Citizen of the Week: Shaping the Whole Child Through Storying

Abstract

In this chapter a veteran teacher of elementary classrooms, Ms. Batres, who currently teaches fourth grade, shows us how she sets up and uses a letter writing activity designed to foster confidence and to encourage positive attitudes and a climate of support among her students. More than anything else, the activity validates student’s esteem in the classroom at a time when children are on the cusp of puberty, when feelings of body image, self-worth, and attitudes are most impressionable. The power of this simple, yet effective activity shows in other areas of the curriculum as well, when students find themselves the center of attraction in the class each week. Cleverly incorporated, the letter writing activity pushes students to greater success in school.

Introduction

Educators are truly tasked with teaching so much more than basic academic skills. They are asked to develop the whole child. To me, this means developing inquiring, knowledgeable, and caring students who are motivated to learn and succeed. One approach to learning that I will discuss in this chapter is to use a writing activity to support growth and confidence in each of my students. Through this activity, I am able to help my students tell their own story, to learn about their ancestors and family culture, and who they want to be when they grow up. A child’s self-esteem, self-awareness, and confidence will all be fostered throughout the school year when a new child is recognized and celebrated each week.

“Ms. Batres, you are building the whole child” (Jacqueline, 4th grade). This statement reflects what many of my students think about the benefits of an activity called Citizen of the Week (COTW). A simple writing activity, yet this one activity helped me build a foundation of trust and community within my own classroom year after year. More so, the Citizen of the Week structure provides a useful bridge to other subject areas as students explore who they are, their hobbies and interests, and future aspirations.

In this chapter, I hope to illustrate how the activity of Citizen of the Week can positively impact your teaching, the lives of your students and their families, and your own classroom community. To better illustrate, here are a few examples of friendly letters written by students, parents, and myself (Figs. 10.1, 10.2, and 10.3).

Fig. 10.1

Letter to a classmate

Fig. 10.2

Letter to child from parents

Fig. 10.3

Letter from teacher to student

Reading a friendly letter to the Citizen of the Week is incredibly empowering to a child’s self-esteem. A current student of mine commented, “It feels like you can do anything, and you have the support of everyone.” Another student said, “Whenever you have a bad day, my letters make me feel better.” A parent recently thanked me for the opportunity to participate in her son’s Citizen of the Week project. She mentioned that this was the first time she was able to sit down and “really” talk with her son about his birth as he was their family’s miracle baby, born prematurely. So many emotions were felt as she described telling her son about his incredible birth that she couldn’t wait to thank me for doing the activity. In addition, in response to his story, his classmates praised him for being courageous in sharing his story and for being a miracle baby.

Similarly, a mom sent me the following message after her daughter’s COTW (Fig. 10.4).

Fig. 10.4

Letter from parent to teacher (Ms. Batres)

She expressed her joy in hearing the encouragement for her daughter’s future aspirations to become a marine biologist because she had not yet asked her daughter what she wanted to be when she grew up. Another parent message read, “I wish all the other teachers could incorporate the COTW for their students too. The COTW helps students build friendships and confidence.”

Every summer, as each new school year approaches, I eagerly anticipate setting up the Citizen of the Week activity for my incoming students. I wonder who I might meet, what incredible stories I may hear, and what new friendships might arise in the new school year. I reflect over the hundreds of students and families who have participated in this meaningful journey with me, and many who have returned to describe a school year never to be forgotten. More than 20 years ago, I was introduced to the activity of Citizen of the Week by my fifth grade colleagues. To my delight, I discovered that through the use of this activity, I was able to make deeper connections with my students and their families. In fact, a former student of mine recently reached out to me through social media as a way of keeping in touch and sharing her successes with me. She is now playing NCAA women’s basketball and wants to become a teacher! What strikes me is that I have a vivid recollection of her goal of wanting to play for the WNBA (Women’s National Basketball Association). As her fifth grade teacher, and through the Citizen of the Week writing activity, I encouraged her to go after her dreams and to remember that I would always be cheering for her continued success in life. After more than a decade, she couldn’t wait to share her story with me. The lasting relationships I have developed with my students are due in part to my commitment to keeping Citizen of the Week as part of my yearly academic routine. And now, I want future educators to have the opportunity to experience the same.

