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How to Develop a Strong Community in the Classroom: An Interview with Elementary School Teacher, Tracy Maher
The Social Smart Kids Advisory Board interviewed third/fourth grade teacher, Tracy Maher, regarding socialization in the classroom. Tracy was selected as an interviewee because of her exceptional skill in creating a strong social community environment in her class. She has taught her students to support each other in and out of the classroom while developing an environment where all students are accepted regardless of academic ability.
SSK: How do you foster a strong social community in the classroom?
TM: Community building is essential, especially at the beginning of the school year. I emphasize that we’re all in this class together to learn and make friends. I explain the most effective and friendly way to interact with each other by taking advantage of teachable moments. I model appropriate interactions by using myself as an example and also use “what if” scenarios for potential interactions within the classroom setting. I also clearly communicate with all students what is appropriate communication and what is not, making students aware of inappropriate conversations. Students are also encouraged to work with one another and help each other before immediately seeking teacher intervention. Morning meeting, where each student is greeted by another student (which focuses on eye contact and body language), social games, etc., is a wonderful time to create a social community. Establishing clear, attainable rules and roles also helps foster this community as it provides students a structure to work within.
SSK: What are some of the most common social issues kids struggle within your class?
TM: They are so close now after 2 years that they really feel like a family. There have been a few times that they treat each other like brothers and sisters with some teasing. The main issues I see are:
Eye Contact - encourage eye contact at all times. This is difficult for many children at first but they get used to it with practice.
Making new friends – continuously getting the children to interact with different children by setting various criteria for them to choose partners. For example, have the children select a partner who they think they can learn from or who they think they can help. Continuously changing desk grouping also helps with student interaction.
Student gaining attention of an adult in an appropriate manner - children need to learn how to wait until someone is finished speaking to another student or teacher before trying to engage in conversation.
Initiating Conversation – some students struggle with unstructured social interactions where they have to come up with a topic to talk about with someone they don’t necessarily interact with all the time. Posing such topics as having students ask each other about their weekend, plans for vacation, what they like to do, etc. helps.
SSK: How do you view your role, as a teacher, in assisting kids with their social skills?
TM: I feel that I have a very supportive role! I am their role model. I observe them in several different circumstances and can help them understand how their actions affect others using teachable moments.
Facilitating Discussion (bringing up “what if” situations) – Sometimes it is hard for students to understand how their words, actions, and body language affect others. One way to help students understand this cause and effect relationship is through reading literature and discussing the situation that happen to the characters making connections to their lives.
SSK: How do you teach kids who are socially awkward how to interact successfully with peers while teaching curriculum?
TM:
Modeling – Students learn by watching their classmates and teachers. They pick up on the social interaction between others. When praise is given for specific interactions between students, others will strive to participate in similar interactions. Positive reinforcement for them as well as their peers around them is crucial.
One-on-One – Some behaviors may call for one-on-one attention – For example, I had one student who had trouble controlling her burps in class. Her burps were loud and frequent and it was disruptive to our learning environment. I spoke with her one-on-one about this to see if we could work together to help her control it. Whenever she was able to have snack without burping, I would comment to her privately how great it was that she ate snack without burping. This simple intervention made her aware of the behavior and helped her control herself so she was no longer disruptive to the class.
Discussion – I feel it is important to have discussions about appropriate behavior. For example, before we leave for an all school assembly we may discuss what I expect to see them doing to be a great audience (paying attention to the speaker, sitting quietly, etc.)
SSK: What do you do if disruptive behaviors persist despite your efforts?
TM: Never give up! Some behaviors might take longer than others to try to control, but never, ever give up. I also seek the advice and expertise from other professionals and colleagues who share with me. We also have a Student Success Team referral service where professionals in the building convene and work together to brainstorm solutions. I also work directly with the child, if appropriate, to discuss a viable plan to help exterminate/diminish the behaviors.
SSK: Do you have an understanding of the friendships that have formed in your classroom?
TM: I do have an understanding of their friendships however I feel seeing them at recess and specials as well as speaking with parents would give an even better understanding. Different settings reveal a deeper understanding. We talk about everyone in the class being our friends. We know that everyone is not as close as those who are our “best friends”, but we treat everyone with respect and never want anyone to feel left out. Continually working with different partners helps foster a variety of friendships.
SSK: Have there been instances where cliques have formed to the exclusion of others?
TM: I am sure that cliques are formed, but I strive to make a classroom atmosphere where these cliques are not visible and felt by the students and those that walk through the doors.
SSK: What are your criteria for intervening when children are experiencing conflict in the classroom?
TM: It depends on the conflict (whole class or individuals) – When the conflict involves the whole class or most of the students, the situation will be discussed as a class. For example, if I receive a letter from a guest teacher that states that the class was chatty and misbehaving while I was out, we will discuss this situation as a class. However if the conflict it between a few students I will talk with them individually. For example, if students are trying to discuss a problem and are having trouble doing this, we will go into the hall to discuss and try to resolve the problem. Students are given the opportunity to speak while the other student(s) listen. Sometimes they just need a mediator to help them understand both sides of the story.
