Creating a Positive School Culture for All Students

Mr. Fernando Arce is making a difference at Volta Elementary School! He has held different roles there, and he is currently the school’s restorative justice coordinator. Recently, a Volta parent shouted him out for his efforts to make the school a better place to learn and work. This parent described him as a fixture of the school, seemingly being everywhere at once to help Volta run smoothly. They also highlighted his ability to form deep relationships within the school community. For example, he remembered a handshake he had created with a former student and did it with them when they came back to Volta as if no time had passed. 

We interviewed Mr. Arce to learn more about his approach to his work. Read more below!

What has your approach been to maximizing your contributions within the school? 

A lot of parents know me already from back when I used to be a substitute at the school. When I moved into this role, I started having more conversations with them at arrival and dismissal. At this point, they know me by name, so I try to greet them when I see them in the hallways or by the main office! Some parents have asked me: “What’s your role?” I usually respond with: “Everything!” I try to help a little bit wherever I can. 

Some of the students I had when I was subbing a pre-K classroom are now in third and fourth grade, so I’ve been telling their younger siblings about that. This has helped me build relationships with entire families, as they now feel comfortable reaching out to me whenever they have concerns or questions. 

What is a key goal you have for the rest of the school year? 

I want to bring positive vibes! My role is restorative justice, but I’m also known for handling discipline as well as leading our culture and climate team. The culture and climate team is extremely student-focused. We’re always coming up with ideas to improve their experience, from Spirit Week to fundraising efforts. 

This year, I want to be more focused on staff as well. I want to make sure they don’t feel burnt out or unappreciated. Our students are very astute and can tell when someone is feeling down. If our staff feel loved and appreciated, I know that our students will feel more warmth coming from them. 

How do you support students who are struggling with demonstrating positive behavior consistently? 

I like to give students a task! For example, some of our youngest students are currently having some trouble staying focused on what they’re supposed to be doing and voicing how they are feeling. Instead of using their words, they’ll cry or yell. I’ve responded by asking them to help me with something, which dramatically shifts how they’re feeling and de-escalates them. At the same time, while we’re working on this task together, I am able to ask the student how they are feeling. 

What is your message to your students? 

I actually suffer from migraines, and I wear special glasses with a tinted red lens that helps me handle being exposed to light. When the kids see me with my red glasses, they know I’m experiencing a migraine. The kids always joke around with me and try to make me feel better, and that makes me want to tell them to keep looking for the positives in their day. Whatever they may be going through, I want them to think about the rose and not the thorns.