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Signalling status
How to build belonging in school
Hey š
Yesterday was solstice, and so our days now move from getting longer to getting shorter (or vice versa). Undeterred by seasonal shifts, we continue on our theme of belonging with the idea of statusā¦
Big idea š
Belonging can be a powerful catalyst for improving behaviour and learning in school. But how can we secure it? āSignalling statusā is one approach.
ā
Status is an indicator of our āfitā within a group. The degree to which our membership is acknowledged, our contribution is appreciated, and our preferences are respected. The more our status is secured, the greater our feeling of belonging.
We can signal status for students in our classes (and school) by:
1. Recognising ā Demonstrating to our students that we 'see' them, we 'know' them, and we 'value' themāby using their names, referring to their interests, and highlighting their contributions and achievements.
2. Including ā Ensuring that everyone is included in activities, discussions, jokes, and celebrationsāand where possible, giving key students a 'role' in class or school (such as resource manager or sports leader).
3. Framing ā Using the language of āweā and āusā rather than āyouā and āmeā, to emphasise the collective nature and shared fate of classroom activity.
How we frame feedback is a particularly sensitive area. Pupils can easily interpret feedback as criticism from the teacher and a sign of rejection. Youāve got this question incorrect can easily become Iām not accepted here.
We can turn this risk into a resource by framing feedback as a defining feature of the group. In this class, we all push each other, because we care about everyone getting better.
Signals of status from teachers are good, but signals of status from peers are even better. This is why it's so important to invest in a positive classroom culture where peer contributions are valued and treated with respect. Even something as simple as 'tracking the speaker' (aka looking at them) sends an implicit signal that they are part of the group.
"Cohesion and trust occur when group members send and receive small, frequently occuring signals of belonging."
In many ways, building belonging is subtle practiceāmade up of the aggregation of many tiny gestures over time. An affirming glance at the right moment can go a long way.
Finally, belonging doesn't just matter for studentsāit's also crucial for staff. All of the above applies to teachers as much as students, and is extra important when times are tough.
Challenge ā How do you āsignal statusā to students in your class/school? How might you elevate status even further for those who need it the most?
Summary
ā¢ Status is an indicator of our āfitā within a groupāa signal of belonging.
ā¢ We can signal status through recognition, inclusion, and framing.
ā¢ The more we can get students (and teachers) signalling status for each other, the better.
Little links š„
On topic ā For more, check out this paper on the interplay between identity and belonging, this study on factors that influence the belonging of new teachers, and Lemov et alās fab āReconnectā (a cracking guide to building belonging in the smartphone era).
On trend ā This week, we have a paper exploring the links between Cognitive Load Theory and other theories in ed psych, a study exploring the effects of encouraging messages from teachers, and a longitudinal study exploring the (negligible) link between time spent writing and writing quality.
Bonus ā Do you use humour in your lessons? If so, let me know why & how here.
Hope all the pieces are beginning to fall into place for ya.
Peps š