COMMUNITY BUILDING IN THE GRADE 2 CLASSROOM

The construction of an elementary classroom community is an intentional practice specific to each teacher and class. Knowing which activities will help build the ideal community environment can be challenging. I conducted a three-month autoethnography of my experiences and reflections as I attempted to build and maintain community in my Grade 2 classroom. I intended to look at my community building practice against the markers of a positive classroom community, and how it evolved. Central to my community building practice were individualized and inclusive practices, social-emotional learning, and greetings. Routines, sense of belonging, and responsive practice were the community markers most present. Finally, my practice changed in the routines and the prioritization of lessons. It is my hope that this study contributes the unique perspective of teacher-as-facilitator to this area of research. It was my goal to learn about my practice and if it aligns with key community markers.