Naming Behaviors that Exclude Others (plus Free Anchor Chart)
If we hope to develop a sense of belonging in our students and a welcoming classroom community, I think it’s important to spend time discussing and naming behaviors that exclude others that students may experience in a classroom, school, or public environment. I recommend having a discussion about exclusionary behaviors early in the school year so that students have had the opportunity to think about these types of behaviors, understand that they are not acceptable, and have some strategies for counteracting exclusion when they see or experience it.
DEFINING EXCLUSION IN THE CLASSROOM
When you begin your discussion, be sure to define exclusion for your students. I define exclusion as the act of shutting out or preventing someone (or a group of people) from being part of a group or community. Exclusion is the opposite of extending a sense of belonging and being welcoming to others. Exclusionary behaviors can be obvious or subtle.
Next, invite students to share and brainstorm a list of examples of how exclusion plays out in the classroom and school community. I’ve come up with a list of examples to get you started. (Of course, for this lesson, I’ll compile all of our examples onto an anchor chart so that we can refer back to it again and again. I’ll even add my definition of “exclusion” to the chart.)
EXAMPLES OF EXCLUSIONARY BEHAVIORS IN SCHOOL AND CLASSROOM ENVIRONMENTS
snickering or whispering when someone walks by or joins a group
saving a seat at lunch or lying about a saved seat at lunch
sharing snacks/lunch items with specific students, but not others
not allowing someone to join a group game at recess
passing out birthday invitations at school when everyone is not invited
having a certain style that is considered cool and pointing out that other’s clothing, hair, shoes, or anything about their appearance is different or uncool
calling another student demeaning names
labeling a group of students (i.e. the smart kids, the athletic kids, etc)—the implied message here is that students who are not classified as part of those groups do not share in those characteristics
exchanging looks or making gestures with other students (i.e. rolling eyes or holding back laughter) when someone enters the room, is giving a presentation, asks a question, etc.
making generalizations about gender, race, or culture
mocking how another student speaks, looks, acts, etc.
giving someone an unwanted nickname
purposely mispronouncing another person’s name
passing notes or saying things like “Don’t tell her!” where another student can hear
spreading rumors about another student
refusing to allow someone to be a partner or group member and valuing other group members over certain students
playing jokes to make fun of another person (like sticking a “kick me” note on their back)
not allowing someone to sit with or near you on the bus
rolling your eyes or groaning when you are partnered or grouped with certain students
This list could go on and on, but the ideas shared will allow your students to gain a common understanding of what is meant by exclusion. In addition, you will likely gain lots of insights about some of the things your students have experienced or witnessed.
Discuss how it feels to be on the receiving end of these exclusionary behaviors. Ask students to name the feelings and thoughts that arise when they are excluded. Consider having students journal about a specific time they were excluded from a group and how it made them feel. You may ask them to share their experience with a partner if they are comfortable doing so.
Next, I like to go through the list we have generated together and put a star beside of behaviors that are borderline (or overtly) bullying behaviors. We discuss that if these behaviors continue again and again or if it physically harms another person, it is likely bullying.
RESPONDING TO EXCLUSIONARY BEHAVIORS
Not only should you help your students learn how to cultivate and maintain a classroom community that stresses inclusiveness and belonging for all, but you should also discuss how to deal with these exclusionary situations. How should we respond when we realize we are a witness to or part of an exclusionary behavior? In a follow up lesson, you might decide to come up with a classroom system where students call out exclusionary behaviors in a compassionate way. How can students help others redirect their words and/or actions to keep your classroom environment free from exclusionary behaviors?
Much like anything of importance, a safe, accepting, inclusive classroom and school community may not be created with the snap of a finger or by lecturing our students. As teachers, we have a responsibility to teach students that creating and maintaining this desired environment is hard work and is a lifelong pursuit, following us as we grow into adulthood and find ourselves in the workplace, in neighborhood communities, and as active citizens in society.
As teachers, we have to be vigilant of exclusionary behaviors, we have to believe that creating a community that supports and cares for one another is our job, and we should feel comfortable naming these (and other) behaviors and calling on our students to actively pursue those inclusive, caring environments along with us.
I teach my social-emotional skills during my morning meetings. I include this lesson in my Sense of Belonging theme unit. You can download your first morning meeting theme for free!
Also, if you are looking to ensure that your picture books about belonging and community adequately represent a wide array of characters, check out this book list.
GET YOUR FREE BELONGING UNIT RESOURCES!
This free theme unit is packed with lesson ideas, student journal pages, discussion prompts, self-reflections, bulletin board materials, and more. YES! Everything you see below for the belonging theme is FREE!
If you need resources for virtual morning meetings or remote learning, I’ve got you covered with Google Slides versions of each theme set. Grab your FREE slides for belonging here.
My morning meeting routine is based on themes in literature. My morning meeting model is a routine classroom experience that allows students the opportunity to develop personally, academically, and socially through the use of self-reflection, read alouds, songs, videos, quotations, key vocabulary, classroom discussions, and the teacher as a trusted guide.
Each element of the framework works to create a theme-study while at the same time teaching social emotional skills, character education, and strengthening the classroom community. The 5 phases of the framework include:
Exposure/Launching the Theme (without coming right out and telling students what the theme is)
Introducing the Theme, Self-Reflection, and Goal Setting
Student Discussion
Building the Theme
Consolidating Learning, Reflecting, and Creating Closure
Materials and resources for each of these components are included in each theme unit.
THEMES TO GUIDE YOUR MORNING MEETINGS ALL YEAR LONG
If you’d like more social emotional theme units with a focus on encouraging students’ social, emotional, and academic success, you may be interested in the Morning Meeting Mega Bundle of 17 theme units. With units focused on kindness, compassion, growth mindset, gratitude, perseverance, responsibility, managing emotions, and so much more, your engaging morning meeting plans are done for you and your students will love them! You can save 10% on the Mega Bundle of all 17 themes with the code MM10.
What are other examples of exclusionary behaviors in school and classroom environment that I missed? Share in the comments and I will update my list.
