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Goal: To share our collective evidence of how we are promoting a sense of belonging in our classroom. 

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Goal: To share our collective evidence of how we are promoting a sense of belonging in our classroom. 

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What activities/ games have you tried so far?

Our class is a family - building community

Building routines

Community circle - ‘shout out’

Weekly/daily  reflections to check in with kids

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Bonding time, morning meetings, conversations, community circle, connection with units, field trip, and students code switching has been witnessed (Nina). Students asked students to consider including other students. sense of belonging working with different group partners, find the missing shoes

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*4A: On Friday, read Invisible Boy. Stopped in between to ask, “Have you ever felt this way before?”
*Gave Michelle Ko’s survey. Now, will move into the belonging chart.

*4B: Students creating essential agreements together. S’s brought family photos from home and created frames organically showing themselves and connecting to who am I

*4C: also using the chart from 4E. Had the kids update on their own. Waited for the kids to start noticing.

*4D: kids bring their family photos and had it displayed. Really wanted the parents to see it so that they can see themselves in the classrooms.

*4E: using this chart on a weekly basis (0-5). Every Friday, students reflect and update it by writing their feelings on a sticky note. They put it in their notebooks each week. When they notice that not everyone is in 5- they brainstorm what they can do to encourage everyone to feel in.

Sarah: ask: what specific actions make you feel ______way? What specific things can you do to make others feel belong?

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Check in: Belonging-  how is this evolving?  Any connections made to the unit?

* 5A: Read invisible boy and another belonging book. Discussed what belonging feels/doesn’t feel like. Last week tried doing a small act of kindness for someone- i.e, smile at someone or say hello.

* 5D: Kids are working to accept each other more. Still working on what a small problem vs a big problem is.

*5B: Focusing on roles in collab. Each student should have an intentional role that gives them an opportunity to try something they wouldn’t necessarily would have done. Kids signing up to lead morning meetings as a pair or on their own. Kids are going to each other for help vs going to teachers.

*5C: Utilizing anonymous form for kids to express concerns, ask questions, etc. Can leave name if they want to follow up with a teacher, or say that they want us to address it w/ whole class, or not follow up at all. iPad Zoom for kid out with COVID.

*5E: New student joined today. Mom expressed concern about him being able to fit in. Susan assigned him a buddy who has been proactive in showing him around; showing him belonging off the bat.

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The department has been working on Hanguel Day activities to spread the message of belonging

G5- Making a sentence with an ancient version of Hangeul letters and having friends guess / Looking at the interpretation of Hunminjeongeum(Hangeul combination), feeling King Sejong’s spirit of love toward the people  5학년 - 초정리 편지 발췌, 옛한글 문자 고어 맞혀보기, 고어를 이용해서 내가 전달하고 싶은 메세지 문장 적어보기 - 릴레이? 해례본

G4- Making a unique design by using consonants and vowels 4학년 - 자모음디자인

G3 - Calligraphy using Hangeul

3학년 - 캘리그라피

G2 - Filling the bell tower with statements that express a sense of belonging

2학년- 벨타워 모자이크

What statements?

ex) Let’s play together

G1- TBD

1학년 - 애국가와 무궁화(?)

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Implicit Belonging Through Table Group Requests

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Implicit Belonging Through Table Group Requests

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We ask students to write down three students they want to have in their table groups when it's time to move seat around. These requests are kept secret with the teachers.

We then tally the number of times each student's name appears on the requests. We are looking at who is getting no requests or very few. How does this change (or not change) over time?

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Learning a song to greet in different languages of the students' citizen countries

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Learning to sing a song that talks about many colors/shapes (diversity song) and discussing what it means to be different and that it's okay to be different.

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The Singing Walrus - English Songs For Kids

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So Many Colors, So Many Shapes | Diversity Song | The Singing Walrus

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Utilized a survey to check-in with students on belonging so far. Data from survey was shared in morning meeting with students and a discussion was had about what we noticed. As an exit ticket, Ss committed to taking a specific action during the day to promote belonging. We checked back in on progress during closing meeting. (Thanks Michelle Ko for the idea!)

