How to make childen feel part of a team - Part 2

The glue is starting to stick

“A genius is not born but is educated and trained” - László Polgár, father of three girls who went on to become world-leading players in the male-dominated game of chess.

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Last week, I talked about the celebration assemblies we hold at the school where I work. They’re a wonderful opportunity to celebrate a dozens of individuals across a range of skills and give them their moment in front of the school. For their personal pride, it makes a difference - who doesn’t love a shoutout?! - but I also think it’s a great opportunity for the students to congratulate each other and celebrate their teammates. It fosters mutual success and collaborative feel-good. It’s what great teams do. 

This week, I’m going to build on the same goal because fostering a strong team bond early helps teams succeed later on.

And it’s something my class desperately need.

Intrinsic motivation

Last week’s pupil of the week (we’ll call them Child A for convenience) is a young child who is new to the country, and the language, and is working incredibly hard to adjust and improve. By and large, they know what I’m saying to them and can follow most instructions but reading is a real hurdle and performing simple tasks in class (setting up books for a lesson, organising themselves, not meowing) is a challenge.

This week’s star pupil (let’s go with the ever-creative solution to anonymity, Child B) is Child A’s learning partner. They’re an individual who you learn about before they’re under your charge: chatty, humorous and mould-breaking, all key ingredients for what some people used to call a ‘class clown’.

Have they displayed these qualities so far this year? Yes, I can’t deny that. And, at first, I felt my throat go dry reminding them to choose the right time to speak during lessons.

Quickly, I could see the poor mite’s spirit leak from their pores, ever-chastised for - as far as I’m concerned - being themselves.

So, I needed a new strategy. Something threaded with intent, something laced with purpose, something ample in opportunities for the recipient to prosper, laden with the fruits of flourishment.

Two weeks in and I think I’ve cracked it.

Rebranding the individual

With a new cohort moving our way this year, as per, I leaned on a teacher who taught Child B last year - and who is now part of our current year group - to help with my seating plan. I wanted to get off to a good start and not have to lose weeks working out something logistical like that. 

Her suggestion was that we partner Child B - the one whose reputation has somewhat preceded them - with the student who needs the most support. The idea was that they’d both grow up somewhat: Child A would benefit from a helping hand and Child B, though liable to cause distractions in the classroom, might respond well to the added responsibility. ‘The potential is definitely there so let’s see what they’ve got’ seemed to be the essence of the notion.

Well, this week’s star is shining their example from the front of the class and dazzling me with the maturity and selflessness they’ve shown. 

Their leadership skills are staggeringly good for someone so young.

And this isn’t just something they’ve taken like a fly to flying; they’ve already shown clear improvements. At first, Child B’s input was direct and a little snappy; reasonable expectations but ineffectively communicated. But they’ve learned key aspects to the leadership required from them in this situation:

• Be sure to complete your own work before offering a helping hand. There’s no point you being in the classroom just for someone else - we’re here to learn and work for ourselves.

• Calm, polite tones invoke far more willingness to listen than blunt remonstration.

• If there is something that you’re not happy with, that isn’t working or that you need more help with, come and ask an adult.

The real standout element to this dynamic, and the one that I think offers the most positive indictment of Child B’s new responsibility: all the above points are pointers I have given them.

I’ve told them that they have a natural aptitude for leadership and that this is something they’re going to be really good at because I think that’s true.

But I’ve also given clear instructions on how they can be the leader their partner needs.

And Child B has clearly listened.

They’ve taken my recommendations, applied them - with outrageous accuracy, I have to say - and they’re working. Child A is adapting quickly to the expectations we have in the classroom and finding themselves with much more efficient learning time. They’ve also started to intuitively pick up on where they can make the most difference and are relying less and less on me to know when to step in and when to step back, all because they’ve been entrusted with this almighty responsibility.

Oh, I’m impressed. I really am. 

The glue

I said at the beginning of this piece that celebrating your teammates is a sure-fire way to foster mutual success and collaborative feel-good. A team without congratulations whipping around left, right and rhubarb is like a tornado with no wind. Pats on the back all round are the last word in team cohesion, in my books. I’ve been part of loads of teams and the strongest, most together units I’ve been a part of sing their companions’ praises from the rooftops.

So I decided to give Child B a shoutout in class for the outstanding effort they’ve put into their leadership.

And, without prompt, one child led a round of applause, an applause that the whole room joined in with.

Good on them.

My first impressions tell me that some of this lot have been starved of pats on the back from those around them. Well, it’s high time they chow down on some serious praise. I intend for their metaphorical backs to receive a metaphorical pasting as the year goes on.

Championing one another is the glue that holds teams together and it’s starting to stick.  

To sum up…

Got a child in your class liable to cause a distraction? Fear not! There are things you can do to help them.

(Notice I didn’t say manage. Or quash. Or silence. I said help them.)

Most youngsters that are acting out in class just need something - stimulation, a purpose, an engaging task, an environment tailored to their sensory needs, a sense of secrurity, a doodle pad... The list goes on.

Plan A: try giving your characters a tangible, visible responsibility. Watch them leap forth from the murky doldrums of disregulation and into the clear, calm waters of a higher meaning. Witness the pride swell anew from their inflated importance. See them rise to the occasion and take the veritable bull by the reins.

And, when they do, let them - and the rest of your team - be proud of their work.

Many teachers think that this level of resposibility is beyond certain students. Well, phooey, I say. Rot. Guff. Hokum. I maintain that almost anyone can learn almost anything if you start them young enough.

Your turn

Unlike before, I’m not writing this newsletter for myself - I’m now writing it more for you. I want to chronicle the expertise I’m blessedly suddounded by and share with you what I learn.

If there’s something in teaching that you find most challenging, let me know in the comments. I’ll keep an eye out for it in my own workplace and share what I learn.

You lucky thing, you.