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Middle School - Language and Mindset for Effective Redirection

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Middle School - Language and Mindset for Effective Redirection

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"Through using the deflectors and the key points mentioned above, we have again and again seen out-of-control behavior improve quickly."

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In our alternative education setting, we have seen students benefit from effective redirecting teacher language. Students enter our alternative program almost always in the habit of feeding on conflict. Often, they have been removed from a traditional classroom due largely to this tendency. Many have come to believe their only power lies in resistance, and some use verbal attacks of any kind in an attempt to seize power. Our goal is to deflect students who appear to be headed in the wrong direction and teach them the skills of self-management so they can get themselves back in the groove of learning.

Keeping them in charge
Good kids-our kids-can make bad decisions. Over time, we've compiled quick verbal techniques to deflect conflict before a struggling student gets everyone off track. Keeping them in charge of their behavior is the key to our approach. Our population comes and goes, so we need to revisit topics like this with some regularity.

By deflecting, we reinforce the notion that a student's mistake is fixable by that student. It's the student's problem, and he needs to learn to deal with mistakes in an appropriate way. We teach students how to fix; we don't fix for them. That said, we're constantly analyzing how we conduct classes, and we do all we can to keep students in positive frames of mind: there's more to discipline than just discipline!

Our top 10 deflectors
1. "Let it go, and let's move on."
We use this deflector whenever we see a conflict brewing. It is very important, and its implications are many: we need and value the student; we're in this together; we are responsible for our learning and our behavior; in order to move on we have to not get stuck in a minor conflict. This message is quite different from something like, "Whether you're with us or not, we're moving on," which implies that we would tolerate a poor decision and would leave someone behind. We hold mini-sessions with our group about how to let things go. For example, one of us might model how to physically shake it off, take a deep breath, and dig back into our books rather than get caught in a downward spiral of arguing.

2. "Use I (intelligence) over E (emotions)"
Unless we get this important idea across to our students, anger remains impenetrable. These words remind them of the power of thinking and the danger of relying entirely on emotions. This deflector also needs to be taught and re-taught from time to time when everyone is in good shape, as students won't be able to heed its message when things get heated.

3. "Now that you said what you said, what has changed?"
We use this deflector when a student makes a harsh or defiant comment. In our class, angry talk changes neither what is acceptable nor the teacher's commitment to the student. When we use this deflector, we're saying, "You're still here, your problem behavior hasn't been fixed by the outburst, and I'm still here and haven't lost my faith in you." We've noticed it works for us without pre-teaching, but we try to have discussions about its meaning during cool times.

4. Who is being hurt by your not getting your work done?"
We use this deflector when a student appears to be trying to sabotage himself by shutting down. We've found if we say this and walk away, it really makes students think. Often, after a few moments they let it go and move on. No pre-teaching is necessary for this deflector.

5. "We're not mad, but we refuse to accept that behavior."
We use this deflector when students protest teacher redirection. If we engage them in a discussion after we've attempted a redirection, a power struggle is almost sure to ensue. So instead we employ this statement or something of similar sentiment. No pre-teaching is necessary for this deflector.

6. "Fix that."
We use this deflector to hold students accountable by having them repair the damage they have done. We often use it after saying, "Now that you've said what you've said, what has changed?" to remind students that an outburst doesn't remove their responsibility for repairing damage and getting back on track. No pre-teaching is required, but we talk a lot about this one, usually in relation to how to think rationally about potential fixes, how to select the best one, and how to carry out the plan.

7. "Are you getting what you wanted?"
We use this deflector to invite a student to reflect on his behavior: did he misbehave to meet a need? Is he now pushing back, for example, because he wants attention? These deflector words show we care and want students to meet their needs in appropriate ways. We won't, for example, get sucked into a power struggle and thereby help a student meet his need for power in the wrong way.

8. "Do you think you are in trouble? You're not in trouble. But your behavior needs to change."
We use this deflector when a student appears to take a redirect personally, and whenever we think a student has reverted to a crime-and-punishment mentality. In addition to reframing the intervention, this deflector reminds students that a redirect need not automatically trigger a defensive response. No pre-teaching required for this one.

9. "This isn't a discussion about what you did. Just fix it."
We use this deflector to remind students that our redirects are non-negotiable. No pre-teaching required.

10. "You have 27 (or another small number) seconds to fix what you just did."
We use this deflector to allow a defiant student to save face. Sometimes
a small amount of "think time" helps. We say something like this and walk away. Then, if the student doesn't fix it, we don't give up. We might try saying something like, "No big deal, you still have four seconds left. I've seen you make the right decision before. Get back on track." If this still doesn't work, we don't let it go. We may need to have a quick talk away from the action, or send that student to a cool-off spot, or use another consequence. But if we let it go, they gain the wrong kind of power.

10 key points for teachers
1. Know your role. You have been granted tremendous power: the power to teach. This includes the power to change, to assist, to set limits, to influence; in short, to be a positive force in your students' lives. You want them to learn so they have the power to manage themselves in a strong, positive manner. (Growth and Action mindsets)

2. Maintain self-control, verbally and physically. Keep your tone neutral and calm, but positive. Body language should suggest confidence and assertiveness but not aggression. Look at the student, but don't demand eye contact in return. (Objective mindset)

3. Remember, it is not about you, nor is it about them; it is about the expected behavior. Don't take offense at what a student says or does. (Objective mindset)

4. Much of our approach is based on being in relationship with the students. Without this, results will be far less positive. Regular community-building activities, acknowledgments, and celebrating successes are important. (Action mindset)

5. Be consistent. Stay true to the expectations you've established. (Action mindset)

6. "Sweat the small stuff" in order to develop a community. Don't decide instead to "choose your battles." Left unchecked, little things turn into big things. (Growth and Action mindsets)

7. Make sure students know they are not in trouble. A redirection is a teaching opportunity for the student receiving it and for the community as a whole. This takes time and persistence: initially, many students automatically perceive any redirect as a threat and/or a punishment. (Growth mindset)

8. Avoiding power struggles is essential to effective behavior management. We deflect student anger and walk away, staying firm about the expectation but avoiding the conflict. Getting angry is the way our students have learned to deal with issues. It's their way of holding onto or gaining power. (Objective mindset)

9. Show faith in the rule breaker. Making mistakes is expected; with guidance, they'll make better choices. (Growth mindset)

10. Process what occurred afterwards, when the student is calm. Restoring a relationship while problem-solving is the immediate goal. This can be very quick, or can take several minutes. (Growth mindset)

Results
Through using the deflectors and the key points mentioned above, we have again and again seen out-of-control behavior improve quickly. Two years ago, the adult staff was physically restraining students on a daily basis. This year, we've had to resort to restraint only once. And we're working with half the number of adult staff in our room compared to before! This tells us it's not the number of adults in the room that matters; it's the approach you use with the students.

More students than ever are successfully completing our alternative education program and then returning to their mainstream schools. What's more, most are remaining there. Some have even complained to us, upon returning for a visit after "graduating" back to regular classes, about how lacking in self-control some classmates are!

And finally, we teachers have noticed a welcome change in our expectation: we now know there will not be fights in our classes, and we come to school expecting to have a good day with our students and with each other.

Keith Edmonds is Student Development Coordinator for the Harrisburg City School District. Bernie Blosky teaches social studies at John Harris High School in Harrisburg, Pennsylvania.

Published January 2011

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Language and Mindset for Effective Redirection

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In our alternative education setting, we have seen students benefit from effective redirecting teacher language. Students enter our alternative program almost always in the habit of feeding on conflict. Often, they have been removed from a traditional classroom due largely to this tendency.

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Middle School - Importance of a Social Contract

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Middle School - Importance of a Social Contract

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"My goal this year has been to create a classroom environment in which students are respectful to each other and work cooperatively in all of my classes. My intention is to create a classroom that is comfortable, safe, and inclusive for all, so each student can perform to his or her maximum capacity."

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I teach science to seventh and eighth grade students. It seems that every year there is a class period in which learning suffers due to the behaviors of unengaged students. The time spent dealing with these behaviors is time lost; learning doesn't occur while discipline problems are being dealt with.

In past years, much of my effort to lessen such disruptions was reactive. In essence, I allowed the tone of the class to become negative before responding, and it's very difficult to change a negative environment into a positive one.

My goal this year has been to create a classroom environment in which students are respectful to each other and work cooperatively in all of my classes. My intention is to create a classroom that is comfortable, safe, and inclusive for all, so each student can perform to his or her maximum capacity.

Self assessment
I began by having every student in each class complete a Learning Preferences Self-assessment to determine how they learn best. I then posted chart papers around the room on which were questions about learning styles. Students moved from chart to chart, writing their names in appropriate spots in response to statements that fit their learning styles, such as I need absolute quiet all the time; I learn the most when I work with a partner; I learn best by working with my hands; etc. This data was interesting and led us to a better understanding of how important it would be to acknowledge and respect differences.

Social Contract
Next, each class contributed to a "Science Class Social Contract," a document we all could use to help guide our behavior. I was impressed by the level of thought that students put into each item in our final contract. Everyone participated in the creation of potential rules, then we worked together across classes to narrow it to four or five.