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9/27 Morning Meeting discussion about the results of the Belonging chart from last week

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9/27 Morning Meeting discussion about the results of the Belonging chart from last week

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-Why do you think there are some people in our class who have never put themselves on 5 (I always feel like I belong?)
- For the answers, please see answers on the rolling whiteboard. (picture)
- What do you notice about the answers? What do they have in common?
- It's all about communication and being excluded.
- Why do you think some people in our class exclude others? - because they just want to be with their friends?
- Why do we only want to be with our friends all the time? (see bottom part of whiteboard answers)
Because friends do lots of things together, play together, familiar with each other, comfort zone
- What do you think we can do so we can go to our stretch zone? (linking to growth mindset)
- play with new people
- ask new people to play with you
- recess groups (random groups) 1 or 2 times a week (see second picture )
- Next step: During morning meeting tomorrow, discuss what the recess groups will be like, the goal for having recess groups, agreements etc.

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Connecting to our community such as Buddies and our neighbors Pre-K. Using language to ask each others' names and introduce each other. 

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Connecting to our community such as Buddies and our neighbors Pre-K. Using language to ask each others' names and introduce each other. 

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Students worked on Language Identity portrait/profile activity where they shared languages that show who they are, what they are and where they are.

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Everyone is included

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After reviewing what we discussed the day before, we talked about how we should form our recess groups.
Some suggestions
- create random groups using popsicle sticks
- identify friends who are in their comfort zone
-to be in the stretch zone instead of panic zone, the recess groups should include at least one friend in their comfort zone
Moving forward, we will keep on reflecting on our experiences to solve any issues or conflicts resulting from the recess groups which we will be having twice a week

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How comfortable are you now being in grade 3?

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Each morning and other times during the day the students place themselves on the pillars of wellness.

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-Birthday display in the classroom and posts shared on Seesaw

-Mental health check used in the morning

-Photos of the students showcasing a certain Learner Profile in action and their definitions for one of the Attitudes (Empathy)

-Greetings in the languages we have in our class

-Student voices in defining the CI Core Values

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Throughout the day, students can put their names in one of the jars to share their feelings. If they put their name under the orange jar, it indicates that they would like to talk to the teachers.

During the closing meeting, we try to do reflection together by sharing 1 star and 1 wish for the day.

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-When we created “Self Portraits” at the beginning of the year, students were invited to write their names in whatever languages they wanted.

-We have a bookcase for our student writers. Whenever they complete a book, students can add it to this shelf for others to enjoy.

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-Outside the door we have a list with all the students in 1D.
-Students made picture frames for their family pictures.
-Students sign in with their photo (at the beginning of the year they showed with the picture how they were feeling or what act of kindness they will work on that day)

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-Taking another class photo to ensure everyone is included after the two joined in late.
-Birthday corner to celebrate each one’s birthday!Different languages greetings to celebrate each other’s languages.
-We also use the languages that we have learned during our MM greetings.
-Updated our class library to have a variety of books for representation.

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Leaner profile in student's mother tongue 

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Students teach their native languages and cultures to their classmates :) (Student led session)

When: Every Tuesday morning meeting time
How: With a list of topic we created as a whole group, language club teacher chooses a topic to teach his/her/their language club students
Materials: iPad, a notebook (to record things they've taught/learned)

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Flag wall in the library representing VS nationalities

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Flag wall in the library representing VS nationalities

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Regular shares for all students to self-identify responses to various questions

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Regular shares for all students to self-identify responses to various questions

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If they are more towards the 1-5 side, we can check in with them to see why and how they can feel more of a part of 2C spaces

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2B: Finding opportunities to incorporate multiple languages into our learning. MM, subject vocabulary, etc.

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We have a family photo display to honor and connect with our families and our histories. We all have unique upbringings and pasts that shape the way we experience the world.

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Singing good morning song in different languages during a morning meeting

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Singing good morning song in different languages during a morning meeting

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Seesaw activity - My Name Is Unique: Children had an opportunity to look at their name with their family and talked about what it means. As we are sharing together on the hallway board, the children and families are able to make connections and build a sense of belonging. 