What Is Citizen of the Week?

The overall purpose of the activity is to provide each student an opportunity to be celebrated through various activities for one week of the school year, while raising the student’s self-esteem, self-confidence, and to promote positive attitudes toward others. The student being recognized for Citizen of the Week (COTW) prepares an Autobiography Essay, an All About Me video or slideshow, and completes an All About Me poster provided by the teacher. The student presents these on the first day of the student’s scheduled week. Throughout the week, all other students in the class and the teacher focus on learning more about the COTW and write a friendly letter to the student, which is presented at the end of the week. Special assignments and classroom roles such as line leader or library monitor can be given to the Citizen of the Week. On the Friday of the student’s COTW, parents and guardians are invited to attend and participate in the letter reading presentation. The teacher, students, and parents (may include support staff and siblings) write a friendly letter to the Citizen of the Week and present their letters to the student. The “celebration” day can also include a 15-minute lesson shared by parents about the child’s culture or family traditions. In my class, the celebration takes place after lunchtime, and the COTW may bring in a treat to be shared at the end of the day. Any special activities involving the family will make the event more meaningful and memorable.

Getting Started

Establishing the Citizen of the Week routines from the first day of school is essential to its success. Students will build on these routines for the remainder of the school year. Thus, modeling each part of the overall activity is strongly recommended. My students begin their first day of school by reading a friendly letter written to them by students from the previous year. The letter is written in the same format that is used throughout the year for the activity, helping to lower the anxiety that so many students experience in writing. To better illustrate, here is a friendly letter written by one classmate to another (Fig. 10.5).

Fig. 10.5

Letter from a student to classmate

Imagine each child in the classroom receiving letters of praise and encouragement every week throughout the school year and the positive impact which results from these letters. Students are then encouraged to write their first friendly letter to a former teacher (or someone they look up to). The teacher models how to write a complimentary letter by writing his/her own friendly letter to a colleague. All letters are then delivered to the recipients either by me (by placing them in each teacher’s mailbox or by the student) only to be received with an abundance of joy and appreciation as you can imagine.

During the first few weeks of school, teachers are setting up classroom routines and expectations. At this time, my students will create a list of Essential Agreements that support the overall behavior expectations in the classroom. When students take ownership for a successful learning environment, they are more apt to follow their own “rules.” Most elementary schools also follow an overarching citizenship program. Character development is a key component of instruction at the school where I currently teach. In my class, students participate in a group activity to define and present posters on attributes such as Inquirer, Knowledgeable, Thinker, Communicator, Open-Minded, Principled, Caring, Courageous, Balanced, and Reflective. Using these attributes as part of the writing process for Citizen of the Week offers a topic for writing about in the friendly letter and also helps children recognize these attributes in themselves and others. This is why it is important to begin early, so all students are equipped with the necessary tools to succeed in the writing activity.

Moreover, this is a great opportunity to introduce yourself to your students by modeling your own “Autobiography Essay” and “All About Me” Spark video or something similar like a Google slideshow, iMovie, and so on. Once your video is presented, every child should begin his/her own video through direct instruction. Students should be provided class time in order to explore making their own video. As their presentation day approaches, students will refine their videos and make them unique. As with any learning experience, defining the expectations of the activity and modeling behavior will set the foundation for the remainder of the school year.

What Is the Role of the Student Being Recognized for Citizen of the Week?

The student prepares his/her information for all three components to the Citizen of the Week “project” as early as they would like. The project requires the COTW to research his/her interests, hobbies, family experiences, goals, and so on. The presentation guidelines may be modified by the teacher to reflect his/her classroom needs. The following is an example of the rubric given to each student (Fig. 10.6).

Fig. 10.6

Directions to students on activity

After the COTW presents this information (on the first day of the week), all other participants may ask the COTW follow-up or clarifying questions. This only takes a few minutes after the overall presentation. Throughout the week, students are encouraged to continue asking questions about the COTW’s presentation and to compliment the COTW for sharing about themselves. Teachers should always take care to be sensitive to the needs of every student, especially for those who may not want to share more personal experiences.

