Positive Classroom

As a teacher with 28 years of experience, I've always believed in the power of positivity. Every day, I strive to create a classroom where students are excited to learn.

In my suburban district, I have a diverse group of 22 fifth grade students with varied interests, talents, and needs. As different as they may be, I have found that fostering a sense of belonging and implementing positive classroom management techniques can make a world of difference for my kids. Here are some strategies that have worked for me.

Building a Supportive Community
Creating a sense of belonging is crucial for learning. By the classroom door, I display each student’s family pictures, making it the first and last thing they see when they come in and out of my classroom throughout the day, so they are regularly reminded of the people and pets who love them.
Empowerment through Choice
I’m a firm believer that power comes from choice, not force. In my classroom, I offer students options: “You can sit here with your book or there, but not where you're sitting now.” I also give my students greeting choices when they enter my classroom. They may choose a wave, a high-five, or a hug, depending on their level of comfort with me or their mood that day. These simple acts of giving them control over their environment help build their sense of autonomy and engagement.
Unpacking Emotional Backpacks
After forming connections with my students early on in the school year, I literally unpack my backpack of worries in front of them. It’s filled with rocks, each representing a different struggle I had at their age. Each rock has a label: “divorce,” “new kid,” “bad at sports,” “worried about mom,” and so on. As I share the issues I was dealing with as a fifth grader, my vulnerability starts a dialogue and helps students realize that they’re not alone in their challenges. We then pass an unlabeled rock around, giving each student the opportunity to share what’s in their “backpack.” They write their coping strategies on sticky notes and put those in the empty backpack to show that we can “lighten the load.” It’s incredible to see the empathy and connections that form as students open up about their experiences, from losing a parent to struggling with self-image.
Showing Vulnerability
I believe in being honest with my students, even about my own mistakes. Once, a student asked if I’d ever been dishonest. I shared a story about lying to my mother in middle school when I got a second ear piercing and how I never told her. To my students’ amazement, we called my mom right then and there, putting her on speakerphone. The students witnessed a real moment of vulnerability when I finally told my mother the truth. She forgave me and thanked me for telling her, and my students saw me as a real person. My mom’s gracious response led to applause from the whole class and demonstrated that being vulnerable can have a positive outcome.
What I Wish My Teacher Knew Jar
To address student concerns that they might not want to share aloud, I have a jar on my desk. Students write down their feelings and share them privately by dropping them. I get notes like, “My mom had a bad mom morning,” or “My dog is sick, and I’m worried about him.” Throughout the day, I might drop that student a note or pull them aside to suggest ways to address their worries. Sometimes, journal writing can help. Or talking to an adult. Or using breathing techniques. I remind my class that we all come to school carrying different burdens, and it’s okay to acknowledge that we may be dealing with a lot more than trying to focus on the assignment at hand.
Visual Lessons in Empathy
I use visual aids to teach empathy and resilience. One powerful activity involves tearing a paper heart as I tell a story about a child’s challenging morning. For each hard thing they faced like, “his sister was mean to him,” or “he almost missed the bus,” I tear off a little piece of the heart. I keep tearing off pieces as I describe more hard things until only a little piece is left. “And all this happened before he came to school today,” I tell the class. We then discuss how to “repair” the heart by retelling the story with positive actions and choices within the child’s control. Afterward, I bring out a large heart and compare it visually to the small piece that is left. I hang it up in the room as a reminder that we can make our hearts whole again.
Positive Sticky Notes
I leave positive sticky notes for five students each day, throughout the year, ensuring I distribute them evenly over time. I might write things like, “I’m proud of how you acted at recess today,” or “You did a great job focusing on your lessons.” These small gestures of encouragement can have a lasting impact. I once discovered that a student who I thought was crumpling up the notes and throwing them out had actually kept every single one, taped to the underside of his desk. He’s in eighth grade now, and he told me that he still has them.

Not a Job, But a Calling

Promoting a sense of belonging isn’t just about teaching academic content. It’s about creating a safe, supportive environment where students feel loved, heard, and valued. Teaching isn’t just a job for me—it’s a calling. I believe we need to take responsibility for the energy we bring into any space. Learning how to divide fractions isn’t always the most important thing going on in my students’ lives. What’s most important is that they know they are loved. They know they are heard. And that they develop the strength and skills to handle whatever comes their way.

Part of empowerment comes from students knowing exactly where they stand. Want to learn more about empowering your students in their own learning? Visit Connecting Teachers and Students Around Shared Goals.