SSK: Do you intervene when kids are “just annoying” each other or only when their behavior is dangerous and destructive?
TM: I do intervene; it may be with a small name drop, a look or a headshake. I don’t want the situation to escalate and I want them focused on the task at hand. Dangerous and destructive behavior calls for immediate action.
SSK: What is your method of creating a community within the classroom?
TM:
Morning Meeting/Greetings and Games – Every morning the students come in and read the message of the day, which tells the students what we will be doing for the day. The message concludes with a question of the day and the students write their answers on the board. Each morning the class gathers in our meeting area to start our day with a Morning Meeting. The meeting starts with one student reading the message for the day. We discuss what we will be doing for the day and the students have the opportunity to ask any questions they may have. Then they share their answers to the question, which allows students to learn more about each other. Two students are then given the chance to share something special with the class. This may include a story, toy, trophy, pictures, etc. When each student finishes sharing, they may accept two respectful questions or comments from their classmates. This gives students an opportunity to share what is important to them so we can learn even more about them. We end each meeting with a greeting or game to start our day. A student will choose a card from the greeting bag. This gives the students a chance to greet each other, work on eye contact, and start the day in a nice friendly way. Our meeting only lasts for about 15 minutes, but it is a wonderful way to set the stage for the rest of the day.
Cooperative Activities – Students are given many opportunities to work with each other on curriculum activities. These groups change frequently from partners to small groups and allow students to work with different peers.
Developing Rules Together – At the beginning of the school year we develop our classroom rules together. The students then feel ownership of these rules and are more apt to follow them.
Establishing Routines – The routines of the classroom help each day flow smoothly. These routines are established at the beginning of the year. We have classroom jobs that the students are responsible for. Some jobs include; feeding the fish, watering the plants, erasing the boards, etc. The jobs change each week giving students the chance to do each job. These routines and jobs teach the students that we much work together to keep our classroom in order.
Limit Setting Progression (Steps to the principal) – Our school has behavior management plan in place that all students are familiar with. The steps are: Helpful Advice, Classroom Time-out, A time-out in another class, time with the principal
Getting-To-Know-You activities – At the beginning of the year we do several activities for the students to get to know each other. For example, we do one activity where the students are given a BINGO board with statements such as “has a brother or likes to dance”. Each student takes their sheet and tries to find someone who meets the criteria for each statement. When all students have their sheets filled in we play BINGO with the students’ names. This activity helps the students get to know each other better and also helps them learn each other’s names.
Recognizing Differences – We talk about the fact that we are all different and how exciting that is. Talking about how boring the world would be if we were all the same really helps them to see how differences are exciting. We talk about how we all look different, have different interests, and even different learning styles. I take some time to talk about the different learning styles because I feel it is important for them to notice how they learn best. Knowing students’ interests and strengths and letting them get to know you is important to the classroom community. I feel students will feel comfortable taking risks in a classroom where they feel valued and important. Knowing my students well helps me showcase their strengths and use their interest to make connections with the curriculum, which will make learning meaningful. I also feel that it is important for the students to get to know me. It is important for me to make my expectations clear.
SSK: How do you integrate children with special needs into your classroom?
TM: They are a part of the class!
We talk a lot about differences, appreciating and celebrating differences. We discuss different types of learning styles. I find special talents in each student and give them opportunities to showcase those talents to the class. Working with special educators to make transitions smooth, having them work with all students. Curriculum – having them use the same curriculum, but access it in an appropriate way for them and a way that doesn’t always look different than others.
SSK: How to do handle questions regarding disabilities, unusual behaviors, and/or learning differences?
TM: Nadine’s talk about Down syndrome at the beginning of the year was fabulous and really answered a lot of the students’ questions and helped give them an understanding. It sent the tone for the year that questions were OK. Guidance lessons help as well – Our guidance counselor comes into the classroom and does activities to promote classroom and school community. This helps reinforce what is already being taught and encouraged in the classroom. Explain behaviors – for example, one child rocks back and forth while presenting material to the class. When asked, “Why does he rock like that?” my response was “I think maybe it calms him down, what do you think? What things do you do to calm down when feeling nervous or anxious?”
SSK: What do you wish parents would do more of to help their children with social challenges?
TM: Have discussions with their children about social challenges and assist in decision-making. Model situations, etc. The social smart cards are a great way to do this.
Encourage and reinforce positive social skills
Discuss “what if” situations
Make them aware of their challenges and how they can overcome them and express themselves to people
Continual conversations with teacher
SSK: How do you tell/communicate with a parent that you suspect their child has a social challenge or a special need that has gone unaddressed?
TM: Parents know their children best. I would first ask them how they view their child socially and/or academically. I would then share what I am seeing with them at school. We are usually seeing the same types of things at home and at school. My hope would be that we could work together to develop strategies to help their child grow both academically and socially.
SSK: Doesn’t all this talk about social skills take away from teaching time in the classroom?
TM: No, it actually saves me time later! If I spend a few minutes here and there teaching kids how to interact with each other appropriately, then they will then be able to interact well together during teaching times. For example, when we are discussing a book (like you would in a book club), if kids are respectful in the way they are exchanging ideas, then they are able to spend more time learning.
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