When we were ready to vote on whether to commit to the contract, we did so by consensus. All were on board! Students individually signed the contract in front of their classmates. They were proud! The Social Contract is prominently posted in the classroom. It reads:

Respect
Yourself and others
The environment and property
Remember the golden rule

Positive Participation
Be involved in class
Acknowledge the rules
Practice self control

Open and Fun Environment
Accept and encourage all ideas!
Ease up!
Tap your creativity!

Responsibility
Turn in your homework on time
Be on time for class
Be responsible for your thoughts, words, and
actions

We often refer to the Contract to clarify why behaviors are not acceptable. All we need to do is check any behavior against the Social Contract and see whether it supports it or tears at it. Of course, creating and referring to the Contract wasn't enough. Here's a rundown of the other practices I put into place:

Take a break
We designated a corner of the classroom where students visit when they are getting distracted and need to refocus. We've been calling it a "vacation" spot. Students have used this as a place to cool down when they are in an emotionally unsettled state or when they break a rule.

The vacation spot has generated several discussions about self-control and recognizing how to regain it before a negative behavior escalates. These discussions have helped students to understand that "taking a vacation" is not punitive, but rather a proactive way to self-manage. It's great to see a student get up during class, silently sit by the window for a few moments, and then return to his seat, ready to learn.

Signal for silence
It has always been a challenge to get students' full attention at the start of class or during an activity. I would ask them to listen or to give me their attention, but this often had no effect other than frustrating me, leading me to raise my voice. Now, I simply raise my hand and calmly wait for silence. I have been amazed at how this simple gesture quickly creates silence in our room and gives me the students' full attention. No yelling required!

Modeling
I have modeled much of what I expect of students. Students retain more when it has been demonstrated and reinforced. Since modeling several processes and generating with students why it should be the way I modeled it, they have become much more aware, and the distractions have been reduced. There have also been times when I have needed to remodel an expectation.
I am noticing increased student awareness of the surroundings in general, and as a result, more courteous, respectful behavior.

Social interaction
I introduced Clock Buddies to assign work partners for activities that include social interaction. Students prepare Clock Buddies ahead of time, identifying a different partner for each hour of the day. When it is time to partner up, I simply say, "Find your 10 o'clock partner."

Since I started using Clock Buddies to pair kids, I have seen and heard far fewer rolling of eyes, negative statements like "Ohhh, man," and so forth. In fact, what I see now is quite the opposite. When we need to pair up, the kids quickly locate their Clock Buddy sheets and are excited to see with whom they will be working. I see students paired with peers they would not seek out in other. This has had a significant effect on how students view and treat each other.

Feedback shows improvement
I wanted to know in some more objective way whether my work had paid off, so I created an anonymous questionnaire for students in all four classes. After analyzing the results, I found students felt accepted, listened to, and respected, and most felt class was sometimes fun. Most striking were the results of my second period class, the one I initially thought may prove to be my toughest:
* 87% agreed or strongly agreed that their opinions count in class
* 93% felt the behavior challenges occur with far less regularity than at the beginning of the year
* 92% agreed or strongly agreed that the class interacts well.

As I review the student feedback, I can't help but feel pride and satisfaction. What I am striving to do well is have a positive impact on students' lives, and these results are concrete evidence that I am succeeding and am an effective educator.

Building on success
In the future, I will refer to the Social Contract when things are going well, so students see that it's not there just to get us back on track. It's also there to invite us to climb as high as we can. When we're headed in the right direction, I will say so.

The students have suggested painting the break corner with a calming and relaxing scene-a beach or mountaintop. This would be a good project for the students to work on themselves, continuing the spirit of self-motivation.
Janet Smith teaches 7th and 8th graders science at Milton Middle School in Charlotte, Vermont.
Published January 2012

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Social Contract, Proactive Discipline Help Science Students and their Teacher

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I teach science to seventh and eighth grade students. It seems that every year there is a class period in which learning suffers due to the behaviors of unengaged students. The time spent dealing with these behaviors is time lost; learning doesn't occur while discipline problems are being dealt with.

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Middle School - Implementing "Kitchen Table Talk" discussions. 

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Middle School - Implementing "Kitchen Table Talk" discussions. 

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"It was wonderful to see students talking in a free-flowing way that was both respectful and academically-focused. Their reflections showed their earnest participation and thoughtfulness."

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Last year, as a Developmental Designs coach, I observed St. Louis Park(MN) Junior High seventh grade socialstudies teacher Rebecca Hinkleas she introduced and began to usethe participation protocol Kitchen Table Talk in her classroom. She implemented it for a discussion of the relationship between the Dakota tribe of Native Americans and the U.S. government. Rebecca had used other techniques for managing whole-group conversations, including hand-raising and partner shares; this was her first time using Kitchen Table Talk.

Freedom and responsibility
Kitchen Table Talk allows students freedom and discretion in conversation, and it requires commensurate self-management. The teacher doesn't call on students to speak; she or he prompts the group with a question or topic, and the students take it from there.

Rebecca used the signal for silence, greeted her students, and asked them a question: "What are some characteristics of a conversation at the kitchen table? Raise your hand, and wait until I call on you to respond." Students mentioned asking questions; talking about an event that's going to happen; commenting on the food; and listening to people share.

A personal story
Rebecca then told a personal story, about meeting her fiancé's family for the first time and sharing a meal with them. She described their way of talking at the table. She had trouble keeping up, because multiple people were speaking at once across the table, spontaneously introducing new topics and raising their voices to various levels.

Rebecca drove home thinking they were rude not respecting what each other had to say. Later, she realized that the family wasn't behaving rudely; they were talking informally, enthusiastically, and everyone wanted to be heard. She said that the class' Kitchen Table Talk would require extra care to make sure everyone was heard.

With her story, Rebecca had primed the students. She engaged them right away, by telling her own story about what it was like to be part of a "kitchen table" discussion. Rebecca explained what their classroom's Kitchen Table Talk would look like and used the following chart to teach her expectations:
Kitchen Table Talk

spontaneous conversation and blurting are OK

teacher asks question(s) and students respond in a free-flowing manner

everyone avoids talking over each other

speakers join the conversation gracefully and respectfully

They modeled and practiced Kitchen Table Talk, using a sample question. Then Rebecca declared the group ready to use it in a ten-minute conversation. She showed a second chart that showed the content-based topic for their discussion. Rebecca had laid the foundation for a successful whole-group conversation. The structure required lots of self-control and awareness of others in the group. She modeled Kitchen Table Talk, went over written expectations, asked them to practice, and gave them a time limit ahead of time. A time limit helps students maintain their engagement even when the experience is challenging. Without it, they may feel "This is hopeless. I can't sit here and keep myself in check for the rest of this class!" But almost everyone can say, "I can hang in there for ten minutes."

A good beginning
At first, out of habit, students raised their hands, and Rebecca reminded them that Kitchen Table Talk did not include hand-raising. Soon, students began chiming in, being careful not to talk over each other. Several points were made and opinions articulated, and several respectful disagreements were expressed. At one point, a student who had been listening carefully but had not spoken said, "I think we need to hear more voices." I wondered if she would have spoken up in the raise-your-hand-and-I'll-call-on-you format.

There were a couple of times when students started speaking at the same time. This was fixed without teacher intervention: one or both stopped the minute they realized they weren't "merging gracefully" and deferred with a gesture to the other to proceed. Rebecca stayed out of the conversation for the most part. A couple of times, to keep things moving, she restated the question or asked a student to say more.

High engagement
Although not everyone spoke during the discussion, most students seemed engaged, listening, nodding in agreement or disagreement and looking thoughtful. Those who participated seemed comfortable with the kitchen table format, and Rebecca plans to find ways to increase the number of students whose voices are heard in the future. Perhaps with more practice, students will feel more comfortable talking in a way that allows for "blurting."

Rebecca announced that the ten minutes had passed, and she reverted to requiring hand-raising. She asked, "How many would like to use this way of discussing again?" Almost all of the students' hands shot up. She then asked, "What did you like about the discussion?" Responses included:

"We were allowed to say our ideas."
"We didn't have to raise hands."
"We weren't forced to wait until called upon."
"We were trusted."
"There was just enough time to get a point in."

Final thoughts
It was wonderful to see students talking in a free-flowing way that was both respectful and academically-focused. Their reflections showed their earnest participation and thoughtfulness.
Kandace Logan is an Instructional Leader for the Minneapolis Public Schools.

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Last year, as a Developmental Designs coach, I observed St. Louis Park(MN) Junior High seventh grade socialstudies teacher Rebecca Hinkleas she introduced and began to usethe participation protocol Kitchen Table Talk in her classroom. She implemented it for a discussion of the relationship between the Dakota tribe of Native Americans and the U.S.

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Middle School - Community building activity for the beginning of the year

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Middle School - Community building activity for the beginning of the year

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"Working in groups, the leader provides players with a topic. Players then think of specific examples of the topic and privately record their examples on an index card. Within each group, players take turns asking questions of each group member, trying to discover each others’ topic examples. When players have asked 10 questions, the group has three chances to guess the example."

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Middle School - Signals for attention ideas

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Middle School - Signals for attention ideas

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Visual, auditory and kinesthetic ideas to call attention.

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Middle School - The importance of discussing what expectations look like, sound like and feel like throughout the year. 

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Middle School - The importance of discussing what expectations look like, sound like and feel like throughout the year. 

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"By the end of the year, I looked back and thought about why, in general, students violated routines during their work time. More often than not, a lack of clear planning on my part was a critical aspect of student missteps. I've learned from this experience the importance of determined, consistent, clear behavior guidance on the front end to build a productive work time."

