One of our major goals in the first few weeks of school in the Elementary Center has been fostering a sense of belonging in our classrooms and community. Our division Chapel conversations have centered around these ideas and experiences. Our classroom teachers also work to establish strong relationships and celebrate each individual learner's unique qualities. Creating a sense of belonging is vital to helping all learners to feel safe and respected for who they are and what they bring to the group.
Along with an intentional and systematic introduction to routines, classroom practices, and expectations, our St. Thomas School students are also learning to know one another and respect what each classmate brings to the wonderfully unique community of learners that is created each year. This important work lays the foundation for more in-depth explorations as the year progresses. Children are purposefully introduced to the ideas that communities are formed by people with different perspectives, ideas, and strengths to contribute. We also know one another and accept each other's vulnerabilities. We know that fostering this sense of belonging is integral to feeling valued and ready to learn.
Here are some examples of what you might have seen if you were moving around our Elementary Center in the first month of school:
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Morning meetings with daily greetings in first grade help build a community of learners who know and respect each other. This is an intentional time where students connect with their classmates, learn about each other, and practice listening skills. First graders also read the book It’s Okay to be Different by Todd Parr. They wrote and illustrated their own versions, celebrating our differences. Reminders such as “It’s okay to learn a different way,” and “It’s okay to speak different languages,” as well as statements such as “It’s okay to make mistakes,” and “It’s okay to have missing teeth,” help our first graders to feel good about who they are.
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In second grade students are introduced to weekly class meetings. These forums give our learners a chance to discuss topics introduced by the classmates themselves. Topics such as friendship and community issues are discussed, or scenarios are acted out. Potential ways to solve problems are proposed by the class. This supports student agency, perspective building, and collaborative decision making. This is important as they build independence and a sense of autonomy as problem-solvers.
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Third graders read the book The Day You Begin by Jacqueline Woodson as an invitation to discuss belonging and to celebrate the diversity of their classroom culture. Students interviewed classmates to compare their interests. They wrote Bio Poems to celebrate what makes each member of the class unique. These poems were illustrated with self-portraits and thoughtfully displayed to celebrate this new classroom community.
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In fourth grade the students used a design exercise “Complete the Line” to demonstrate creative diversity. With the same piece of paper, a line, and through a process of multiple iterations, they all created something unique, leading to the conclusion that though we all belong to one community we each express ourselves in different and valued ways.
In EC Chapel, we started the year establishing the Elementary Center as a community. We defined our community as a place where we learn together, play together, grow together, and help each other. And while we understand there are many ways in which we are different, there is one thing that we all agree on. We all want to feel safe and happy at school. If we all know how we want to feel at school, then we can identify how we want to be treated, and in turn, how we treat others.
At the start of the year in EC Chapel, we talk about safety and inclusion on the playground, lunchroom expectations, classroom jobs, and all the ways we contribute to making our community a safe and happy place. Using children’s literature, skits, and conversations with one another, we establish and reestablish our goals of forming a community that values kindness and respect for one another. In Chapel we also revisit the skills that are practiced in our classroom-based life skills curriculum, Wayfinder. Chapel lessons center around the core skills of self-awareness, adaptability, empathy, collaboration, agency and purpose and build a common vocabulary that we can use to work together. Understanding ourselves and others is central to building a strong foundation in the Elementary Center.
Learning about each other helps children find shared interests and celebrate the uniqueness of everyone. It creates the possibility for new play partners and provides opportunities for collaborative learning. These conversations have been happening all throughout the Elementary Center, as we focus on setting a positive and inclusive tone for our year together. Feeling respected, seen, and understood by their teachers and peers is our goal. When learners understand that they are valued for who they are, they are safe to practice edgework, take learning risks, reflect on their mistakes without judgement, and in turn, explore the full range of their capabilities.