The Teachers Collective
The Teachers Collective aims to reframe inclusion in schools through building teacher capacity, offline and online through customised masterclasses and self-paced courses. They aim to create 1,00,000 inclusive educators in the next few years and can be reached at www.theteacherscollective.co.in
Creating ‘environments that acknowledge, welcome and accept diverse approaches, styles, perspectives and experiences to allow everyone to reach their potential’ requires us to look at the entire picture and take on the responsibility for social emotional learning in addition to academics. |
Our attitudes, beliefs and mindsets towards learning and new opportunities shape our actions and the future, we create for ourselves and everyone around us.
For decades, while we all intuitively knew this, teachers and schools took primary responsibility for the teaching of subjects, separating ‘personality/character development’ into moral science or life skills periods. It quickly became evident that this approach did not reach the students who needed it the most, creating a divide between the ‘good kids’ and those who were always in trouble. However, our methods of managing versus understanding behaviour continued and schools ran through an array of ideas on the spectrum from punitive to positive.
Social emotional learning (SEL) creates the foundation for a student’s overall success in life. The Collaborative for Academic, Social and Emotional Learning (CASEL) has been at the forefront of making evidence-based SEL practices a significant part of the global teaching-learning conversation. The core skills identified are self-awareness, self-management, social awareness, relationship skills and responsible decision-making.
What can teachers routinely do in their classes to operationalise SEL? We attempt to provide a few ideas to bridge the divide between theory and practice.
SEL Best Practices
Teaching students to identify emotions, understand why they behave like they do, brainstorm coping mechanisms and the teacher modelling appropriate behaviour have shown significant results in changing student mindsets and creating positive, safe and empowering school systems.
School systems and adults are notorious for telling students what not to do. We suggest flipping this switch to actively brainstorm with students on what acceptable solutions can be when emotions overwhelm them and practice when calm and self-regulated. Some methods that have been found useful are:
Calming corners in every classroom with some fidgets, emotion related resources, etc. have been valuable safe spaces. Teachers will need to invest time to equip themselves as well as prepare students the appropriate use of these corners.
An emotion thermometer helps students be aware of where they are on the path between being well regulated to overwhelmed. A hands-on activity to create this resource is useful at all ages and grades. The conversation on what to include is itself valuable, creating a strong connection between teachers and students.
Emotion Meter
Emotion wheels that not only list out the emotions but connect some ‘solutions’ to each emotion have been good aids.
Emotion Wheel
Buddies or accountability partners can ensure peer learning and emotional support.
A class library is a system where students bring books from home and take responsibility as a team to borrow and maintain. Teachers allow students to read when they are done with tasks early, to calm down, etc. Not only are students with behaviour needs supported, class time is used productively by both teacher and student.
Guided Academic Choice will help students practice responsible decision making.
In order to be effective, SEL activities need to be integrated into academics. This can look like reflection after a science experiment, discussing an art project, etc. pervading into every facet of school life.
Lots of opportunities to practice SEL skills through regular activities, akin to how math or language skills are approached: teach, practice, master
A progress journal helps student be self-aware by logging in anecdotes and reflections with teachers providing feedback, if requested by a student.
A positive, confident and supportive adult could connect with the child and check in proactively. This could include sports coaches, dance, music teachers, etc. for students with strengths in these areas.
Social emotional skills aren’t going to be achieved in a week or even a month. In a complex and dynamic scenario with many variables, such the age of the child, family support/background/daily realities, child’s personality, peer environment, etc., SEL skills will need practice and time to master. SEL skills mastery could be likened to complex academic concepts being taught in smaller chunks over a long period of time: no child is expected to master algebra or writing in one week.
Teachers are important role models and walking the talk is a critical step to ensure that students internalise SEL meaningfully.