Boazii University

Love and Belonging in

Classroom
December 11th, 2014
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ENFOLDERS
Melike

Gizem zdemir
Selda Kanak
Rahime Canikli
Avarege age: 22
The greatest terror a child can have is that he is not
loved
( John Steinbeck)
...

AIM OF THE PRESENTATION

Our

aim with this project is to shed

light on the issue of Love and
Belonging for students, detect the
potential problems and find
possible solutions from the aspect
of teachers.

CONTENT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

12.
13.
14.
15.

Problem
Methodology
Literature review
Brainstorming
Fishbone
Matrix diagram
Gannt card
Data collection
Data analysis
Interpretations
Conclusion
Limitations
Suggestions
References
Acknowledgements

PROBLEM
Why do students have
problems with sense of
belonging in schools?

WHY DID WE CHOOSE THAT PROBLEM?

It is believed that; students feelings of love

and belonging towards the school and
teachers are directly related to their
motivation and thus, achievement. We, as
prospective teachers, wanted to study this
issue because we also think it is a
significant problem especially from the
aspect of teachers.

METHODOLOGY
Defining the problem
Identifying main and root causes of the problem
Selecting the most relevant main cause with matrix
diagram
Literature review
Preparing survey
Applying the survey in practicum schools
Analyzing the data
Offering possible solutions

LITERATURE REVIEW

To belong: To have a proper, appropriate, or suitable place. To be

naturally associated with something. To fit into a group naturally. (1)
Belonging is closely linked with enjoyment and motivation of the
students. (3)
In an era when traditional sources of belonging have diminished due
to changing family and community demographics, the school plays
an increasingly important role in meeting this need. (1)
For them to be intrinsically motivated, students need for autonomy
(willingness) and competence should be satisfied. (6)
The activities that students can relate to their own lives are more
interesting for them. (3)
When some activities may not be enjoyable for students, extrinsic
motivation is needed for students self-initiation and for activities that
are not interesting. (6)

 When

students feel they are belong the school,

they show much effort and motivation. (3)
Teachers support and interest make the
students feel safe in classroom. (3)
When students feel respected by their teacher,
they feel more eager to come to class and
more motivated. (7)
Feeling valued enhances the students feelings
of belonging. (9)
Students like group activities the most, as they
help the students get to know each other better;
listen to their ideas and learn about other
people. (3)

 Friendship

is also an important source of positive

effect toward the school. (4)
Students who experience acceptance are more highly
motivated and engaged in learning and more
committed to school. (8)
Breaking down the walls between teachers and
students starts the process of belonging and
attachment. (1)
Research findings are almost universally favorable in
terms of promoting a sense of belonging, increasing
maturity and social responsibility, and improving
teamwork skills. (1)

BRAINSTORMING
Role of teacher
Parents
Schools
Group learning
Educational
system/curriculum
School staff/personnel
Administrators
School physiology
Students psychology
Developmental problems
Ethnicity/background

Classroom materials
Teaching techniques
Environment
Upbringing

STUDENT

TEACHER
Character traits

Relationship
with peers

Teaching methodology
Material used

Relationship with
students

Upbringing
Experience
Developmental
problems

Teachers
philosophy

Parents

Curriculum

Administrators

Staff

Ethnicity
Entrance exams

Family
background
Supervision

ENVIRONMENT

SYSTEM

Counseling
services

School physiology
School
regulations

SCHOOL

Why do students
have problems
with sense of
belonging
in schools?

CAUSES/
PERSONS

SCHOOL

TEACHER

STUDENT

SYSTEM

ENVIRONMENT

Melike
Gizem
zdemir

Rahime
Canikli

Selda
Kanak

SUM

12

20

16

11

18

30

24

12

16

7
6
5
School
Teacher
Student
System
Environment

4
3
2
1
0

Melike

Rahime

Selda

STEPS

WEEKS

Identify topic
Approval

PLAN

DO

CHECK

Literature
review and
target
identification
Cause-affect
analysis
Approval of
the main
cause
Solutions for
the future
Determined
solution tactic
Praparing
Survey &
Starting Data
Collection

Analysis of
data
Conclusion &
Suggestions

ACT

PRESENT
ATION

Preparing
PPT & Report
Selfassessment

EXPECTED

OBSERVED

DATA COLLECTION

Student Survey:
Survey with 14 statements to 60 students in total; 30
students from private school and 30 students from public
school.

DATA ANALYSIS
(We collected data both from private and state school.
And we compared the results to have an understanding about
difference, if there is.)

