Social+Development

**Consider factors such as the students' ability and experience in expressing themselves in constructive ways, negotiating and solving problems, and getting along with others.**

Students' willingness to open up to their teacher and peers in the classroom often depends on how comfortable they feel in the classroom, they feelings of self-efficacy as well as their grasp of the English language. Often times it is the teacher that plants the seed for the environment of the classroom, whether it be collaborative, teacher-directed, rowdy or serious. It is crucial to establish a balance in the classroom where students feel comfortable to speak up and ask questions and collaborate with one another; and yet remain on task and be receptive to the teacher's authority.

In classrooms where students work in pairs or small groups, teachers must also be cognizant of the scaffolding opportunities that can take place. Students must also be taught how to give and receive constructive criticism, as for many younger students (7th/8th grade) they are at a socially sensitive age where they are very perceptive to how their peers view them.


 * Wilmington Middle School (Wilmington, CA) - Elaine Yoo **

The students in my classroom are able to communicate with the teacher and with myself. Most of the students do not hesitate when asking questions about mathematical concepts and are comfortable about asking each other as well. My Guiding Teacher and I both want the students to have high levels of self-efficacy so that they believe in their own abilities to perform well in mathematics. All of the students in my classroom are English Only students so I have not had the opportunity to work with an English Language Learner. The instructions that are delivered in the classroom are mostly examples of direct instruction, but are geared towards a student-centered instruction in that it focuses on asking questions and having the students figure out the steps through the help of the teacher. In order to make it student-centered, cooperative learning is used where students work in pairs or in groups. This enables students to share their ideas and learn to work together. Furthermore, using cooperative learning environments can help students learn to provide feedback to each other and learn to get along with their peers.


 * Barrett Middle School (Fair Oaks, CA) - Clifton Brison **

These students tend to ask questions they have, and are vocal about difficulties they experience as they continually show the ability to openly express where their troubles lie. Though most tasks attend to algorithmic steps rather than offering a problem-solving focus, students are often asked to conduct informal peer review of problems assigned in class, within which they have the space to negotiate differing perspectives about content. Within this space, as well as among their neighbors in class, students tend to engage in positive interactions that facilitate social and linguistic development.


 * Escondido High School (Escondido, CA)- Marina Bratcher **

Students in the class are able to communicate with one another during classwork. There is not very much planned and organized group work where students have the opportunity to discuss and communicate with their peers. Students rarely ask questions during the lesson and do not ask higher level questions. The students prefer the one on one help from teacher and asking for help individually. Students work better with peers than trying the problems on their own, they feel more reassured in sharing thoughts and steps with peers. A majority of the students are shy and quiet during class, so working in partners or with friends helps in creating that dialogue. Students are very hesitant and uncomfortable with word problems, they freeze up and do not know where to start. The teacher makes an effort to get students talking math and to understand where they are n their learning by asking them guiding questions and follow up questions to model metacognition. For the most part students are fluent in speaking, however they struggle in communicating the academic language. The students are not yet comfortable with speaking using the math terms and language.


 * Collaboration and Self-Efficacy Links **

Edutopia – Linda Darling-Hammond discusses the essential the indispensable nature of considering social and emotional aspects of developing learners. What is the Collaborative Classroom? – An article describing the workings of a functional collaborative classroom. Use Peer Models – Site discusses the use of models in collaborative learning. Collaborative Learning Project – A resource site for downloadable class activities that facilitate collaboration.


 * Collaboration and Self-Efficacy Media **

A brief clip for considering the meaning of belief in self. media type="youtube" key="p-fg1dM7EWk" height="315" width="560"

A news report linking emotional and intellectual thriving to respect and resources within the classroom environment. media type="youtube" key="ubc6lRi8O2Y" height="315" width="420"

National Institute of Education in Singapore reviews program to model stronger pedagogy for the 21st century. media type="youtube" key="aKrGYZYtlcc" height="315" width="420"

A slide-show that bases the nature of the classroom on physical and emotional factors. media type="custom" key="11617610"