When you return papers or assignments in the first three to four weeks, use names as you give the paper back to the student (“Loved your perfect spelling, Kenisha”).
• Interviews: Give students two to three minutes in pairs to interview each other and discover something that no one can forget. Each pair stands, then asks students to introduce each other, allowing about one minute per pair.
• Classroom roles: Students apply for (or are given) jobs so you can tie the student to his or her class job (“Ryan the reporter” or “Kayla the class leader”). You can read more about assigning classroom jobs in chapter 12 (page 128).
Name-Learning Strategies for Students
Ensuring students also know each other’s names is also a useful way to build relationships between peers, because strong social glue builds valuable respect, familiarity, and trust. That can break down barriers and reduce cliques in class.
A fun activity for students to learn each other’s names is the name game. On a blank, 3” × 5” notecard, ask everyone to write one word that begins with the same letter as his or her first name. The word should connect with something about him or her (“Eric is energetic”). Then, put your students in small groups of four to six. In a circle, ask everyone to say his or her name, the word, and the connection to the word. Then, the group can put the cards in the center of the circle in a box or basket. Using a timer, ask a pair of volunteers to see how long it will take them to return the correct card to the other students in the group. Next week, switch up students so all of them are in a new group. Continue this for the first four weeks until everyone is pretty good at others’ names. Use the tracking sheet in figure 1.3 to help you keep track of the names and attributes for each student in a class.
Figure 1.3: Name-learning tracking sheet.
Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.
These memory tools will build the confidence and social glue to foster cognitive capacity (for attention and for short- and long-term memory). Additionally, during group work, invite students to always address each other by name. When students pair up with a new partner, ask them to introduce themselves to others with eye contact, a greeting, and a handshake.
Create a Me Bag
Another way to build a culture of personalization is to use variations of the Me Bag activity during the first week of school. This is a great activity for all K–12 students because most students, no matter their age, want to know some personal things about their teacher. First, you’ll model the process for your own students. Start with a paper bag that has small objects, items you collect about yourself: photos, receipts, ticket stubs, a favorite snack, keys, or mementos that help tell a story about yourself. Share those objects and stories in about seven to ten minutes. Use figure 1.4 to brainstorm some items you could put into a Me Bag and what you might want to say about them.
Figure 1.4: Ideas for a Me Bag.
Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.
Share an Everyday Problem
Whether you want to be a role model or not, you are a role model. Give students what they need so badly—a real-world model of how to live as an adult. You can think of this as a way to extend the work you began with the Me Bag activity. That means about once a week, share a piece of your world, something that presents a challenge or problem that you had, maybe something you experienced over the weekend. A short, three-minute slice of a teacher’s life can do wonders for fostering the relational mindset.
Consider the following teacher’s story.
Last weekend something weird happened. I had promised to help my friend move on Saturday. But when I went out to my car that morning, I turned the key to start it and click … nothing! My car wouldn’t start, and I was freaking out because I made a promise to her. “Friends keep promises to friends,” I said to myself. Now, what could I possibly do?
Well, students, it’s time for your challenge of the day. Work with a partner, and come up with two possible solutions to my problem. You see, even though I was freaking out, I found a way to solve the problem. How would you solve this problem?
Your story gives students a tiny window into your adult world, especially when you can turn it into a learning opportunity for them to learn to solve real-world problems, which is often something you can connect directly to the learning topic you intend to cover in your lesson. After you present your story, give students a minute to brainstorm how they would approach it. Then, call on students to give their thoughts, and don’t judge their answers. Keep a modest, positive spirit, and say, “I hadn’t thought of that. Thank you, Marcus” or “I appreciate the brainstorming you did. Thank you! Now, let’s grab a few more ideas.” I always thank students for their participation but never criticize, judge, or evaluate their efforts. I realize they’re a fraction of my age and are unlikely to have the same coping skills.
After you call on many volunteers (thanking them for their effort), you should share the rest of the story. How did you decide what to do about the problem, and what did you learn from the results? If you need help organizing an activity for this lesson, use figure 1.5 to plan it out in advance.
Figure 1.5: Map an everyday problem.
Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.
Even if you can’t connect this exercise directly to an ongoing lesson, it is not a waste of time; it is an investment in your students that will pay off later since you’re role modeling three things for your class. Yes, adults do have problems and how they deal with them can be useful. Just because a problem is tough, big, or stressful doesn’t mean it is unsolvable. Finally, it is a chance for you to share the process of problem solving. You share your values, your attitude, and the procedures it takes to be a success.
Share Progress on Goals
The last tool for creating a culture of personalization is sharing your personal goals. Many teachers struggle to find a separation between their personal and teacher lives. However, all students, especially those from poverty, love the idea of goals. Setting personal goals and sharing them with your students is an effective way to foster the relational mindset. Post your personal goal in the classroom (since you are asking students to do the same) and share your progress all year (or semester) long. In addition, you’ll also post your class goal. (You’ll learn more about setting gutsy class goals in chapter 4, page 41.) Figure 1.6 provides a worksheet you can post in your room for achieving a personal goal.
Figure 1.6: Goal and progress poster.
Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.
Table 1.1 lists some sample goals you might consider, along with some milestones to associate with these goals.
Table