Late last year, I conducted professional discussions with our teachers. We reflected on the year, shared successes and discussed how we can continue to improve our school. As part of these discussions I asked “How do you make your classroom a magnet?” That is how do you make your classroom a place that students feel safe, supported and challenged in. A space where they are willing to ask questions, take risks and collaborate with others.
It was during one of the conversations that a teacher referred to himself as a switchboard operator. He said that to be able to create a classroom that was a magnet for learners he needed to be able to tap or tune into each student’s agenda. He needed to know them each as an individual and know how to switch the learning on and make connections.
It was during one of the conversations that a teacher referred to himself as a switchboard operator
To put an educational spin on the notion of the “switchboard operator” – it is basically the need to differentiate. As educators we are always considering the need to differentiate in the curriculum to meet the needs of our learners. But how often do we plan how we will differentiate for the social and emotional needs of our learners?
Our students walk through the door with varying levels of confidence, resilience, and persistence and differing capabilities of getting along with staff and peers. It is a challenge to meet the diverse range of social and emotional needs our students bring.
But we know that for children to be successful, to live positive lives then we need to tap into these needs and provide the environment, support, lessons and the role model that will allow them:
- To develop positive friendship skills, social values and empathy;
- To understand feelings, develop emotional awareness and coping skills.