The Master Teacher Blog

The Master Teacher Blog
Providing you, the K-12 leader, with the help you need to lead with clarity, credibility, and confidence in a time of enormous change.
Latest Posts
Seven Keys to Sustaining a Culture of Belonging (For Adults)

Climate and Culture, In Your Corner, Leadership and Change Management

Seven Keys to Sustaining a Culture of Belonging (For Adults)

We know the importance of creating a culture of belonging for young learners. When students feel that they belong, they are happier, and they engage more—and learn more. Students who feel connected also better relate to other students and are less likely to engage in unacceptable behavior. As educators, we design activities and build school and classroom cultures to encourage students to feel connected, accepted, and respected.   

At the same time, we may not give as much thought and effort to creating a culture of belonging for adults, despite the fact that a sense of connectedness, acceptance, and respect is no less important for us than it is for our students. When we feel that we belong, we spend less time worrying about social interactions, the perceptions of others, and how to fit in. In short, we experience less stress, worry, and anxiety about our work and relationships.  

Of course, many of the same factors that lead to a sense of belonging for young people apply to the experience of adults. Consistent with our efforts to create a culture of belonging for our students, we need to be intentional in our work to build this type of culture for adults. Here are seven key elements and actions that can create and sustain a culture of belonging, one we can all enjoy.  

We can start by assuming the positive intentions of each other. Assuming the positive intentions of others, even when we are not sure of their motivation, can generate a wide array of positive outcomes. In fact, assuming positive intentions is the first step in building and maintaining trust, whether in personal relationships with colleagues or on professional teams. Assuming positive intentions leads to better, stronger relationships, creates better opportunities for understanding and resolving conflicts, and encourages others to respond with trust. 

Second, we can embrace vulnerability. Vulnerability means being willing to admit that we do not always have all the answers. Sometimes, we need to learn, and we may need to ask for help. Doing so conveys value and respect to those around us. When we accept our vulnerability, the barriers that divide us and arouse our fears dissipate. We open ourselves to the ideas and efforts of others who can help us to find solutions to the problems that confront us.  

Third, we can show empathy. Empathy is a search to understand others. When we commit to listen and appreciate the experiences and perspectives of others, we gain access to important information and insights that can inform our perspectives and build our compassion. Empathy is the secret ingredient for getting through tough times together.  

Fourth, we need to value kindness over niceness. Niceness is calculated to have the other person feel good, even if the truth or reality is not consistent with our words and actions. Being nice can be a way of avoiding conflict or hurt feelings. Kindness takes the interests of the other person into consideration but goes beyond solely wanting to make the other person feel good; it includes sharing what another person may need to know or guidance that would be beneficial, even when what is said or done may cause discomfort.  

Fifth, we can choose to share our experience, knowledge, and wisdom. Sharing our expertise, coaching, and mentoring builds collective capacity. Sharing is an act of generosity and connection building. It is a gesture of caring and trust. Our collective knowledge, skills, and expertise exceeds what any one person can possess. Sharing makes us all better and stronger.  

Sixth, we need to be quick to forgive. Disagreements, thoughtless words, and ill-considered actions are unavoidable in communities. When we experience slights and thoughtlessness, we can feel let down, unvalued, and isolated. We need to address and resolve the situation as quickly as we can. Holding grudges and harboring private hurts damages us, holds us back, and deprives us of connections that can feed our emotional needs. Holding grudges can also isolate us and undermine community cohesiveness.  

Seventh, we can choose to maintain an attitude of gratitude. Gratitude embraces life in all its forms. We can feel grateful both in the face of tragedy and in response to triumph. Gratitude focuses our attention and emotions on others rather than being self-centered. It can lead us to move past quick, superficial expressions of thanks to pause and actually feel the emotion of the moment. Gratitude is a powerful relationship builder, and it reminds us of what is good in our relationships. An attitude of gratitude binds us to others by making them feel valued and appreciated.  

Working in a culture of belonging can make all the difference between feeling as though we are just doing a job and being part of a collective mission. A culture of belonging reassures us of our value. It frees us to take risks and admit when we are not fully successful. It is not always easy to build and maintain a culture of belonging, but when challenges arise, when we are going through difficult times, or when we just need to feel accepted and respected, a culture of belonging can be an amazing thing.

Six Do’s and Don’ts for Day One

Behavior, Climate and Culture, In Your Corner, Planning, Relationships and Connections

Six Do’s and Don’ts for Day One

The first day of a new school year offers a special opportunity to set the stage for the year, create first impressions, and begin building relationships. Careful planning and preparation can make your initial meeting with students a time of excitement, reassurance, and anticipation. As you get ready to start the new year, here are six “don’ts" and “do’s” to make the first day comfortable, engaging, and productive for all. 

