Noncompetitive, interpersonal relationships and one's feeling of inclusion in a social group profoundly influence one's own identity and the ability to learn. If students feel included in a classroom and see themselves as part of multiple support groups, they immediately feel a sense of security and empathy. They also draw energy, ask for feedback, and receive encouragement from a group of peers when they feel overwhelmed. They often act in ways that we deem inappropriate because they are actually hungry or thirsty, or because they have to use the restroom. This chapter outlines ways teachers can orchestrate ways that students can satisfy these needs, which will prevent other problems.
Teachers can build anticipation by keeping kids informed of the curriculum plan.
The author suggests using daily agendas, weekly schedules and even year-long thematic planning to demonstrate to students what's coming up next. These chapters provide a variety of systems that would be appropriate for several different age groups. There are ideas for personal goal-setting, such as using a daily journal, to ways teachers can create democratic classrooms using class meetings, etc. When we give students choices and opportunities to control the content and process of their learning, their motivation increases. The author outlines several models for orchestrating choices for students that maintain high standards and insist students respond and participate in key experiences.