Building Classroom Communities

Originally published September 19, 2025

Strategies for Building Engaged Classroom Communities

As Steve Risavy’s approach discussed below exemplifies, fostering belonging and engagement in the classroom creates a positive learning environment for everyone. While many instructors teach the same courses each year, each class composition is different. Who’s in your class matters for creating a relationship-rich learning environment, which in turn helps to deepen student learning (Norell, 2024; Felten & Lambert, 2020; Felton, et. al., 2023).

When students feel a sense of belonging in the classroom, it supports their knowledge retention and feelings of self-worth, which lead to higher academic standing and overall positive student outcomes (Hoffman, et. al, 2002; Moudgalya et. al, 2021; O’Keeffe, 2013; Pittman & Richmond, 2007; Thoman, 2014). When students feel they truly belong, they show up differently. They take intellectual risks. They persist through challenges. They contribute their full selves to the learning community.

By implementing one or more of the following community building practices, you can foster students’ feelings of belonging in the classroom and support their success across the term.

Opportunities for students to get to know you

Build student-instructor connections, even in large classes, by sharing information about yourself, such as through personal stories or anecdotes that connect to a course concept or topic. Consider sharing your love of your discipline or your pathway to teaching or hobbies that signal to students that being vulnerable, taking risks, or making mistakes is part of the learning process (Lowrie, 2019).
Communicate opportunities for students to connect with you. Consider holding hybrid office hours, or one hour using Zoom to provide multiple pathways for students to connect with you and learn more about your discipline, career paths and other opportunities.

Opportunities to adapt for the unique group of learners in the class

Commit to learning students’ names and pronouncing them correctly. Laurier has launched a new Microsoft plug-in app called Namecoach that works with your Outlook email as well as MS Teams to support accurate name pronunciation.
Anticipate diversity among your students and build flexibility, agency and choice into your course topics, timelines, and creative formats with Universal Design for Learning.
Use formative check-ins with your students, like Start-Stop-Continue, at key points during the term to provide students with an opportunity to offer feedback on your teaching approach, materials, and new ways to build connection and motivation in an anonymous way.

Opportunities for students to get to know one another

Create discussion boards on MyLS for students to introduce themselves and engage with each other on course-related events or media to deepen or apply learning in asynchronous modes.
Utilize digital response tools like iClickers, Microsoft Forms’ Present mode or Mentimeter for in-class activities like ice-breakers to engage with students through low-stakes questions on their perspectives, experiences, or knowledge of the subject matter.
Provide students with opportunities to work in groups, either for class activities such as think-pair-share or as an assessment approach, utilizing collaboration to achieve common goals.
Co-create classroom contracts, a collaborative agreement where you and your students negotiate accepted standards of behaviour, engagement, discussion, and integrity. They are a creative way to develop civil learning spaces to build a collective and shared understanding of class norms. For neurodiverse students and those with anxiety, clear rules and boundaries of engagement help alleviate feelings of distress (Hamilton & Petty, 2023).

Conversation Series Returns with Steve Risavy: Teaching Built on Authenticity, Feedback, and Fun

Steve Risavy, from the Lazaridis School for Business & Economics and recipient of the 2025 Sustained Excellence in Teaching Award, shares his approach to teaching and learning, centred on authenticity and the importance of having fun in the classroom. Steve creates a classroom environment where students can take risks, feel safe asking questions, and see their feedback put into action. Leaning into the energy students bring into the classroom, Steve utilizes music, group activities, reflection and formative feedback techniques to promote engaged, confident, and inspired students in his courses.

Outside of class, he is a trusted mentor who continues to guide students well beyond graduation. From helping students negotiate job offers to offering advice on professional challenges, Steve remains a steady presence in their career journeys. Colleagues call him a go-to source for teaching advice, and former students regularly return to him for career support, encouragement, and to share their experience with future classes. Watch the video >>

Explore more episodes featuring award winning faculty and listen to this episode on the Laurier Teaching Podcast!