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Equity through SEL in the Math Classroom
India White • Apr 26, 2022
Equity Through SEL - Dr. India White
Equity Through SEL- Dr. India White
The term equity refers to the principle of fairness. When pertaining to education, by definition, equity has been known to NCTM as providing reasonable and appropriate accommodations as necessary while being fair and serving all students as needed in the classroom (NCTM, 2000). In a school environment, for instance, equity can be realized as a tool used to help with the principle of cohesion in the learning environment between students and teacher as well as those children of different social and educational backgrounds. Elements such as relationship building, and communication are most important at an early stage of social and emotional development for such an outcome in learning. While it is often used interchangeably with the related principle of equality, equity encompasses a wide variety of educational models, programs, and strategies that may be considered fair, but not necessarily equal. Further, there are elements such as students feeling safe about opening up verbally when talking to others such as how their day went. Effective learning environments will allow for that space for learners to confide in each other and the teacher in a classroom setting.
Socio-emotional Learning and Equitable Supports
SEL or socio-emotional learning is the tool used to allow for communication and relationship building to grow and cultivate into exactly what each learner needs to learn for him or her to succeed. We define social and emotional learning (SEL) as an integral part of education and human developmental process. It is part of that process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel, and show empathy for others, establish and supportive relationships, and make responsible and caring decisions. This is known as the CASEL 5 (CASEL, 2021). Each area of this framework addresses five broad and interrelated topics of competence and highlights examples for each: self-awareness, self-management maintain, social awareness, relationship building skills, and decision-making. As these areas interact, they impact the classroom climate, schoolwide culture, practices and policies, partnerships and aligned opportunities for successful learning. Through socio-emotional supports for learners, equitable practices can be established.
The Importance of Socio-Emotional Learning in the Math Classroom
Students who persevere tend to remain persistence are both social-emotional skills especially those children who successful in learning mathematics. The process of identifying a problem, looking for a solution, and persisting despite obstacles is highly relevant to learning mathematics. There’s a deep connection between persistence and math. Being able to encourage persistence is where those social and emotional learning skills come in.
There are several simple ways one can develop such skills in a classroom setting. First, for those children of preschool age, games that teach how to take turns, how to wait one’s turn, and how to win and lose graciously are most important. By playing such games, you are not only teaching those math skills needed to move forward as they develop, but also supporting those approaches to SEL learning.
In addition to games, the Education Development Center revealed how doing puzzles and folding origami figures are great ways to promote the mathematical skills of spatial relationships and geometric reasoning principles (EDC, 2020). Puzzles also help children see the fun and beauty in math and to find satisfaction in solving a challenging problem. These activities also support mathematical habits of mind that are needed to be successful in math, like problem-solving, patience and perseverance—which are also important social and emotional skills.
For middle schoolers, let them solve non-mathematical problems. Kids in this age group are resourceful enough at fixing computer problems, television problems, smart-phone problems, or anything in between because of their innate curiosity. Thus, problem-solving and persistence are both social-emotional skills that are key to success in mathematics (EDC, 2020). The process of identifying a problem, looking for a solution, and persisting despite obstacles is highly relevant to learning mathematics. Parents can use these experiences as an opportunity to talk about persisting in mathematics—especially with students who feel like they struggle to do math.
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 (Kagan, 2022). 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. Using conversation tools such as C.H.A.M.P.S. can assist teachers in establishing healthy classroom management that can assist in the learning environment and relationship building that will occur in the classroom (Zielinski et al.,2017). 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. In her article on Got SEL? Teaching Students to Describe Emotions, Martinez (2017) mentioned how this is described as “emotional literacy”, which is aligned with socio-emotional learning for all students. As they express their concerns and high moments, this will help break down any emotional barriers and continue to build trust in the classroom. Further, as teachers continue to build trust and show that they care, Doerr (2021) noted how these practices have been proven to build support and strong relationships between teachers and their students.
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.
References
3 ways to promote social and emotional learning through math. EDC. (2020, April 13). Retrieved January 1, 2022, from https://www.edc.org/3-ways-promote-social-and-emotional-learning-through-math
Doerr, E. (2021, August 20). 6 ways to build strong teacher-student relationships with Sel. Social and Emotional Learning - Aperture Education. Retrieved January 1, 2022, from https://apertureed.com/5-strategies-building-relationships-students/
Elizabeth Mulvahill on November 15, 2021. contest- social. share-links svg. (2021, November 17). 26 simple ways to integrate social-emotional learning throughout the day.
WeAreTeachers. Retrieved January 1, 2022, from https://www.weareteachers.com/21-simple-ways-to-integrate-social-emotional-learning-throughout-the-day/
Fundamentals of sel.
CASEL. (2021, October 26). Retrieved January 1, 2022, from https://casel.org/fundamentals-of-sel/
Getting started. Center on PBIS. (n.d.). Retrieved January 1, 2022, from https://www.pbis.org/pbis/getting-started
Kagan. Kagan's FREE Articles - Kagan Structures: A Miracle of Active Engagement. (n.d.). Retrieved January 1, 2022, from https://www.kaganonline.com/free_articles/dr_spencer_kagan/281/Kagan-Structures-A-Miracle-of-Active Engagement#: ~:text=Kagan%20Structures%20are%20instructional%20strategies%20designed%20to%20promote, particularly%20powerful%20tool%20for%20teaching%20a%20foreign%20language.
Martínez, L. (2017, February 8). Got sel? teaching students to describe emotions. Edutopia. Retrieved January 1, 2022, from https://www.edutopia.org/discussion/got-sel-teaching-students-describe-emotions
Nctm.org. (2000.). Retrieved January 1, 2022, from https://www.nctm.org/Standards-and-Positions/Position-Statements/Access-and-Equity-in-Mathematics-Education/
Zielinski, K., Lindsey, Abe, Kristin, Draper, N., Melissa, Thomas, F., Walia, D., & Classroom Behavior: 12 Principles to Live By – Paper Airplanes says: (2017, March 9).
Introduction to champs. Retrieved January 1, 2022, from https://minds-in-bloom.com/introduction-to-champs/
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