Don’t: 

Assume students should know who you are and make them guess what the year will be like. 

Do: 

Allocate time to introduce yourself, and preview what their learning journey with you will be like. Consider sharing who you are, some basics about your family, when and why you decided to become a teacher, what you like about your work, and what you plan to do to make the year ahead rich and successful for your students. What you share can lessen the anxiety of students who may be fearful or uncertain. For all students, having a sense of who their teacher is and how committed that teacher is to their success can leave them eager for what lies ahead.  

Don’t:  

Delay relationship building with students. 

Do: 

Focus on getting to know your students. Listen carefully to their names, especially how they pronounce them. Learning students’ names quickly is a sign that you respect and value them. Pay particular attention to names from other cultures with which you may be unfamiliar. You might also invite students to share a nickname they prefer that you use, but be careful about assigning nicknames or using nicknames you have already heard; students may not want to be called by a nickname they have been assigned by friends or others. An initial seating chart can be helpful, even if students will be able to choose their seats once they settle in. If you assign seats alphabetically, consider doing so in reverse order, or using another strategy that avoids having students with names at the beginning of the alphabet seated closest to you and those with names at the end of the alphabet farthest away.  

Don’t: 

Assume students inherently know the value and utility of what they will be learning. 

Do: 

Find something interesting, unique, and surprising—and ideally, useful—about what you will be teaching to engage students. A list of fascinating facts, an unusual application, or an often-overlooked element within your content might be a good place to start. For example, you could share how the mathematics that students will be learning can be used to solve real-world problems, recount little-known stories about famous people who are or were voracious readers or writers, or describe how science promises to solve some of the world’s most vexing challenges. The goal is to give students a picture of how interesting and useful what they are going to learn in your class can be in their lives.   

Don’t: 

Read a list of classroom rules and expectations you have set. 

Do: 

Share with students that, throughout the first week, you and they will discuss classroom routines, norms, expectations, and rules together. Invite them to think about ideas and experiences they might share to support their learning and help them to be comfortable while in the class. Typically, the first day is better spent developing relationships and generating interest and anticipation. Also, signaling to students that they will have opportunities to provide input and participate in shaping how the class will operate demonstrates that you value them and their perspective and that you want them to feel safe and comfortable while learning.  

Don’t: 

Spend time handing out textbooks and other materials. 

Do: 

Pre-position textbooks and other standard materials on students’ desks, or have materials placed in a convenient place for students to pick them up as they enter the room. The time with students on the first day is precious. Spending time distributing textbooks and other materials that could have been organized in advance risks missing opportunities to engage students and begin building those crucial relationships.  

Don’t: 

Read aloud the class syllabus and list the exams students will take, the projects for which they will be responsible, and other requirements of the class. 

Do:  

Prioritize your time with students to maximize interest, build anticipation, and instill confidence that students will find success and usefulness in the time you will spend together. While you might provide students with a copy of the syllabus and any other information regarding how the year might unfold, save your discussion of this information for later. 

In many ways, the first day sets the tone and forms the path for the year ahead. The time spent planning, structuring, and preparing to make the first day interesting and motivating for our students is well worth the effort and can pay rewards that last well into the year.

Why Most Student Data Analysis Does Not Improve Learning

In Your Corner, Student Learning, Thinking Frames

Why Most Student Data Analysis Does Not Improve Learning

Tap the Synergy of Three Types of Classroom Goals

In Your Corner, Student Learning, Thinking Frames

Tap the Synergy of Three Types of Classroom Goals

Want More Learning Success? Try Student Goal Setting

In Your Corner, Student Learning, Thinking Frames

Want More Learning Success? Try Student Goal Setting

Trust: What We Need Now

Climate and Culture, Communication, In Your Corner, Thinking Frames

Trust: What We Need Now

Share Your Tips & Stories

Share your story and the tips you have for getting through this challenging time. It can remind a fellow school leader of something they forgot, or your example can make a difficult task much easier and allow them to get more done in less time. We may publish your comments.
Send Us An Email
Students Not Listening? Try These Tips

Communication, In Your Corner, Planning, Student Learning

Students Not Listening? Try These Tips

Five Benefits of Positive Student Relationships That Will Surprise You

Climate and Culture, In Your Corner, Relationships and Connections

Five Benefits of Positive Student Relationships That Will Surprise You

Six Ways to Develop a Powerful Culture of Learning

Climate and Culture, In Your Corner, Student Learning, Thinking Frames

Six Ways to Develop a Powerful Culture of Learning

The Dangers of Teaching While on Cruise Control 

Climate and Culture, In Your Corner, Relationships and Connections, Thinking Frames

The Dangers of Teaching While on Cruise Control