Rebuilding classroom culture in a post-COVID world

In the first in a series of collaborations between PDK fellows and Educators Rising student leaders, Starr Sackstein shares Angela Cerriteno’s thoughts about relationships, grading, and school cultures.

As we navigate the aftermath of the COVID-19 pandemic, the importance of a positive classroom culture has never been more pronounced. The pandemic reshaped our educational landscape, highlighting the need for schools to foster environments where students feel valued, supported, and engaged.

As an advocate for student-led assessment, I have written extensively about our understanding of how class culture and the grades intersect with student commitment to learning. I was glad to have the opportunity to speak with senior Angela Cerriteno about her experience in school post-COVID to grow my understanding of what students think about these important education topics. Unfortunately, many educators don’t take the time to ask students about these topics. When we miss the opportunity to connect authentically, we make learning in our classrooms and schools even harder.

The shift in school culture

The pandemic forced educators, students, and families into a new reality that often prioritized safety over social interaction. As schools reopened, rebuilding a sense of community became paramount. A positive school culture with a strong sense of community promotes not only academic success but also emotional well-being, which is crucial in a post-COVID world where many students are grappling with anxiety and social challenges.

In our conversation (which you can hear on an episode of PDK’s There’s Power in Teaching podcast, see below), Angela shares a lot of examples of how schools can re-engage students and create a more positive culture of learning that extends beyond the classroom. She believes that connecting with students in real ways in and out of the classroom promotes a greater commitment to learning, and I agree.

When students feel connected to their teachers and peers, they are more likely to engage in learning. This connection fosters a sense of belonging essential for motivation and commitment. This is why assessment should not merely be a tool for grading but a means to deepen understanding and promote dialogue between students and teachers.

Grades and student commitment

Traditionally, grades have played a significant role in shaping students’ attitudes towards learning. However, I argue in my books and Tedx Talk that an overemphasis on grades can undermine intrinsic motivation. When students focus solely on achieving high marks, they may disengage from the learning process, viewing education as a series of hoops to jump through rather than an opportunity for growth and exploration.

In a student-led assessment model, grades are redefined and often even omitted until the end of a marking period or semester. This approach encourages students to take ownership of their learning, fostering a deeper commitment to their educational journey. By involving students in the assessment process, educators can create a culture where feedback is valued over mere scores, promoting a growth mindset. We can include them in the process by co-constructing success criteria daily and by involving them in curriculum creation.

Unfortunately, during COVID, many grading and assessment practices shifted. Angela shares that COVID-19 had an impact on the way students see their learning. She states, “Since COVID, my high school experience has been a bit funky. For my first two years, my school used a unique grading system. The lowest grade a teacher could give a student was a 50 up until the start of my junior year. I feel that the grading system after COVID caused many students (myself included) to lose motivation to continue learning. The same goes for testing; ever since COVID struck, it feels like everyone is pushing the students to do the bare minimum instead of pushing them forward.”

Angela’s experience is not an anomaly. Using grades as currency doesn’t nurture a student’s intrinsic desire to grow as a learner. Instead, it encourages a culture of compliance, where students get things done, but not necessarily very well. They go through the motions but lack pride in the experience. Student-led learning models shift responsibility to the student and position the teacher as a facilitator rather than the only expert in the room. These shifts can’t happen, though, without appropriate relationships and structures.

The role of relationships in learning

The relationships between students and teachers are pivotal in shaping the learning experience. In a post-COVID world, where many students have experienced educational disruptions, strong relationships are essential for rebuilding trust and engagement. Teachers who invest time in understanding their students’ needs and backgrounds can tailor their approaches to facilitate learning effectively.

Angela agrees with this. She thinks it is essential for teachers to take the time to know their kids so they can make an inclusive learning environment where students want to put in the effort and see their hard work pay off meaningfully. She states, “I have managed to regain that hunger for knowledge now that the grading system is no longer in place. I have noticed that I procrastinate less and genuinely enjoy being in class. My experience may not be the same for everyone, but I like knowing my hard work is getting the grade it deserves.”

Educators who prioritize relationships can better assess what students know and can do. This understanding goes beyond standardized tests and grades to encompass a holistic view of the student as a learner. Teachers can gain insights into their students’ learning processes by fostering open communication and creating a safe space to express their thoughts and challenges. We always need to be cognizant of who we are teaching and offer opportunities for students to show their best learning, as Angela stated.

Creating a supportive environment with varied assessment types

To cultivate a positive learning culture, educators must intentionally create supportive environments. This involves building relationships and implementing practices that provide opportunities for student agency. For instance, incorporating student voice in decision-making processes can enhance students’ sense of agency. When students feel their opinions matter, they are more likely to invest in their learning and contribute to a positive learning culture.

Additionally, professional learning for educators should focus on relationship-building strategies and student-led assessment practices. Training teachers to engage in meaningful conversations with students about their learning can transform the classroom dynamic. When students see their teachers as partners in their educational journey, they are more likely to embrace challenges and take risks in their learning.

We can also ensure that tests aren’t the only way students demonstrate their learning. Angela shares, “I believe that although tests are important to showcase the learning capacity of students, they shouldn’t be the ONLY [assessment type] used. Tests should not be a big percentage of the grade when you spend most of your time doing worksheets or projects in class. I am a huge visual learner. I love writing notes, adding pictures, and researching articles on what I am learning.” So why wouldn’t teachers offer different learning experiences that support the styles of assessment and learning that students identify as strengths and interests?

When educators feel pressured to make a lot of change and are stressed about the expected outcomes, we will be unlikely to take the necessary risks to ensure learners get more than the bare minimum. Classes should not cater to only one type of learner. Not all learners prefer lectures, and most will likely disengage when this teaching style is practiced. Angela shares, “My way of learning does get in the way of current teaching methods. I have mainly been in classes that use the lecture method. Instead of absorbing the information, my brain just shuts it completely out. It’s like my ears and brain can’t work together to piece the materials. I HAVE to have at least a visual example of what I am learning to fully grasp it. I hope it is just a small-town problem, but it can easily be fixed by observing how your students learn. It doesn’t have to be just one thing; it can be a blend of styles, allowing you to be creative.” This is important advice from a student. When designing our classroom learning and assessment experiences, we must listen to our students and make intentional decisions that lean into their assets.

As we recover from the damaging impact of COVID-19, educators can shift away from stale practices that have traditionally turned students off from learning. The better we know and understand our learners, the better we can nurture their goals and needs and build an inclusive environment where we can partner to increase engagement and foster mastery of essential learning.

My conversation with Angela reminded me that students know so much about themselves as learners and are often not allowed to share that information. It is in everyone’s best interest to have these authentic conversations with students and then make the changes they suggest. The learning in school is about them, not us, so the better we can tailor learning experiences to our clientele, the more likely we will be to have an impact.

Starr Sackstein is a 2024 PDK Distinguished Educator Fellow.

Listen to this episode of PDK’s There’s Power in Teaching podcast to hear more of the conversation with Starr and Angela: