Abstract
COVID-19 has shown us that classrooms are not prepared to support individual and collective resilience during challenging times and educators have a responsibility to change that. Building resiliency promotes students' willingness to learn, increases their engagement with their teachers, and promotes the ability to learn from them. Conversely, students who lack a sense of collective resilience have difficulty learning. A new school year usually begins with getting students used to routines and procedures. It is expected that teachers begin teaching immediately without developing the relationships necessary to facilitate learning in the classroom. Teachers create this in classrooms because administrative leaders create this in schools. This presentation explores how the Beloved Community global vision of Dr. Martin Luther King Jr. can be used to frame learning in the classroom. Instead of being expelled or suspended, students who participate in Beloved Community learn conflict resolution and reconciliation. In a Beloved Community classroom, teachers are encouraged to talk with students about what a safe learning environment looks like, feels like, and sounds like. As a result, students can work with their peers and teachers to establish and enforce classroom norms that ensure a safe learning environment. Education participants will discover 1) how to use Beloved Community to engage students in resiliency while exploring how to form a beloved classroom community, 2) educators can build a sense of belonging in their classrooms through the Beloved Community process, which allows teachers and students to collaborate and form their own communities.
Author Information
Deja Taylor, UBUNTU Research & Evaluation, United States
Ebony Kirchendoll, UBUNTU Research & Evaluation, United States
Radaya Ellis, UBUNTU Research & Evaluation, United States
Monique Liston, UBUNTU Research & Evaluation, United States
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