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Using Social and Emotional Learning to Foster Academic Achievement in Secondary Mathematics
American Secondary Education
Short Title: American Secondary Education
Format: Journal Article
Publication Date: 2009/01/01/
Pages: 4 - 9
Sources ID: 89916
Notes: Accession Number: EJ859670; Acquisition Information: Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase; Language: English; Education Level: Secondary Education; Reference Count: 25; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2009
Visibility: Public (group default)
Abstract: (Show)
Teaching social-emotional skills to secondary students has been linked to higher student achievement, more positive student motivation and more socially acceptable classroom behaviors (Elias & Arnold, 2006; Weissburg et al., 2003; Kress et al., 2004). Much of the current literature on social-emotional learning (SEL) focuses on research. This piece provides educators with a plan for teaching key social and emotional skills in secondary mathematics classrooms using three key "entry points": (1) the redefining of "lesson planning," (2) the establishment of an SEL-conducive climate, and (3) the inclusion of student refection and self-assessment.