Community building

The Key Elements of Proactive Relationship and Community Building

1. Social Discipline Window

2. Affective Statements

3. Affective Questions

4. Circles

5. Seating Charts

6. Re-Introducing Classroom Rules, Procedures, Expectations

7. Grading

1. The Social Discipline Window

The fundamental premise of Restorative Practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things WITH them, rather than TO them or FOR them. Think back to the reflection exercise we did during training - where do we tend to go to on the social discipline window when we feel stress, sympathy, frustration, etc. (probably all of which we’ll feel over the first week)! No one will ever operate solely from the WITH at all times, but our goal is to move towards that mode of operation as much as possible.

2. Affective Language

As we are re-teaching our students how to be students in an *almost* normal classroom setting, affective statements give students explicit feedback on how their actions impact others. By teaching/modeling empathy, we help our students not only know what to do/what not to do in the moment, but we are giving them rationale and working towards building positive habits.

Instead of…

Try…

“Nice work, Chris.”

“I’m pleased that you showed your work for all problems, Chris.”

“Joe, sit down and be quiet.”

“Joe, it bothers both me and the other students when you have side conversations while I’m teaching. Please work silently.”

3. Affective Questions

Affective questions can be used to help students reflect on both positive and negative behaviors. Although these questions may feel a bit rigid at times, the benefits of using them are:

• It helps you stay consistent in addressing students

• If all staff members use them, it helps students have a consistent experience as they move throughout the building

• It helps students reflect on their behavior

• It gives students ownership over how to repair any damages done from their actions

• It gives both students and staff involved a voice

4. Circles

One of the best ways to re-introduce your students to you/each other is through quick circle prompts each day/week/whenever is appropriate. Attached is the circles template we used during training, which still come in handy – it may not be possible to create an actual circle in your classroom, but you still want to create a community where everyone has a voice and knows when to speak/listen.

A few suggestions/considerations:

• If possible, have students stand in a circle-type shape (or maybe more of a rectangle?) 3 feet apart around the perimeter of your classroom

• If not possible, have students stand near their desk so it’s easier for everyone to turn and face the speaker (and get out from behind their desks/laptops)

• Whenever possible, consider using a tent or outdoor space for circles

• If 1-2 students are connecting remotely, consider how they can join the community. They may/may not feel comfortable having their face projected out to the entire in-person class for the entire circle, so this may be a time where the student turns on their camera only when they are speaking and/or some other arrangement that is appropriate for your specific student needs.

A few suggestions for quick prompts for the first days/weeks:

• How are you feeling on a scale from 1-5?

• What is one word to describe how you are feeling?

• What is one thing you are excited for this spring?

• What is one question you have about returning to school (or staying remote)?

5. Seating Charts

Seating charts are required for every class as they are necessary for any contact tracing that may need to occur. Since students are now sitting <6 feet from each other in many situations, they will be considered close contacts to anyone near them who may test positive.

Some ideas:

• Project a labeled classroom visual on your smart board

• Number/label your desks and let students know in advance which seat to report to

• Allow students to pick their seat on day #1 (depending on your classroom dynamic) and then record where students are sitting while they work

Regardless of the method you choose, make sure you have a plan for day #1!

6. Re-Introducing Classroom Rules, Procedures, Expectations

As Chris joked/seriously stated, we are opening school now for the 3^rd time! Please treat it as day #1 by reviewing your classroom rules, procedures, expectations; taking time for an icebreaker or circle; etc.

7. Grading

It’s important to remember that many of our students endured hardships, illness, or other circumstances outside of their control (i.e. – they are not strong remote learners but their family kept them home for health & safety reasons).