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What do we do when our efforts to help students improve their behavior are not successful? Do we revert to punitive responses? Do we plead, rant, or rave? Do we give up? Or can we use growth, action, and objective mindsets to continue to teach our students to grow? Scott Diedrich, science teacher at Manchester Elementary-Middle School, offers us an example of the grit and determination it takes to remain steadfast in our belief that all students can and will learn to do things the right way when taught the right tools and when provided with good leadership.

During much of the calendar year, most of my students are in tune with school. But there are parts of the school year that tend to throw us off track a bit. The first day back after a long weekend tends to be trying, for example, as does the month of May. The mid-year doldrums are a challenging period. Many of my students tend to be less productive after the New Year, especially while working in groups. The problem often starts with a couple of students, but before long it seems to permeate the whole class. Last year, as January approached, I wanted to help my students avoid the doldrums by staying on task, productive, and invested during our science investigations. Like any good scientist, I needed to be disciplined and consistent as I planned and implemented my approach to the midwinter blues. Changing any one of the variables alone would not lead me to success.

Best practices
I used a number of best practices to help me in this process, including democratic rule-making, modeling and practicing behavior expectations, and the cycle of planning, working, and reflecting. These were my variables, the tools I would try to consistently use to keep my students headed in the right direction.

After winter break, I invited my students to discuss what behavior would support learning in our science class. We talked about what rules we should keep intact from the fall, which ones we should redefine or enact, and what behaviors would demonstrate the rules in action. Following our conversation, we posted the revised and agreed-upon rules in the classroom as a reminder to everyone. When students needed to be redirected, I first instructed them to look over the list to reacquaint themselves with their rules. They were responsible for thinking about what it would take to get back on track. Rigor and a heightened consciousness had been brought back to the rules. After I redirected them, my job was (potentially) done.

Review and remodel
With the first investigation of the New Year, I took care to clarify and apply behavior expectations for this specific instance. The inquiry was called the Water Penny, wherein students determine how many drops of water would fit on a penny. Before the students started the lab, we talked about what we wanted it to look, sound, and feel like as we worked. As our discussion progressed, we talked about what each behavior should look like during the experiment. I had each table group model correctly for the rest of the class one of the specific behaviors.

I provided a refresher on redirection protocols, as well. I prearranged with a couple of students to demonstrate taking a break to collect and correct themselves and get back to work. The demonstration worked very well. Each demonstrated an incorrect behavior (one that didn't follow our agreements) and I quickly, neutrally told them to take a break. We watched. I had made sure beforehand they would model take a break according to the guidelines. They did, and I noticed their audience watched them very carefully.

Getting started
When I felt we had completed our planning session, and after referencing our agreed-upon behaviors a final time, we began our work: the investigation. I selected two student observers to make observations of the group; they were instructed to not single out individuals but rather record what people were doing together. As the students began the lab, I immediately had to remind a few of them not to run while they gathered their materials. During the lab, a number of students attempted to look at the data collected by other groups, so I reminded them that they were all instructed to stay in their own groups and that we would share our findings later. I doled out most of my reminders when we had to clean up following the lab; some students were all over the place, leaving materials scattered on the floor, over their work stations, and in puddles of water they left behind. Clearly, we had some work to do.

Not good enough
During our next class, we spent time reflecting on how successful we had been during the Water Penny exploration. Most people felt they did a good job of following the correct behaviors. Our two class observers, however, pointed out that there were a couple of groups off task during the activity, and that cleanup had not gone well. While I agreed that much had improved, I couldn't be satisfied with only most students supporting an optimal learning environment. We needed to find a way to ensure that everyone completed all their tasks-including cleaning up-in a timely fashion and using acceptable behaviors.

I decided to isolate the part of the lab time that needed the most work: cleanup. We planned for next time by collaborating on a Y-chart that focused on what it looks, sounds, and feels like to have everyone clean up after completing lab. Would it stick the next time? I wasn't sure.

Looks like:

people putting away equipment

students cleaning up tables

Sounds like:

very little talking

water running

paper being ripped from dispenser

paper being thrown in trash

Feels like:
Another try
During the next investigation, we were outside collecting water data. Before we started in the field, we spent several minutes talking about how we would walk out to the stream, how we'd behave once we arrived there, how we'd clean up, and how we'd return to class afterward. We spent the most time discussing cleanup time. I reminded them that we had had a similar talk during the Water Penny investigation but failed to deliver on the promise we had mapped out. We needed to improve on carrying out our plans and obeying our rules, and I challenged them to work to get better at both tasks.

When we went to the stream, the students did an excellent job on their transitions, and their work at the stream was very productive. Cleanup went much better, too! The extra time spent planning paid off. I believe the students in part wanted to do a good job because they enjoyed doing experiments outside, and understood it to be a privilege they had to continue earning.

More problems
Later in the year, I created an additional Y-chart to help us rebound from another problematic incident. As we were walking to the science lab one afternoon, my students became so loud and disruptive that they could not hear my direction for silence when we arrived. After settling down in the room, we discussed the proper procedure for walking in the hallway. Students provided appropriate solutions, and we quickly listed these behaviors on a chart. We then walked back to my room and then back to the lab, to practice doing it right.

I had intended to practice this only once, but, as we were getting close to the lab, a small group of students started talking. Once the entire group arrived at the lab, other students suggested that we practice again. They wanted it to be quieter, to be better. It was good to see students dissatisfied with their performance as a whole, electing without prompting from me to repeat the process until they did it right. This was a wonderful sign-they were taking ownership of their own class, of their own behavior.

With persistence, success
Our final investigation called for students to collect data in groups and work independently. As I watched students come into class and set up their own equipment, discuss how the day's work should be separated, and engage in scientific discussions, I was impressed by their progress. Students also did a much better job of cleaning up after themselves than they had following earlier experiments.

Once again, we spent time reviewing behavior expectations. While I saw students occasionally grow weary of this review, their greatly improved performance was worth persisting through their resistance. By March, every now and then I had to remind students what was expected in class, but disruptions had decreased steadily since September.

By the end of the year, I looked back and thought about why, in general, students violated routines during their work time. More often than not, a lack of clear planning on my part was a critical aspect of student missteps. I've learned from this experience the importance of determined, consistent, clear behavior guidance on the front end to build a productive work time.

Scott Diedrich teaches math and science to 7th and 8th graders at Manchester Elementary-Middle School in Manchester VT.

Published January 2010

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Big Success with Consistent Behavior Guidance

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What do we do when our efforts to help students improve their behavior are not successful? Do we revert to punitive responses? Do we plead, rant, or rave? Do we give up? Or can we use growth, action, and objective mindsets to continue to teach our students to grow?

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Domain 2 covers organizing physical space. So here is a short video on tips for setting up a classroom. Again, this is the teacher from the Love and Logic video. He has tips for a kindergarten classroom, but some of the tips could be adjusted for a secondary classroom.

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Teacher tips- Simple classroom setup tips

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Another idea for a bulletin board is to have something like below, but instead have blank cards that the students fill out based on what they want the classroom rules to be. This gives students the opportunity to have a say in what the classroom looks like and allows them to collaborate on the class procedures. So, "In this Classroom..." and the cards would start with "we...." Example, "we respect each other", "we are problem solvers" and etc.

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This is an example of a bulletin board to check for students' feelings. Each student could put a clothes pin on where they are feeling for the day so you can assess where the class is at.

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This is the same teacher from the Love and Logic video we watched last week. Skip to 1:55, this is where he really starts getting into behavior management. He does a great job at explaining how building relationships can help with behavior of students in the classroom.

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Teacher Tips- let’s talk behavior management   (Vlog 284)

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This is a short video about how one school in North Carolina was able to improve participation and success.

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A bulletin board reminding the students to take pride in their work.

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A helpful, short video displaying how this teacher explains expected procedures before the students begin the activity.

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Teacher Toolkit: Teaching Procedures (Secondary)

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Some good tips for the students to help the teacher keep a positive culture in the classroom.

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Organizing Classrooms for an Effective Learning Atmosphere

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Organizing Classrooms for an Effective Learning Atmosphere

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Domain 2 Competent 2e. This article focus on organizing physical spaces to enhance learning.

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"I know it has to be around here somewhere", you mumble while desperately rummaging through your desk, the filing cabinet, the book case, the storage compartments, and the twenty other places you stash things in the classroom. The teacher who asked for the papers is waiting, her foot begins tapping, and apparently something is wrong with her watch as she keeps looking at it and sighing.

Yes! You finally remember putting the unit on Clouds and Weather in the filing cabinet but is it filed under "C", "W" or "M" for meteorology? As you are digging through the files, sweat beads on your upper lip, that one annoying hair escapes from your ponytail and dangles in front of your eyes, and as you furiously flip past papers, you realize you filed it under "S" for sky.

This happens more often than you would like to admit. Why? The answer is simple: you are a teacher. Teachers have more paperwork, games, writing implements, paper, books, plans, books on plans, stickers, and arts accessories than two craft stores and a Target combined.

[Check out our article on how the classroom affects student learning.]

I Can't Find Anything!

Fear not, you are definitely not alone in this quandary. While some people are blessed with the innate knowledge of how to organize their daily events, spice racks, or shoe trees, many of us have to be taught or shown how to do so. While there are many ideas on how to organize, the act of organizing is a very personal endeavor. There is not a "one size fits all" implementation plan for managing classroom materials, students, or lesson plans, and much of it is trial and error.