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Seesaw activity - My Name Is Unique: Children had an opportunity to look at their name with their family and talked about what it means. As we are sharing together on the hallway board, the children and families are able to make connections and build a sense of belonging. 

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They are making connections and differences as they were introducing themselves. They are building relationships and sense of belonging as they are reading their own books and playing games.

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This is a daily reflection students use to share not only how they are feeling but also how they did in that day's lesson.

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Student reflections can be sorted a number of different ways to give me insight into how students are feeling. 

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Student reflections can be sorted a number of different ways to give me insight into how students are feeling. 

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Students participated in Hanguel day event and appreciated their works. They can feel that they are part of CI community through their collaboration.

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Belonging challenge: Students have created an all-school events where G2-5 students will have to find various posters around the school. These posters will challenge them to take different actions to promote belonging in the Village School. When students have completed a challenge they can add a sticker to the tracker on the student council bulletin board.

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Kinder students know what countries they are all representing, learn which country their friends are representing, and say hello in their languages.

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2C's monthly check in on  students as part of our community

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2C's monthly check in on  students as part of our community

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Besides sharing our daily routines and schedules, students can share their lives outside the school during this time through our Six Word Story. We also play community games that strengthen our awareness of each other; through these interactions- students discover others being their circle of friends. We often hear waves of laughter, jokes, and "would you be my silver friend?" in our morning meetings.

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2C start of the year - first things first...

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2C start of the year - first things first...

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Start of the YEAR - before anything else

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Start of the YEAR - before anything else

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In the start of this year- Before we talked about essential agreements, routines and schedules- the class spent time thinking about what does a sense of belonging as part of our learning to learn week. We then use these ideas as starting points when we see these action happening or not. It gives student agency in our class environment.

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Pie chart graph showing nearly 2000 responses since the beginning of the year how students are feeling and how well they did in music?

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Pie chart graph showing nearly 2000 responses since the beginning of the year how students are feeling and how well they did in music?

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What does peace mean? What messages promote peace? How can we share these messages with others?

Students decorated rocks with symbols and words that represent peace. These are now displayed by the entrance of of the Village School.

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Student run exploratory -adapted the Dolphin Times to include the EY, promoted through the assembly. Students made recordings of Happy New year in multiple languages and figured out best way to share and distribute.

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Math is for Everyone! VS Creativity Challenge

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Math is for Everyone! VS Creativity Challenge

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To celebrate Global Math Week, students created posters to share the message that Math is for Everyone.

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Create a digital poster with the theme "Math is for Everyone." Add as a photo (painting icon). After it is added, click the 3 dots at the top of your submission to add a description including the creator's name, class, and tool used. 수학은 모두를 위한 것이다"라는 주제로 디지털 포스터를 만드십시오. 사진으로 추가합니다(그림 아이콘). 추가한 후 제출물 상단의 점 3개를 클릭하여 작성자 이름, 클래스, 사용한 도구 등의 설명을 추가합니다.

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Create a digital poster with the theme "Math is for Everyone." Add as a photo (painting icon). After it is added, click the 3 dots at the top of your submission to add a description including the creator's name, class, and tool used. 수학은 모두를 위한 것이다"라는 주제로 디지털 포스터를 만드십시오.

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Video: Kindness Wall- a student recording/noticing

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Video: Kindness Wall- a student recording/noticing

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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In 2A students comment on their classmates' work on what they see/think/wonder/like/appreciate. This also generates great conversations and makes each other feel seen and heard. It builds students' understanding of each as well.

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Students reflect on different activities. They share their thinking with others and are able to write their 'favorite...' or 'I like...' on the paper. Students show a connection to one another by doing the 'hand connection' sign.

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Students can express their feelings each day through our Feelings Monster - students read the book and then discussed why feelings are important. They move their name each morning and throughout the day as needed.

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Students check in once a week on their sense of belonging. This allows teachers to check in with students who are feeling excluded or not belonged. They understand that the classroom is a safe place so they are honest in placing their date indicators on a shared document.

