Teachers foster citizenship through everyday practices: modeling, feedback, and social referencing¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review proposes that beyond formal curricula, teachers convey citizenship through daily interactions in three ways: "teachers can model how to act as citizens," they can provide feedback on how children act toward classmates, and they indirectly signal how much they appreciate a child via daily interactions (social referencing), thereby promoting or hindering positive peer relationships. These practices affect both individual children and the classroom as a miniature society.

Design Implications¶

Context¶

Requirements¶

• Awareness among teachers of the citizenship messages their everyday teaching practices convey; integration of interpersonal skills with curricular activities

Constraints¶

• Some cited findings on teacher practices and group-level norms rest on cross-sectional data, so directionality is not established

Target Learners¶

• Elementary school students

Target Learning Goals¶

• Solidarity, peaceful (nonviolent) behavior, and social cohesion among classmates

Affordances¶

• Lived Citizenship Classroom Enactment

Related Strategies¶

Examples¶

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Key Sources¶

• Krijnen, M. A., Wansink, B. G. J., van den Berg, Y. H. M., van Tartwijk, J., & Mainhard, T. (2024). Citizenship in the Elementary Classroom Through the Lens of Peer Relations. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09870-5