Boston: Beacon Press, 1996.