Teacher Guide

Everything you need to facilitate a meaningful, grounded classroom partnership

Your Role as Partnership Facilitator

You guide the relationship—you don't carry the administrative burden

What You Do
  • Guide student communication and reflection
  • Facilitate age-appropriate learning activities
  • Maintain grounded, dignified tone
  • Support simple, steady exchanges
What You Don't Do
  • Manage fundraising logistics (school handles)
  • Handle financial transactions (AFJ manages)
  • Coordinate restoration work (Ministry oversees)
  • Create elaborate projects (keep it simple)
Time Commitment

Most teachers integrate the partnership into existing units:

  • 3-5 hours of classroom time over the school year
  • Fits into social studies, global citizenship, or service learning

School2School™ provides: Communication templates, curriculum materials, messaging guidance, and ongoing support. You're not creating this from scratch—you're facilitating a structured partnership.

Partnership Facilitation Timeline

A step-by-step guide to facilitating the partnership from start to ongoing connection

Before Partnership Begins
  • Review School2School™ partnership materials and messaging guidelines
  • Prepare students with age-appropriate context about school restoration and Jamaica
  • Discuss what it means to build a connection with peers in another country
  • Establish classroom norms for respectful, grounded communication
Initial Introduction (Week 1-2)
  • Guide students in creating brief classroom introduction (video or letter)
  • Help students share what they love about school and learning
  • Facilitate reflection: What do we want our paired classroom to know about us?
  • Send introduction and wait for response before next exchange
Fundraising Period (Weeks 3-10)
  • Support school fundraising activities without burdening students
  • Use STEM literacy frameworks to teach disaster recovery concepts
  • Help students understand restoration as structural work (not charity)
  • Maintain simple, steady communication with paired classroom
Restoration Complete (Week 10-12)
  • Celebrate restoration completion with students
  • Guide students in acknowledging the restored school together
  • Facilitate reflection on what the partnership has meant
  • Discuss how the relationship might continue
Ongoing Connection (Rest of Year)
  • Support simple, periodic exchanges (monthly or quarterly)
  • Help students share school moments, celebrations, or learning
  • Maintain grounded tone—avoid forced or artificial extensions
  • Let the relationship evolve naturally based on mutual interest

Curriculum Activities by Grade Level

Age-appropriate learning experiences aligned with STEM literacy frameworks

Elementary (K-5)

Introduction to Jamaica
1-2 class periods
Students learn basic geography, culture, and school life in Jamaica through age-appropriate materials

Learning Goals:

  • Locate Jamaica on a map
  • Understand that students everywhere go to school
  • Recognize similarities in school experiences
What Makes a Good Classroom?
1 class period
Students discuss and draw/write about what makes their classroom comfortable for learning

Learning Goals:

  • Identify elements of a learning environment
  • Understand how physical space affects learning
  • Express gratitude for their own classroom
Classroom Introduction Project
2-3 class periods
Students create a collaborative introduction (video, poster, or letter) for their paired classroom

Learning Goals:

  • Practice collaborative communication
  • Share information clearly
  • Represent their classroom community
Disaster Recovery Basics
2 class periods
Age-appropriate discussion of how devastating hurricanes affect buildings and what restoration means

Learning Goals:

  • Understand natural disasters at basic level
  • Learn that restoration means fixing and improving
  • Connect to real-world problem-solving

Middle School (6-8)

Jamaica: Geography & Culture
2-3 class periods
Students research Jamaica's geography, climate, history, and educational system

Learning Goals:

  • Conduct focused research
  • Compare educational systems
  • Understand climate and disaster vulnerability
STEM Literacy: Disaster Recovery
3-4 class periods
Students learn about disaster recovery through STEM frameworks (problem-finding, problem-solving)

Learning Goals:

  • Apply STEM thinking to real-world challenges
  • Understand infrastructure and systems
  • Practice critical thinking
Cross-Cultural Communication
2 class periods
Students learn and practice respectful, grounded communication across cultural contexts

Learning Goals:

  • Recognize cultural similarities and differences
  • Avoid stereotypes and assumptions
  • Communicate with dignity and respect
Partnership Reflection Journal
Ongoing
Students maintain reflection journals throughout the partnership experience

Learning Goals:

  • Process personal learning
  • Track relationship development
  • Practice reflective writing

High School (9-12)

Global Education Systems Analysis
3-4 class periods
Students compare educational systems, infrastructure, and challenges across countries

Learning Goals:

  • Analyze systems thinking
  • Understand global education equity
  • Research and synthesize information
Climate Resilience & Infrastructure
4-5 class periods
Students study climate change impacts, disaster preparedness, and infrastructure resilience

Learning Goals:

  • Apply scientific concepts to real scenarios
  • Understand climate justice
  • Propose evidence-based solutions
Service vs. Charity Framework
2 class periods
Students examine the difference between service and charity, discussing dignity and structural approaches

Learning Goals:

  • Think critically about helping narratives
  • Understand dignity-centered approaches
  • Question assumptions about need
Partnership Documentation Project
Ongoing
Students document the partnership through writing, photography, or multimedia

Learning Goals:

  • Practice authentic writing
  • Tell stories with nuance
  • Create meaningful documentation

Communication Templates

Ready-to-use templates for classroom-to-classroom exchanges

First Introduction (Classroom to Classroom)
Initial greeting and introduction
Hello from [Your School Name]!

We are [grade level] students at [school name] in [city, state/country]. We're excited to connect with your classroom through School2School™.

