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Learning is powerful when it is social—when we learn with and from each other. Social Awareness and Relationship Skills are essential for forming and maintaining positive relationships and are a key component to learner success, including learning math.
Social Awareness is the understanding of social norms for behavior and the ability to understand the perspectives and feelings of others. Social Awareness allows children to empathize with people from diverse backgrounds and to recognize the Social Supports available from family members, at school, and in the community.
Relationship Skills are the specific interpersonal skills based on Social Awareness that allow students to communicate and get along with others, including cooperation and preventing or resolving interpersonal conflicts.
Strong Social Awareness & Relationship Skills are associated with better social adjustment and academic achievement, as well as lower levels of conduct problems and emotional distress.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.
Students are more likely to come to school when families feel like a valued part of the community.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
Free collaborative play supports learner interests and promotes the development of more complex social interactions.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Teaching students through guided play encourages them to take an active role in their learning and supports the development of a broad array of cognitive skills.
Having space where students can go supports Self-regulation and [individual deliberate practice].
To promote acceptance of learning diversity, students explore learning tools and strategies to see how they work and why they and others might use them.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
When students have meaningful conversations about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Multiple display spaces help develop oral language skills as well as Social Awareness & Relationship Skills by allowing groups to share information easily as they work.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Research shows physical activity improves focus and creativity.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Pretending allows students to step back from a problem or task and think about it from multiple angles.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
Multicultural resources, such as posters with different types of people and word problems based in different settings, allow all students to see themselves in their math work.
Students develop their skills by listening to and speaking with others in informal ways.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
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