Relationship Building for SEL
Name of School:
Rainbow Creek Elementary
Our school is considered:
In five words or less, describe your prototype
Making time for relationship building
Insert an image that showcases your prototype.
How might we?:
How might we infuse our growing understanding of social and emotional learning into daily practice?
Describe the prototype(s) your school will focus on. Get creative. Be sure to describe the various approaches staff will take, what you will keep your eye on and how staff plan to document their results.
We have two prototypes happening in our school to address our "how might we". We have a two by ten prototype and a class coverage prototype. The two-by-ten staff are choosing a student that they want to connect with and get to know better. Then for 10 school days in a row, they take a moment to spend two minutes engaging in conversation with that student. Staff are enjoying the benefits that come from getting to know students on a personal level and ensuring that all students have the opportunity to connect.
Our admin team created a prototype in which teachers sign up for a 20 minute of class coverage in order to spend some time connecting with a student who they feel would benefit from the 1:1 time. The students being chosen are often the ones who have more challenging behaviour and the teachers are using the time for some positive engagement. Teachers are playing games, reading and drawing while partaking in conversation.
Students thrive on personal connections. When teachers have chosen a student to spend 20 minutes with, it makes them feel more connected to their teacher. One grade three student asked "Why do I get to go?"...she felt so special. Her teacher now wants to take the time with every student, as it is difficult to know who to choose. Through the process, teachers realized they needed to choose an activity, such as colouring or drawing, that was easy to facilitate conversation. They also discovered some students will need more than one time with the teacher in order to open up while others only needed one time together.
Staff that chose students for their two by ten prototype found that they began to create strong connections. At times, they found it heartbreaking to hear student's stories, but gave them more perspective on them and how to help. For their next steps, these staff plan to choose students who are quieter and don't seek out adult conversation as much, in order to connect with them as well.
These two prototypes touched on the nurture of LEARN as our staff nurture positive relationships built on trust, support and care for one another.