Classroom practices — before, during and after teaching

Before teaching

• Learn students’ backgrounds: home attachment patterns matter. Prepare to invest more relational time with unstable/rejected students.
• Check prior knowledge (diagnostic): Ausubel and Piaget stress anchoring new knowledge to what students already know.
• Co‑create class norms (Lickona): have students help write rules around respect, help and shared goals.

During teaching

• Start with a social “hook”: quick personal check‑ins, a problem that prompts group discussion, or an experiential demo.
• Mix social and cognitive tasks: pair work, jigsaw reading, labs, role plays — make sure tasks are clearly structured so the social element supports learning, not just socializing.
• Build reflection cycles (Kolb): experience → reflect → conceptualize → apply/test. Use group reflection to deepen understanding.
• Use formative assessment: give feedback in ways that build self‑esteem and highlight next steps. Avoid public comparisons that damage self‑image.

After teaching

• Provide formative feedback and chances to revise work. Make grading transparent and fair — if a student expects a higher grade and receives less, follow up privately to protect self‑esteem.
• Recognize progress publicly in specific ways: “You used a new strategy and your explanation is much clearer” — this strengthens competence identity.
• Plan follow‑up tasks that consolidate both skill and belonging (peer presentations, collaborative portfolios).

Sample quick activities

• “Friendship Interviews” (first week): students interview a peer and share one surprising thing. Builds personal knowledge quickly.
• “Help Chain”: each student writes one skill they can help with and one they want help with. Teacher creates peer pairs.
• “Two Stars and a Wish” peer feedback: students give two strengths & one improvement idea — constructive and keeps focus on growth.
• Low‑stakes quizzes for feedback, not punishment: immediate, constructive comments; allow a retake after reflection.

Assessment, feedback and self‑esteem

• Use diagnostic checks to set achievable targets; formative checks to guide learning; summative only to certify.
• Feedback should be timely, specific, process‑oriented (how to improve), and private when it’s corrective.
• If you must use grades as motivators, make the criteria transparent and give chances to improve — so grades don’t feel like final value judgements.
• Where students are especially fragile (rejected/unstable), a small positive error in grading can protect motivation; avoid harsh public correction.

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