@dederittman In 2018, the United States experienced 307 school shootings. When reading about these school shootings, a pattern emerges : the school shooter is usually not really connected to the school; he is on the periphery, but does not really belong. I believe that school cultures need to promote a sense of belonging for every student. I know this is a huge task, but for students to be successful, they need to feel that they belong. Teachers need to extend themselves to students and get to know them personally. I have a few other ideas, too.
I taught at a very large school for 35 years. My building was grades 9 and 10, and we had a yearly population of over 1400 students. Our administration and staff, along with student council and other student groups, promoted belonging. I would like to share some ideas we implemented that might work for your school.
Club program. Our club program was 40 minutes during school time every other week. Students were offered a list of interesting clubs – and teachers had to step up and volunteer to share their expertise. Although I did not know how to do calligraphy, I co-sponsored the Calligraphy club with an art teacher friend. Students saw me struggle to learn, along with helping them where I could, and connections were made. Perhaps the funniest moment happened when I agreed to co-sponsor a dance club. On the first day, 600 girls arrived in the gym for dance club! No matter-I grabbed the most talented dancer in the school, whose parents were dance teachers, and made her the star of every meeting, as she taught 600 girls to dance the newest craze (late 70’s). Peer to peer teaching made this an exceptional club.
“You’re Special Delivery.” My school was so large, that the staff worried that kids who did not excel were not being recognized. In conjunction with our great student council kids and sponsor, we practiced the mailing home of a postcard that said “You’re Special Delivery.” When a student did something worth noticing, from a kindness to a grade or a great effort, the teacher could write a few lines on the postcard, along with the address of “To the Parents of John Smith.” Student council took over and addressed and mailed the cards home. We practiced this firm of recognition for years, and parents and students really appreciated it. I know you are saying I could just write an email, but nothing will replace a handwritten note.
Inviting kids to share their expertise. A boy at school was an excellent fisherman. I enjoy trout fishing, and we talked about fishing a lot. (Teachers MUST find a connection with their students!) Pretty soon, other students started asking questions about fishing, gear, license, etc. This young man made a list of needs and took kids fishing for the fist time. They met at a local lake and had a ball. (I did not go – I was away on a fishing trip.) A shy boy stepped up to become a leader and connect with others, and he helped them to find out that school is not just book learning.
For many years, I directed both the high school musical (grades 9-12) and the talent show at my school. I had so many students in my English and Theater classes who really did not “belong” to a group. I invited kids to be on committees – makeup, props, costumes, scenery, etc. This was very successful. Students from my Theater class implemented learning from the class, sharing their knowledge with others. I learned to share responsibilities with students, and had costume, props, and makeup chairpersons who were students, especially seniors. After observing their work and creativity for previous years, they earned the position. For some kids, theater is their “sport” and home away from home.
What about helping new students? My school had a regular influx of new students throughout the year – we were ranked number 1 academically and athletically. and when executives were transferred to Pittsburgh, North Allegheny was often the school of choice. When I received a new student in a morning class, I immediately looked at the schedule and asked who had lunch at the same time. Lunch can be the scariest part of the day when a student is new! I introduced the student, and made sure a small group of new friends would meet him to walk down to lunch and explain the 5 lunch line choices. I also arranged for a different student to walk him to his next class, the next, and so on, by matching schedules. This made every student feel that he was helping someone new, and connections were made. These small gestures were powerful for the new student and for the helpers. School is all about relationships.
These are just a few ideas that worked for me during my 37 years in the classroom. As teachers and administrators, we want all students to feel that they have a sense of belonging to and being a part of the school culture. As teachers, we possess powerful ways to make that happen, even by simply speaking to a student we don’t know in the hallway. On many occasions, I went into my classroom in August to set up, and kids and their parents would be wandering the halls, anxiety-ridden because of the sheer size of the building. I always spent time with these kids and parents, and explained an easy way to navigate the building. Months later, parents or kids would write a note or stop in to say thank you, that they appreciated my kindness. Once again, it’s all about relationships and making connections. I hope you make some wonderful connections this school year and help students to feel that they belong to your school culture. I pray that with a sense of belonging, the number of school shootings will dissipate, and America’s children will be safer.
