Abstract: This research paper discusses on the infusion of social-emotional learning (SEL) into the mathematics classroom at a Singapore private school. To understand about how to implement a SEL program, the paper will first address the benefits of SEL to the students and the possible barriers of implementing an SEL program in a school. This will follow by suggestion of three key ‘entry points’ to infuse SEL elements into the mathematics classroom, namely: to create a SEL-conducive learning environment, to redefine and redesign lesson plans and to allow time for students to carry out reflection of their own learning. In addition, another two ways to introduce SEL elements into the mathematics curriculum will also be highlighted. One way is to teach SEL skills systematically, together with frequent practices. The second way is to set up a mini SEL unit within the classroom to promote SEL concepts among the students. Towards the end of the research paper, there is also a section which presents a series of steps to blend SEL together with mathematics teaching. The steps can serve as a general guideline for educators who wish to start an SEL program in a school. The paper concludes with a short discussion about the various issues that have been mentioned as well as a brief personal note about the importance of SEL skills in a highly competitive society.
Keywords: Attitudes, self-reflection, self-assessment, key elements.
Title: The Infusion of Key SEL Elements into the Teaching of Mathematics for a Singapore Private School
Author: Meng Kay, Ling
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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