WS/FCS District Wide Rule #1
Community Support Space
Students design a respectful classroom space where classmates can ask for help, share strengths, and support one another.
Aligned to WS/FCS District Rule #1
Respect Others’ Personal Space
Expectation: Keep your hands, feet, and body to yourself.
Keep hands, feet, and body to yourself.
Ask before helping.
Use kind words and safe choices.
Time
15 minutes
Materials
Paper, pencils, and markers
Slide Deck
No slide deck required
Purpose
Students will collaborate to design a community support space where classmates can seek help, share strengths, and support one another. This activity reinforces respect, positive relationships, and a safe learning environment.
What Is a Community Support Space?
A Community Support Space is a classroom idea, area, routine, or system that helps students ask for support respectfully and recognize the strengths of their classmates.
Ask for help.
Students learn how to seek support respectfully.
Share strengths.
Students think about what classmates can contribute.
Respect space.
Support should happen with safe bodies and clear boundaries.
Teacher Opening Script
“Today, we are going to design a Community Support Space. This is a place, routine, or system where students can ask for help, offer support, and connect with one another respectfully. As we work, remember our expectation: we respect personal space by keeping our hands, feet, and body to ourselves.”
Student Activity Directions
Step 1
Get into a small group and choose one person to sketch your ideas.
Step 2
Discuss what your Community Support Space would look like and how students would use it.
Step 3
Draw or sketch your group’s design on paper.
Step 4
Share how your space helps students support one another while keeping the classroom respectful and safe.
Group Design Questions
Use these questions to guide your sketch and group discussion:
Example Final Design
Show this example so students understand what their group sketch could include. Their final product does not need to be artistic. Clear labels and thoughtful ideas matter most.
Community Support Space: “The Help Corner”
What It Looks Like
A small table, two chairs, a question box, sticky notes, and a “Class Strengths Board.”
Where It Is
Back corner of the room near the classroom library or supply area.
When Students Use It
During independent work, advisory, lunch support, or teacher-approved times.
How It Supports Respect
Students ask before helping, use quiet voices, and keep hands, feet, and bodies to themselves.
15-Minute Timing Guide
2 Minutes
Introduce the activity and personal-space expectation.
4 Minutes
Groups discuss design questions.
5 Minutes
Groups sketch their Community Support Space.
4 Minutes
Groups share and complete reflection.
Teacher Checklist
- Review the personal-space expectation before groups begin.
- Keep groups focused on practical, respectful support ideas.
- Remind students that clear labels matter more than artistic skill.
- Save one or two strong ideas for future classroom use.
Educator Tip
Encourage students to think creatively. If your classroom does not have space for a dedicated area, discuss alternative times and locations where students can seek support, such as during lunch, advisory, before school, or after school.
Reflection Questions
- How does supporting others help build a positive classroom community?
- How can we show respect while helping our classmates?
- What role can each of us play in creating a supportive environment?
Closing Reminder
A supportive classroom starts with respect: safe hands, safe bodies, kind words, and thoughtful choices.
Rooted in Excellence, Growing Toward Greatness!
Safe hands. Safe bodies. Kind words. Strong community.
