Creating Connections

On the first morning of a new school year, laughter and energy filled Nicole Kulics’ 2nd grade classroom as students played a round of “Red Light, Green Light.” The familiar game, woven into their morning meeting, gave students a chance to move, interact and shake off first-day jitters in a fun, low-pressure way. More than just a game, it set the stage for comfort, belonging and a positive tone for the day and year ahead.

These early moments matter. In the first days of a new school year, creating connections - with classmates, teachers and the school community - is more important than ever.

Throughout Spring Lake Park Schools, those connections are not left to chance. Across all grade levels, staff are intentional about building classroom communities.

Parents and guardians consistently share one of their greatest hopes for their children: that they have friends at school and feel part of a caring community. That’s why teachers like Nicole prioritize time for “getting to know you” activities.

“The first days of school are all about building connections and we focus heavily on sharing and learning about one another,” says Nicole. “Investing time early on pays off all year long, supporting student learning, behavior and comfort in the classroom.”

Getting to know students

For Justin Gagnon, a Physical Education and Health teacher at Spring Lake Park High School, learning a student’s name is more than a formality - it’s the first step in building trust and connection.

In the first weeks of school, you’ll often find Justin walking the halls, stopping into classrooms, or chatting with students in the lunchroom. He makes a point of reconnecting with familiar faces and introducing himself to new ones, taking every opportunity to lay the groundwork for building relationships.

“Once a student knows that they are seen, it opens up a student to feel heard,” says Justin. “It’s amazing what 10-20 second interactions can do to build a real connection if you’re intentional about it. When you move past just hearing a student and really listen, then carry what you’ve learned into the next conversation, you show them that they have a voice, and they matter.” 

In Michael Packingham’s Westwood STEM classroom, students kicked off the year with an interactive “Find Someone Who” activity.  As they moved around the room, chatter filled the space while students discovered new connections - finding classmates who “love pop music,” “enjoy running,” “know how to whistle” or “like sushi.”

For Khloe, a 7th grader, the game was more than just fun.

“I learned about their likes and dislikes,” she explained. “Finding things in common helps me make more friends.”

After the activity, students returned to their seats to create name tents. Alongside their names, each student added three personal interests, another way to spark conversations and connections.

For Michael, these simple activities serve a greater purpose. His top priority is that every student feels safe and welcome in his classroom - a goal he reaches by modeling kindness and building a community of learners who support one another.

“Growing up, my dad told me ‘be kind and learn a lot’ every day when he dropped me off for school,” says Michael. “That’s become my teaching philosophy. I know from experience that for the ‘learn a lot’ part of that motto to happen, kindness has to come first.”

Celebrating the individual

Inside Kyle Fritze’s 5th grade classroom, a row of colorful, personalized locker signs greets students and visitors. Each sign is divided into 16 boxes - one for a student’s name and the rest filled with symbols, drawings and colors that represent favorite things.

From food and hobbies to pets and sports, the signs instantly showcase each child’s unique personality and interests.

The activity does more than brighten the hallway. It gives students a chance to express who they are while creating a stronger sense of community in the classroom.

“Labeling their lockers gives students a space to call their own, creating ownership and belonging,” says Kyle. “And it helps build connections with classmates and with me.”

Kyle uses the signs as a tool for connection.

“As I walk around, I notice details that allow me to strike up a conversation and learn more about my students as people,” she says. “One student shared that her favorite food is pho. Talking about it showed her that I care about who she is as a person, not just as a student in my class.”

Setting the groundwork for success

Ross Wolf, a band teacher at Spring Lake Park High School, knows that building routines and community from day one directly impacts how students show up and contribute to a cohesive, harmonious band.

“In the beginning, we do activities to lay the foundation for what we need,” Ross explains. “Band is interconnected. Each student is part of a section, and each section makes up the band. Everyone depends on each other to make it work, and that’s why building community right away is so important.”

Playing music also gives students a chance to decompress from outside pressures. “There’s something magical about being with friends and bringing music to life,” says Ross. “Students must know they are supported, and that they are supporting others, while contributing to something greater than themselves.”

A poster at the front of the room reads: “Windows and mirrors: who inspires you to create, feel, inspire, and innovate,” highlighting composers and songwriters from diverse backgrounds.

“It’s important for students to see themselves reflected and also experience perspectives different from their own,” says Ross.

Before tackling any new piece, Ross spends time sharing the composer’s story and the context of the music. Understanding the background helps students connect more deeply with what they are playing and with each other, reinforcing that music - and community - are about more than just notes on a page.

The impact                          

Across schools, these intentional efforts show that the first days of school are about relationships.

Every interaction helps students feel seen, heard and valued. By prioritizing connection from day one, our teachers lay the foundation for a school year full of learning, belonging and a community where each student knows they matter.

For Kyle, knowing her students on a personal level builds trust. Strong relationships – both between students and between students and the teacher – lead to greater engagement and improved behavior.

“Together, these elements build a classroom community that is positive, safe and caring – an environment that is essential for meaningful learning,” she says.

Justin knows that consistency is key.

“The short, consistent interactions add up and make a difference. Small, everyday efforts to connect can grow into something that lasts.” Justin Gagnon