Your Room is a Reflection of You

I remember as a first time teacher how excited I was to make the room mine. I was finally a teacher! Then I entered my first room, looked around, and had no idea where to start.

As an educator, your personality is going to shine through your room. If you are a messier individual, it should be no surprise if your room is cluttered, too. The same applies to those with a more simplistic view of organization. If you are a messier person that wants to be more organized, the following tips may be a help to you.

Where Do I Begin?

The easiest place to start is from within. You need to feel comfortable in your classroom. If you aren't pleased with your surroundings, chances are the students will not be either. Start with something easy, like your desk.

"If a cluttered desk is a sign of a cluttered mind, of what, then, is an empty desk a sign?" Albert Einstein

1. Your Desk

The first thing you will need to work on is your own work area. This is the hub of the classroom, and needs to be organized to your liking. Position your desk so you can see the classroom, and try to keep the items on your desk to a minimum. You want to model good managing skills for the students. If Tommy has a messy area, he can look to your desk for ideas on how to keep his clean. You also want to keep a space to grade papers, work with students, or just somewhere safe to set down your coffee.

2. Bins are the Best

You can find small bins that hold a few pencils, to large bins that can hold a few first graders, at most department or home improvement stores. Utilize these for the inside of your desk, especially the drawer in the front that holds the little things. Only put what you truly need in the desk drawers. All too often the desk, both top and insides can become a garbage dump of sorts for anything and everything.

3. Utilize Shelves

After some time a teacher is going to accumulate gifts, mementos, teddy bears, and coffee mugs from their students. The temptation to showcase these on the desk is a difficult one to resist. Check with the school administration before pulling out the electric drill, but wall mounted shelves (built or bought) save a lot of space in the classroom, and keeps your trophies out of the way of curious hands.

4. Make Your Substitute Teacher Folder A.S.A.P.

I was a teacher at my son's school seven years ago. The very first day of school on a Monday, my little 4th grader got hurt on the playground and horribly broke his wrist. Due to the nature of the injury, I could not return to school until Thursday. Imagine, as a teacher, missing almost the whole first week of classes. I had never anticipated such a crisis to happen and had no substitute teacher folder, and that poor lady really had to wing it those few days.

Since then, I made the folder before the first day of school, just in case. As a former substitute teacher, nothing compares to the panic felt upon walking into a room with no folder or guidance. The folder is a "two-fer"; it not only helps the substitute immensely, it saves valuable time for the teacher to not have to scramble each time a substitute is needed. The McGraw-Hill company has great forms for teachers to help organize the substitute's day.

5. Keep a Routine

It is no secret that a routine is the best course of action when it comes to managing and organizing the classroom. The first day of school is when the routines begin, but you need to know before schools starts how you want the room to run. You have many able-bodied and willing students that want to help, so enlist them. They can help put things away, clean up areas, throw away garbage, and wipe the boards clean.

6. Drying Racks

If you are teaching art or classes where you do crafts or paint use hanging drying racks. These help immensely in keeping the room neat along with keeping the projects safe. It also ensures the paint will dry evenly.

7. Keep Your Jars and Containers

If you use mason jars for canning, do not throw them away. They can be used in many different ways. They can be used to store wet (or dry) paint brushes, markers, broken crayons, or anything else you find to throw in the jar. Make sure to keep the lids so they can be stored on their sides.

Empty potato chip tubes, such as Pringles, are great to keep around also. They can hold bulletin board border, calendar numbers and shapes, bows, and stickers. These are handy if you need containers with lids.

8. Keep the Students in Line

Getting the students lined up quickly and efficiently is not as easy as it seems. There are squabbles over who gets to stand next to Tammy, who gets to be first, or even who is last. Nip this in the bud the first morning of school by giving each child a number or a letter. You can also tape either to the floor where you want your line to be so the students know exactly where to stand.

This is also helpful to the younger students to help them learn their numbers, or their alphabet. These numbers can also be used for posting grades while keeping a bit of anonymity.

9. Keep a Mailbox

Rather than pass out papers to the students all day, or try to ensure they receive important notes, invest in a mailbox for the classroom. You can use the students' numbers on the tabs to keep them organized. Assigning numbers or letters to each child is also handy in case a student leaves, or one is gained. Rather than try to re-alphabetize the mailboxes, just add another number or letter. This also helps the teacher know at the end of the day who did not take their paperwork home with them.

10. Keep Track of Class Participation

Using craft sticks or popsicle sticks, you can easily and fairly pick students to do tasks in the classroom. Rather than rely on raised hands, you can let the class know you will be picking sticks instead. This gives the more shy students a chance to shine, and the more outgoing students time to listen to others.

You can number the sticks with the same numbers in the classroom, or you can add a different color to each end of the stick and flip it over when that student has had their turn. You can also allow students to pick sticks, thus ending the temptation to pick a friend.

11. Plan Your Week Ahead of Time

Many school systems want lesson plans turned in to the administrator before the start of the next week. When doing your plans, use color coded folders to help keep track of your days. For instance, blue is for Monday, green for Tuesday, and so forth.

In each folder you can have the day's plans, worksheets, ideas, or anything else that is needed for the day, right at your fingertips. Make extra copies of worksheets, too, because someone will invariably lose theirs within four minutes of receiving one. Folders will also help a substitute teacher work through her day.

12. Crates

Crates work in many different capacities in the classroom. They can be used to hold folders, books, crafts, and paperwork. They can be stacked to save space and then flipped over to use as chairs. Austin, Texas music teacher Susan Rozanc uses them to organize her music for different ensembles. If a student forgets his music, they can go to the crate for a copy of the piece.

13. Library Sign Out Sheet

While you want to trust your little darlings with your materials, it is best to assume the worst case scenario - you will never see your books again. A library sign out sheet is a must if you want to keep a hold of your books. The students sign a book out, and cannot have another until that book is brought back.

14. Baby Food Jars

If you do not already have some jars, enlist friends to save theirs for you. Baby food jars are great for holding small items such as tacks, paper clips, staples, or erasers. They are also good for small craft projects or flipped over to teach younger ones to trace circles.

15. Make a "Where is It?" List

When you file items in a cabinet, drawer, desk, or bin, take the time to write down where you placed it. Using an Excel spreadsheet can help you do this. Label your column A as "item", then columns B and so on are where the item might be found.

In the number one spot, for example, write: "Weather lesson plans". Put an X in the box under the column of where to find it. The last column title should be labeled "notes" so you can mark specifics, such as "placed under C for Clouds". You can list your items more than once in case you forget what you labeled it, and in Excel alphabetize it each time you add something in order to find it quickly.

16. 6 Pack Holders

Do not throw away any 6 pack holders you may use. These can be doctored up with wrapping paper, contact paper, or tissue paper to be used for storage in the classroom. These can be used to keep markers, pencils, pens, and crayons handy for students. Great for craft centers, or even make one per child to have at their desk instead of pencil boxes.

17. Go Backwards

In order to keep a good flow to your lesson plans, it is a good idea to section the school books into fourths. Once you have done that, divide the number of pages by weeks in a quarter. This way you will know how much material is needed to get through for each quarter so you can finish the book.

This is also a good way to get to know the book, or if you have already used it, to remind yourself what worked and did not work with previous classes.

18. Keep Student Information Handy

Index cards are an invaluable source of organizing help in the classroom. These, along with an alphabetized insert, will enable you to keep track of students' birthdays, phone numbers, addresses, emails, best to time call their parents, and their allergies if they have any.

You can also keep track of their likes, dislikes, days absent, and what they succeed at doing. You can also take notes of what intervention they appear to need in order to discuss it with parents at conferences.

19. Write it Down

M any children are visual learners, and it helps to write on the board what the day's schedule entails. This will allow them to know what book needs to be ready at what time, and should help transitions be easier on everyone during the day.

20. Eliminate Messes

So, that probably made you laugh as we all know it is impossible to eliminate messes in the classroom, but you can make it easier on yourself and everyone with a few routines and imagination.

Spreading germs is a huge issue in the classroom, and by having a table with Kleenex and hand sanitizer together, you can teach the children to clean up even if they just blew their little noses one time. Tying a ribbon around an empty box of tissues and a new one so they are together can give the students an instant waste basket for their tissues.

You can also give each child their own empty Kleenex box to put under their desks, or attach a plastic baggie to the back of their chairs for their garbage. At the end of the day, they can dump them out, or throw them away, and hopefully that leaves you with less crumbs, dirt, pencil shavings, notebook paper edge crinkles, and dirty tissues.

That's It?

No, of course not! There is so much more to a teacher's day that needs to be organized. The ideas presented here are what worked well for me as a teacher in the elementary grades. I had no idea of what I did not know when I became a teacher of all the little tiny daily things that go on in a classroom that need to be reinforced.

When my mentor told me about the tissue box idea, I proclaimed her a genius. I would have assumed they knew to throw used tissues in the garbage can. She lifted one eyebrow, gave me a half smile, and said: "Oh, Carrie, you have no idea."

Boy, was she right.
Image source
Carrie Wible is an educator, writer, musician, and mother living in Northeast Ohio. She has a Bachelor of Arts degree in Music from Kent State University, a teaching certificate in grades 1-8 from Youngstown State University and a Masters in Teaching and Learning with Technology from Ashford University. Carrie has been teaching music lessons and has taught in the classroom for a combined total of 25 years.

