Topic 3: Socio-emotional Scaffolding

Socio-emotional learning is interwoven in both paths.
Of importance is the manner by which the teacher deals with the class, the activities he/she chooses, and the interactional schemes he proposes. It is also about the content he/she chooses (especially in some school subjects). Social-emotional scaffolding can be achieved through the following practices:

Modeling

It is critical that the teacher models social-emotional skills to students. Therefore, they acquire them themselves.

Direct practice

It is necessary to identify activities that can allow students to become aware of these skills and then put them into practice in order to fully grasp their value.

Indirect practice, during teaching activities

Using, for example, cooperative learning, and task-based learning as a methodology during one’s lessons could allow students to apply their socio-emotional skills while learning.

Metacognitive reflection

Finally, reflecting metacognitively (before, during, and after actions) on the ways in which socio-emotional skills are enacted serves to make students more aware of, and therefore more autonomous and responsible in managing them. 
The role of the teacher, the way he/she relates to students and colleagues, her/his ability to recognize her/his own and other’s emotional states, the ability to name and manage them, as well as being able to make decisions that take into account multiple perspectives (including and especially those of students), make a difference not only to the quality of the classroom environment and the well-being of students but also for her/his own well-being. Being a model of a person capable of actively listening to herself/himself and others, being empathetic to students and colleagues, and showing real interest in them, could stimulate students to imitate this behavior and recognize its validity inside and outside the school. The difficulties that every teacher encounters in the school environment are evidenced and need to be recognized, but taking care of the enhancement of one’s social-emotional skills means doing good for oneself and one’s students.

For interesting ideas on SEL activities for your class you can download a collection of workshop activities published by one of our consortium members, Forum for Freedom in Education (2021) entitled “Start the Change: Workshop Collection”. 
The publication can be found in the Exercise File of this Lesson and be accessed directly by clicking on the title above.