How Erin Magliozzi’s Classroom maximizes belonging and learning at the same time

The problem of put up-pandemic schooling in a nutshell:


  • College students experience the largest studying crisis in technology as a final result of a yr and a half of suboptimal schooling- despite the generally heroic endeavours of teachers.
  • Many learners are battling emotionally at the identical time. Isolation, anxiety, loneliness and depression have spiked at historic rates and are at an all-time higher. [Side note: much of that is caused by a social media epidemic that overlapped with and exacerbates the effects of pandemic].


What to do?


In September, The TLAC team’s new guide about responding to these challenges will drop. It is referred to as Reconnect. In it the authors–Doug Lemov, Denarius Frazier, Hilary Lewis, and Darryl Williams—argue that powerful classrooms have to magnify the alerts of belonging pupils understand even though at the identical time maximizing learning.


Fortuitously we don’t assume these targets conflict. In point we think there’s synergy in between them.


This video clip of Erin Magliozzi’s Science classroom at Memphis Increase Academy in Memphis, TN is a great illustration. We imagine it’s a design of how a good classroom can maximize belonging and mastering at the similar time.


In Reconnect we communicate about how significant the eye get hold of among pupils is. When you converse in her classroom your friends are generally reminding you that your words and phrases subject. So too the snapping and sending of glow. Her students are reminded when they share their thinking that their classmates approve of and assistance their initiatives and will assist them even if they wrestle. It’s a room entire of regular signals of belonging.


But there are other information as perfectly. Here are a several of the points associates of the TLAC Team discovered.



Jaimie Brillante


One of the means Erin produces a sense of belonging is in her Active Observation. To belong someplace is to be noticed individually AND as section of the larger sized team and Erin makes use of the time when she circulates to make sure her students feel witnessed and recognized. For case in point, she pauses at a student’s desk and asks, “Did you determine out your error on range 3?”  This reminds the university student that Erin sees his development. She remembers the place he is and how he’s carrying out.


One could argue she is frequently reminding students that she sees them and is mindful of how they’re undertaking. There is the optimistic narration with pupil names, the recording of personal student names on her tracker when circulating, the chilly phone and pre-simply call pushed by data on the tracker.  She’s generally saying: I see you I see your perform. The fact that she is usually having notes on scholar operate as she circulates can help her to do this.


John Costello


As Erin Circulates, she reads two scholar responses she desires to share with the course:

“Jackie,” she claims to the 2nd scholar, “I’m heading to simply call on you to share that distinction.” But then she adds a bit of clarification: “Instead of declaring ‘one’ has can you convey to us which one has…”

I beloved this second. She’s likely to let Jackie glow (and make a cold get in touch with appear to be like a terrific factor), but Erin notes the pre-connect with down into her program so she doesn’t forget, and provides Jackie’s solution and give her a very small bit of responses so she can make her response even clearer and additional specific.

Since Erin offers Jackie private comments on how to give the greatest attainable answer right before she shares publicly, she can be functioning on it in advance and this will aid her come to feel doubly profitable in front of her friends. Because a single of the finest ways to improve classroom interactions is to enable college students really feel as profitable as doable, she’s taken the pre-contact from superior to fantastic.



Sarah Engstrom:


I was struck by the very small second when Erin suggests to 1 of her college students, “If you need to have assist, give me a peace signal. That’s our key code.”


When Erin will make this fast, private provide of assistance she communicates that she supports him even if he struggles. There’s also a “special” image al his have. This will allow him to retain his conversation private but also reminds him of how vital he is. Now he is aware he can get the support they needs simply and conveniently.


Colleen Driggs


In advance of Erin opens dialogue, she celebrates “the phenomenal job” that her students did in generating their observations. Soon after deciding on Corey for a pre-connect with she tells him: “Corey, I’m heading to arrive to you for the 1st a single. Thank you.” Then recognizing it will be valuable if Corey is familiar with just which element of his response to share, Erin provides, “That to start with similarity that you have.” All over again she would like to enable him glow. When she calls on him she asks Corey to share “a actually important similarity” after once again signaling that the concept Corey named is critical.


Beth Verrilli


1 way Erin maintains the feeling of neighborhood in her classroom is her use of “we” language: we are a group, we learn alongside one another. This occurs repeatedly all through her lesson, but let’s dive into a few of notable illustrations.

Initially, Erin launches a second of notetaking with this phrase: “Let’s produce that down just to make positive we’re all with it.” There are numerous legitimate good reasons for composing factors down: the system of creating encodes know-how in our brains crafting preserves information pupils need to reference for nightly research or up coming week’s quiz reminding college students to compose builds notetaking habits they will count on more and additional as they move into higher grades. But Erin chooses to highlight one more purpose: “so we’re all with it.” She’s reminding them that they all succeed collectively.

When Erin asks students to change the web page of their packet—in unison—she tells them “We get to explore a temperature event termed a front.” Yet again, her language signals that the pleasure of exploring and uncovering new know-how is shared by anyone in the course. And without a doubt, Erin takes this moment to start a partner action, solidifying local community as her young ones both assistance and rely on their partners to use their new knowledge.




belonging, erin magliozzi, reconnect