Techniques For Building Community Among Students

My hot take for the day is that the best thing to do in response to genAI in the classroom has nothing to do with genAI. Instead, we should use any disruption to double down on building classroom communities full of trust and an embrace of the frictionful state of learning. 1. Learn students’ names: perhaps one of the highest ROI things you can do to create a foundation for community. 2. Foster metacognitive habits: help student reflect on what they're learning and how. You want to build independent, active learners instead of passive receivers of information. 3. Teach with transparency: don't hide the ball. Put your motivations and pedagogical decisions on the table. 4. Communicate explicit learning objectives: tell them the point of every assignment and what they're supposed to get out of it. 5. Make communication policies clear: tell them how to get a hold of you and set expectations for when they can expect a response. h/t to Robert Talbert for this one. 6. Create frameworks for feedback: help them understand how to give and receive feedback. I really like @kimballscott's framework of Radical Candor for this. 7. Double down on active learning: get them engage in the work of learning. This is fun and often looks a lot like play! Don't just talk at them but get them talking to you and to each other. 8. Encourage experimentation: iterative improvement and failure is the way. 9. Cultivate community: help them fully leverage the rich relational web that is in the background of every classroom. This is so often untapped. 10. Connect individually with each student: it might be challenging, but do your best to get to know each student as an individual person. Feeling like you're seen and that you belong matters. 11. Build shared responsibility for learning: teacher and student both have to bring something to the table for learning in the classroom to happen. Call this out explicitly and have a conversation about what everyone is bringing. 12. Get alongside students: try to avoid being in front all the time but get beside your students so that they see you are on their side and wanting them to succeed. 13. Model vulnerability: when you mess up, and you will, own it. Much easier for them to do it if they see it from you. 14. Reframe from "have to" to "get to": everybody has some level of agency in their choice to be in the classroom. Remind everyone of the opportunity and privilege it is to be in a classroom. 15. Trust your students: what if you gave your students the benefit of the doubt and trusted them until they gave you a reason to do otherwise. 16. Offer opportunities for failure and retries: learning happens when we try, fail, reflect, and try again. 17. Embrace friction: learning, like any worthwhile activity, is hard work. Instead of looking for a frictionless experience where we accomplish things without effort, encourage students to dig into the worthwhile challenge of learning something new and growing.

* Building Relationships: Take the time to get to know students individually. Learn about their interests, hobbies, and what motivates them. For example, a teacher might start the year with a survey asking students about their favorite things or spend a few minutes each day chatting with individual students about their lives outside of school. * Showing Empathy and Understanding: Recognize that students' behavior is often a reflection of their experiences and challenges. Be patient and understanding, and try to see things from their perspective. For example, if a student is consistently late to class, a teacher might ask them privately if everything is okay at home rather than immediately punishing them. * Creating a Safe and Supportive Classroom: Establish a classroom environment where students feel safe to take risks, make mistakes, and express themselves. This can be achieved through clear expectations, consistent routines, and a focus on positive reinforcement. For example, a teacher might create a classroom agreement with students outlining expectations for behavior and communication. * Providing Opportunities for Success: Offer students opportunities to shine and experience success, regardless of their academic abilities. This can be achieved through differentiated instruction, flexible grouping, and a focus on individual growth. For example, a teacher might allow students to choose their own projects or assignments based on their interests and strengths. * Celebrating Diversity: Create a classroom environment where diversity is celebrated and all students feel valued and respected. This can be achieved through inclusive curriculum, culturally responsive teaching practices, and opportunities for students to share their unique perspectives. For example, a teacher might incorporate diverse texts and perspectives into their lessons or invite guest speakers from different cultural backgrounds. * Using Positive Language and Reinforcement: Focus on praising effort and progress rather than just achievement. Use positive language to encourage students and build their confidence. For example, instead of saying "That's wrong," a teacher might say "That's a good start, let's try it this way." * Being a Role Model: Model the behaviors and attitudes you want to see in your students. Be respectful, compassionate, and enthusiastic about learning. For example, a teacher might share their own struggles and successes with students to show them that it's okay to make mistakes and that learning is a lifelong process.

