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The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and teacher burnout and reviews intervention efforts to support teachers' SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
Keywords: classroom management, school/teacher effectiveness, social progresses/development, stress/coping, teacher characteristics, teacher context.
Over the past decade, multiple surveys indicate that educators, parents, and the public recognize the need for a broad educational agenda to not only improve academic performance but also to enhance students' social-emotional competence, character, health, and civic engagement (Metlife, 2002; Public Agenda, 1994, 1997, 2002; Rose & Gallup, 2000). In addition to promoting students' academic achievement, this agenda focuses on helping students interact in socially skilled and respectful ways; practice positive, safe, and healthy behaviors; contribute ethically and responsibly to their peer group, family, school, and community; and possess basic competencies, work habits, and values as a foundation for meaningful employment and engaged citizenship (Elias et al., 1997; Jackson & Davis, 2000; Learning First Alliance, 2001; Osher, Dwyer, & Jackson, 2002).
This set of goals for American education is a tall order, and it is clear that a student's formal learning context is largely shaped by the student's teacher (Eccles & Roeser, 1999). Socially and emotionally competent teachers set the tone of the classroom by developing supportive and encouraging relationships with their students, designing lessons that build on student strengths and abilities, establishing and implementing behavioral guidelines in ways that promote intrinsic motivation, coaching students through conflict situations, encouraging cooperation among students, and acting as a role model for respectful and appropriate communication and exhibitions of prosocial behavior.
These teacher behaviors are associated with optimal social and emotional classroom climate and desired student outcomes. An optimal classroom climate is...