The beginning of class can be overwhelming for teachers, with tasks like taking attendance, setting up the slide deck, and addressing student questions. A teacher who used to feel the need to have everything under control at the start of class realized that students were getting the least amount of attention during those first few minutes.
Students would often come into class wanting to share something with the teacher, such as a big game they played the night before or a personal issue at home. However, the teacher’s initial response would be to ask them to wait, and often, they wouldn’t get back to the student. This led the teacher to reevaluate their approach and make a change to give students the attention they deserved.
Building a Stronger Classroom Community
The teacher decided to dedicate five minutes at the start of class to nonacademic conversations and check-ins with students. During this time, the teacher would walk around the room, listen to students, and allow them to share their personal lives. This helped build trusting relationships between the teacher and students, as well as among the students themselves.
While the teacher checks in with individual students, the rest of the class is encouraged to talk to their peers and connect. The teacher asks students to stay in their seats, making the transition to the rest of the class smoother. This approach allows students to build relationships not only with the teacher but also with each other.
For new teachers, dedicating five minutes to nonacademic conversations might seem counterintuitive, given the pressure to maximize instructional time. However, this time is not wasted, as it helps students feel seen and connected to the classroom. The teacher follows four simple rules to make the most of the dedicated five minutes: no classwork talk, don’t try to talk to everyone, don’t push students to share, and protect the five minutes.
By not discussing classwork, the teacher can focus on students’ lives outside of school. The goal is to show genuine interest in the person, not to conduct an interrogation. The teacher also doesn’t try to talk to every student, instead focusing on a few each day and choosing different students over the course of the week. If a student seems to need a check-in, the teacher will adjust their routine to prioritize that student.
The teacher’s approach has helped create a stronger classroom community, where students feel comfortable sharing their personal lives and connecting with their peers. The dedicated five minutes has become a valuable part of the class, allowing the teacher to build genuine relationships with students and create a positive learning environment. As the teacher notes, “Five minutes might not seem like much, but to a student who needed someone to see them that day, it can mean everything.”
The importance of building a stronger classroom community is clear. When students feel seen and connected to their teacher and peers, they are more likely to be engaged and motivated in class. This can lead to better academic performance and a more positive overall educational experience. By prioritizing the dedicated five minutes, the teacher is investing in the well-being and success of their students.
By following these rules, the teacher can create a safe and supportive space for students to share their thoughts and feelings, and build meaningful relationships with their peers. As the teacher continues to prioritize this dedicated time, they are likely to see a positive impact on their students’ lives and academic performance.
Creating a Lasting Impact
The little follow-ups after the initial conversation are just as important as the dedicated five minutes. They show students that the teacher is invested in their lives and cares about their well-being. By remembering important events or milestones in a student’s life, the teacher demonstrates that they value and respect each student as an individual. This attention to detail has a profound impact on students, making them feel seen and heard.
