Normalizing Vulnerability in the Classroom: Strategies to Inspire Children to Take Social, Emotional, and Academic Risks
Children who have learned to normalize vulnerability operate with resilience and tackle academic challenges with a growth mindset. This workshop outlines how sharing protocols, feedback frameworks, connection circles, and other techniques inspire children to share openly with—and support—one another.
Date: Wednesday, July 14, 2021
Time: 10:00 AM - 11:30 AM ET
Who: This workshop is open to teachers in New York City only, as it is funded by Title IIA. Administrators, paraprofessionals, and P3 providers welcome.
- This workshop will grant CTLE credits. Please note that the credits must be requested in advance. In order to receive the credits, you must be logged in for the entire duration of the workshop, have your video camera on, and be in the frame.
- Please note, once you have registered, we cannot refund your order.
- All workshops have a cost unless otherwise indicated. No one will be turned down due to cost. If you have any issues making the full payment or have general questions, please email Amanda Srere.
Lily Howard Scott, MS | Lily Howard Scott, MS, Hidden Sparks’ Social Emotional Learning Coach is a curriculum developer and social and emotional learning coach. She received her MS.Ed in Literacy and Childhood General Education from Bank Street College of Education, where she now teaches in the school of Continuing Professional Studies. Lily is particularly interested in designing curriculum that weaves together social, emotional, and academic learning, and she has led professional development workshops for educators around the country on topics including cultivating emotional literacy through language arts instruction, normalizing vulnerability in the classroom, and helping children explore and empathize with varied perspectives. She was a featured speaker at the 2019 Collaborative for Social, Emotional, and Academic Learning (CASEL) SEL Exchange, and her writing about the importance of a child-centered approach to teaching and learning has been published in The Washington Post.