System connectedness is a concept suggesting that individuals find their identity through connections to community and the world. Research shows implementing this concept enhances teaching and learning by creating a sense of connectedness and intrinsic motivation. Challenges include educational reforms having less impact if students don't value content areas. Teachers can integrate system connectedness by incorporating community helpers units or promoting connections across subjects using technology like video calls. Classroom rituals also foster system connectedness through cards for absent students or songs building community.

1. Global Teaching:
System Connectedness

2. Part I:
Component

3. System Connectedness
• Definition: a concept suggesting that each individual finds their identity, meaning and
purpose in life through connections to the community, the world and values (Holistic
education, 2013); similar to holistic education
• Student-friendly explanation:
What I do affects other people.
What I do affects me.
I need various systems, society and the world.
We need each other and are connected to each other.

4. What is the current research on system
connectedness?
• According to Cara, implementing this concept into the classroom can help create a sense of
connectedness (2012).
• This type of environment can enhance teaching and learning for not only the students, but
teachers as well.
• Students develop an intrinsic motivation to learn (Alsharif & Atweh, 2010).
• A study by Battisich, Solomon, Kim, Watson & Schaps (1995, 1995a) researched over twenty
elementary schools. Positive correlations between sense of community and a range of
positive attitudes across all schools were revealed. The levels included enjoyment of class,
liking of school, intrinsic motivation and educational expectations.
• A sense of community in the classroom supports improved learning (SEALS 2005).

5. What are the challenges to teaching and
including system connectedness?
• Educational reform has less of a
long-term impact on students if
they do not value the specific
content area.
• For mathematics, teachers and
students are unable to develop a
direct connection between the
content and the real-world
(Alsharif & Atweh, 2010).

6. Part II:
Integration

7. How can you integrate system connectedness
into your curriculum?
• This topic can be integrated as a unit and/or throughout
content areas.

8. As a unit….
• Teachers can incorporate system connectedness with a ‘Community Helpers’
unit for younger students.
• Roles included: Bankers, Police Officers, Teachers, Store Clerks, Lawyers,
Doctors, Postal Workers, Firefighters, Dentists, etc.
For more ideas on the theme of Community Helpers:
https://www.pinterest.com/christyr_sts/themes-community-helpers/

9. Across the content areas…
There are many ways we can promote system connectedness via technology. While using technology, it can
help students understand others and connect them to other parts of the world.
•Reading/ELA_ Read aloud book to classroom in a different English-speaking country or ESL
classroom using Skype, Google Hangouts and other video-based applications.
•Social Studies_Facilitate discussions on concepts through Edmodo. This is a tool used to bridge the
gap between students’ home and school lives. It is also helpful with connecting all learners.
•Math_Help students to gain understanding by relating to future education and/or future jobs.
Explain that they will not be successful in middle/high school and college if they do not learn how to
perform basic operations. Examples include receiving/giving change in retail store, reading amount on
paychecks, etc.

10. How can you use classroom rituals to promote
system connectedness?
• I Love You ritual_ Students can
create cards or letters to students
that have extended absences due to
illness (Conscious Discipline, 2013).
• Chants, music & movement_
Students sing such as Welcome, I
Wish You Well, and People to People to
help build a sense of community
(Conscious Discipline, 2013).

11. REFERENCES
• Alsharif, K., & Atweh, B. (2010). Gaps in understanding and implementing
connectedness in mathematics teaching by Saudi student teachers. Australian Association
Research in Education. Melbourne. https://www.aare.edu.au/10pap/2525AlsharifAtweh. pdf
• Battisich, V., Solomon, D., Kim, D., Watson, M. & Schaps, E. (1995a). Cited in Ludwig,
K. A. and Warren, J. S. (2009), Community violence, school-related protective factors,
and psychosocial outcomes in urban youth. Psychology in the Schools, 46: 1061–1073. doi:
10.1002/pits.20444
• Battisich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as
communities, poverty levels of student populations, and students. attitudes, motives, and
performance: A multilevel analysis. American Educational Research Journal, 32, 627–658.
• Conscious Discipline (2013). Retrieved from www.lovingguidance.com

12. (cont.) REFERENCES
• Cara, C. (2012). It takes a Village to Raise a Child: Team Teaching and Learning Journeys.
International Journal Of Interdisciplinary Social Sciences, 6(10), 49-66.
• Holistic education (2013). Retrieved from http://en.wikipedia.org/wiki/Holistic_education
• SEAL. (2005). Department for Education and Skills, Excellence and enjoyment: The social
and emotional aspects of Learning. London: DFES.
• Luttrell, V. R., Callen, B. W., Allen, C. S., Wood, M. D., Deeds, D. G., & Richard, D. C. S. (2010). The
mathematics value inventory for general education students: Development and initial validation.
Educational and Psychological measurement, 70 (1), pp 142-160.