1) I LOVE BEING IN SCHOOL

public school
13%

13%
10%

37%
27%

private school
strongly
disagree
disagree

10% 3% 7%

strongly
disagree
disagree

netiher agree 17%

nor disagree
agree
strongly agree

neither agree
nor disagree
63%

agree
strongly
agree

2) I FEEL SAFE IN SCHOOL.

public school
3% 3%

private school
0%

strongly
disagree

strongly
disagree
disagree

10% 7%

disagree

27%
34%

30%
neither agree
nor disagree
agree

neither agree
nor disagree
agree

53%
strongly
agree

33%
strongly
agree

INTERPRETATION

There seems to be a significant difference between

private school and public school students answers.
While 60% of public school students love being in
school, this is only 27% for private school students.

When it comes to feeling safe in scool, their

answers are similar, 60% of both state school and
private school students have positive answers for
this statement.

3)MY FRIENDS AT SCHOOL LOVE ME.

private school

public school
3%

strongly
disagree

0% 0%

6%

13%
7%
17%

67%

disagree

neither
agree nor
disagree
agree

strongly
agree

strongly
disagree
disagree

27%
neither
agree nor
disagree
agree
60%
strongly
agree

4) MY TEACHERS LOVE ME.

0%

public school 3%

private school
strongly disagree

17%

0% 0%

strongly
disagree

disagree
37%

43%

neither agree nor 33%

disagree
agree

23%

disagree

neither agre
nor disagree

strongly agree

agree
44%
strongly
agree

INTERPRETATION

Almost %80 of both types of students think that

their friends at school love them.
Although there is nobody from private school
thinking that the teachers dont love them, 3% of
public school students think that the teachers dont
love them.

5) I FEEL LIKE I BELONG TO SCHOOL.

private school

public school
17%

strongly
disagree
disagree

20%

10%
30%
23%

14%

6%

disagree
19%
neither agree
nor disagree

neither agree
nor disagree 25%
agree

strongly agree

strongly
disagree

agree
36%
strongly
agree

6) MY TEACHERS KNOW MY NAME.

private school

public school
strongly
disagree

10%

30%

0% 0%

13%

7%

disagree

disagree
neither agree
33% nor disagree

neither agree
nor disagree
20%
27%

strongly
disagree

agree

60%

agree
strongly agree

strongly agree

INTERPRETATION

Almost 25% of both state school and private school

students seem to not feeling belonging to school.
And also 20% of both types of students arent sure
about this.

As for name issue, almost 90% of private school

students affirm that their teachers know their
names. However, 43% of state school students
either disagree or not sure.

7) MY TEACHERS LISTEN TO MY IDEAS.

public school
private school
stronlgy
disagree

0% 3%

strongly
disagree

0%
17%

17%

disagree
neither agree
nor disagree

47%

37%
neither agree
nor disagree
33%

disagree

33%

agree

agree
strongly
agree

13%
strongly agree

8) MY TEACHERS MAKE US DO DIFFERENT AND

JOYFUL ACTIVITIES IN CLASS.
public school

private school
strongly
disagree

17%

disagree

7% 7%

disagree

20%

23%

10%
50%
6%

strongly
disagree

neither agree
nor disagree

neither agree
nor disagree

agree

agree
17%

43%
strongly agree

strongly
agree

INTERPRETATION

While 50% of public school students say that their

teachers listen to their ideas, 80% of private school
students do.

67% of public school students disagree for 8th

statement; 30% of private school students disagree
for that and a high proportion of them like 43%
arent sure whether they are doing different and
joyful activities in class or not.

9) MY TEACHERS CARE ABOUT MY

PROBLEMS.
public school

private school

3%
strongly
disagree

20%
20%

disagree

0% 0%
20%

53%

strongly agree

disagree

agree

agree

37%

27%

neither agree
nor disagree

neither agree
nor disagree
20%

strongly
disagree

strongly
agree

10) MY TEACHERS WONDER WHAT WE DO

OUT OF CLASS.
private school

public school

0% 0%

strongly
disagree

10%

disagree

20%

13%

44%
10%

23%

neither
agree nor
disagree
agree

strongly
agree

strongly
disagree
23%

disagree
neither agree
nor disagree
agree

57%

strongly
agree

INTERPRETATION

While nobody from private school disagree with

my teachers care about my problems, 23% of
public school students do disagree with this
statement.

Almost 20% of public school students state that

their teachers wonder their out-class life, the
percentage is almost 80% for private school
students.

11) MY TEACHERS CARE ABOUT ME.

private school

public school
strongly
disagree
10% 6%

strongly
disagree

3% 0% 4%

disagree
7%

disagree
23%
neither agree
nor disagree

27%

agree
50%
strongly
agree

neither
agree nor
disagree
agree

70%

strongly
agree

12) MY TEACHERS FREQUENTLY USE GROUP

ACTIVITY IN CLASS.
public school
0%

private school
3%

7%
6%
30%

strongly
disagree
disagree

disagree
27%
37%

neither agree
nor disagree
agree

27%

strongly agree
30%

strongly
disagree

33%

neither
agree nor
disagree
agree

strongly
agree

INTERPRETATION

73% of private school students think that teachers

care about them, this proportion is only 37% for
public school students.