Kicking off Citizen of the Week should take place at Back-to-School Night, allowing time for students to have a week of their own on the school calendar. After going over the year’s curriculum, I always end with stories of former students who returned as adults to share in their successes with me. These stories have encouraged families to participate fully in the Citizen of the Week activity. The evening concludes by having parents select a date for their child’s Citizen of the Week (most often near the child’s birthday or at the parents’ convenience). Giving parents ample time to think about their role in the Citizen of the Week activity will only make it more successful. By the end of the week, assign any remaining students to the available dates on the schedule and send home the Final Schedule along with the rubric and sample templates the following week. Here is an example of the schedule I create for the school year (Fig. 10.7).

Fig. 10.7

Letter to parents and guardians on activity

What Is the Parent/Family Role?

Parents are asked to participate in the Citizen of the Week activity by preparing a “love” letter or complimentary letter to their child. There are no specific guidelines for the parent letter, but I do ask them to use this opportunity to express their love and support for their child in a letter. If the parent is unable to attend the presentation day, the teacher can read or present the letter to the student. Remember to stress the importance of this special day for the student and that its success is heightened by all who participate. Parents will remember this day for many years to come. Again, I have illustrated this point by sharing some messages from parents in Fig. 10.8.

Fig. 10.8

Letters of appreciation from parents and guardians

Creating a Safe and Supportive Environment: The Teacher’s Role

Getting to know your students through low-stress activities in the classroom can go a long way in building trust. Students’ willingness to share about their lives outside of school can be challenging, so teachers can play a variety of trust building or team building games appropriate for their classroom. One team building game my students play is to build a puzzle together without speaking words. Writing about shared classroom experiences is a great way to use Citizen of the Week. Stories read during English Language Arts can be used as topics for the friendly letter. Even a math lesson can become a shared experience to write about. Consider having your students welcome each other every morning by sharing their “favorites” or perhaps one goal for the day. In my classroom, the COTW gets to choose the topic. For example, one of my students began our morning greeting with, “What animal name would you give yourself and why?” The questions are sometimes more serious like, “What is one goal you have for today and why?” Starting each morning with a greeting lets everyone know that they are welcome and supported. Most importantly, the teacher can create shared experiences if he/she wishes to use instead of the traditional outline. Again, consider the child, his or her family situation, be willing to adjust the criteria, and model the desired behavior outcomes from the start.

All students need affirmation by their peers and teachers, especially during their formative school years. Affirming a student’s story helps build a strong sense of self-esteem in a child. As part of the Citizen of the Week presentation, students are asked to consider their future goals such as, “What do you want to be when you grow up?” and “What are your academic goals?” One student noted in her “All About Me” slideshow, “When I grow up, I would love to be a writer. I love writing and trying to teach a lesson to young children with characters that can relate to them. I hope that young children can learn an important lesson about the real world.” If a student shares about his/her love of a specific subject, encourage everyone to look into careers the student might be interested in. Helping students explore career options as early as in the upper elementary grades helps develop a child’s self-esteem and confidence to go after their passions. What better way of building a child’s self-esteem, but by taking the time to help them explore and consider themselves in the future.

Furthermore, Citizen of the Week helps create a positive and safe learning environment in the classroom. Exploring character attributes and attitudes not only provide the foundation for a safe learning environment but also teach the importance of being a good citizen. With Citizen of the Week, students are learning so much about themselves, building character and developing leadership skills all at the same time. Students become familiar with presenting in front of an audience on a weekly basis as letters are read in front of the class every Friday. Public speaking is one of the most difficult skills to acquire. The practice of reading friendly letters in front of one another builds confidence in all students. I encourage my students to rehearse their letters in front of their family the night before we read our letters. Allowing students to practice lowers the anxiety that comes along with speaking in public. Teachers can also pair students with a supportive friend if the child becomes too anxious. Reducing any anxieties of presenting in front of the class will make the experience more enjoyable for everyone. Overall, teachers can utilize Citizen of the Week to support other areas of instruction such as in the development of writing strategies, learning how to conduct research, and fostering strong communication skills.

