On Common Ground. What Does Social and Emotional Learning Look Like in Your Library? – Part 2

by Mary Frances Zilonis and Chris Swerling, February 2018

In this column, we continue our three-part series on social and emotional learning (SEL). Read on for suggestions on integrating the five principles of SEL into your teaching.

At the Start of Class

Do the students grab any seat they can find, or have you established a seating plan? Some think unassigned seating gives students "free choice." In reality, unassigned seating can be an open invitation for exclusion, subtle bullying, and even discrimination along racial, linguistic, socioeconomic, and gender lines. Seating plans create a climate of fairness. It's an opportunity for students to become socially aware, listening to other perspectives and different points of view from classmates with whom they do not regularly associate.

Learning Buddies

Consider creating "learning buddies." Students can choose to name one to three other students with whom they would like to be paired. Students should provide a reason as to why they believe they will work well with each suggested student. You, as the teacher, assign the learning buddies. The students, however, will have had a voice and a choice in the decision. Further grouping is easy now because you can pair the pairs of learning buddies together. New pairings each quarter is a way to keep it fresh and for students to learn to work with somebody new. A learning buddy assures that a student has help when needed and learns to develop essential relationship skills.

Personal Relationship Building

As students enter your class, greet them at the door. Prior to students' entering, provide necessary directions thus establishing expectations. If students will be using computers, have visible a "Do Now" assignment (for example: "log in, start a Google Doc"). This avoids downtime and develops momentum for your instruction. Have students show they are ready by lowering laptop lids halfway or turning and facing you. You want to avoid a computer barrier between yourself and the students. Use paper name tags or invest in reusable dry erase name plates. Have students write their name on the plate and place it so that it is visible to you. (If you are using assigned seating you can even do this ahead of time.) Using students' names builds personal relationships.

Itinerary

As you begin your class, display and verbally review the itinerary: what you will teach and what students are expected to learn and do. Visually and verbally posting and reviewing the itinerary de-stresses students. They will be oriented towards your instruction and not be anxious about what they will or will not be doing. Keep the itinerary visible to reduce anxiety throughout the lesson and for students to use as a mental checklist of what has been accomplished—and what is still to come.

Student Engagement

As you plan your lessons, student engagement is critical. Students' engaging with each other by discussing, debating, brainstorming, creating, explaining, and communicating ideas and theories should account for sixty to seventy percent of the class time. Do you frequently ask, "Any questions?" This is a conversation stopper, not a starter. It implies that no response is expected or needed. Try posing a thinking question for students. Ask them to do a "turn and talk" to start or end your lesson. Students will use higher order thinking skills as they communicate effectively and listen respectfully to a classmate. Using Cooperative Learning Structures to frame learning activities empowers students to succeed. They take charge of their own learning and contribute to the achievement of the group. Students build self-awareness and social awareness skills when given repeated opportunities for practice. SEL progress can be monitored through reflection and the use of a rubric.

Academic Choice

the "research expert" in the school, you can influence and persuade teachers to build academic choice into assignments. Students can research similar themes and questions on an assigned topic to demonstrate competency and comprehension. Allowing students to choose motivates them to do their personal best and be active, engaged learners. With academic choice, students establish goals, monitor their progress, and persevere when the task becomes difficult. It is important to continually check-in with students as to their emotional state by asking them to articulate, "What is easy? What is hard?" This will also help you, the school librarian, identify who needs help and how to help them.

Building and nurturing an atmosphere of trust and caring in the school library creates a community of learners and enables independent and collaborative learning. When structures are in place and students feel they are treated fairly and with respect, they feel safe in taking a risk with their learning.

Part One is available here

Part Three is available here