Connect with her @carriewible or +CarrieWible.

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20 Ways to Better Organize Your Classroom | InformED

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"I know it has to be around here somewhere", you mumble while desperately rummaging through your desk, the filing cabinet, the book case, the storage compartments, and the twenty other places you stash things in the classroom. The teacher who asked for the papers is waiting, her foot begins tapping, and apparently something is wrong...

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Developing Students to Assume Responsibility for Behavior  

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Developing Students to Assume Responsibility for Behavior  

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Domain 2 Component 2d

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Cite this

McCombs, B. L. (2015, March 9). Developing responsible and autonomous learners: A key to motivating students. American Psychological Association. https://www.apa.org/education-career/k12/learners

This module takes into consideration the holistic nature of individual student learning and the most effective practices for helping them develop into autonomous and responsible learners. Addressing the whole learner in developmentally appropriate ways includes establishing positive student relationships and listening to each learner's voice in creating productive learning climates. With this whole learner perspective, teachers are able to help learners become responsible for their own learning in school and in life. By addressing student learning needs and negative behaviors from a place of trust and positive relationships, students are better able to make good choices during learning as well as outside the classroom. These learner-centered practices help students and their teachers to better cope with negative peer pressure and bullying throughout any learner's journey through the learning system.

The module touches on each of these topics and provides evidence-based instructional practices along with suggested ways to draw from the other modules in this series. It offers related insights from:

Cognitive neuroscience, including recent brain study findings.

Inquiry-based learning approaches.

Blended learning with instructional technology, gaming and digital learning research.

This set of resources provides tools for what teachers of all age groups can do to inspire natural curiosity, creativity and autonomous lifelong learning.

Frustrations among teachers dealing with unmotivated students have been on the rise in recent years, particularly with accountability pressures for helping all students reach learning standards in both high and low performing schools. What teachers may not know is how important the connection is between student motivation and self-determination. Research has shown that motivation is related to whether or not students have opportunities to be autonomous and to make important academic choices. Having choices allows children through young adults feel empowered that they have control or ownership over their own learning. This, in turn, helps them develop a sense of responsibility and self-motivation. The good news is that curriculum resources and assessment tools for reaching these students in personalized ways are emerging with the advent of increased uses of technology in schools.

Teachers can focus on creating responsible and autonomous learners through the use of appropriate student choices. Providing opportunities to choose topics of interest stimulates students' natural curiosity and eagerness to learn. However, providing choices is most effective in contexts where students are individually supported by others in caring and challenging learning communities. In these cultures and climates for learning, students are more likely to develop diverse competencies needed to be successful lifelong learners. Stimulating curiosity is fostered when students are encouraged to work collaboratively with their teachers and peers in finding answers to their questions in inquiry-based learning environments.

Having choices allows even young children to learn ways to take control or ownership over their own learning. This, in turn, helps students develop a sense of responsibility and self-motivation.

Provide developmentally appropriate choices

An increasing number of teachers have observed that after second or third grade, many students begin to show signs of decreased motivation to learn. What happened to that natural eagerness to go to school or the curiosity to learn that is so apparent in preschool, first and second grade students? Many teachers fear that presenting more choices to students will lead to losing control over the classroom. However, research shows that in fact the opposite happens. When students understand their role as agent (the one in charge) over their own feeling, thinking and learning behaviors, they are more likely to take responsibility for their learning. To be autonomous learners, however, students need to have some actual choice and control.

That is why teachers need to learn how to help students develop the ability to make appropriate choices and take responsible control over their own learning. Although teaching and reaching students of different ages, backgrounds, interests and experiences may seem overwhelming, the resources in this module can assist teachers in effectively guiding student choices.

As students mature and progress from elementary to middle and high school, research demonstrates an even more critical need for skills of directing and managing one's own learning choices and progress. When students feel a sense of ownership, they want to engage in academic tasks and persist in learning. To help students develop the capacity to make choices for themselves, teachers need to help students understand their learning interests, dispositions to be active and autonomous learners and capacities or strengths in various content or skill areas.

These learner-centered practices include teachers showing students how to make learning choices and monitor the positive and negative consequences of their choices. This is a trial-and-error process that requires teacher support, modeling and encouragement. For example, if a student expresses interest in reading a particular novel as an English assignment, but then finds that he or she is having trouble understanding it because of unfamiliar words, the teacher can recommend a similar novel that has lower level vocabulary. The teacher can also have the student make a list of the unfamiliar words and look up their meanings.

An inspirational story: Motivate students with ownership

This story began in a Colorado middle school in the United States that was working with McCombs on a project entitled "Neighbors Making a Difference." The project was aimed at fostering positive relationships between teachers and their students (as well as between students and other meaningful adults in their immediate community). The goal was to prevent student gang involvement and drug use.

Many of the teachers at this middle school were afraid of their "tough" students and had concluded that there was little they could do to reach them. McCombs decided to spend a day at the school and get a closer look at the dynamics between these ill-reputed students and their struggling and fearful teachers, and followed a group of students throughout their day, sitting unobtrusively in the backs of their classrooms.

McCombs learned a lot that day. Afterwards, she remarked somewhat wryly that she was "amazed [the students] weren't schizophrenic." She saw students behaving themselves and cooperating in some classes and not in others. McCombs was also an eyewitness to a student fight in the hallways right before their last-period math class. She could not help but assume that students would go to such lengths to avoid participation in an unpopular math class, especially at the end of a long school day.

To McCombs' surprise, what she saw was a surreal, yet inspiring scene. Without even the visible presence of a teacher or other authority figure, the students filed into the mathematics class and immediately became quiet and self-disciplined. They picked out the appropriate materials from folders along the side of the classroom, sat down at their desks, paired up in preset groups and began working on their current computer projects. And all of this happened without the slightest command or provocation from a teacher.

McCombs finally saw the teacher kneeling in the back of the room looking for some reference materials. A student walked back to ask him a question and that was when it became obvious that the teacher had been there all along. As the students worked, the teacher walked around and checked their progress. McCombs realized that there was much to be learned from this teacher and his seemingly effortless style in facilitating a self-directed learning process for his students. After spending the day witnessing some of the other teachers desperately trying to control their students in rowdy and unruly classroom settings, in this class McCombs saw a teacher who trusted his students to be self-regulated and self-motivated. And that's what was happening. Not only was the teacher freed from keeping his students in control, he also was able to support and engage students in meaningful assignments. The result was positive motivation without any student disturbances or complaints.

After the class was over, McCombs could not wait to ask the teacher how he achieved such an impressive feat - particularly in light of her previous experiences at the school. The teacher explained his philosophy about the natural desire to learn present in all students and the events that led him to his successful classroom environment. At the beginning of the year, the teacher simply and directly told the students (paraphrasing): "This is your class... we can do it any way you want as long as you learn the math." In other words, while the teacher did lay out some "non-negotiables" - the essential elements necessary to cover content standards and to ensure that the work got done - he largely left the overall options and details up to his students.

By leaving many of the choices and the rules for how the class should be managed up to his students, the teacher gained their respect and concentration. Most importantly, he met his students' needs to have some choice and control; he instilled in them the ownership that allowed them to take responsibility for their own learning. He relayed that not only were students harder on themselves in setting up classroom rules than he would have been, but because they felt ownership, it was their class and they enforced the rules. His job was easier and he helped instill in his students a sense of responsibility and motivation that transcended everything except their desire to learn. This experience culminated in the inspiration for a book, published by APA, that McCombs wrote with this wise teacher, titled "Motivating Hard-to-Reach Students."

Reaching students through increased choices in regular and online learning classrooms

Interestingly, the phenomenon of students taking less and less responsibility for their own learning is related to the fact that in many school systems, students have progressively fewer opportunities to make choices as they proceed from elementary through secondary school.

With increasing technology use in pre-K through high school classrooms and schools, the importance of student control in these blended learning environments (PDF, 3.62MB) becomes even more important. That is, combining more individualized and technology-supported options can provide a way to engage students beyond what is possible in traditional classrooms.

When new technologies and programs for creating blended classrooms are added, teachers can feel overwhelmed unless they have sufficient knowledge and training to understand which programs are best and which actually distract students and interfere with their learning.

General recommendations to teachers

A key to motivating students (PDF, 55KB) is helping them recognize and understand that they can take responsibility for their own learning.

Tie learning to students' personal interests.

Let students work together to meet learning goals.

Give students a voice in their own learning.

Teaching that fosters motivation to learn is a thoughtful process of aligning student choices so that students see the value of these choices as tools for meeting their learning needs and goals. Modeling the skills involved in making well-informed and positive choices, teachers need to reflect in real-time. Concurrently, teachers must set clear learning goals and help students understand that the choices they can make are within the context of the learning goals set by the teacher. Students learn that they can be successful if they meet clear performance requirements. When students see first-hand that they can be successful, teachers have an opportunity to talk with them about how the standards and expectations are related to their own personal interests or to the skills they will need to succeed in life.

Set clear performance standards from the start. Students need to know exactly what is expected of them, how they will be graded, and what supports will be available to them if they need help learning the information or skills. When teachers communicate performance expectations, they must consider the diverse backgrounds and experiences of each student. Performance outcomes that focus on each student's abilities and strengths lead to more positive student development and engaged learning, particularly if students are from poor communities or have limited support for learning outside of school.