Bio
Dede Rittman taught English and Theater for 37 years, retiring when her husband was dying of cancer. She published her first book STUDENT TEACHING: THE INSIDE SCOOP FROM A MASTER TEACHER, in 2014. The book has won 8 awards. Dede’s children’s book, GRADY GETS GLASSES, is the winner of 3 awards, including a prestigious Moonbeam Award. Dede presents on both her books, both virtually and in person, where she is a “rock star” in elementary and college classes. www.dederittman.com www.gradygetsglasses.com @dederittman [email protected]
I taught at a very large school for 35 years. My building was grades 9 and 10, and we had a yearly population of over 1400 students. Our administration and staff, along with student council and other student groups, promoted belonging. I would like to share some ideas we implemented that might work for your school.
Club program. Our club program was 40 minutes during school time every other week. Students were offered a list of interesting clubs – and teachers had to step up and volunteer to share their expertise. Although I did not know how to do calligraphy, I co-sponsored the Calligraphy club with an art teacher friend. Students saw me struggle to learn, along with helping them where I could, and connections were made. Perhaps the funniest moment happened when I agreed to co-sponsor a dance club. On the first day, 600 girls arrived in the gym for dance club! No matter-I grabbed the most talented dancer in the school, whose parents were dance teachers, and made her the star of every meeting, as she taught 600 girls to dance the newest craze (late 70’s). Peer to peer teaching made this an exceptional club.
“You’re Special Delivery.” My school was so large, that the staff worried that kids who did not excel were not being recognized. In conjunction with our great student council kids and sponsor, we practiced the mailing home of a postcard that said “You’re Special Delivery.” When a student did something worth noticing, from a kindness to a grade or a great effort, the teacher could write a few lines on the postcard, along with the address of “To the Parents of John Smith.” Student council took over and addressed and mailed the cards home. We practiced this firm of recognition for years, and parents and students really appreciated it. I know you are saying I could just write an email, but nothing will replace a handwritten note.
Inviting kids to share their expertise. A boy at school was an excellent fisherman. I enjoy trout fishing, and we talked about fishing a lot. (Teachers MUST find a connection with their students!) Pretty soon, other students started asking questions about fishing, gear, license, etc. This young man made a list of needs and took kids fishing for the fist time. They met at a local lake and had a ball. (I did not go – I was away on a fishing trip.) A shy boy stepped up to become a leader and connect with others, and he helped them to find out that school is not just book learning.
For many years, I directed both the high school musical (grades 9-12) and the talent show at my school. I had so many students in my English and Theater classes who really did not “belong” to a group. I invited kids to be on committees – makeup, props, costumes, scenery, etc. This was very successful. Students from my Theater class implemented learning from the class, sharing their knowledge with others. I learned to share responsibilities with students, and had costume, props, and makeup chairpersons who were students, especially seniors. After observing their work and creativity for previous years, they earned the position. For some kids, theater is their “sport” and home away from home.
What about helping new students? My school had a regular influx of new students throughout the year – we were ranked number 1 academically and athletically. and when executives were transferred to Pittsburgh, North Allegheny was often the school of choice. When I received a new student in a morning class, I immediately looked at the schedule and asked who had lunch at the same time. Lunch can be the scariest part of the day when a student is new! I introduced the student, and made sure a small group of new friends would meet him to walk down to lunch and explain the 5 lunch line choices. I also arranged for a different student to walk him to his next class, the next, and so on, by matching schedules. This made every student feel that he was helping someone new, and connections were made. These small gestures were powerful for the new student and for the helpers. School is all about relationships.
These are just a few ideas that worked for me during my 37 years in the classroom. As teachers and administrators, we want all students to feel that they have a sense of belonging to and being a part of the school culture. As teachers, we possess powerful ways to make that happen, even by simply speaking to a student we don’t know in the hallway. On many occasions, I went into my classroom in August to set up, and kids and their parents would be wandering the halls, anxiety-ridden because of the sheer size of the building. I always spent time with these kids and parents, and explained an easy way to navigate the building. Months later, parents or kids would write a note or stop in to say thank you, that they appreciated my kindness. Once again, it’s all about relationships and making connections. I hope you make some wonderful connections this school year and help students to feel that they belong to your school culture. I pray that with a sense of belonging, the number of school shootings will dissipate, and America’s children will be safer.
Bio
Dede Rittman taught English and Theater for 37 years, retiring when her husband was dying of cancer. She published her first book STUDENT TEACHING: THE INSIDE SCOOP FROM A MASTER TEACHER, in 2014. The book has won 8 awards. Dede’s children’s book, GRADY GETS GLASSES, is the winner of 3 awards, including a prestigious Moonbeam Award. Dede presents on both her books, both virtually and in person, where she is a “rock star” in elementary and college classes. www.dederittman.com www.gradygetsglasses.com @dederittman [email protected]