A little about us:
- We have [number] students in our class
- Our favorite subjects are [subjects]
- We love [activities/hobbies]
- Something special about our school: [unique detail]

We're looking forward to learning about your school and your community. We hope the school restoration goes smoothly, and we're glad to be part of this partnership.

We'd love to hear from you! What do you enjoy most about school?

Warm greetings,
[Class name/teacher name]

Tips for Using This Template:

  • Keep it brief and warm
  • Focus on shared school experiences
  • Avoid pity or rescue language
  • Let students contribute ideas
Restoration Update (to Paired Classroom)
Checking in during restoration process
Hello friends at [Jamaican School Name],

We wanted to send a quick update from [Your School]. Our fundraising campaign is going well—we've raised [$amount] so far through [activities].

We've been learning about disaster recovery and how schools are restored. It's been interesting to understand how much work goes into making a school comfortable for learning.

How is everything at your school? We hope the restoration work is progressing smoothly.

Looking forward to hearing from you,
[Class name/teacher name]

Tips for Using This Template:

  • Share progress without being transactional
  • Show genuine interest in their experience
  • Keep tone conversational
  • Don't require immediate response
Restoration Celebration (After Completion)
Acknowledging restoration milestone together
Dear [Jamaican Classroom],

We heard that the school restoration is complete—congratulations! We're so glad the work is finished and the space is ready for learning.

Our class celebrated here by [activity]. We thought about how classrooms everywhere are places where students learn, think, and grow together.

We'd love to see photos of the restored school when you have a chance. And we hope we can stay connected throughout the school year.

With warm wishes,
[Class name/teacher name]

Tips for Using This Template:

  • Celebrate together, not for them
  • Acknowledge shared milestone
  • Express interest in ongoing connection
  • Keep tone warm and genuine
Ongoing Connection (Periodic Check-In)
Maintaining relationship after restoration
Hello from [Your School]!

We hope this message finds you well. We wanted to share a few updates from our classroom:

- We just finished [project/unit]
- We're celebrating [holiday/event]
- [Student name] wanted to share [brief student contribution]

We'd love to hear what's happening at your school. What are you learning about right now?

Take care,
[Class name/teacher name]

Tips for Using This Template:

  • Keep exchanges light and natural
  • Share small moments, not big productions
  • Invite but don't demand response
  • Let relationship breathe

Grounding Guidelines: Maintaining Dignity

How to keep the partnership grounded, respectful, and free from charity framing

Avoid Charity Language
Frame the partnership as restoration and connection, not helping or saving

❌ Avoid:

  • • We're helping students in need
  • • They're less fortunate
  • • We're saving their school

✓ Use:

  • • We're supporting school restoration
  • • Students are learning in challenging conditions
  • • We're partnering to restore the learning environment
Emphasize Peer Relationship
Position students as equals—peers in the shared world of schooling

❌ Avoid:

  • • We're so lucky compared to them
  • • They need us
  • • We're giving them a better classroom

✓ Use:

  • • Students everywhere deserve comfortable learning spaces
  • • We're classrooms supporting each other
  • • Learning happens best in steady, calm environments
Keep Exchanges Simple
Avoid elaborate projects or emotional intensity—aim for steady, sincere connection

❌ Avoid:

  • • Daily video calls
  • • Constant updates
  • • Emotional letters about gratitude

✓ Use:

  • • Monthly check-ins
  • • Shared student work
  • • Simple greetings and celebrations
Respect Jamaican Voice
Let Jamaican students and teachers lead their side of the communication

❌ Avoid:

  • • Asking invasive questions
  • • Demanding responses
  • • Assuming their experience

✓ Use:

  • • Inviting sharing at their pace
  • • Asking open-ended questions
  • • Listening without assumptions

The Core Principle

Students in Jamaica are not "less fortunate" or "in need of help." They are students learning in classrooms where the physical environment has been disrupted by devastating hurricanes. Restoration returns steadiness to the learning environment. The partnership is about connection between peers, not rescue or charity.

Frequently Asked Questions

How much time does this require?

Most teachers spend 3-5 hours of classroom time over the school year. This can be integrated into existing social studies, global citizenship, or service learning units. The partnership is designed to be manageable, not burdensome.

What if students ask difficult questions?

Students may ask about poverty, inequality, or why devastating hurricanes affect some places more than others. Answer honestly and age-appropriately, focusing on structural explanations (climate, infrastructure, resources) rather than emotional narratives. Emphasize that students everywhere are capable, intelligent, and deserving of comfortable learning environments.

What if the Jamaican classroom doesn't respond quickly?

Communication may not be immediate. Jamaican schools have their own schedules, priorities, and constraints. Teach students patience and respect for different paces of communication. The relationship is not transactional—it's about building connection over time.

How do I prevent the partnership from becoming a "savior" narrative?

Use the grounding guidelines above. Frame restoration as structural work, not charity. Emphasize that students in Jamaica are peers—they're learning, thinking, and growing just like your students. Avoid language like "helping," "saving," or "giving." Focus on connection, restoration, and shared stewardship of learning environments.

Can I adapt the curriculum activities for my classroom?

Yes! The activities are suggestions, not requirements. Adapt them to fit your students' needs, your curriculum, and your teaching style. The core principles remain: grounded communication, dignity-centered framing, and simple, steady connection.

Ready to Begin?

Use this guide to facilitate a meaningful, grounded classroom partnership

Questions? Contact us at [email protected]