Help students develop a sense of ownership over the learning process. As part of the process of offering students meaningful choices, teachers must be clear about how the choices relate to the learning objectives or standards.

For example, teachers can provide students with choices about how they may demonstrate mastery of a concept, approach particular assignments, work independently or with peers, and achieve at their competency levels. When students have the opportunity to be involved in making these choices, they take more responsibility for their own learning.

Provide feedback to students that give them precise information about the particular skills they have acquired and/or need to improve in order to be successful in their class.

For example, in pre-K through high school, teachers are increasingly being taught and shown how to begin new learning tasks with opportunities for students to ask questions and seek help from their teacher or peers if they are having difficulty understanding concepts or performances required of them. Students learn to use feedback from their teacher and peers to change their conception of how competent they are in different subjects or learning activities. Feedback also helps students make better learning choices.

Encourage students to assess their own learning progress by using charts or keeping journals, so they can evaluate the progress they are making as they acquire relevant knowledge and skills. As students learn to monitor their own progress, they become more motivated by their successes and begin to acquire a sense of ownership and responsibility for the role they play in these successes.

Do's:

Begin new learning tasks with opportunities for students to ask questions and get help from their teacher or peers if they are having difficulty understanding the concepts or performances required of them.

Provide students with meaningful choices consistent with learning objectives (e.g., what work they want to do, what relevant topics they want to study) and exercises that encourage self-monitoring of their comprehension (e.g., becoming aware of their understanding of the materials) and tracking their learning progress (e.g., keeping track of their learning progress in a journal).

Help students deal with inevitable disappointment that comes when they don't perform as well as they hoped they would. For example, students can be taught strategies for using mistakes as learning opportunities and for controlling the negative emotions that can interfere with learning.

Praise students for doing well on their assignments and for putting in extra effort. Use specific praise that tells students what they did well and for which learning processes and skills they are being praised.

Involve students in setting objectives and participating in decisions about how to individualize objectives in line with curriculum standards, plus individual and collective student interests and choices. For example, students can become involved in setting their own learning goals through guided class discussions where teachers state the learning goals and possible variations in achieving those goals. In small group discussions, students can share their personal interests and then see how these fit with the teacher's list. By helping students define their personal learning goals and objectives, teachers can guide students to see whether these are consistent not only with their own interests but also how they can be aligned with curriculum standards and expectations.

Appeal to student interest and curiosity by introducing the unfamiliar through the familiar. For example, teachers can use students' current knowledge, interests and experiences with a familiar concept, such as trying to master a videogame, to describe the background mathematics and programming that allows the games to work. Students might then be given a choice about designing a particular game routine related to these concepts.

Reward success with praise and model how students can monitor their own progress and success with self-reward strategies. Examples of self-reward strategies include doing a favorite activity if they can accomplish their learning goals on time, including age-appropriate projects they complete alone or with selected members in their learning communities.

Don'ts:

Link learning successes or failures to students' lack of ability or intelligence. Students can't change fixed abilities, but they can change learning habits and behaviors like effort and persistence.

Compare individual or groups of students with each other in terms of how quickly or well they learn new material. Learning is an individual process and students need to feel good about how they approach and engage in learning tasks, whether they are motivated to persevere in the face of difficulties, and how they handle disappointments and challenges.

Pair struggling students with students of higher ability or greater knowledge and skills, as this may result in students becoming dependent (rather than independent) learners. Unless higher ability students across the age-span are trained to work as positive tutors, motivation to learn can suffer for students at both ends of the ability or knowledge spectrums.

Engage in teaching strategies that allow students to be passive. Instead, engage their curiosity and promote active learning. Passive teaching strategies provide students with the answers and give them little voice or choice. True engagement means letting students pursue their own questions or solve their own problems with skillful feedback from teachers or other adults supporting their learning and skill development.

Ask students to copy your learning strategies. Instead, try to increase their awareness of themselves as self-regulated and strategic learners. Although modeling a learning strategy and asking students to emulate this strategy in their own work is helpful, this is not as effective as "talking aloud" about why a particular strategy is effective and how it works for you or for them.

Fragment information without showing students how the fragments connect to form the whole, or "big picture." Presenting isolated facts without relating them back to the overall theme or concept being taught only causes students to lose interest. This is particularly true if they are not allowed to ask questions or contribute to solving problems associated with the activity. When new technologies are appropriately introduced into the teaching/learning cycle at all grade levels, research confirms that allowing students to pursue their own questions within well-structured learning goals allows students to self-regulate their learning time in more responsible ways, and fosters higher order metacognitive thinking skills.

Provide students with choices without also helping them become more aware of their own needs, interests, preferences, internalizations, values, goals and aspirations. Choice by itself is not effective unless students develop the "capacity to choose" what best meets their personal learning needs and goals.

To teach literacy, we must teach the whole child/learner, know the learner, embed literacy into every lesson and subject, build confidence with sound relationships and pedagogy, and teach the critical thinking and metacognitive or social emotional skills that can help students become independent learners for life.

Expert learner-centered teachers will know the learner and help that learner take control of literacy activities and goals. Such teachers will model their own love of learning and passion for certain subjects or types of stories by:

Telling their own personal story or story of:

Others who struggle with learning to read.

Those who love to read so much they do nothing else (with humor).

How reading unlocked their interests and career choices.

Assessing student interests and providing developmentally appropriate choices about:

Topics to read in challenging areas of interest.

Difficulty levels that allow students to build increased fluency and confidence (easy) and expose students to new vocabulary, text structures and concept (too hard).

Quality decoding and fluency needed to build comprehension skills for sustained reading of long passages or texts (reading stamina).

Participation in meaningful dialogue about literacy topics as a major part of classroom discussions.

Building student confidence in their ability to learn as the central role of literacy instruction for struggling and proficient readers:

Assume competence and target individual areas of strength.

Build on student strengths to achieve highest gains in reading and writing.

Provide sufficient time for struggling readers to read appropriate level texts.

Avoid labeling and tracking struggling readers and writers.

Showing by the use of relevant examples how to:

Predict story meaning by picture books as needed.

Identify words that are familiar and not unfamiliar.

Look for clues in the context of the story.

Identify sentences or phrases that are not clear.

Think about what they already know.

Generalize what they know as a strategy to extend their thinking to new words and connected concepts.

Restate difficult passages in their own words.

Pointing out examples from a relevant genre the student enjoys and wants to write about, such as:

Poems or music lyrics that stir emotions and interest.

Writing assignments that provide choice of genres or authors or topics.

Science or math projects that require research into areas of personal interest.

Helping each student (as needed) find a mentor or buddy who they trust in school and/or home by:

Brainstorming lists of those student knows and how to find the best choice who will stay the course.

Thinking critically about personal goals and challenges in selection of mentor.

Participating in classroom dialogue that expands understanding and engagement in literacy activities.

Explicitly teaching students lifelong learning and reading dispositions such as:

Skimming content to see if it is personally engaging.

Watching movies about the topic or book to inspire interest and familiarity with meaning.

Finding others who are familiar with authors you like or topics of high interest.

Letting natural curiosity guide choices of material to read and write about or act out.

Focus on social-emotional development

Those studying social and emotional learning have found effective strategies that may help students control the negative emotions that can interfere with learning (Dwyer, 2014; Jones, Bailey, & Jacob, 2014; Lee & Shute, 2010; McCombs, 2007c, 2011a; Meece, Herman, & McCombs, 2003; Vanchu-Orosco & McCombs, 2007; Vanchu-Orosco, McCombs, & Culpepper, 2010; Zins et al., 2004;). Although these social and emotional issues were in the past considered outside the realm of student learning and achievement goals, researchers and practitioners are now recognizing their importance to learning success. There is growing recognition that many of the issues students face in today's classrooms (e.g., bullying, isolation, ridicule, or alienation due to learning difficulties or differences) must be recognized for students to assume their role as engaged and self-directed learners (Domitrovich, Cortes, & Greenberg, 2007; Jennings & Greenberg, 2009; Maurer, & Brackett, 2004; McCombs, 2009; O'Connell, Boat, & Warner, 2009; Raver, Garner, & Smith-Donald, 2007; Raver, Jones, et al., 2008; Roeser, Skinner, Beers, & Jennings, 2012; Ryan & Deci, 2013; Weissberg, Goren, Domitovich, & Dusenbury, 2012).

Effective strategies include:

Helping students identify and label their feelings.

Teaching students to conduct an "inner dialogue" where they use self talk to turn around negative thinking.

Learning to see the current situation as part of a bigger process in which it is normal to have some setbacks.

Helping students see that with additional effort they can overcome learning difficulties.

Encouraging students to find learning partners who can work with them on areas where they are having difficulty.

These strategies are also necessary in new e-learning or blended learning environments becoming prevalent in many schools and classrooms.

Model a learning strategy for students to emulate

In talking about what teachers can do to teach dispositions such as self-regulated learning, early research by Tishman, Jay, and Perkins (1992) suggested that teachers should model metacognition. Examples include talking aloud about their thinking while solving a math problem or revealing their mental machinations while making a careful decision. Teachers may also want to use visual exemplars that hang on the classroom walls. For example, posters can be put up to illustrate metacognition, such as a picture of a girl with a thought-bubble above her head and reminding herself to stand back and take stock of her thinking, or expressing a catchy slogan that reminds students to think about their thinking as they work.

