The start of the school year still brings a blend of angst and excitement to me even though I no longer have a classroom. I think one reason for this is that I always find several emails in my inbox from people who have had me as a facilitator for their PD. Sometimes these are recent participants and sometimes it has been years since I worked with them. This post is the result of one of those emails. I use this strategy in the Professional Development I facilitate so participants can immerse themselves in the power of this simple approach to building a collaborative and supportive culture in a classroom.
Family Name Banners
Step One-Observation
When students walk into my classroom on the very first day of class I allow them to sit wherever they want. These first few days are all about building a community and I have found that this is one way to alleviate the start of school nerves. I use this as an opportunity to see who sits with whom and I make mental notes as I walk to each table group of four.
Step Two -Forming a Family
After several days of sitting in this configuration, I explain the concept of table families to my students. I also explain how we will form our families.
- First find someone you know and would like to sit with.
- I have already identified students who may have difficulty pairing up in this first step. I have either identified them as watchers who look to pair up with someone who seems new or lost. This puts them in a position of positive power.
- I also establish myself as the safe place if you need help finding this first partner b saying something like “If you need a little help finding this partner come stand with me.”
- Now as a pair find another pair that you do not know or do not know well.
- For this step I have prearranged some kindness duos. I have a private discussion with a few students who seem to have big hearts and welcoming affects. I tell them I may need their help making during all are welcome. If I see a pair struggling to find another pair I will give the kindness duo a signal to join up with this pair.
- By prearranging this scenario, I can turn what might have been an uncomfortable situation into one of welcome and I have provided the kindness duo an acknowledgment of a skill that is sorely needed in our society.
- Note: Although I always prepare for this, I rarely had to use it.
- For this step I have prearranged some kindness duos. I have a private discussion with a few students who seem to have big hearts and welcoming affects. I tell them I may need their help making during all are welcome. If I see a pair struggling to find another pair I will give the kindness duo a signal to join up with this pair.
- Once you have your family of four find a table and sit at it.
- Have a getting to know you activity/task at each table. For example find 3 things you have in common and 2 differences that make you interesting.
Step 3-Creation of a Family Tent/Banner
- Once families are situated in their new “home”table, I share the directions for the Family Banner.
- Create a name for your family that meets the following criteria
- Has at least one initial from each person’s name.
- Write down your first and last initial
- Post its work great for this. And it adds a kinesthetic element to this part of the activity.
- You may add other letters (vowels almost always have to be added) to create a name once everyone’s initial(s) are included.
- The name should be respectful of everyone in the classroom.
- No negative cultural/gender inferences
- Has at least one initial from each person’s name.
- Create a name for your family that meets the following criteria
- Check your name with the teacher.
- Once the name is created identify a slogan and an image/mascot for your family.
- Together create a banner/name tent using your name, slogan, and image.
- You can also have the students create an affirmation such as a chant or clap. They will use this to acknowledge one another’s efforts.
- you can also choose a table family’s affirmation to be the classroom affirmation of the day.
- Allow students several days to complete their banner/name tent.
- I opted for the name tents and used 8×11 card stock for them. This made it much easier to change family names between periods.
- Option 1-stack all of a table’s tents in the middle and rotate the name for each period.
- Option 2- have someone be in charge of keeping the tent in their binder and putting it out at the start of each day.
- Option 3- stack all tents by period and have one student from each family pick it up at the start of the day.
- I opted for the name tents and used 8×11 card stock for them. This made it much easier to change family names between periods.
Step 4-Utilizing Table Families to Build Engagement and Foster a Collaborative Culture
Using a deck of cards with Family Tables.
- In my practice I had 9 table families of 4 students each. I used a deck of playing cards to integrate best practices when asking for student responses.
- First I would pull cards from the ace to the number nine in one suit, let’s say hearts. These numbers would represent the 9 table families. Then, I would pull cards from the ace to the number 4 in another suit, let’s say spades. These numbers would represent the seat position at each table.
- Then I would ask a question and provide think or think and ink time (anywhere from 10-30 second).
- Next I would have all table groups share their thoughts (another 30 seconds) among their family.
- Only then would I pull a card from the 1-9 set of cards. If I pulled a 3 then the Table Family at table 3 would be responsible for sharing their thoughts/answer.
- I would then give this table 30 seconds to prep everyone in their family to feel confident in sharing their answer.
- the remaining table families would use this time to verify their responses in case more answers would be needed.
- This allows for repetition and the creation of long term memory
- It also lowers the anxiety of being on the spot because it allows for collaboration and rehearsal.
- Next I would pull a card from the seat position stack and that is the person who would reply to the question.
- If I asked another question this process would be repeated. However the person who answered the previousquestion would get to pull the cards.
- If an answer was insufficient I would acknowledge the thinking of the entire family table and ask them to build on it. I could add a redirect question at this time as well. I would then give the entire table family another 30 seconds to revise their response and have the same person deliver the answer.
- All of the family tables would also revisit their responses to check for accuracy and build on their thinking.
- The chosen table family could request the help of their extended family if they are stuck after the second attempt.
Benefits of this approach to asking questions.
- Community Building
- Repetition for increased memory
- Engagement of All Students
- Interconnectedness
- Growth Mindset
- Integrated think time
- Equitable calling on students