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4C students are paired up with a kindergarten class this year. Some of the kinder students are new to the school and to English. These students were paired up with bilingual 4th grade students. During their interactions, it's easy to see the students translanguaging and codeswitching as necessary.

When they read together, it's easy to see the older students explaining in their native tongue specific words or the situation in the story. Sometimes, kinder students feel safe to bring their books in their mother tongue to read together, and older students are able to help the young students to read in both languages.

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At every beginning of the Korean acquisition class, the whole class says out loud this class chant.
It helps students to have a positive and growth mindset to even if facing challenging problems.

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Having regular one on one check in time. 

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Having regular one on one check in time. 

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Usually, use snack time to check in with students about their learning progress and the emotional balance of WL class.
It helps a teacher to know where the students are, not only on the academic part but also on emotional balance and their classroom adaptation. Also, it gives students the feeling that there has a connection between teacher and student.

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Exploratory - Express gratefulness (Thank you card club)

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Exploratory - Express gratefulness (Thank you card club)

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Having a thank you card writing activity (exploratory) to reflect on all the thankful people around our community.
Not only just think of them but also practice expresses out the thanks feeling, passing positive energy.

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To celebrate "World's Tolerance Day," PKC did a special read-aloud in the classroom.
We read "Whoever you are" by Mem Fox and talked about what it means to be the same and different.
After the discussion, some children shared their favorite pages from the book, and we wrote their ideas on their palms. :-)

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Here I heard two students speaking in Spanish in our UOI class and asked permission to record their conversation. One of the students is explaining her brainstorming (design) in Spanish and the other student is listening and asking her clarifying questions. You can hear them using some English as well. After this, they went on to get feedback from others using English.

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Using a google form with the zones of regulation to check in with them. Either a morning message or at the end of a day.  

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Using a google form with the zones of regulation to check in with them. Either a morning message or at the end of a day.  

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Individualized Check-Ins on emotions Via Edpuzzle - students are asked to relate the topic to themselves and share their feelings on different areas with the counselor, who feeds back directly to them in seesaw and follows up in person, if there are concerns.

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Wellness checks via our Needs Survey.  Letting students know that their voice in the survey shaped the content that makes up our Guidance/Life Skills Curriculum

Individualized Check-Ins on thoughts and emotions related to topics covered in class Via Edpuzzle - students are asked to relate the topic to themselves and share their feelings on different areas with the counselor, who feeds back directly to them in seesaw and follows up in person, if there are concerns.

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VS Social Emotional Needs Survey Report April 2022

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Wellness checks via our Needs Survey.  Letting students know that their voice in the survey shaped the content that makes up our Guidance/Life Skills Curriculum

Individualized Check-Ins on thoughts and emotions related to topics covered in class Via Edpuzzle - students are asked to relate the topic to themselves and share their feelings on different areas with the counselor, who feeds back directly to them in seesaw and follows up in person, if there are concerns.

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VS Social Emotional Needs Survey Report April 2022

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After seeing HR teachers who genuinely care about students' sense of belonging through the routine or system in homeroom, I was curious about how to encourage the "sense of belonging" through the approach of learning as specialists.

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1. Hangeul Day event

G2 students' collage of bell tower filled with the words of sense of belonging
Google Slides: Sign-in
On the Hangeul Day, which celebebrates the creation of Korean letter by King Sejong, Korean teachers have asked Grade 2 students a question.

-What does a sense of belonging sound like?

-What words make you feel like you belong?

-What do you most want to hear from your friends?

Students wrote the sentences and phrases on the colored paper as much as they could, and each of their expressions made up the bell tower. Not until all the pieces of other G2 classes were put together, they didn't know how the big picture would look like. And finally, they were ecstatic to discover that the large image depicted the Bell Tower. One G2 student came up to me and said, "Ms. Yoojin, our G2 friends built the bell tower together, and I'm one of them!" I believe students could feel their own presence in the mix actually matters, regardless of the scale of their participation.

2. Student's own personal key message been seen/heard/safe
UNIT 2: Sharing the planet : KEY Concept driven Unit - PYPx support
Central Idea: Communicating one's ideas can contribute to points of view within communities and inspire action.

