{"id":13175,"date":"2021-08-04T14:45:37","date_gmt":"2021-08-04T14:45:37","guid":{"rendered":"https:\/\/theteacherstudio.com\/?p=13175"},"modified":"2025-06-17T13:27:08","modified_gmt":"2025-06-17T13:27:08","slug":"9-ways-to-build-classroom-culture","status":"publish","type":"post","link":"https:\/\/theteacherstudio.com\/9-ways-to-build-classroom-culture\/","title":{"rendered":"9 Ways to Build Classroom Culture"},"content":{"rendered":"

Working to build classroom culture in the first weeks of school is critical.\u00a0 Research shows that a number of components related to classroom culture, student discussion, and more are highly correlated with academic success.\u00a0 Not only that, but we want our students to enjoy their time in our rooms, right?\u00a0 Let’s take a peek at nine strategies that will help build your classroom community and lead to success.<\/p>\n

\"Building<\/p>\n

Work in partners first\/partner expectations<\/h2>\n

 <\/p>\n

It is so important for students to feel \u201csafe\u201d at the beginning of the year.\u00a0 This starts by building relationships one person at a time.\u00a0 There are tons of great cooperative activities that can be done to do this (CLICK HERE<\/strong><\/a> for some fun ones!), but often we forget to start small–with partnerships<\/em>.<\/p>\n

Consider creating an anchor chart with your class where you work together to better understand WHY we work in partners and HOW we work with partners.\u00a0 As always, I recommend creating your anchor charts WITH your students in rough draft format and then organizing and wordsmithing to make a final copy to display and refer to.<\/p>\n

Provide as MANY opportunities to work in partners as possible–whether it be a quick little task, reading an article, solving a puzzle, or just doing a \u201cget to know\u201d you activity.<\/p>\n

\"Teach<\/a><\/p>\n

Take a survey<\/h2>\n

Getting to know our students is so important–it helps them feel like they are valued members of our class and that they matter.\u00a0 There are millions of ways to collect this information about students.\u00a0 Play a game like \u201cThat\u2019s Me!\u201d where you present a prompt (\u201cWho likes pizza?\u201d) and all students who match just up and shout \u201cThat\u2019s me!\u201d.<\/p>\n

Have students vote on things like their favorite snacks…or their favorite recess games…or even what book to read next.\u00a0 Students love to have their voices heard, and the better we know our students, the more we can serve their needs.<\/p>\n

I want to know as MUCH about my students as possible, so I work in small surveys throughout the first weeks to help me.\u00a0 I have written a series of surveys that I have used if you are interested–they are both printable and digital.\u00a0 Just CLICK HERE<\/a> to check them out.<\/p>\n

\"Use<\/a><\/p>\n

Opportunities for fun<\/h2>\n

This isn\u2019t rocket science, is it?\u00a0 Students have just come off a summer of no schedules and few expectations.\u00a0 Break them in gently with fun!\u00a0 Whether you teach them math games as you teach them how to work in partners, tell jokes, read funny books, take extra recesses, give choice time, or share funny cartoons–budget time for fun.\u00a0 STEM activities, games…you know the drill.\u00a0 Want a great one for back-to-school?\u00a0 Check out my “Help Harry” lesson–and it’s free<\/a>!<\/p>\n

Yes, we have a lot to cover.\u00a0 Yes, we need to learn.\u00a0 That being said, happy students will learn more.\u00a0 Period.<\/p>\n

\"Build<\/a><\/p>\n

Change activities and “learning styles” often<\/h2>\n

You know how it is at the beginning of the year.\u00a0 We have SO many rules and expectations to go through.\u00a0 It sometimes feels like all we do is lecture!\u00a0 Our throats even hurt by the end of the day!<\/p>\n

Be mindful of the fact that MANY students have different learning styles.\u00a0 I try to always have a slide with pictures to go with my beginning of the year information.\u00a0 I try to alternate that kind of work with the \u201cfun\u201d stuff–and art projects and body movements and outside activities and science\/STEM labs.\u00a0 Although we build our stamina throughout the year, I switch activities often at the beginning, and I really try to mix up those learning styles so everyone feels they got to do something that really interested them each and every day.<\/p>\n

Help students learn each other’s names<\/h2>\n

This seems obvious.\u00a0 I know WE focus on it, but some students really have a hard time learning other students\u2019 names.\u00a0 Consider wearing name tags for a few days to help.\u00a0 Repeat student names as often as possible.\u00a0 Do activities in desk groups\/work times to have students REALLY get to know those several students.\u00a0 Ask students to use people\u2019s names before asking them a question.<\/p>\n

Possibly the MOST important piece of this is to learn how to pronounce each child\u2019s name correctly–first and last.\u00a0 A name is a key part of an identity. Don\u2019t overlook the importance of this.\u00a0 There are a number of cute books about names, but this is one more way that we can make every child feel like they are wanted and valued in our classrooms.<\/p>\n

Establish norms and classroom culture<\/h2>\n

Students do better when they know what the expectations are…for academics AND behavior.<\/p>\n

Although there may be some things that we need to put in place as non-negotiables (especially with respect to safety or school rules), I generally feel it\u2019s best to work as a class to establish these norms.<\/p>\n

Work together to create a web about what our \u201cideal class\u201d would look like and feel like.\u00a0 EXPERIENCED TEACHER HINT:\u00a0 Be very clear that this does NOT mean free ice cream, 9 recesses, and a llama as a class pet!\u00a0 Instead, what kinds of behaviors and \u201cnorms\u201d will make everyone feel safe and valued.<\/p>\n

When the brainstorming is finished, work to combine ideas and group them.\u00a0 Create a final anchor chart and have all your students sign it.\u00a0 This is my version of a classroom \u201cconstitution\u201d and we refer back to it often as the document we all agreed on to make our classroom as ideal as possible.<\/p>\n

\"Create<\/a><\/p>\n

Celebrate the “class” as a family<\/h2>\n

This is big for me.\u00a0 I refer to us as a \u201cFamily\u201d from the beginning.\u00a0 I remind them that we won\u2019t always get along (like a family), but that if we can work together protect each other, and enjoy our time together–we will have a much better year.<\/p>\n

As the year unfolds, we have to have class meetings to talk about some of our ongoing issues, but we work through them together.\u00a0 When members of our family are hurting, we work together to find solutions.\u00a0 Try to find ways to make sure your students have them safe, nurturing place to spend a huge chunk of their day.\u00a0 Many of them need it desperately.<\/p>\n

Weave the procedures into the fun<\/h2>\n

Earlier I mentioned \u201cfun\u201d, and then also talked about establishing procedures.\u00a0 Sometimes the two can be woven together!\u00a0 One example is to design a project that lets you \u201cteach\u201d your expectations about something.\u00a0 For example, I do a back-to-school \u201cglyph\u201d project<\/strong><\/a> that has two main goals:<\/p>\n