Foundations for Rigorous Instruction
Building Community with AVID Strategies
Start
Approriate Environment
Positive Relationships
Establishing well-structured, organized, and engaging learning spaces that support all learners.
Building strong connections between educators and students to create a supportive and trusting learning atmosphere.
Positive Relationships
Stages of Relational Capacity
Safe Shaping
Scope and Sovereignty
Controlled Chaos
Group Actualization
Resources
Focus Fields of Postive Relationships
Community & Connection
Positive Relationships
Back
Four Stages of Relational Capacity
AVID Activities for Each Stage of Relational Capacity
17 Tweaks That Make a Big Difference in Group Work
Respect & Belonging
Collaborative Culture
Next
Appropriate Environment
Educators create a physical, philosophical, and digital space that is inclusive, empowering, and accelerates academic inquiry and success.
Field of Focus for Appropriate Environment
Resources
Seating
AVID Strategies for Appropriate Environment
Developing a Supportive Culture
PhysicalSpace
DigitalSpace
Modern Classrooms Energize Students and Teachers
How to Align Your LMS With the Science of Learning
Philosophical Space
Academic Discourse
Back
Collaborative Culture
Students consistently respectfully work in collaborative groups. Students are familiar with collaborative structures and automatically assume group roles to facilitate group autonomy.
Community & Conenction
Practices such as personalized greetings, relational capacity building activities, and celebrations are consistently observed. Students are consistently provided with opportunities to share both strengths and vulnerabilities while getting to know one another and engaging in content. and they have developed a strong sense of community and belonging.
Respect & Belonging
Classroom norms are used consistently by both teacher and students to maintain a positive culture in the classroom. Students regularly demonstrate a high level of respect, trust, and empathy for their classmates. They can resolve conflicts in a manner that maintains the dignity of all parties involved.
Phase 1: Safe Shaping
Stage 1 is the early stage of any community where individuals with varying experiences, motivations, backgrounds, and skill levels are thrown together. In this stage, the individuals in the group are searching for common purpose, orienting themselves to the group, and testing boundaries.
Phase 2: Controlled Chaos
Stage 2 is a period of relational-capacity development often characterized by conflict. The honeymoon period of Stage 1 is over, and students will now begin asserting their own leadership. The conflict arising from this is a natural progression and shows that some students have begun to feel ownership for the community. While certain students have begun to take a personal stake in the class, cliques may form that begin to exclude others, potentially polarizing the class. This is a critical stage for the community, and these conflicts must be addressed in order to progress.
Phase 3: Scope & Sovereignty
During stage 3, activities require students to have a shared vision. By implementing certain techniques learned during the first two stages, students can now problem-solve and work through conflict without teacher intervention. Shared leadership becomes a central focus in the third stage of development. Students will begin taking on the roles and responsibilities to make the group successful, as well as allowing other students to facilitate as they become comfortable in a supporting role.
Phase 4: Group Actualization
The ultimate goal of developing a classroom high in relational capacity is that groups of students become self-directing, self-advocating, and self-monitoring, thereby actualizing their full potential. For students to be successful in Stage 4 activities, they must incorporate all of the skills that they have accumulated. Groups in this stage of development show high amounts of trust, honesty, empathy, and support. The teacher becomes only a resource for feedback while students are working on solving problems. Groups do not traditionally spend long periods of time in Stage 4 due to extraneous variables that affect the group dynamic.
Foundations for Rigorous Instruction
Emily Day
Created on October 6, 2025
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Transcript
Foundations for Rigorous Instruction
Building Community with AVID Strategies
Start
Approriate Environment
Positive Relationships
Establishing well-structured, organized, and engaging learning spaces that support all learners.
Building strong connections between educators and students to create a supportive and trusting learning atmosphere.
Positive Relationships
Stages of Relational Capacity
Safe Shaping
Scope and Sovereignty
Controlled Chaos
Group Actualization
Resources
Focus Fields of Postive Relationships
Community & Connection
Positive Relationships
Back
Four Stages of Relational Capacity
AVID Activities for Each Stage of Relational Capacity
17 Tweaks That Make a Big Difference in Group Work
Respect & Belonging
Collaborative Culture
Next
Appropriate Environment
Educators create a physical, philosophical, and digital space that is inclusive, empowering, and accelerates academic inquiry and success.
Field of Focus for Appropriate Environment
Resources
Seating
AVID Strategies for Appropriate Environment
Developing a Supportive Culture
PhysicalSpace
DigitalSpace
Modern Classrooms Energize Students and Teachers
How to Align Your LMS With the Science of Learning
Philosophical Space
Academic Discourse
Back
Collaborative Culture
Students consistently respectfully work in collaborative groups. Students are familiar with collaborative structures and automatically assume group roles to facilitate group autonomy.
Community & Conenction
Practices such as personalized greetings, relational capacity building activities, and celebrations are consistently observed. Students are consistently provided with opportunities to share both strengths and vulnerabilities while getting to know one another and engaging in content. and they have developed a strong sense of community and belonging.
Respect & Belonging
Classroom norms are used consistently by both teacher and students to maintain a positive culture in the classroom. Students regularly demonstrate a high level of respect, trust, and empathy for their classmates. They can resolve conflicts in a manner that maintains the dignity of all parties involved.
Phase 1: Safe Shaping
Stage 1 is the early stage of any community where individuals with varying experiences, motivations, backgrounds, and skill levels are thrown together. In this stage, the individuals in the group are searching for common purpose, orienting themselves to the group, and testing boundaries.
Phase 2: Controlled Chaos
Stage 2 is a period of relational-capacity development often characterized by conflict. The honeymoon period of Stage 1 is over, and students will now begin asserting their own leadership. The conflict arising from this is a natural progression and shows that some students have begun to feel ownership for the community. While certain students have begun to take a personal stake in the class, cliques may form that begin to exclude others, potentially polarizing the class. This is a critical stage for the community, and these conflicts must be addressed in order to progress.
Phase 3: Scope & Sovereignty
During stage 3, activities require students to have a shared vision. By implementing certain techniques learned during the first two stages, students can now problem-solve and work through conflict without teacher intervention. Shared leadership becomes a central focus in the third stage of development. Students will begin taking on the roles and responsibilities to make the group successful, as well as allowing other students to facilitate as they become comfortable in a supporting role.
Phase 4: Group Actualization
The ultimate goal of developing a classroom high in relational capacity is that groups of students become self-directing, self-advocating, and self-monitoring, thereby actualizing their full potential. For students to be successful in Stage 4 activities, they must incorporate all of the skills that they have accumulated. Groups in this stage of development show high amounts of trust, honesty, empathy, and support. The teacher becomes only a resource for feedback while students are working on solving problems. Groups do not traditionally spend long periods of time in Stage 4 due to extraneous variables that affect the group dynamic.