The engagement gap: why traditional online learning metrics hide the real reason students disengage. Most platforms track completion rates. But they miss what really matters. Isolation kills motivation faster than any technical glitch. Here's how to build real connection in virtual spaces: 1️⃣ Community-First Design • Break the solo learning trap • Foster peer relationships • Create belonging through structure ↳ Group projects that actually work ↳ Guided discussions that spark dialogue ↳ Micro-communities that stick together 2️⃣ Real-Time Connection Points • Schedule virtual coffee chats • Host informal study groups • Break down social barriers ↳ Weekly check-ins build momentum ↳ Informal spaces encourage bonding ↳ Small groups maximize interaction 3️⃣ Peer Support Networks • Match learners strategically • Enable organic mentoring • Build accountability partnerships ↳ Buddy systems drive completion ↳ Peer feedback loops work magic ↳ Support circles prevent dropout 4️⃣ Active Instructor Presence • Show up consistently • Engage authentically • Guide conversations naturally ↳ Regular office hours matter ↳ Personal responses build trust ↳ Active participation sets the tone 5️⃣ Inclusive Space Design • Clear community guidelines • Diverse representation • Accessible support systems ↳ Everyone feels welcome ↳ All voices get heard ↳ Support reaches everyone The secret isn't more content. It's better connection. Build community first. Everything else follows. How are you designing for connection—not just completion—in your online learning spaces?

As a first in family student, stepping into university life (many, many years ago) felt daunting. I didn’t know the ‘rules’ or the language, and I carried around a quiet fear that I didn’t quite belong. Over time, I found that sense of belonging, largely through my experience living on campus in student accommodation. It was there that I built friendships, found mentors, and slowly came to understand that belonging isn’t something you either have or don’t have, it’s something that can be nurtured. That's why this recent research on student belonging resonated with me. It moves beyond the usual talking points and gets to the heart of what really helps students feel they belong, especially those from underrepresented backgrounds. A few actions that stood out as both meaningful and at times overlooked: 1️⃣ Connecting students to purpose and identity Academic success isn’t just about essays and exams. When we value lived experience and non-traditional learning, students feel seen. We can do this by asking students to reflect on real-world challenges in assessments or connecting learning to their own contexts.   2️⃣ Prioritising relationship-building in the curriculum and throughout Not just during orientation, but throughout the semester via peer mentoring, collaborative problem solving in class, and structured opportunities for students to connect meaningfully with one another. 3️⃣ Making uncertainty visible Students often think they’re the only ones struggling - tutors and academics can and should talk openly about academic challenges, and leaders can acknowledge that confidence and learning those unwritten 'rules' builds over time. Staff who share their own learning journeys can have a huge impact and kindness, respect and genuine interest can go a long way.   4️⃣ Designing for diverse student needs and barriers Not all students want, or are able, to join clubs or attend social events due to work, caring responsibilities, or other factors. Offering flexible, low-barrier opportunities to connect (like online forums or drop-in chats), designing learning experiences with multiple ways to engage, and considering time-poor or commuter students in planning should be non-negotiables. As this article highlights, belonging doesn’t come from a single program, initiative or activity – and it isn’t one size-fits-all. It comes from hundreds of small cues that tell a student: You matter. You’re capable. You are welcome here. Because of this, all staff, can play a key role in facilitating micro-moments of connection. 🔗 Read the full article: https://lnkd.in/ghTeHkxg

Let Children Write the Rules They’ll Live By School rules should never be something imposed upon children by teachers or administrators. When we create and enforce them on behalf of the students, we rob them of one of the most important opportunities education has to offer: the chance to take responsibility for their own actions and decisions. Instead, the conversation should begin with a simple but profound question posed to the class: “When people talk about our class in the street, what would you like them to say about who we are?” The answers are always beautiful. Children say things like: • “We want them to say we’re kind.” • “We want them to say we’re brave.” • “We want them to say we’re good friends.” These statements are not rules — they are values. They become the foundation of a shared identity. - From Values to Action Once the children have defined who they want to be, the next step is to guide them towards action. We ask: “If we want people to say those things about us, what actions do we need to take to make sure they see that?” The answers come quickly: • “We’re always kind to other people and living things.” • “We try new things and we’re not scared of failing.” • “We don’t gossip or use unkind words.” At this point, the children are no longer following a list of arbitrary rules created by adults — they are writing their own constitution. They are deciding how they want to be represented and how they will hold themselves accountable. - Internal Policing and Real Responsibility When students are the authors of their classroom agreements, something powerful happens: we no longer need to police behaviour. The responsibility has shifted. The children monitor themselves and each other, not because they fear punishment, but because they care about staying true to the identity they chose. And there’s another essential step: we, the adults, must live by these same values. If the children commit to kindness, so must we. If they promise to avoid gossip, we too must model that behaviour. This consistency builds trust and creates a culture of equality, permanence, and fairness. - A Strategy That Calms the Storm If you’re a teacher or school leader struggling with behavioural challenges, I promise you this: try this approach. Hand over the reins of rule-making to the children. Let them decide who they want to be, how they will show it, and how they’ll hold each other accountable. When students are given that kind of agency, the classroom climate transforms. Conflict reduces, cooperation increases, and your learning environment becomes a community — one defined not by rules, but by shared values that everyone truly believes in. #Education #Montessori #School #Children

