Relational Capacity

(Pre-CoVid "hands on games") Building Community can be done without the "hands on" part by moving through the four stages of relational capacity.

Relational Capacity -

The degree of trust and level of safety between members of a group


In the educational context, relational capacity refers to the level of trust and safety between teachers and students, as well as directly between students.

ALONG.ORG can help!!

"When students feel seen, they show up differently."

Along.org is a digital tool that helps students feel seen, heard, and understood, giving students and teachers an opportunity to connect! Students in DCS can access this program through ClassLinks.

Educators want to get to know each student and support them individually. But a lot can get in the way of a powerful one-on-one connection.

Relational capacity and the classroom


  • Classes “low” in relational capacity tend to be “teacher-centered”, with little dialogue or collaboration.

  • Classes “high” in relational capacity tend to characterized by energy and comfort, where students feel mutual ownership in expectations and learning taking place in the classroom.


Diversity within the classroom could be an obstacle, but building relational capacity with diversity in mind will become an asset for developing classroom community. (with the development of mature interpersonal relationships built on mutual respect, tolerance, and appreciation of differences)

FOUR STAGES OF RELATIONAL CAPACITY


Stage 1: Safe Shaping

  • Build understanding of expectations, protocols, procedures

  • Activities to encourage students to be themselves without pressure

  • Activities that allow students to get to know the names of their classmates (without pressure)

  • Occasional small group activities to build cooperation - but again without much pressure to perform

Blanket name game.pdf

The Blanket Game

(learn classmates' names)

name tents.pdf

Name Tents

(teacher can use for seat rotations; can play "Guess Who" using the information on the tents; etc.)

Stage 2: Controlled Chaos

  • Activities where students focus on and support a group vision

  • Activities to promote conflict as an opportunity to grow as an individual and as a class

  • Activities to learn and practice conflict management successfully

  • Building of general class morale


Making Words with Friends.pdf

Making Words with Friends

(Can be done digitally using slides where students copy and paste spot for letters, then list words in a box; could be done in a break out room; let Terri know if you would like to have a template)

I love my neighbor.pdf

I Love My Neighbor

(Great and easy movement game; levels of identification with others is high, especially if students can go to a deeper level of statements)

Question Beach Ball.pdf

Question Beach Ball

(Could be used for academic questions as well.)

Stage 3: Scope and Sovereignty

  • Students have opportunities to praise each other without teacher prompting

  • Students create shared visions for accomplishing tasks

  • Students self-regulate behaviors of the group and self during tasks

  • Students feel comfortable sharing novel ideas with others in order to solve complex problems


Fishbowl Speeches.pdf

Fishbowl Speeches

(Some students LOVE this activity for some reason LOL)

Stage 4: Group Actualization

  • Students have a default “we” mentality when accomplishing tasks

  • Students are open and honest and comfortable with confrontation if for the greater good

  • Students demonstrate high level of respect, trust and empathy for each other

  • Students engage in intellectual discourse about topics and issues in a respectful manner


Soc Sem/Phil Chairs.pdf

Philosophical Chairs and Socratic Seminars


(Let Terri know if you would like more information about either.)