One teacher, one class – the key to belonging

From the minute Year 4–6 students walk into their classrooms at the start of the year, they begin to develop a sense of belonging, and make important connections with their peers and teacher, under the Preparatory School’s "one teacher – one classroom" model, says Head of Middle Syndicate, Megan Feller.

“We hold this model in such high value, as it enables us as teachers to get to know our children really well and establish strong relationships with them and their families. At the beginning of the year, students right across the Middle Syndicate explore the theme of identity in lots of different ways. This is the essence of how we start to develop a strong classroom culture.”

Many other schools have collaborative learning environments, with multiple teachers working with large groups of students. But this doesn’t suit every child, shares Megan.

“Some children have the self-motivation and resilience to learn well in this model, but others, especially those who are a bit shy, on the spectrum, or have learning challenges, can easily get lost.”

She says simple things like Middle Syndicate students having their own desk, locker, classroom, and teacher, helps to reinforce their place at school.

“As teachers, it is also much easier for us to create consistent learning expectations under this model, as everyone is on the same page.”

Middle Syndicate students spend most of their time in their "home room" with their regular teacher, and attend specialist lessons outside the classroom in things like Art, Religious Education, Science, Physical Education, Music, Dance and Drama, Digital Technology, Spanish, and Aotearoa Studies.

In addition to academic learning, the children benefit from weekly StAC-Up lessons, which focus on their physical, mental, spiritual, and social well-being.

“Our students are at such a pivotal time in their development, especially socially, as they start to explore who they are in the world,” explains Megan. “We tell the children they don’t have to be friends with everyone, but they do have to be friendly, kind, and not exclude anyone.”

When social issues do pop up, having a trusted teacher the children can talk to is vital, she adds.

“A real strength are the everyday conversations we have with the children, helping them to manage things which might happen in the moment. Sometimes they just need an adult to remind them it is normal to feel disappointed or angry and to let their feelings settle.”

The children can also share their feelings through the online Komodo well-being platform, which gives them another safe space to express any concerns and reflect on their well-being.

“It’s a great way for children to share with us if they are a bit unsure about how to have a conversation. We get all sorts of wee notes, even, ‘I love school and just want you to know!’”

Megan believes everything comes back to connection, relationships, and investing in the students’ emotional well-being as well as their academic learning.

“Everything is a lot easier when you invest in relationships, whether that’s with our students and parents, or our relationships within the Middle Syndicate team, a great group of teachers who truly value each other.”