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March PLC Focus: Positive Connections

This month’s PLC centers on strengthening positive teacher student relationships to improve engagement and classroom climate. Positive connections were not placed at the end of our PLC progression because they are less important. They are the thread that holds all previously learned classroom management practices together. As the year moves into spring, this is an ideal time to reflect on relationship building practices, refine them, and build strong habits that will carry into next year.

When students feel valued and cared for, they are more likely to invest attention and effort in their learning. March emphasizes intentional relationship building that supports both academic growth and a strong sense of belonging.

Mentors are encouraged to guide teachers in reflecting on how they currently build connections with students. Consider practices such as greeting students at the door, learning about their interests, making positive family contacts, providing meaningful choices, and connecting lessons to students’ lives. Reinforce the importance of being student centered while maintaining appropriate professional boundaries.

Reflection Questions for Mentors

• Where did students show increased trust, participation, or openness, and what teacher action contributed to it?

• How effectively is the teacher balancing warmth with clear boundaries?

• What is one relationship building strategy the teacher can implement consistently this month

Suggested Mentor Action

Select one relationship building strategy to intentionally support through co planning and feedback. Before implementation, clarify what student engagement or connection should look or sound like. After the lesson, identify specific evidence of impact and determine one small refinement for next time. Positive connections are the foundation of effective classroom management, and strengthening them now positions teachers to begin next year with clarity, confidence, and strong relational systems already in place.

March is an ideal time to help teachers reflect on engagement strategies such as brain breaks, movement, and pacing. Encourage teachers to notice patterns:

• When do students lose focus?

• Which strategies re-engage them most effectively?

• How does engagement impact behavior and learning?

Shifting the focus from “getting through content” to “supporting student thinking and stamina” helps teachers plan more intentionally and confidently.

February learning focused on lesson design and engagement. March is an opportunity to check in on how those strategies are holding up as pacing increases and student needs shift.

Support your teacher in reflecting on:

• Which lesson routines feel most consistent

• Where engagement feels strongest or weakest

• How instructional fatigue may be showing up and what small adjustments could help

Reinforce that strong instruction evolves over time and that reflection is a sign of growth, not struggle.

March can bring increased pressure as assessments, pacing, and grading deadlines approach. Teachers may feel stretched while still working to maintain engagement and classroom consistency.

Mentors can support by:

• Normalizing fatigue while acknowledging growth since the fall

• Encouraging teachers to focus on one instructional goal at a time

• Supporting the use of brain breaks and pacing strategies to sustain student attention

• Helping teachers view grades and student performance data as information rather than judgment

Balanced check-ins that combine encouragement with focused coaching can help teachers maintain momentum through this busy stretch.

March 14, 2026 – Virtual PD: Mastering the Moments: Deep Dive into Classroom Management & Student Support
March 20, 2026 – Teacher Professional Development Day
March 20, 2026 – End of Quarter

March 21, 2026 – In-Person PD: Prep for Success! End-of-the-Year Strategies That Work

Looking Ahead:
April 6–10, 2026 – Spring Break (NPS Closed)

Mentor Tip
Preview or attend professional development sessions with your mentee when possible. Follow up with a conversation about how the learning connects to their current classroom goals and identify one idea to implement together.

By centering conversations on student thinking, engagement, and lesson structure, mentors help teachers remain intentional in their instructional choices. Supporting reflection and small refinements allows teachers to strengthen practice while maintaining focus on student learning. Your role is essential in sustaining effective instruction during this busy time of year. Thank you for all you do!

Norfolk Public Schools' students will develop their individual potential, maximize skills for lifelong learning, and successfully contribute to a global society. All personnel will intentionally facilitate a caring climate that facilitates equity and excellence for all!