More recently, teachers using laptops, mobile devices, and other emerging technologies appropriate to students across the age span are finding creative ways to stimulate learner-centered dialogue aimed at creating true leaders and collaborators (Wiggins, 2014). Students are learning to take the lead in team inquiry and benefit from practicing group inquiry into topics in science, math, social studies, and language arts that represent real world problems. Students take turns being managers of these conversations, thereby learning to be good coaches, empowering others, not micromanaging, expressing personal interest in tem members; well-being and successes, being productive and results-oriented, being a good communicator and listener, identifying potential career interests, having a clear vision and strategy for the team, and having key technical skills needed to advise the team (Bryant, 2011).

As students progress from elementary grades through middle and high school, their abilities to be good collaborators and to lead effective inquiry teams becomes more important and is a big focus of 21st century upper level schooling (Goodwin, 2014; Hoerr, 2014; Kelly & Turner, 2009; Larson & Lovelace, 2013; Sinek, 2009; Walsch & Sattes, 2005). When technology is used effectively by parents and teachers with even the youngest of school-age children, they begin to understand that technology is a tool for learning and not just an entertainment media (Dede, 2009; Duffy, 2011; Duffy & Kirkley, 2004; Hannum & McCombs, 2008; Johnson, 2014; Jukes, McCain, & Crockett, 2011; Rebora, 2014; Stommel, 2013; Tolley, 2014; Weir, 2014.

Help students make their own choices

To help students develop the capacity to make choices for themselves, teachers need to help students understand their learning interests, dispositions to be active and autonomous learners, and capacities or strengths in various content or skill areas (Deakin-Crick, McCombs et al., 2007; Deakin-Crick, Stringher, & Ren, 2014; McCombs, 2011; MCombs, 2014a, 2014b). These learner-centered practices include teachers showing students how to make learning choices and monitor the positive and negative consequences of their choices. This is a trial-and-error process that requires teacher support, modeling, and encouragement.

For example, if a student expresses interest in reading a particular novel as an English assignment, but then finds that he or she is having trouble understanding it because of unfamiliar words, the teacher can recommend a similar novel that has lower level vocabulary. The teacher can also have the student make a list of the unfamiliar words and look up their meanings.

Why do these recommendations work?

Researchers studying student engagement, motivation and self-regulated learning generally agree that these connected concepts are important for learning and achieving success in school. From a theoretical perspective, this is supported by the self-determination theory of motivation advanced by Deci and Ryan (1985, 2001, 2002; Ryan & Deci, 2000, 2009, 2013). This theory states that if students can be supported in meeting their basic needs for competency, autonomy and relatedness in learning situations, they are more likely to develop into independent, self-directed and lifelong learners. Furthermore, extensive research on Deci and Ryan's theory has shown that under specific conditions, autonomy-supportive settings in the classroom have positive effects on self-regulated learning and motivation. Autonomy supportive classrooms are those in which students see their perspectives valued, have opportunities to share their thoughts and feelings, and are encouraged to make choices and exercise self-initiative in learning activities.

Metacognition has generally been defined as one's capacity to "think about thinking" or to "be aware of and in control of one's thinking processes." From those studying metacognition (Carlock, 2011; Chang, 2009; Kanfer & McCombs, 2000; McCombs, 2001, 2006, 2014a, 2014b; McCombs & Marzano, 1990; McCombs & Miller, 2007, 2008; McDaniel, 2012; Ponce, & Mayer, 2014; Vassallo, 2013; Wagner & Heatherton, 2013; Walls & Little, 2005), research shows that students can learn to step outside their beliefs about themselves and their abilities and understand that they are the master or agent in reframing such beliefs. Students can be helped to see how their beliefs are able to influence their expectations, feelings, motivation and behavior. Once students understand their own role in creating and constructing their thoughts and beliefs, they can take increased responsibility in regulating their thinking, feelings and behavior. This will often lead to higher levels of motivation, learning and achievement. Metacognition is thus a key area of research because it shows that if students learn how to control their thinking they become more autonomous and self-regulated learners.

Related to the concept of metacognition, there is also research on the variety of strategies available for helping students learn how to express their emotions in positive ways. In addition, this research offers techniques for students to monitor how their emotions and motivation influence their learning. One of the strongest sources of evidence for how students can learn about the role of affect (the scientific term used to describe a person's externally displayed mood) in their own thinking and learning processes comes from work on emotional intelligence and social and emotional learning (see for example McCombs, 2007b, 2007c; Weissberg, et al., 2012; Zins, Weissberg, Wang, & Walberg, 2004). The most effective strategies involve enhancing students' abilities to recognize and manage their emotions, appreciate the perspectives of others, establish pro-social goals, solve problems and use a variety of interpersonal skills to handle developmentally relevant tasks. Training programs in social and emotional skills can be effectively integrated into the academic program so that students learn to work collaboratively with others and manage negative emotions and stresses.

Other relevant research connects the role of affect in thinking and learning with the social nature of learning and the importance of positive teacher-student relationships. These relationships help establish a positive context and climate for learning. In a positive environment, students feel caring from peers, free to make mistakes, capable of expressing their voice and able to make appropriate learning choices.

In addition to enhancing student motivation to learn, research shows a number of other benefits that come from providing more learner choice and control, including:

Greater displays of active planning and self-monitoring of learning.

Higher levels of student awareness of their own progress and achievement

More resourcefulness and efficiency in using learning resources.

Higher levels of sensitivity to the social learning context.

(Jennings & Greenberg, 2009; Jones, Bailey, & Jacob, 2014; Webster-Stratton, Reid, & Stoolmiller, 2008; Weisberg et al., 2012; Zimmerman, 1994.)

Benefits can also include broader educational outcomes such as:

Staying in school.

Higher academic performance.

Self-regulation of learning such as doing schoolwork.

Feelings of competence and self-esteem.

Enjoyment of academic work.

Satisfaction with school.

(Deci & Ryan, 2002; Ryan & Deci, 2009.)

Fostering autonomy in the classroom

Reeve, Nix and Hamm (2003) have conducted extensive classroom studies that show when teachers offer students choices, the choices are more likely to increase self-determination and intrinsic motivation when they are presented along with other facilitating conditions:

Acknowledging negative feelings.

Providing rationale for unappealing choices.

Asking students questions about what they do and do not want to do.

It is also worth noting that when McCombs and her colleagues integrated large bodies of research on the psychological processes and structures underlying self-regulated and autonomous learning (Billings & Roberts, 2014; Carlock, 2011; Dichter, 2014b; Duckworth, Gendler, & Gross, 2014; Gross, 2013; McCombs, 1988, 2004, 2014a, 2014b; McCombs & Marzano, 1990; McCombs & Miller, 2007, 2008; McCombs & Whisler, 1989), they confirmed that learners are capable of engaging in a number of higher-order processes for controlling lower-order cognitive, affective and motivational processes. These higher order or metacognitive processes primarily consist of self-appraisal and self-management of thoughts and feelings; they fundamentally involve realizing the role of the self as agent in the learning process (McCombs, 2001, 2009, 2011; McCombs & Marzano, 1990; McCombs & Miller, 2007, 2008; Vanchu-Orosco, McCombs, & Culpepper, 2010). School-age students learn the role that thinking plays in their feelings and behaviors. Teachers can model this by showing that it isn't necessary to be a victim of negative thinking and feelings.

Encouraging comprehensive thinking

Metacognitive knowledge and skills provide the basic structure for the development of positive self-control and self-regulation of one's thinking and feelings (Billings & Roberts, 2014; Carlock, 2011; Dichter, 2014b; Duckworth, Gendler, & Gross, 2014; Gross, 2013; Kanfer & McCombs, 2000; McCombs, 2001, 2006; McCombs & Marzano, 1990; Vanchu-Orosco & McCombs, 2007; Vansteenkiste, Lens, Elliott, Soenens, & Mouratidis, 2014). For optimum development of metacognitive capacities, however, developmental psychologists emphasize that individuals need to have a relatively well-defined and stable self-identity that can give rise to self-awareness (see Harter, 2006, 2012). It is this self-awareness that is the basis for self-regulation (Deci & Ryan, 2002, 2013; McCombs, 2007a, 2007b, 2007c, 2014a, 2014b). This was borne out in research by Cervone et al. (2006) demonstrating that self-regulation provides a link to various forms of self-control in human perceptual, behavioral, emotional and cognitive systems. For students to become more proficient at self-regulation, they need to be given opportunities to follow their own learning plans and goals and rewarded when these goals are accomplished.

Enhancing students' higher-level metacognitive processes, in general, and reflective self-awareness, in particular, has been shown to have beneficial motivational and performance effects (e.g., Daniels & Clarkson, 2010; Meece, Herman, & McCombs, 2003; McCombs, 2007a, 2007b, 2007b; Perry, 2003; Ridley, 1991; Ryan & Deci, 2013). When students become more aware that they are the ones constructing particular thoughts, and they are the ones directing or controlling these thoughts and thinking processes, their motivation is increased to acquire and/or use metacognitive strategies that can sharpen these skills and make learning more fun. Such strategies include executive control, conscious planning, goal-setting and self-regulation of their own learning and learning processes. In addition, evidence suggests that the process is reciprocal (Ryan & Deci, 2013). As students are provided master strategies for monitoring, regulating, and managing their thinking and learning, a sense of personal agency is developed (e.g., Zimmerman & Schunk, 2001). Results include not only higher levels of motivation, but also higher levels of achievement on a variety of learning measures (cf. McCombs, 2014 a, 2014b; MCombs & Miller, 2007, 2008).

