Creating a Classroom Community
This summer, I renewed my teaching certificate by taking two insightful college courses: one on differentiated instruction and the other on teaching the foundations of reading. Both were excellent, and I'll be diving deeper into reading strategies in my next blog. However, today, I want to explore a crucial, often-overlooked component of differentiated instruction: a student’s affective needs.
In the textbook Differentiation and The Brain: How Neuroscience Supports the Learner-Friendly Classroom by renowned educator and researcher Carol Ann Tomlinson, I discovered that the concept of affective needs can be traced back to Abraham H. Maslow, the famous psychologist who outlined his hierarchy of needs in the 1940s. Maslow's theory posits that human beings, including children, have five basic needs that must be fulfilled in a specific order. The lower levels of the hierarchy must be met before a person can move up to the next level.
Physiological Needs: Food, water, shelter, and sleep
Safety Needs: Physical and emotional security
Belongingness and Love Needs: Affection, friendship, and a sense of belonging
Esteem Needs: Respect, recognition, and achievement
Self-Actualization: Realizing one's full potential
The first three levels—physiological needs, safety, and belonging—are foundational. Only after these are addressed can students focus on achievement and self-esteem, which are critical for academic success. And self-actualization—the fifth and final need—is also something educators hope to help students achieve. This is a beautiful reminder that teaching is not just about academics; it's about meeting the emotional and social needs that allow students to thrive.
I was thrilled to learn that recent brain research confirms what I had long suspected: when students feel emotionally secure and connected, they are better equipped to learn. In my years of teaching first, second, and third graders, I used a program called Conscious Discipline, developed by Dr. Becky Bailey, which was a game-changer for me.
One practice I implemented daily was greeting my students at the door. They had the choice of how they wanted to greet me, and—unsurprisingly—most of them wanted a hug, even in third grade! We also held a morning meeting where students passed around a stuffed animal and took turns sharing whatever was on their minds. This was especially meaningful in a Title 1 school, where many students faced difficult challenges at home.
As the year went on, some of the stories they shared melted my heart. The trust my students showed in me and in their peers was extraordinary. They shared personal, sometimes heartbreaking, moments, but it also created a deep sense of belonging and respect in the classroom. I was able to foster an environment where each student knew they were cared for and valued, and I challenged them to believe in their own potential. The results were clear: not only did they grow academically, but they also thrived socially and emotionally.
What surprised me the most was how much I initially resisted committing to the 30 minutes a day that Conscious Discipline recommended. Now, reflecting back, I can see how much of an impact those daily rituals had on my students’ success. It wasn’t just about teaching reading or math; it was about building relationships, nurturing a sense of belonging, and creating an environment where all students felt esteemed.
As educators, it's vital to remember that students' emotional needs are just as important as their academic ones. When students feel connected and valued, they are more likely to engage in learning and push themselves to succeed.
So, what are you doing in your classroom to help students feel like they belong and are respected? I’d love to hear about the strategies you use to create a supportive, inclusive learning environment.
Please contact me for more tips on building a classroom community, book talks, and creative ways to use the resource Life in the Everglades: A Young Naturalist’s Manual and Field Guide.
Let’s continue working together to create spaces where every child feels seen, heard, and valued.
