Emma Chenier

Hello!

As I reflect on the learning journey my Grade 9 and 10 students and I have been navigating together, I find myself thinking about how we might better support their transition into our school community.

The Core Issue

My Grade 9 students are currently struggling to adopt to our school culture and meet classroom expectations. Through careful observation, I’ve noticed that my traditional, teacher-directed reflection exercises have inadvertently become performative rather than transformative. Students are not engaging with authentic honesty, and more importantly, the insights they generate are not translating into meaningful behavior change. This is challenging to reconcile with my commitment to fostering genuine learning and growth.

I recognize that several factors may be contributing to this dynamic. Students may not yet feel the psychological safety required for vulnerable reflection, or they may not understand the personal relevance of the reflection process itself. Additionally, the methods I’ve employed—primarily survey and writing-based—may not align with how these particular students naturally process and express their thinking. Rather than viewing this as a deficit in student engagement, I see it as an opportunity to redesign my approach in ways that are more equitable and responsive to their needs.

Key Insights Discovered Through Dialogue

• Students naturally reflect on their social awareness with peers, though these conversations tend to remain surface-level.
• They demonstrate the capacity to acknowledge fault, yet struggle to connect that insight to concrete behavioural change.
• They respond more authentically when invited to notice positive behaviours and abilities as action points for the future, rather than focusing solely on areas of struggle.
• Writing-based reflection feels permanent and exposing to them; alternative methods may create more equitable opportunities for honest expression.
• Trust and belonging must be established first—authentic reflection requires psychological safety within the community.
• A gradual progression from personal reflection → classroom community reflection → application beyond the classroom builds sustainable agency and transferable skills.

A Proposed Solution: Nature-Based Classroom Strengths Visualization

Core Concept: I propose creating a visible, shared classroom ecosystem using a nature board that serves as an analogy for collective growth. Students would visualize their individual strengths and areas for growth, making our community’s learning journey transparent and actionable. Through conversations and activities centred around this board, students can develop a reflective toolkit that strengthens both their individual growth and our shared sense of community.

Why This Approach Aligns With Our Values

• Transparency: When strengths and challenges are visible to all, students see the full picture of our classroom ecosystem rather than feeling isolated in their struggles.
• Normalization: Struggle becomes part of our community narrative—a natural part of growth—rather than something shameful or individual.
• Connection: Students recognize they are not alone; others are navigating similar challenges, which builds belonging.
• Actionability: Visible patterns spark genuine conversations about solutions, moving from observation to concrete next steps.
• Agency: Students choose how to represent their learning through methods that feel authentic and personally meaningful to them.

Implementation Timeline: December 2025 – April 2026

Phase 1: December (Planning & Design)

• Finalize the nature board design and physical setup.
• Develop a redesigned learning journal assignment for the second half of the school year.
• Create a conversation protocol for facilitating both peer and teacher-led reflection discussions.
• Prepare materials and gather necessary resources.

Phase 2: January (Pilot Launch – Class 1)

• Starting Point: The larger of my two classes (18 students).
• First Task: Redesign the second-half-of-year assignment around the nature board visualization, replacing the assignment students are currently finding less engaging.
• Method: Students create visual representations of their classroom strengths and areas for growth, connecting them to valuable learning outcomes and desires.
• Process: One-on-one conversations with me, leveraging the positive rapport we’ve already established, to help students identify honest reflections.
• Outcome: The nature board becomes a living, visible representation of our classroom community and serves as a reference point for building positive partnerships and strengthening our collective sense of belonging.

Phase 3: January – February (Refinement & Adaptation)

• Observe what is working: Are students engaging with greater honesty? Is their sense of belonging increasing? Are insights translating into action within my class and potentially in other contexts?
• Gather feedback from students and make thoughtful adaptations.
• Develop and test the conversation protocol for facilitating peer discussions about patterns and actionable next steps.

Phase 4: February – March (Integration – Class 2)

• Introduce the nature board and redesigned learning journal to my second class (10 students).
• Adapt the approach based on what I’ve learned from Class 1, ensuring equitable opportunities for all students.
• Continue refining the conversation protocol based on ongoing observations.

Phase 5: March – April (Scaling & Transfer)

• Help students recognize how their classroom reflection skills transfer to other classes and life contexts.
• Facilitate conversations about applying their insights and agency beyond my classroom.
• Document the journey and celebrate growth with students.

Key Milestones & Success Indicators

• December: Conversation protocol designed and all materials prepared.
• January: Nature board launched in Class 1; initial student visualizations complete.
• February: Evidence of increased honesty in reflections; students beginning to notice patterns and generate actionable ideas.
• March: Nature board integrated into Class 2; students demonstrating behavior change aligned with their reflections.
• April: Students articulating how classroom reflection skills apply to other contexts and areas of their lives.

Actionable Next Steps (December 2025)

1. Design the conversation protocol: Create a structured approach for facilitating peer and teacher-led discussions about classroom strengths and growth areas. This will include: What guiding questions will I ask? How will I help students move from observation to concrete, actionable commitments? How will I give space to allow my students to design their own reflective practices?
2. Finalize the nature board: Determine the physical setup, materials, and process for how students will add and update their representations. Have students design the board so I can see what representation would best help them visualize, collaborate, and connect with the class.
3. Redesign the learning journal: Create a new assignment structure that replaces the current assignment and better engages students.
4. Prepare one-on-one conversation guides: Develop prompts to facilitate honest, personal reflections with each student.
5. Set observation criteria: Clarify what I will be looking for in January to determine whether this approach is building agency and belonging as intended.

Looking Forward

This design thinking process has moved me from identifying a challenge—dishonest, performative reflection—toward a solution rooted in community, visibility, and genuine student agency. By making strengths and growth visible, normalizing struggle as part of our shared narrative, and building trust through meaningful one-on-one conversations, I am creating conditions where my Grade 9 students can develop authentic critical reflection skills and carry them forward into their lives beyond my classroom.

The nature board will become more than an assignment; it will serve as a symbol of our collective belonging and a catalyst for honest, actionable conversation. I am hopeful that this approach will help bridge the gap between insight and sustained behaviour change.

I welcome your thoughts, feedback, or suggestions as I move forward with this work. 🌱