5 Steps To Start Building a Heart-Led Classroom

Building a heart-led classroom, with all fully supporting ideas, methods, and procedures in place takes time. It is a process, and as heart-led teaching presents, there are no set-in-stone guidelines, as each heart-led classroom will start to develop in a way that is unique and supporting of the needs within that particular space. Much of the heart-led classroom structure will be the creative and heart-led ideas and efforts of the classroom teacher. The heart-led classroom will also reach a point when it becomes a co-leading classroom, where student voice and student choice starts to develop into a co-working space.

However, there are several steps that every teacher can take to start building the heart-led classroom, as every classroom needs structure and a strong foundation to begin the process of working towards successful teaching and learning outcomes.

Step One: Classroom Rules and Procedures – This is the one crucial step that has been stressed for years in education, and it should be the first step in any teaching and learning plan. Classroom rules and procedures are the foundation that your teaching efforts will thrive upon if this first step is initiated.

Believe it or not, students want structure. They want routines, rules, and procedures, and they want the teacher to lead the way. Many educators have had experiences where they felt that their students were not listening and that they wanted to do things their way. However, the first thing to consider is whether or not all students clearly and truly know what they should and should not be doing. Do they clearly know your expectations? Do they clearly know the rules? (Both classroom and school-wide) Do they clearly know classroom procedures. Do they clearly know the consequences based on school and district rules for certain actions? Then, once your heart-led classroom grows, do they clearly know the consequences of adverse behavior as it applies to life?

Often, students begin to make their own decisions and go outside of expectations that the teacher has in mind, simply because everyone may not be on the same page. Students may start to act out in less than ideal ways if they do not understand the why–the how–the when–the where–or the what. They may not clearly know what could happen or what may be the consequences for a certain choice. Classrooms may also reach a crisis point if many students are attempting to find their way and there is unsureness in their steps. Adverse behavior may be a coping mechanism under these circumstances or defensive support for the activity and behavior that begins to occur in the classroom as some students begin to make poor choices.

So…step one of any school year should be–presenting your expectations, rules, and procedures. This step should also be a Day One effort—not day two–not day three—not one month down the road. Spend the first day of school going over this information and present activities, such as icebreakers, to start building relationships. How you introduce yourself and the classroom on Day One will be the foundation for the rest of the school year.

Step Two: Begin to Learn Student Names – A name is not only an identifying feature; it is also a strong building step when the teacher begins to connect faces with a name and announces names correctly. A name may have strong cultural significance or generational significance. In every case, names will always have significance and be special to the student. With this in mind, it is so very important that teachers make a strong effort to do the following:

Make an effort to work through names that may be difficult to say correctly. Students should not be asked to shorten their name or use a different one, unless the student prefers a nickname. A student should never have to change their name to make it easier for the teacher. If there is a concern that a name is difficult to pronounce, the teacher can apologize to the student if the name is spoken incorrectly and ask the student to help. The main thing is that the teacher puts forth a strong effort and continues trying. The teacher can also let the student know that they are trying, as the effort still honors the child.

Also, it helps to encourage students to speak up and let you know if their name is not being spoken correctly. Some students do not feel comfortable informing the teacher and will sit quietly and accept their name being spoken incorrectly, many times, for an entire school year. This can be something that you talk about on the first day of school so that a student feels as comfortable to speak up about their name, as they would when asking for a pencil or the restroom.

Step Three: Set up a Calm Area

Calm areas have commonly been used to offer students a quiet space for many different reasons. However, heart-led teaching promotes the calm area only for reasons that prevent the student from participating in instruction. The calm area, under heart-led teaching guidelines functions exclusively as a space and an opportunity for students who are not feeling well, either emotionally or physically, and need to rest. For example, the student may be having a difficult time coping with a personal issue or they may have a stomachache or a cold. These students would need a place to themselves to process feelings or lie down for a while. Find a space in your classroom that is away from classroom activities. The area might include a small carpet, bean bag, and a small stuffed animal for elementary students. Check on students periodically and determine if next level professionals, such as the school nurse or guidance counselor is needed.

Step Four: Set up a Restorative Space

Choose an area that can serve as a space to offer students the opportunity to talk with the teacher about a classroom matter or other difficulty. This space can also be utilized to offer a facilitated group talk or for a student to take a break from a challenge or disagreement with a classmate. The restorative space could be located in a corner of the classroom or it could be a desk that is placed in the hallway if space is limited. Many times, the opportunity to simply have time and space will help students to self-regulate and restore on their own. The teacher can determine if a restorative talk is needed.

Tip: Use heart-led restorative writing sheets to help students self-analyze and to guide conversation during a restorative talk—Coming Soon

In schools that have created Calm rooms, the student could be sent to this location per teacher and school procedures. It is important to promote restorative spaces as an opportunity instead of a punishment. The teacher might tell the student that this is an opportunity so that you do not get in trouble.

As you continue to discover heart-led teaching, more information and guidance will be provided related to how to set up and utilize your restorative space, as well as how to make this space multifunctional by promoting it as an area that also allows students to have time and space, while still being involved in instruction.

Step Five: Communicate Opportunities

Classroom opportunities are a big part of heart-led teaching and as you continue to discover the heart-led way, you will hear more about overall opportunities that heart-led teaching encourages teachers to offer in their classrooms. Heart-led teaching is big on the word, opportunity, and promoting various opportunities in the classroom.

As you introduce yourself and the classroom environment to students at the beginning of the school year, these general opportunities can be included in your talks. Also, when you discuss opportunities, be sure to call them opportunities, as an opportunity not only offers something to students; they also remind them of the need to be responsible and accountable—a life skill.

Again, these are Day 1 discussions and are also things that should not be kept in your mind. Talk to your students and tell them about opportunities. They will most likely be excited to know about them. At the same time, discuss the responsibility that goes along with them.

Always introduce an opportunity before implementation, and always discuss the accompanying responsibility.

Here are some examples of beginning of the year opportunities:

• Restroom Opportunity – Yes, leaving the classroom to go to the restroom is an opportunity. You will inform your students that if they have true need for the restroom, you are going to allow them to have this opportunity. At the same time, there is a responsibility to walk down the hallway without playing around, go to the intended location, and return in a reasonable amount of time.

• Calm Area Opportunity: It is important to discuss guidelines for using this area on the very first day of school. Explain to students that they may request the calm area if they really need it. However, it should not be requested if they just like the space or do not want to participate in class. Students should be able to present a sincere reason for needing this space. The student should have an emotional need or not be feeling well physically. The Calm Area, under heart-led teaching guidelines, is for students who need to rest. Also explain to students that the area only works if they are asking because there is a true need. Ask students what would happen if 7 students, for example, are asking for the calm area and if it would work for its’ intended purpose? This is where responsibility comes into play as you make students aware that if they are requesting the opportunity and do not need it, you will know, and the opportunity will not be available.

Take some time to consider what opportunities you would like to offer in your classroom.

Come up with a list and include them in a beginning of the year presentation and talk with your students. Introducing any opportunity later in the school year will not be as effective. Day 1 is truly the time to build your foundation.

Use the heart-led opportunities planning sheet to assist you in establishing your classroom opportunities-Coming Soon

Continue to explore heart-led teaching and stay tuned for updated posts in this blog.

If you are new to Heart-Led Teaching and found this post later in the school year, see: Introducing Heart-Led Teaching Techniques to Your Classroom—Coming Soon