The LEArning Curve

The first day of class often fills quickly with syllabi, schedules, procedures, and expectations. Those things matter! Students need clarity and structure. But students often leave the first day of class remembering how they felt, not the classroom policies. Did anyone notice them? Did their voice matter? Did they feel like a person or just a name on a roster?

As Lutheran educators, we have the privilege of seeing students as whole people created and loved by God. That truth can shape even the smallest routines, including how we begin the year.

Start with Student Voice

One first-day routine that has helped me build relationships early is inviting students to share about themselves before we dive deeply into course content. I use Amplify Classroom as one (free!) tool for this routine because it gives every student a way to respond, including those who may not be ready to speak aloud on day one.

This same routine could also work with index cards, a Google Form, a journal prompt, or a short written reflection. What matters most is that students have a structured way to say, “Here is something I want you to know about me.” (And as a bonus, it keeps students busy while you attend to beginning-of-year housekeeping!)

Ask Questions That Build Connection

Ask questions that help students feel seen:

• How are you feeling about the upcoming school year?
• What helps you learn best?
• What is something you wish teachers knew about you?

Ask questions that help students feel known:

• Tell me about your name. What do you prefer to be called?
• God has called you to be a student in this class, at this time, with these classmates. What other vocations has He called you into at this time? (e.g. son, daughter, teammate, etc.)
• What are three non-school topics you know a lot about?

Ask questions that help students feel valued:

• How can I support or encourage you this year?
• How can I pray for you?

These questions communicate care. They also help teachers notice patterns, prepare support, and follow up with students in meaningful ways.

Use What You Learn

As responses roll in: Comment out loud about poignant or funny responses you notice (nothing serious) and ask how to pronounce difficult names.

That evening: Scan responses to become aware of any significant issues that need to be addressed immediately.

Over the next week: As you get to know the students well, go back and read each of their responses in-depth.

Over the first few weeks of school, then, build trust before behavior concerns arise:

• Greet students by their preferred names.
• Differentiate lessons based on student interest.
• Adjust participation structures based on what helps each student learn best.
• Pray for students by name according to their specific needs.

Begin with Grace

A strong classroom culture begins with intentional care, where students feel seen, known, and valued. Before the behavior plan, we focus on the student whom God has placed in our care. By creating space for their voices, we can begin with grace.