Physical touch is a huge part of learning and creating a classroom community. I’m talking high-fives and pats on the back. Students giving each other hugs or, if they’re younger, their teachers a hug. Sharing supplies with each other, lending a helping hand, sitting knee to knee during circle time. How can students and teachers build a class community when humans rely so much on touch, yet right now, that physical touch is not allowed?

We need to intentionally, and explicitly teach students how to connect with each other using their words. This needs to be constantly modeled by the teacher each and every day.

First and foremost, our words must be intentional. We learn best by practice. If students do not have the practice in communicating through words, we need to teach lessons on what words we can use and when.

Grab that chart paper, teacher friends!

We are huge proponents of teaching explicitly. We also always try to embed the model “I do it. We do it. You do it” within our lessons.

Let me explain:

I do it: teacher explicitly models the strategy.

We do it: class works together to build on the strategy.

You do it: student works independently on the new strategy.

So, now that I have set the ground rules, let’s run through an example lesson on how to explicitly teach building connections and community through words.

Teacher/I do it:

Class, scholars, friends, students, today we are going to be talking about how hard it can be to make connections with our peers and friends while wearing masks and while social distancing. I know how hard it can be when you really want to show your friend how awesome you thought their free-throw-shot was, or how spectacular a piece of art is from the person whose desk is close to yours. Normally, this can be done with a high five or a smile. So, what happens when that smile cannot be seen behind a mask? What happens when we are required not to high five to show our admiration?

We are going to practice showing appreciation and care by using our words. I’m going to model some simple phrases and sentences we can all try out. Then as a class we will come up with some more words, phrases, and sentences of appreciation, gratitude, or celebration. Finally, by yourself, you are going to be tasked with finding some phrases, or sentences that you would feel comfortable saying and using on the daily. I know this might be uncomfortable at first. But, the more we show our appreciation or admiration through words, the better we will get at it. Don’t forget: practice makes perfect!

First, I want to tell a student that I really admire their willingness to always share out in class... especially when no one else volunteers. Instead of simply saying thanks to the student, I need to make my words intentional and specific. I could say, “Hey __________, great job on sharing out today!” That student may be really happy I called him/her out…but I want to be more specific than that. Instead I am going to use my words with intention. Instead I could say, “Hey_______ I want to take a minute to thank you for always being the first to share out and join the class conversation. Your willingness to share out when no one else is willing to do so is really brave. I am grateful for you and am so happy you’re a part of this class.”

Class, which words of appreciation would you prefer? Take a minute and allow students to share out what they think.

Now obviously, we will not always be pouring out our heartfelt thanks to a friend. Most of the time we just want to give our boy a high five to say hi, or what’s up! We can’t do that right now… as much as we want to. So let’s open it up to the class. What are some other things we can do, or say, without using physical touch and remaining 3-6ft away from each other.

Class/ WE do it: Using chart paper, write down all of the student examples provided. These could be phrases like “Great Job!” Or “Give air-fives to friends.” Whatever the students are recommending, write it down. Students need to know that their opinions are valued. If you already have some ideas, you can write them out on the chart paper beforehand, but this should really be student centered.

Independent/ YOU Do it: Last, direct students to independently come up with their own words, phrases, or ideas on how to build class community through words. Provide time at the end of your lesson for students to share their lists with each other, either through a whole class discussion or in small groups. Continue to write down their recommendations on the chart paper. Also, give students time to practice using their words. The more they cheer each other on and practice, the more comfortable they will be at using them more frequently in class, on the playground, or during break.

Note: If you teach older students, you can definitely expect some goofing off, joking around, and general silliness surrounding this lesson. They might feel uncomfortable practicing using their words to show appreciation, as this is not something they are used to. Thats ok. Make room for their feelings. Make this discussion fun and engaging. If the students are comfortable in your class, they will be willing to step out of their comfort zones to join in on the discussion.

Remind students that this situation is unique and will not last forever. We can get back to holding hands, sharing supplies, high fives, and hugs again in the future. For now, using our words is a great start to letting each other know that we care.

Happy Teaching!

Creating a Class Community While Social Distancing