Starting in community today? Here’s the map I wish I had. No fluff, no hype—just what actually helped me build context, confidence, and real connections. 📚 BOOKS: Read like it matters You can’t design for belonging if you don’t understand it. Start here: → The Art of Community – Charles Vogl → The Art of Gathering – Priya Parker → Belong – Radha Agrawal These books give you the frameworks, language, and depth most people skip. 👀 PEOPLE: Inspiring people to follow You learn a lot by watching how the right people think and work. These are the ones I’ve learned most from: → Anamaria Dorgo – Living systems thinker, community in action → Fabian Pfortmüller – Principles-first community building → Jasmine Bina – She’s a cultural futurist. And if you’re not tracking culture, your community won’t land. 📬 NEWSLETTERS: Stay close to thinkers, not trends These newsletters will keep your mind growing while everyone else is posting hot takes: → Group Hug – by Elise Granata → Community Manager Breakfast by – Evan Hamilton → The Art of Gathering – by Priya Parker 🤝 COMMUNITIES: Choose your communities wisely You can’t join everything. Choose 1 of each: → A community for community builders – CMX, The Community Collective, or Led by Community → A community in a field you love – Pick something you actually care about. The only way to learn how it works is to participate. Time and presence matter more than volume. 🌀 EXPERIENCE: Learn through embodied experience This is what shaped my practice more than anything else: → Art of Hosting – Dialogue-based facilitation taught in an immersive setting, transformative for your work and your practice. → Volunteer in real life – Do hard things with people you care about. Join AIESEC or LALA if you’re young—but do it as a learning lab. → Host a local hub – Step into responsibility. If your community offers this opportunity, grab it, challenge yourself, it’ll change how you see community from the inside out. 🧠 FRAMEWORKS: to anchor your thinking → Community Weaving – Community Canvas reimagined: relational, emergent, human. (Soon in Spanish and Portuguese.) → People Magic – Free Mighty Networks masterclass with tactical advice for building real online spaces. The best community builders I know didn’t rush. They paid attention, stayed curious, and kept showing up. That’s the work. If you’re on this path too, I’d love to hear what shaped you—or what you wish you had when starting out.

Student-centered learning turns classrooms into active, collaborative spaces where students build meaning and develop essential skills. By emphasizing voice, choice, and relevance, teachers become facilitators rather than lecturers. Research shows this approach boosts retention by up to 30%, while also enhancing motivation and social-emotional growth. Each strategy offers unique cognitive and interpersonal benefits that can be woven into daily instruction. Let’s break down the five strategies from the infographic and explore how they can be meaningfully integrated: Partner Response promotes higher-order thinking and verbal fluency by encouraging students to explain complex ideas to peers ideal for bilingual classrooms where language scaffolding supports deeper reasoning. Think-Write-Pair-Share adds a reflective writing step that strengthens memory and metacognition, helping students articulate ideas with clarity. Quartet Quiz combines peer teaching with formative assessment, using rotating roles to build accountability and cooperative learning. Think, Turn & Talk supports quick processing and inclusive participation, ensuring every student engages in brief, meaningful dialogue. Inside & Outside Circle enhances communication skills and empathy through structured peer rotations, fostering active listening and community building across diverse perspectives. Ultimately, student-centered learning isn’t just a pedagogical shift it’s a philosophical commitment to empowerment, equity, and transformation. It prepares students not just to succeed academically, but to thrive as thoughtful, collaborative, and purpose-driven individuals. #TalkToLearnTransform

