Some resources used in Fraser International College's teacher discussion groups. The 'Discover and Discuss' meetings help to support teachers to address diverse needs in their classrooms.

1. FRASER
INTERNATIONAL
COLLEGE
Your direct pathway to Simon Fraser University
Vancouver, Canada

2. navitas.comfraseric.ca
STRUCTURING SAFETY
 Students feel comfortable to share and interact in a classroom when they feel safe to do so.
 What do most students need in order to feel safe:
 Privacy and confidentiality (? Difficult to enforce but it can be discussed)
 Respect
 Non-judgemental space
 Supportive instructor who is able to engage in and manage difficult conversations
 An instructor who can be a role model for health communication
 Cultural safety

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PERSONAL DEVELOPMENT
 Providing opportunities for personal and professional growth in class increases skills,
resiliency, and preparedness for the future.
 Suggestions:
 Guest speakers/alumni/field trips: helps students connect in-class learning to their
career development
 What skills will students need to succeed in life and in their careers? Find ways to
foster these in class (i.e., teamwork, communication, problem-solving, critical
thinking, empathy, initiative, setting boundaries, mindfulness, gratitude,
commitment, connection, kindness, authenticity, etc.)
 Journaling and other reflective activities encourage personal growth
 Mindfulness or other skill building activities during class breaks or as part of the
course (i.e., mindfulness meditation on youtube)
 Link students to resources that support their personal balance and wellbeing
 Encourage students to seek co-curricular and volunteer opportunities (student
volunteering, peer educators, Awareness Campaign Team, photography team)
 TOOLS/IDEAS: check-ins, icebreakers, cultural artefact activity, self-reflection, share
about your personal journey, Team Style Inventory:
http://www.mhhe.com/ps/hrelations/general/teaminventory.html

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FLEXIBILITY
 Providing students with some flexibility and control over their learning experience helps
them to feel empowered and supported (which contributes to wellbeing)
 Suggestions:
 Give option to choose best 2 out of 3 assignments or quizzes
 Give students choice in assignments and opportunities to set their own deadlines or
% of final grade for assignments:
http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-
Tools/flexibility/DrDidichers-sample-evaluation-agreement.pdf
 Seek feedback throughout semester via web-survey or anonymous in-class comment
card: http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-
Tools/flexibility/student-comment-card.pdf
 Sample survey questions: https://websurvey.sfu.ca/cgi-
bin/WebObjects/WebSurvey.woa/19/wo/Bbf2jzHb1WpfbKBJk8bjIM/3.0.2.1.1.0.12.7.
2
 Use interactive tools like iclicker to promote class input and participation
 Provide lecture notes or ppt slides ahead of class, and provide lecture recordings
(good for non-native English speakers)
 Consider alternative forms of office hours (i.e., skype, group hours, web
conferencing)

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SOCIAL CONNECTION
 Facilitating interaction helps students build social networks which foster resilience and are
an asset to wellbeing. Interaction in the class can help create a sense of community and
positive classroom culture.
 Suggestions:
 Use a social connectedness activity during the first class and later classes
 Teamwork: ask students to mark the quality of work of each other during group
work: http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-
Tools/social-connection/Rubric-for-Group-Process.pdf
 Encourage students to participate in study groups/connect them with peer educators
 Move tables and chairs into small groups to facilitate discussion
 Design in-class activities or assignments that require students to work together
 Do the team style inventory during group work so students know each others style:
http://www.mhhe.com/ps/hrelations/general/teaminventory.html
 Ask students to take down the name and number of a classmate so they have
someone to contact if they miss any class material or instructions
 Suggest opportunities for students to interact outside of class time
 Offer mini breaks in class and encourage students to take this time to meet and get
to know their classmates (play a game like 2 truths and a lie)

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RESOURCES & STRUCTURE
 Students perform and feel good when they have structure and adequate resources to meet
challenges – important for planning/seeing the bigger picture
 Suggestions:
 Consider the timing of exams and assignments to alleviate undue stress
 Provide feedback on each stage of assignments and help students progress to the
next stage of larger projects (scaffold assignments so each component is a separate
assignment)
 Avoid heavily weighted components, such as an exam worth 50% of final grade
 Recognize that more tasks do not always equate to more learning
 Set clear course goals, and ensure assignments and expectations are clear from the
start
 Provide activities where students design mock test/study questions
 Provide experiential learning opportunities (learning by doing, sensory learning)
 Map out the schedule
 Connect students to FIC resources (e.g. peer educators, etc.)

