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Yay! I am going to do more intentional community building BEYOND the first week.

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Content based activities - I’m teaching a flipped class

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Address students by their names (make sure you're pronouncing them all correctly!)

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Having students work in groups on tasks

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Intentionally integrate icebreakers/community-building activities throughout the semester rather than just the first few weeks.

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I have one class that works in groups and I am going to do intentional get to know you activities with each group.

And more get to know you games beyond day 1 and 2 of class!

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Respond to students by name

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Pair & Shares or group time in class. I also do a lot of activities to get them moving around the class & that helps as well.

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Bought the LikeU cards and will use them. Will create groups (my classes are larger).

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Get to know their names and make time for conversation in the first minutes of class instead of plunging into course content.

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I speak to each students individually before class starts.

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In my writing class, we start with a "what's trending" question because I want to students to think about news/info that they pay attention to and I also want to know where they get their info.

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I share about stuff going on with me, too. Not TMI, just reciprocating/letting them get to know me.

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Give students space to talk about their lives outside the classroom (and be willing to share more about my own life outside the classroom).

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Use Polleverywhere! Great new (to me) tool!

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I need to think more deeply about community building in large classes - that’s a huge issue at my institution

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Incorporate ice breakers

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I want to start each class with Like U questions.

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Talk less and provide more opportunities for learners to talk with each other.

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Use the Like U cards to mix up the ice breakers I use

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Indulge in student curiosity! Help them learn how to discover content.

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Finding out what interests my students & integrate it into class sessions

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I am going to focus on trust-building.

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Post a community agreement in my Center

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Identity commonalities among students, and share them out

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I will start with introducing myself with not only my professional background, put give real personal info and experiences to encourage them to do the same.

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Spend more time on explicit community-building activities in the beginning.

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Encourage students to develop connections (with each other, course content, outside of classroom experiences) through active learning.

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Bring food on occasion to smaller courses to demonstrate care and support community building.

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One Thing the Same!

Love for my students to center around what they have in common

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Encourage learners to learn and use each other’s names

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Be responsive to student interests, gleaned in part from icebreaker/community building activities and discussions

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One thing I already do is create accountability groups in my classes.

One thing I want to add to my class is to assess throughout the semester their sense of belonging and how they feel connected to the class community and ask for suggestions and feedback.

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Prioritize student-student communication. Have them learn each others’ names

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Pre-course survey with intentional community building questions. Share summaries and refer to them throughout the quarter to highlight similarities and experiences of peers. Segway into importance of belonging and share it as a goal for the course.

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As a student partner, I can have deeper connections with students, and use those relationships to further the learning of others (tell one student to ask a question about another students answer before class)

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Connection before content! There is always time to connect first.

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Make student feel seeing

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Have students work on a semester-long project together in small groups. Allow time for that group work to take place during class time, e.g., weekly 15-min check-ins.

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End of a period or closing a course give a space for recognition and thank a peer

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I will try "seat scatters" at least 3 times across the semester, so students will interact with some different groups, not just their assigned groups.

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Encourage meta cognitive learning by allowing students to reflect and apply the knowledge to their personal experiences.