Strategies that I have used to develop positive relationships and promote student wellbeing and connectedness include:

 

• Continuously building relationships through everyday practices. I model positive interpersonal skills by greeting students at the door each morning; making time for parents and families; using positive language in interactions; learning about students’ interests; and caring for students so they feel included, valued and respected. For example, following a discussion about deep sea creatures, I created ‘discovery cards’ for three students who displayed their interest in these animals during Discovery Time. I have devised classroom activities that foster student connectedness and belonging such as an inquiry that explored ‘Things we have in common’. This activity encouraged students to communicate with others and establish positive classroom relationships. 

 

• Setting up routines and clear expectations. I believe in constructing shared behavioural norms based on school values to guide classroom interactions and develop shared accountability. I aim to involve all students in this process to create a happy and conducive environment where each student can learn and feel respected. For example, I worked with Prep students to create a 'Friendliness Looks Like' anchor chart to help promote positive social behaviours.

 

• Promoting connectedness, cooperation and collaboration through Class Circles. I believe in including regular Circle Time activities to build classroom connectedness, explicitly teach social communication, resolve conflict and energise students for learning. For example, I have used activities such as ‘Pass the Mask’ to explicitly teach emotional intelligence and encourage verbal and non-verbal communication. This activity involves a student demonstrating a feeling on their face and requires peers to mirror and identify that feeling. I also believe in using ‘Problem-Solving’ and ‘Peacemaking’ Circles to manage conflicts.

 

• Using Restorative Practices to create safe and supportive classroom communities. In addition to having ‘restorative chats’ with children to resolve issues, I have implemented restorative learning activities. For example, to help Prep students consider the effect of certain behaviours on interpersonal relationships, I used the book ‘Hands Are Not For Hitting’ to facilitate an inquiry into what hands are used for. Students then created a class book listing positive behaviours, which I used to encourage accountability and responsibility.

 

• Encouraging positive student-teacher relations by co-creating an ‘All About Us' Wall, sharing artefacts and including learning activities that develop classroom connectedness and foster social relationships. For example, I used the book 'My Two Blankets' in a creative activity with Prep students to celebrate diversity, identity and belonging.

 

I would build on these practices in my own classroom by sending a letter to students over the Summer holidays to introduce myself; having a class ‘Affirmation Board’ where students can leave positive messages for each other; and using a ‘Suggestion Box’ to gain constructive feedback from students. I believe that such practices lay the foundation for effective learning by building a cohesive classroom community and allow us to understand our students and personalise learning.