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POSITIVE CLASSROOM CULTURE
 Creating an enjoyable and welcoming classroom culture can enhance positive wellbeing for
students and instructors. This can be accomplished through humour, inspiration, open-
mindedness, connecting with students, or deeply engaging them in their learning.
 Suggestions:
 Acknowledge stress within your class syllabus. For example, you could write:
‘Stress can be a normal part of your student experience, please connect with me or use the resources
available to you to be proactive rather than reactive. Assess your wellness using the wellness wheel at
www.sfu.ca/students/health/resources/wellness/wheel.html and connect to resources on and off campus
to support you in being successful in this course and beyond.’
 Share your teaching philosophy with students:
http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/teachingpractices/Stephen%20Brown
%27s%20Teaching%20Philosophy.pdf
 Take care of own wellbeing so you can be present and encouraging for your students
 Use a class check-in activity to connect with students (i.e., everyone check in as an
animal, pick an image, use one word to describe their feeling today):
http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-Tools/positive-classroom-
culture/check-in-activity.pdf
 Tell a joke or provide an inspiring quote within your lecture to lighten the mood
 Use active learning techniques to create an engaging & dynamic learning environment
 Offer breaks in class during which students can take a breather and/or connect to one
another (play a short game)
 Ensure a pleasant and inviting space through the use of colour, art, music and well-
maintained facilities

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INSTRUCTOR SUPPORT
 As an instructor you play an important role in setting a positive and supportive tone that
can go a long way in helping students to feel welcome and at ease.
 Suggestions:
 Let students know you care about them and their success
 Demystify your role by sharing an anecdote, joke, or sharing something about
yourself (build your story to share with students)
 Be learner-centred: be interested in learners instead of trying to be an interesting
teacher
 Ask students to share their stories about their favourite instructors or classes and
what characteristics or qualities stood out for them
 Consider the whole student and the pressures and challenges the student may face
outside your class
 Provide constructive feedback and outline specific actions students can take to
improve
 Consider alternative forms of office hours (skype, webconferencing, group office
hours) and let students know what to expect of this time
 Use auto reply on your emails so students get some immediate information 9eases
anxiety)
 Connect students with FIC resources/supports

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REAL-LIFE LEARNING
 By connecting learning to life you offer students opportunities to build their personal skills
and confidence in their future
 Suggestions:
 Utilize examples from the real world in class (i.e., news clips, career advice, guest
speakers from the workforce, videos)
 Consider the skills students will need to succeed in life and in their careers and try to
foster these in class (i.e., teamwork, problem-solving, critical thinking, empathy,
initiative)
 Bring in guest speakers or alumni who can help relate the course material to real life
issues and work skills
 Incorporate experiential, hands-on, practical learning into the course where possible
 Offer role-playing activities, practice of skills, demonstrations with volunteers
 Information interviews with potential employers

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SERVICES & SUPPORTS
 The in-class experience provides an important opportunity to connect students with
resources that can support their personal wellbeing and readiness to learn
 Suggestions:
 Provide health tips or health resources in class or during breaks
 Use mindfulness or relaxation videos for a break
 Suggest opportunities for students to engage in activities together outside the
classroom
 Link students to resources that support their wellbeing
 Familiarize yourself with the various student support services and co-curricular
learning supports at FIC
 Invite guest speakers from various FIC and campus services to present on their
services
 Discuss: common presenting concerns of students

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INCLUSIVITY
 An inclusive learning environment demonstrates an intentional consideration for all students
and, in doing so, can enhance positive wellbeing
 Suggestions:
 Create class guidelines as a group to respect difference and create a safe place for
discussion (i.e., appreciate difference, respect perspectives, offer empathy to people
as they speak about personal experiences):
http://www.sfu.ca/content/dam/sfu/healthycampuscommunity/WLE-
Tools/inclusivity/Sample-Class-Guidelines.pdf (guidelines can remain in view each
class)
 Publish grading rubric in advance
 Make marking criteria explicit
 Break final paper into a series smaller assignments (scaffold assignments)
 Make expectations clear; remind students what resources are available to them
 Provide visual support (text/graphics/images)
 Vary assignments: visual, written, presentation
 Check for understanding: pause and summarize or ask students to summarize (i.e.,
“I’d like you to summarize my example and add another” or “take a minute to
prepare a question about this”) – important for non-native English speakers