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S4 E13: Recommendations for SEL

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Manage episode 287443548 series 2780462
Content provided by Eric Imperiale. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Eric Imperiale or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.

Drs. Rebecca Hines and Lisa Dieker, UCF Faculty members, share their recommendations for encouraging social and emotional learning in the classroom. They highlight the importance of knowing your students well enough to determine the best way to connect with them. Tune in as they share practical tips including strategies, ways to connect, and much more!
Have a question that you would like answered? Call and leave us a question on our Google Phone (407) 900- 9305 or via social media on Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access.

  continue reading

153 episodes

Artwork
iconShare
 
Manage episode 287443548 series 2780462
Content provided by Eric Imperiale. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Eric Imperiale or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://player.fm/legal.

Drs. Rebecca Hines and Lisa Dieker, UCF Faculty members, share their recommendations for encouraging social and emotional learning in the classroom. They highlight the importance of knowing your students well enough to determine the best way to connect with them. Tune in as they share practical tips including strategies, ways to connect, and much more!
Have a question that you would like answered? Call and leave us a question on our Google Phone (407) 900- 9305 or via social media on Facebook (Practical Access), Twitter (@AccessPractical), or Instagram (@Practical_Access.

  continue reading

153 episodes

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