Semester 1 2024

A CULTURE OF BELONGING

ELIZABETH BATE, GRIFFITH HOUSE

Creating an environment that fosters a culture of belonging is central to House Group and my interactions with students. Effective classroom management—a cornerstone for safe and supportive learning—hinges on building positive teacher-student relationships. This approach is crucial for beginning teachers, those in new settings, or experienced teachers seeking to refine their practice. The Australian Education Research Organisation (AERO) emphasises that connections developed over time through consistent, positive interactions, build trust and support learning. Positive relationships are grounded in respect, empathy, and high expectations for all students, fostering a sense of belonging and effective learning environments. House Group teachers must affirm their belief in students’ capabilities by maintaining high expectations, modelling desired behaviours, and being responsive to their needs, which promotes a culture of success and belonging (AERO, 2023). Cultural safety, where students feel psychologically, spiritually, socially, physically, and emotionally secure, is vital for positive teacher-student relationships. To achieve this, House Group teachers must be culturally responsive, reflecting on their own identities, biases, and values to better understand and connect with their students (Australian Institute for Teaching and School Leadership, 2022). This reflexivity helps teachers create an inclusive House Group where all students can thrive.

Building positive relationships involves modelling expected behaviours and routines to create a predictable House Group environment, using students’ names, and warmly greeting them to establish a welcoming atmosphere (Evidence for Learning, 2023). House Group teachers should praise students for their engagement, efforts and behaviours, and demonstrate consistency and reliability. These practices build trust and foster a positive classroom culture. House Group teachers can also enhance relationships through informal interactions, such as speaking with students during House Group about their weekend, interests, and providing constructive feedback. Regular check-ins and listening to student concerns reinforce the House Group teacher’s approachability and supportiveness. Thoughtful praise that is genuine, timely, and specific helps reinforce positive behaviours and strengthens relationships. Overall, prioritising positive relationships with students creates a foundation for effective classroom management and a culture of belonging in House Group. This environment enables students to feel safe, supported, and valued, leading to better academic outcomes and engagement (CCYP, 2018). Through consistent, empathetic, and culturally responsive practices, House Group teachers can cultivate an inclusive and positive atmosphere, essential for students’ success and wellbeing.

REFERENCES: Australian Education Research Organisation. (2023). Encouraging a sense of belonging and connectedness in secondary schools. https://www.edresearch.edu.au/guides-resources/practice-guides/encouraging-belonging-and-connectedness secondary Australian Institute for Teaching and School Leadership. (2021). Classroom management: Standards aligned evidence-based approaches. https://www.aitsl.edu.au/research/spotlights/classroom-management-standards-aligned-evidence-based approaches Commissioner for Children and Young People. (2018). Speaking out about school and learning: The views of WA children and young people on factors that support their engagement in school and learning. https://www.ccyp.wa.gov.au/media/2763/speaking out-about-school-and-learning.pdf Evidence for Learning. (2023). Effective behaviour supports in schools. https://evidenceforlearning.org.au/education-evidence/ guidance-reports/effective-behaviour-supports-in-schools

SCHOOL-WIDE PEDAGOGY NEWSLETTER SEMESTER 1 2024

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