Now more than ever, students need to see in action the support of their peers and teachers. When students reach high school, they begin to learn about the concept of networking. College-aged students are more likely to consider building a network of friends that will help them on their professional pathways. This idea of developing a network in the business world also applies to student life. Creating a network of supportive friends and family helps children build upon these support systems later in life. Life can be challenging for many students and their families. Several years ago, I met a child with a unique family situation. This young boy was being raised by his older sister and her husband, and he would soon become their adopted child. Unfortunately, his biological parents had lost their parental rights due to drug addiction. This young boy showed immense courage and confidence in sharing his story with his fellow classmates. He explained to a group of nine- and ten-year-old children that his biological parents were very sick and could no longer care for him. He also shared that through a lot of love and support from social workers, counselors, and his older sister, he would soon be able to be adopted by his sister. An unexpected reaction from one of his classmates was to give the child our class hand symbol of saying, “I understand. I can relate to you.” After this, I watched with pride as the other children expressed their empathy and appreciation for the student. This authentic reaction showed me that children have the strength to overcome terrible crises with a network of supportive friends, family, and community. Thus, it is important to show students how to create a network of support at an early age.

Building lasting relationships with students and their families is one of the greatest and most profound benefits of Citizen of the Week. Each week of the school year is met with anticipation for getting to know each other more deeply. The bonds I have created between my students and their families have lasted for many years, and I am sure will continue for years to come. When speaking to a former parent and now friend about her son’s experience in my class, we reminisced together and remembered how her son had difficulty making connections with his peers and teachers, and his grades were declining. Through our communication and support, her son soon started engaging with other kids at recess. By the time his COTW arrived, he confidently shared about his passion for cooking. My friend tells me today that I changed the trajectory of her son’s life because I showed him what it looked like to be supported and appreciated for who you are, without judgment.

Looking Back and Looking Forward

Over the years, I have had the privilege of witnessing my students go after their dreams, whether it be running for student body offices in middle school or having the confidence to share their research findings in college and beyond, and many who have returned with praise for having an opportunity to express themselves so clearly at such a young age. I hadn’t considered the wonderful benefits which were to come year after year. I realized that the Citizen of the Week activity could change a child’s path in school for the better. I believe wholeheartedly that by building relationships and establishing trust between students, their families, and the teacher, students can achieve greater success in school. There is no doubt in my mind that if done with the fidelity of building the whole child, Citizen of the Week can take your classroom to the next level of learning engagement. One particular story that will stay with me took place at the end of the 2020 school year, during the COVID-19 Stay-At-Home Order. I received a message from one of my former students, asking if I would join her on a zoom call. To my complete surprise, she was also joined by three of my other students from the same class! We reminisced about our time together, and they thanked me for being responsible for fostering their friendships, which would last a lifetime. Looking back, I can now easily see how our bond was created—through our COTW activities. Today, we stay in touch through social media, and I can revel in their love of life, family, and their motivation to succeed.

Since January of 2020, the world experienced a terrible pandemic, which has also changed the way we provide instruction to students. Before starting the 2020–2021 school year, I pondered how I could incorporate Citizen of the Week. Knowing that students would be less inclined to want to share their screens on zoom, I knew I would have to find a way of bringing my teaching style into the virtual setting. With that, I made a commitment to include Citizen of the Week as part of my online teaching. The devastating effects of COVID-19 have impacted all of our lives, but especially the lives of children. Many parents this year have praised me for bringing a lot of joy into their child’s world during the pandemic and in spite of the pandemic. With much patience and consideration for the barriers of online instruction, the COTW activity fostered a caring, supportive, and friendly classroom environment. The bonds between students, parents, and myself blossomed into what I know will be lasting friendships. Citizen of the Week has been the one activity that my students look forward to every week, knowing that their parents may join us on zoom from work or home. Our online class has become “our online family” as one student said. Fridays are my favorite day of the week, not because the weekend has arrived, but because I know that one of my students and their family will embark on a new journey in school and in life.

There are four files that should be maintained and updated each year. They include (1) Parent Introduction Letter, (2) Parent Sign-Up Schedule (as shown earlier), (3) Rubric and Guidelines for the Citizen of the Week Project (as shown earlier), and (4) the Parent Reminder Notice (Fig. 10.9).

Fig. 10.9

Remote learning adaptation of COTW