On Scaffolding and Social Emotional Learning
On Scaffolding and Social Emotional Learning
Who can we lean on to understand what it takes to facilitate learning? Educators who have spent decades working with students. Who’ve seen learning unfold a hundred different ways with a hundred students. Our Comini facilitators had the wonderful opportunity of interacting with Jane D’Silva, an educator at the American School of Bombay.
Jane is an American whose childhood was spent across many African countries, with parents who were committed to spreading education to empower people and solve problems. Her range of school experiences (and their quality) and seeing how right learning had the power to transform a person's future made education somewhat of an automatic career choice. Jane has taught 3rd and 5th grades in the PYP system for the past 20 years. She’s had stints as a learning needs specialist up through high school, an educator at a private school in Belgium, and a teacher in a rural public school in a farming community in the US. She has now been in Mumbai for 15 years teaching, raising her family, and volunteering “here and there as seems possible and meaningful” as she puts it..
One way to see it is Jane’s a messenger from a system of standardized schooling we reject. That would be a rather reductive perspective 🙂. As we see and learn over and over at Comini, it really comes down to the daily lived experience and love for children. And Jane has both in spades!
Jane is a friend of Comini and has been incredibly generous with her time. She conducted a session with our facilitators to go over the ideas of scaffolding and social emotional learning.
As fans of Jerome Bruner’s work, we are already looking at ways to scaffold–offer gentle support till it’s needed– and spiral learning. The most important thing neuroscience has to teach us is that we become fluent, more ready for complex ideas when we have understood something from multiple perspectives. Each visit to a topic, an idea, or an activity can shed new insights. There’s literally an infinitude of learning possibilities in the most mundane thing you can pick (paper clips, potatoes, potted plants, pepper shakers).
As for SEL, as many enlightened educators have discovered over the years, and neurocience tells us, you cannot have any learning without the right attitudes and emotions. And again, learning for us is about life itself and not limited to some narrow cognitive domain.
Here’s Jane in her own voice:
And here’s a text recap of our Q & A with Jane:
Q: Can you share your thoughts on the significance of scaffolding in teaching?
One of the biggest ideas I was hoping to get across is that scaffolding is already happening, and if you're aware that these tools are scaffolds, looking for that sweet spot where kids could do a bit more with just a little bit of support can significantly increase the individualization and effective support. Kids will grow and learn on their own without us, so the power of teachers is to be in the right place, looking for spots where they could do just a little bit more with just the right support.
Q: How do you relate your teaching approach to improvisation in theater?
I compare it to a theater person, an improv presenter, having a scarf but knowing through many ways they can use that scarf. It helps them in the moment when they need to adapt to a new scenario. Similarly, being aware of how you can use educational tools allows for more effective and impressive teaching.
Q: How do you approach SEL in your classroom?
In my classroom, SEL is intertwined with everything we do. We start the year focusing on routines, rhythms, and expectations, recognizing that kids need to practice these with their bodies and not just understand them intellectually. For example, moving from one place to another, listening to each other, and understanding appropriate behaviors in different situations are skills we revisit often. Our morning meetings are crucial, not officially labeled as SEL, but they're about connecting as a group, acknowledging each person, and setting the stage for activities that often include SEL themes like growth mindset.
Q: Can you share an example of how you integrate SEL with everyday learning?
This week, we focused on growth mindset through a series of videos and reflections. We discussed how reacting to mistakes is a learning opportunity, emphasizing that mistakes are nothing to feel bad about. It was fascinating to see that the students who usually avoid talking about their reactions to mistakes are often the ones who avoid making them the most. I've even designated parts of the day where we don't use erasers to encourage focusing on improvement rather than perfection.
Q: What strategies do you use to promote a positive classroom environment?
Before assemblies, we review expectations with a slide that remains the same but is crucial due to its infrequency. We also maintain a schedule that, while subject to change, helps frame the day for students. Additionally, we spend a significant amount of time teaching and practicing breathing techniques, and have set up a 'peace place' for students to calm down, reflecting our commitment to teaching self-regulation and emotional awareness.
Q: How do you address social challenges among students?
Recently, to tackle a 'mean kid' situation, we explored using picture books to prompt discussions on kindness and inclusion. We also plan read-aloud sessions on Friday afternoons, sometimes focusing on social-emotional themes, to foster a sense of community and understanding among the students.
Q: How do you incorporate SEL into your curriculum?
SEL is integrated into our curriculum through morning meetings, specific activities focusing on themes like growth mindset, and collaboration with our counselor who provides guidance lessons on feelings and sensations. We revisit strategies for recognizing and managing emotions, teaching simple yet effective methods like mindful sipping of water or identifying different colors in the room, to build a foundation of self-awareness and emotional intelligence.
Q: Can you describe a specific SEL activity that was particularly impactful?
One activity that stood out involved sharing personal experiences with making mistakes and discussing our reactions. It opened up a conversation about growth mindset and the value of mistakes in the learning process. This activity was not only a chance for reflection but also an opportunity to normalize the experience of struggling and learning from it. The participation of students who usually avoid discussing mistakes highlighted the activity's impact, demonstrating the importance of creating a safe space for these conversations.
Q: How do you involve the broader school community in SEL?
Our approach to SEL extends beyond the classroom. For example, we're exploring picture book read-alouds to address social dynamics like exclusion and empathy. This involves the whole grade and even other staff members, showing that SEL is a shared responsibility. Additionally, our assemblies often incorporate elements of SEL, from setting collective expectations to practicing mindfulness together. These moments reinforce the idea that SEL is integral to our community's fabric, not just an individual classroom concern.
Q: How do you adapt SEL practices to individual and group needs?
By recognizing that some students may need more explicit instruction or opportunities to practice certain social-emotional skills, like how to respond to mistakes or manage emotions. We use morning meetings and specific activities, like sharing personal challenges and strategies for overcoming them, to cater to these varying needs.
Q: Can you give examples of how you've used creative methods to teach SEL?
A creative method we've employed involves using literature and storytelling. For instance, in addressing social challenges like exclusion, we've considered using picture books that illustrate these issues in relatable ways. This strategy, including the idea of rotating small groups through different book readings, leverages storytelling to foster empathy and understanding among students. The introduction of a 'peace place' in our classroom was a new initiative aimed at providing a designated space for students to calm down and self-regulate.
Q: In what ways do you foresee the future development of SEL in your practice?
Looking ahead, I see the future development of SEL in my practice involving deeper integration with academic learning and broader community involvement. This could mean more collaborative projects that combine SEL with other subject areas, increasing family and community engagement in SEL activities, and exploring new technologies or methods for enhancing SEL instruction. Continuously reflecting on and adapting our practices will be key to meeting the evolving needs of our students.
Thank you, Jane! Here’s to more such educators sharing their love and insights with us all.
We are doing an orientation to Comini (our microschool) on April 26th, Friday 4:30 - 6 PM
We'll talk about microschooling and our specific version of it.
Here's more about our approach to learning and how we make it possible with technology
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