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G2 students' collage of bell tower filled with the words of sense of belonging Google Slides: Sign-in On the Hangeul Day, which celebebrates the creation of Korean letter by King Sejong, Korean teachers have asked Grade 2 students a question. -What does a sense of belonging sound like?

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Daily question during morning meeting

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All VS students tally their reading. Pages converted to kilometers. Distance travelled is shown by colored dots on this map.

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Students were able to think about what feeds into their well-being. This allowed for them to see what are positive things that support their mental, emotional, physical, and spiritual health.

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Students took time to reflect on what makes up who they are. It could involve their ethnicity, family culture, languages, interests, etc. They were able to see what components make them special.

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VS Library bulletin board for International Mother Language Day

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VS Library bulletin board for International Mother Language Day

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Students get the chance to reflect regularly about themselves and how they individually are working to be more well, giving them a chance to share their own practices and feelings in a safe space.

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Surveys about non-English resources in the VS Library

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Surveys about non-English resources in the VS Library

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Surveys for students, teachers, and parents to find out what languages the CI community would like to have supported in the VS Library

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Read Aloud & Conversation about accepting ourselves and others, as diverse and unique as we are!

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Read Aloud & Conversation about accepting ourselves and others, as diverse and unique as we are!

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Sts chalked out messages of harmony, diversity, & acceptance to help remind us to celebrate diverse individuals! This experience sparked valuable conversations.

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Harmony Day (VS school sidewalk chalk activity)

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Harmony Day (VS school sidewalk chalk activity)

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Inside each of us is a patchwork of languages that have shaped our identity. Just a visual reminder of how we each are different. This experience was couched in conversations that opened our minds of how we can express and conceptualize our identity, even in the early years.

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To facilitate being seen, heard, accepted and safe...

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To facilitate being seen, heard, accepted and safe...

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We use our name rocks to check in with how we are feeling that day. We also have teacher check-ins with individual students, small groups, and our classroom community as needed and set-up chats with Guidance teachers as needed.

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A collaborative event for all VS. The theme of the Chalk Art was Harmony, Belonging

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Drama: VS Musical started its journey with the activities designed for belonging and setting up a clear goal of community building through musical!

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Drama: VS Musical started its journey with the activities designed for belonging and setting up a clear goal of community building through musical!

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Students choose a folktale from different cultures and dramatize it through mask play. 

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Drama: Mask Play from different cultures 

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Drama: Mask Play from different cultures 

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Having parents involved in the process of VS musical productional is designed intentionally for building a sense of belonging and community building.

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Drama: Korean Culture through Mask Dance

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Drama: Korean Culture through Mask Dance

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Plugging into the local culture is important in buiding a sense of belonging and community. I organzied the whole G3s mask play as part of their HWEO and received good support from the HR teachers.

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The WL department has provided more understanding classes on Korea, the host country. In particular, classes through traditional Korean games were activities that could be harmonized regardless of the student's nationality. Teachers divided their roles and played traditional games, and students participated in games of their choice and shared their feelings. These activities show that our community can become one through play.

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The Samulnori team serves to promote Korean traditional culture to the CI community. Anyone can participate or enjoy it together. Through this, members can feel sense of belonging.

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Morning Messages are riddles suggested by students.

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1A - Morning Messages suggested by students

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1A - Morning Messages suggested by students

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A collection of word problems created by students in pairs which was later added to the display

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1A students generated these questions about play that were put together into a questionnaire that was later used to interview our buddy class, 5D

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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While creating ensembles in drama, I encourage students to team up with someone they do not play at recess. One major criterion for forming groups in drama is to choose a material to work on and not people. Students form groups based on what materials they want to perform or dramatize. Also, throughout the rehearsal process, I place teamwork as #1 priority. We say 'teamwork is dreamwork' and this goes to say we're open to all for teamwork and a great teamwork attributes to quality.

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When students enter drama classroom, I welcome them at the door, calling each student' name, sometimes in a funny character.. I also try to greet them in different languages althoug out of habit English comes out; this is something i need to work on.