Most of both private and public school students

disagree with my teachers frequently use group
activity in class.

13) I LOVE MY TEACHERS.

public school

private school
stronlgy
disagree

0% 0%

7%
7%

disagree

10%

strongly
disagree
disagree

20%
10%

53%

neither
agree nor
disagree
agree

neither
agree nor
disagree
agree

23%
strongly
agree

70%

strongly
agree

14) I GENERALLY PARTICIPATE IN CLASS.

public school

private school

0%
13%

strongy
disagreel

7%

disagree
27%

7%
20%

neither
agree nor
disagree
agree

neither agree
nor disagree

strongly agree

disagree

10%

agree
53%

strongly
disagree

0%

63%

strongly
disagree

INTERPRETATION

Most of both types of students seem to love their

teachers, but the proportion is higher for private
school.

And for the last statement in our survey I generally

participate in class, most of both types of students
agree with this statement, but again the proportion
is higher for private school: 66% versus 83%.

CONCLUSION
Feeling of belonging is one of the most
important variables that affect the students
motivation and achievement. It can be said that
teachers attitude towards the students and also
towards the lessons affect the way students feel
about the school itself. This proves that whatever
the teacher does, students take it into heart and act
accordingly. So, the responsibility of teachers are of
great value.
There seems to be some important differences
about the issue between private and public schools.
Although several factors interfere here, the biggest
portion falls to teachers.

LIMITATIONS

The generalizability of data results is low because

we did our survey in only two schools.
We tried to look from students perspective but a
teacher survey also could have been done. We
didnt do a teacher survey because of time
constraint and other factors.

SUGGESTIONS
In light of our findings, we came up with following
suggestions. Teachers;
should minimize the evaluative pressure and maximize
students choices and opinions in activities.
should introduce challenging learning activities for students
to test their abilities.
should provide choice and meaningful rationales for
learning activities.
should provide necessary tools and feedback to promote
success.
should make students feel liked, respected, valued.
should involve the students more in learning and try to meet
their developmental needs more.

 should

create classrooms that encourage students

active participation and collaboration.
should create a classroom set atmosphere to
connect and interact in positive ways which are
caring and cooperative.
should teach students social skills that facilitate the
process of connecting and working together.
should provide interpersonal support when needed.
should treat all students the same, without
differentiating them according to their race, gender,
class, ability, or appearance.

Should develop positive and healthy relationships with

students in many ways like;
memorizing names of each student,
greeting and smiling students,
using humor appropriately,
making sure students are always safe (physically and
emotionally),
listening to students in and outside of the classroom.
Should focus on befriending students; show students
he/she cares about them and let them learn appropriate
information about him or her as a person.

TO SUM UP;
Just

as it is difficult to focus on work or

learning when we are extremely
hungry or cold, it is also difficult to
learn when we feel alone and isolated.
We, as teachers, should intentionally
feed the need to belong and feel
accepted in order to increase quality of
learning.

REFERENCES
1.

Beck, M., & Malley, J. (1998). A pedagogy of belonging. Reclaiming Children and
Youth, 7(3), pp. 133-137.

2.

Erwin, J. (2004). Love and belonging in the classroom. In The Classroom of Choice:
Giving Students What They Need and Getting What You Want, pp. 46-99. USA:
Association for Supervision & Curriculum Development.

3.

Faircloth, B. S. (2009). Making the most of adolescence: Harnessing the search for
identity to understand classroom belonging. Journal of Adolescent Research, 24(3),
pp. 321-348.

4.

Hamm, Jill V. & Faircloth, Beverly S. (2005). The role of friendship in adolescents
sense of school belonging. New Directions For Child And Adolescent Development,
2005(107), pp. 61-78.

5.

Kksal,H. Imece circles

6.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the
classroom Applying self-determination theory to educational practice. Theory and
Research in Education, 7(2), pp. 133-144.

7.

Osterman, K. F. (2000). Students' need for belonging in the school community.

Review of Educational Research, 70(3), pp. 323-367.

8.

9.

Rovai, Alfred P. & Mervyn J. Wighting. (2005).

Feelings of alienation and community among
higher education students in a virtual classroom.
Internet and Higher Education, 2005(8), pp. 97110.
Solomon, D., Battistich, V., Kim, D. I., & Watson,
M. (1996). Teacher practices associated with
students' sense of the classroom as a
community. Social Psychology of Education, 1(3),
pp. 235-267.

ACKNOWLEDGEMENTS
We want to thank to all students and teachers who
kindly gave us some of their times and participated
in our survey.
Thanks to Dr. Hayal Kksal for her guidance
throughout the project.