Students learn more than reading, writing, and arithmetic in school, classrooms are also where students practice their social and emotional skills. But how can teachers support a student’s growth in these areas, and should this be treated as equally important as more test-able skills? To find out, we talked with Laura Thomas, an expert on collaborative learning communities who has served for 20 years in the education department at Antioch New England. In this conversation, Laura discusses how we should understand emotional intelligence, the importance of cultural respect, and current attacks on public education.
Visit Antioch’s website to learn more about our education programs. And here is a link to the Master of Education for Experienced Educators program that Laura directs.
Read Laura’s Edutopia column about collaborative learning communities.
This episode was recorded April 22, 2022 via Riverside.fm and released May 11, 2022.
The Seed Field Podcast is produced by Antioch University.
The Seed Field Podcast’s host is Jasper Nighthawk, and its editor is Lauren Instenes. Special thanks for this episode goes to Karen Hamilton and Melinda Garland for their contributions.
To access a full transcript and find more information about this and other episodes, visit theseedfield.org.
To get updates and be notified about future episodes, follow Antioch University on Facebook
After nearly a decade of teaching high school English, debate, theatre, and speech, Laura Thomas joined the Education Department faculty at Antioch University New England, first as the Assistant Director/Director of what would become the Antioch Center for School Renewal and later as the Director of the Experienced Educators Program, which provides MEds and certificates for working teachers. Her portfolio includes our PBL/Critical Skills Classroom concentration and its related programs in STEAM. Laura’s primary areas of study center on the development of teachers’ individual pedagogical approaches, social justice and equity in school restructuring (particularly in rural schools), resistance to change, and student-centered classroom practice.