Knightly News

Would you rather…a cat or a dog?

Sixth graders recently tackled this question before diving into the day’s math lesson, and Middle School teacher Nancy Callaway says the discussion was lively. While this may not be how you imagine a Middle School math class beginning, Callaway intentionally introduced the exercise as part of her reenergized focus on social/emotional learning.

Callaway has long sought creative and engaging ways to introduce social/emotional learning in math class. This summer, she had the opportunity to learn from experienced teachers at the Innovative School Summit professional development workshop. “I jumped at this,” says Callaway with enthusiasm. “This convention included sessions on innovative teaching strategies, school discipline, at risk students and social emotional learning. I made connections with teachers and staff from all over the United States and was able to collaborate with them on ways to incorporate SEL into my math classroom as well as in homeroom and advisory.” Callaway also appreciates that her Newton Distinguished Faculty Award stipend supported her attendance.

Establishing Trust/Building Community

According to the Innovative Summit Learning Forum website, “The Social-Emotional Learning Forum focuses on research-based and classroom-originated interventions, lessons and curriculums that help students manage their emotions, achieve goals, express heart-felt empathy for others, maintain positive relationships and make successful personal decisions.”

Since returning from the conference, Callaway has already started intentionally integrating social/emotional learning into math. Students enjoyed the “Would You Rather” activity, which is designed to help them get to know each other, establish trust and build community. Callaway also implements brain breaks in lessons and looks forward to sharing other activities she learned.

Building Better People

While social/emotional learning may not be something people associate with math class, Callaway points out that perseverance and determination have always been part of the equation. The concepts she recently learned build on that, and benefit students in the classroom and beyond. Callaway says these life lessons help students be better people, better friends and better learners. Ultimately, these skills will also help students be better at math.

This Middle School approach of intentionally introducing social/emotional learning aligns well with the Responsive Classroom approach already used by Lower School teachers. Such cross-divisional alignment benefits students as they know what to expect, and the concepts evolve as students grow. Since Callaway returned from the workshop, several of her Lower School colleagues hope to attend a future session.

Developing social/emotional skills is an important learning objective for today’s students. After attending the Innovative School Summit, Callaway is equipped with the knowledge to implement these life lessons in an unexpected space.

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