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25-30 minutes


Primary / Junior / Intermediate


Cardstock (about 4X5), technology (optional)


To introduce the class to one another or to the rest of the school community

  • Fold the cardstock in half to create a card that opens from the bottom.
  • On the outside of the card, students list information about themselves (e.g., favourite foods, family information, after school activities, etc.).
  • On the inside of the card, students write their name and attach a photo/self-portrait.
  • On the bulletin board, add the cards and instructions to read the outside of the cards, guess, and then peek inside.
  • Ask students what they learned/what surprised them about their peers.
  • Repeat.
  • Modify the requirements for primary students.
  • Library pockets or hanging pocket organizers could be used to hold the cards.

Students and staff benefit from being known. This supports a sense of belonging to school (Bergin & Bergin, 2009), confidence that you matter (Marshall, 2001), and cultivates educator-student and classmate relationships (Verschueren & Koomen, 2012; Verschueren, Doumen, Buyse, 2012).

Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141-170.

Marshall, S. K. (2001). Do I matter? Construct validation of adolescents’ perceived mattering to parents and friends. Journal of adolescence, 24(4), 473-490.

Verschueren, K., & Koomen, H. M. (2012). Teacher–child relationships from an attachment perspective. Attachment & human development, 14(3), 205-211.

Verschueren, K., Doumen, S., & Buyse, E. (2012). Relationships with mother, teacher, and peers: Unique and joint effects on young children’s self-concept. Attachment & Human Development, 14(3), 233-248.