I’ve spent 20+ years building CTE and business programs that grew an average of 30% year-over-year… and here’s the truth: Kids aren’t bored because they lack motivation. They’re bored because school doesn’t let them matter. When I started treating high school programs more like MBA programs — bringing in businesses, real challenges, and authentic feedback — everything changed. Classes filled. Students showed up hungry. They failed forward. They became fearless. Communities thrived. And here’s the part everyone in education needs to pay attention to: This is exactly why internship programs are exploding right now. Students want relevance, contribution, and real experience — not worksheets. The Naperville District 203 Career Internship Program is one of the fastest-growing examples of this shift. Students are lining up because they can finally do work that means something. Here’s what I’ve learned building programs like this: 1️⃣ Students crave relevance. 2️⃣ Real-world work beats textbooks by a mile. 3️⃣ Put students into the deep end on day one. 4️⃣ Failure is feedback, not a penalty. 5️⃣ Community partners are rocket fuel. 6️⃣ Parents become your biggest advocates. 7️⃣ Teachers thrive when they coach, not deliver content. 8️⃣ Programs grow when they matter to kids. 9️⃣ Students want to contribute now. 🔟 Learning escapes the classroom or it dies there. If you want programs to grow, give students meaningful work. If you want communities to thrive, open your doors to young talent. Internships aren’t an “add-on” anymore — they’re the heartbeat. Let’s build what’s next. —Peter https://lnkd.in/gprF5ext

One of the best ways to build relationships with students isn’t asking them what they did that weekend. I’ve seen teacher after teacher struggle with building relationships with especially hard to reach students. Typically, those teachers’ coaches, meaning well, tell them to go spend time with students at lunch or during recess. Ask them what they did that weekend. Or what sports teams they like. Or what music they’re listening to. Any time where adults are trying to find out what motivates kids at school is time well spent, but chances are, no teacher can spend valuable prep time like that consistently. What if instead you maximized the time you had with students in class to build those relationships? And what if, instead of asking them what they did that weekend, you intentionally planned to highlight specific things that struggling students do well in your class already, no matter how small? That looks like this: “Johnny, I noticed how you re-read several sections of that text before putting an annotation. That’s a great habit to build now so you can be successful as you read even harder stuff. Awesome work.” “Jamilah, you came in and immediately started your Do Now. You were able to get through almost all of it before the timer started and are set up to have a great class.” “Sai, you had a strong model to make sense of the problems today. That’s really going to set you up to master the exit ticket.” Comments like that send a few messages that I think form the basis of strong relationship-building: First, they show students you’re paying attention to them. No “good job!”. No “great work!”. You saw something specific they did. And you acknowledged it. Second, they reinforce for students what it is you want them to do all the time. You’re shining a mirror back to them: “This is who I see you as. You should see yourself like this, too.” Third, they tell students specific actions they can take to be successful in your class. No guessing what my teacher wants from me. I’ve just told you what it is you need to do to succeed in this class. Instead of trying to carve out precious extra time to build relationships outside of class, do it through the content instead. It’s higher impact, saves you time, and most importantly, helps students see what they’re capable of.

Why do some students never speak up in class? 🤔 After 25+ years teaching international students, I've learned it's rarely about having "nothing to say." One Asian student described her experience: "I was trembling, sweating. I felt like I was doing something very wrong. I felt guilty." Guilty. For participating in class. This is what stepping WAY outside your comfort zone looks like. 💭 Here's what I've learned works: 🔹 Empathize first – Share your own struggles with discomfort. Build trust before expecting vulnerability. 🔹 Explain the "why" – Many students see participation as fluff. If it's 30% of their grade, they deserve to know why it matters. 🔹 Create scaffolding – Start small. Maybe it's just making eye contact. Then thinking about what they'd say. Then sharing in a small group. Then speaking up in class. 🔹 Build real relationships – Learn their names. Chat at breaks. Ask about their expertise. Then invite their unique perspective: "Lily, you were an accountant – what do you think about this?" The broader lesson? Whenever we ask people to do something outside their comfort zone – whether it's speaking up in meetings, giving feedback, or networking – we need to provide more than just the expectation. We need support, scaffolding, and relationship. What's one way you've helped someone step outside their comfort zone? 👇