Equity THROUGH SEL -Dr. India White

Equity is known as providing reasonable and appropriate accommodations as necessary. Further, it is known as being fair and serving independent students as needed.

However, in a school environment, equity is a tool used to help with the cohesion in the learning environment. Different elements make up this cohesion including routines, relationship building, communication and more.  Further, there are elements such as students feeling safe to open their emotions up and share how they feel about their ability to perform in the classroom, and even talk about their day. Effective learning environments will allow for that space for learners to confide in each other, and in the teacher, while learning during class.

Socio-emotional Learning and Equitable Supports

Socio-emotional learning is the tool used to allow for communication and relationships to grow and cultivate into exactly what each learner needs to succeed. It is known by CASEL to affect various areas in a learning environment, from instruction and classroom climate, schoolwide culture, practices and policies, partnerships and aligned opportunities. Through socio-emotional supports for learners, equitable practices can be established.

          For instance, when teachers are effective at successfully implementing communication supports for students, i.e. classroom communication systems, i.e. CHAMPS, school wide behavior systems i.e. PBIS systems, and group work strategies i.e. Kagan strategies. In his article on Kagan Structures: The Miracle of Active Engagement, Dr. Kagan emphasized that there is a direct connection between student participation, engagement, communication and subsequent language learning. It’s through these equitable practices that socio-emotional supports are strengthened, and students can learn in a safe environment.

The Importance of Socio-Emotional Learning in the Math Classroom

As students experience productive struggle in their math class, they need to have the opportunity to communicate effectively. This way, metacognition can flow, and they can feel comfortable as they learn in the classroom. When socio-emotional learning is embraced in the classroom, students can open up and express themselves, while sharing ideas that might seem “out- of- the- box”, fueling higher order thinking and the ability for teachers to scaffold them as they navigate through knowledge during discussion.

How to Establish Equitable Practices through Socio-Emotional Learning

When establishing equitable practices in the classroom, it is imperative that teachers know their students. Ask yourself some questions: “Do I know their personalities? Do I have a good relationship with my students?” “Do I truly care about the academic progress and success of my students?” Once you have answered these questions truthfully, take time and make charts, schedules, outlines, in which you are able to categorize students in a way that will be productive, culturally relevant and includes various strengths of each learner. For instance, Dr. Kagan has established various grouping strategies for teachers to keep their classes blended, challenging and fun. Choosing to look through the teacher roster, look at achievement levels, ethnicities, and genders, and intentionally blending these for unique discussions will help maintain an environment that is accepting, and cultivates socio-emotional learning.

Socio-Emotional Learning Supports: What that Looks Like in the Classroom

Can you imagine a classroom with communication flow that is cohesive and respectable all at the same time? Envision for a moment getting your classroom to a place where all you have to do is facilitate with ease because learners respect each other, hear each other’s thoughts and support one another during the learning process. This might sound like a dream out there to many teachers, but it can be a reality for all teachers with hard work.

          However, how do you implement equitable practices that enhance socio-emotional learning in the classroom? First, teachers must be clear and concise when establishing classroom rules and procedures. Further, teachers must clarify for learners who might not understand or may have a different perspective. Next, teachers must be able to reinforce rules and procedures in a way that is rewarding and cultivates intrinsic motivation vs. a fear students experience when they are being penalized for expressing themselves. Then, teachers must be intentional about cultivating learning for their students.

          Once students have norms, rules and procedures and expectations established, teachers must then work towards keeping students focused on the learning objective and criteria needed for gains and academic achievement. As teachers are consistent with establishing these steps in their instruction, students will naturally evolve into socially and emotionally competent achievers in the classroom. As teachers wrap up their day with assessment, there should be room for reflection for learners to explain what they’ve learned, how they are feeling, and what they hope to accomplish in the future. As they express their concerns and high moments, this will help break down any emotional barriers and continue to build trust in the classroom.

Conclusion

As math teachers strive to establish equity through SEL, they will be effective as they continue to be intentional about knowing their students, remain clear and concise when establishing classroom rules and procedures, and remain open minded and accepting as they embrace cultures and interests of their students.  It is my hope that all teacher strive to be intentional at implemeting equitable practices through SEL in their classrooms. I wish you all the best!