Sense of Belonging

Sense of Belonging

            Upon entering my clinical placement it is immediately clear that the school is very student-centered. There is a two story “Atrium of Excellence” that serves as a main hub of the building. The walls in this area are bordered with words like “courage” and “integrity” and many more. Large showcases feature student athletics and student radio achievements, along with an area that acknowledges academic scholarships that the students have received. Along the main hallway is student artwork, with each graduating class allowed to decorate a set of tiles that have their class photo hanging next to it. The students see this artwork as a rite of passage, a way of leaving something to be remembered by.

            The classroom itself is decorated with numerous posters of historical figures, as well as a large collage of current events that help students realize that the things they hear on the news today will be the things their children study one day in a textbook. In addition to these posters, my cooperating teacher has a “women’s” sign hanging next to her door, which she refers to in order to remind her female students that her room is a safe place for them to speak out and voice their opinions, despite history being seen as a typically men’s subject.

            Whenever a group discussion is planned students first work through the set of questions in a small group, helping to increase their confidence and include the opinions of others. Students, particularly female students, will have a wonderful answer in small group discussion, and yet not offer it in the whole-class discussion setting. To work on this issue my host teacher provides students with extensive feedback to reinforce their thoughts, and does not allow for the class discussion to be dominated by the few students that openly offer to speak. She asks students individually for answers to questions, but does not push for answers that they clearly do not know. Instead she shapes the information they provide her with by taking pieces from various students to form a more complete answer. In doing this, she ensures that students have a positive outlook on classroom discussions and do not feel as intimidated when they do not have the entire answer.

            The number one thing my cooperating teacher does to enhance students’ sense of belonging in the classroom is display genuine interest and concern for themselves as people. Instead of writing of so-called problem students she works to delve deeper into the issue to its source, and address the behavior that is stemming from that source. Despite the lack of racial diversity in her classrooms, the students come from a wide range of socioeconomic statuses, which she remains acutely aware of. Knowing which students are facing homelessness or living below the poverty line does not lower her expectations of them, although it does shape her tolerance and understanding that it can be hard to remain focused in school. For students that need extra class time but are unable to find transportation home after school hours my cooperating teacher arranges a schedule with parents that she will bring them home on certain days in order to ensure that they do not fall behind.

            The results of her effort to build a bond with her students become apparent every time students trust her with information that they may not openly share. My cooperating teacher has been dubbed the “Freshman Mother” because of her compassion for the struggles that students face. Rarely in my placement did I experience a day that a student did not stop in to share what is going on with their life, whether it be as small as a conflict with another teacher, or as large as coming to her for consolation after the death of a terminally ill parent. In all circumstances, both academic and personal, it is very clear that she has her students’ best interests at heart and wants them to become productive and informed citizens, as well as resilient individuals whom believe in themselves.