To help students understand the relationships between a sense of agency and their own motivation, psychologists and educational researchers have for decades studied the influence of individual learner perceptions and thinking on their emotions (affect), motivation, learning, achievement and other behaviors in a variety of learning settings (e.g., Cervone, Shadel, Smith, & Fiori, 2006; Do & Schallert, 2004; McCombs, 2007c, 2014a, 2014b). As reviewed by Seidel, Perencevich, and Kett (2005) affect and motivation in learning can be viewed from two perspectives:

1. Learning to express emotions.

2. How affect and motivation influence learning.

Emotional Intelligence (EQ)

Today's research on learning has an integrated focus based on various perspectives (e.g., neurological brain research, psychological research) that meaningful, sustained learning is a whole person phenomenon (Caine & Caine, 2011; Deakin-Crick, Stringher, & Ren, 2014; King, & McInerney, 2014; McCombs, 2001, 2014a, 2014b; Vassallo, 2013; Wagner & Heatherton, 2013; Weinstein, 2014). In the Academic, Social, and Emotional Learning Act of 2011, the Senate passed legislation acknowledging the important role of social and emotional learning for all school age students into the college years.

Brain research has continued to show that affect and cognition work together so that their combined effect is greater than the sum of their individual effects, with emotion driving attention, learning, memory and other mental activities (e.g., Caine & Caine, 2011; Jensen, 1998; Meeri, 2014; Weir, 2014). Research also confirms earlier findings (e.g., Elias, Zins et al., 1997; Lazarus, 2000) that when it comes to learning, intellect and emotion are inseparable and interconnected (e.g., Fiorella, & Mayer, 2015; Heatherton & Wagner, 2011). Likewise, emotional intelligence is important to all aspects of positive human functioning and health (e.g., Duckworth, Gendler, & Gross, 2014; Goleman, 1995; Gross, 2013; Roeser, Skinner, Beers, & Jennings, 2012; Ryan & Deci, 2009,2013; Salovey & Mayer, 1990; Seligman & Csikszentmihalyi, 2000; Zins, Elias, Greenberg, & Weissberg, 2000).

Early research studies discussed by Elias, Bruene-Bulter et al. (1997), including those in neuropsychology, demonstrated that many elements of learning are based on relationships. More recently, research has demonstrated that relationships are central to the development of self-control strategies for regulation emotions and social interactions (Belfield, Nores, Barnett, & Schweinhart, 2006; Boyle & Hassett-Walker, 2008; Jones, Brown, & Aber, 2011; Jones, Brown, Hoglund, & Aber, 2010; O'Neill, Clark, & Jones, 2011 Weissberg, 2007). Researchers and practitioners are concluding that social and emotional skills are essential for the successful development of cognitive thinking and learning skills (e.g., Albright, & Weissberg, 2009; O'Connell, Boat, & Warner, 2009; Pink, 2009; Raver, Garner, & Smith-Donald, 2007; Robinson, 2011; Wagner & Heatherton, 2013; Walls & Little, 2005). Early research by Whisler (1991) presented evidence demonstrating the powerful influence of positive teacher-student relationships on motivation and learning. More recently, Slavin (2014) has posited that without love and emotional support from teachers - whether in face-to-face or online learning environments - reform efforts will not be sustained and students will not engage and succeed.

Earlier research by Pianta (1999) and Wentzel & Wigfield (2009) confirmed the positive relationships between caring teachers and students' positive emotional adjustment and learning. Murdock, Miller, and Kohlhardt (2004) report that high school students are more likely to cheat when they perceive their teachers as less caring. In addition, recent studies link student bullying to lack of positive social skills development and suggest that students at all grade levels can help teachers prevent bullying when they take leadership roles and are not merely by-standers (e.g., Blad, 2014; Lee & Shute, 2010; McCombs, 2012, 2014a; McDonald, & Hudder, 2014; Mergler, Vargas, & Caldwell, 2014; Novotney, 2014).

A considerable amount of research has shown that emotions and self-views have specific effects on academic outcomes. For example, studies by O'Mara, Marsh, Craven, & Debus (2006) show that interventions (e.g., explicit metacognitive training, praise, feedback) aimed at changing students' views of themselves as successful learners in different subjects can be effective in changing adolescents' self-evaluations. In turn, researchers have shown that increases in students' self-evaluations positively impact their motivation, learning, and achievement (e.g., Baer, 2014; Dichter, 2014b; Duckworth, Gendler, & Gross, (2014; Goldstein, Davis-Kean, & Eccles, 2005; Harmon, 2006; Jones, Bailey, & Jacob, 2014; Law, 2005; McCombs & Miller, 2007, 2008; Narciss, 2004; Zimmerman & Schunk, 2001). Further, Vansteenkiste, Simons, Lens, Sheldon, & Deci (2004) report that students' depth of processing, test performance, and persistence in learning all increased when they were in autonomy-supporting classrooms where teachers allowed students a degree of choice and control over learning options. Finally, recent research by Anderman, Gimbert, O'Connell, & Riegel (2014) demonstrates that it is possible to assess students' academic growth with a whole learner approach that acknowledges the role of emotional, social, family or other support and cultural factors in students' development.

Benefits of learner choice

Research from the psychological sciences continues to confirm that providing students with choice stimulates natural curiosity and motivation to learn (Cornelius-White, 2007; Harter, 2012; Lambert and McCombs, 1998; McCombs, 2012; McCombs & Miller, 2007, 2008; McCombs & Whisler, 1997; Robinson, 2011, 2013). The research also points to very specific student, teacher, and instructional characteristics that teachers can focus on to turn around negative motivational patterns and enhance students' natural motivation to learn. One very important student characteristic that teachers can influence is students' sense of self-efficacy or sense of confidence in their ability to be successful learners in different classrooms and different subjects (e.g., Bandura, 1977, 1993, 1997; McCombs, 1986, 2001, 2002, 2006, 2014a; Harter, 2012; January, Casey, & Paulson, 2011; National Research Council, 2012; Pajares, 1997; Rimm-Kaufman, Wanless, Patton, & Deutsch, 2011; Schunk, 1994; Schaps, Battistich, & Solomon, 2004).

Does providing strategies to increase choice and control of one's learning hurt some students' (unintended consequences)?

In general, providing autonomous yet supportive contexts along with appropriate choice and control are positive boosts to motivation and achievement (Deci & Ryan, 2002; Denham, Brown, & Domitrovich, 2010; Payton, Weissberg, Durlak, Dymnicki, Taylor, & Schellinger, 2008; Ryan & Deci, 2009, 2013; Vansteenkiste, Simons, Lens, Sheldon, & Deci, 2004; Weare, & Nind, 2011). As indicated in the "Do's and Don'ts" section of this module, choices should be accompanied by instructions in self-regulation and self-awareness in order to increase students' confidence. Some studies have indicated that if students overestimate their confidence, it can have future detrimental effects on motivation and achievement outcomes. They may overestimate their ability and become discouraged when they fail. With proper exercise of the strategies recommended here, this potential unintended consequence should be minimal or absent.

Does providing students with more choice and control work for learning in all academic subjects?

The strategies for enhancing students' sense of agency (the understanding that one is responsible for taking charge of and regulating one's own learning) described in this module generally work for learning in all academic subject areas. Some research (Eilam, 2012; Hunter, 2014; McCaslin, 2009; Narciss, 2004; Pekrun, Goetz, Daniels, Stupinsky, & Perry, 2010; Pietsch, Walker, & Chapman, 2003; Reinsvold & Cochran, 2011; Wallace, & Chhuon, 2014) has shown that there are advantages to tailoring strategies to the specific content areas, such as in reading and mathematics. Examples were presented earlier in the "Do's and "Don'ts" section.

A good resource for teachers of young children to promote inquiry-based learning can be found in Samarapungavan, Patrick and Mantzicopoulos (2011).

How does a teacher evaluate the effectiveness of a particular intervention?

Teachers can construct their own evaluation tools, such as a short pre/post student survey, to evaluate whether the use of the intervention is making a difference for student motivation and learning. Good indicators of student motivation include the effort students put into assignments, whether or not they persist in the face of failure, whether or not they engage in learning activities on their own time, and whether or not they choose to pursue opportunities for more in-depth learning of a topic (Patrick & Mantzicopoulos, 2014).

Teachers can also have periodic class discussions and ask students how a particular intervention is helping them make better learning choices and improve self-regulation. They can also be asked about what improvements or changes they would suggest.

Resources available include the author's recent national and international work in applying the Learner-Centered Psychological Principles (APA, 1997).

How long should this intervention last?

As with most interventions, consistency and repeated use of strategies are recommended. Involving students in choices and having them take increased responsibility in their learning work best. To sustain the sense of efficacy and confidence as students make choices throughout the school years (and beyond), the best strategy is for all pre-K to 12 teachers to be educated in using this intervention (cf., Davis & Elliott, 2014; Duffy, 2011; McCombs, 2014a, 2014b). To further sustain the length of this intervention, teachers should try to understand how their own beliefs and beliefs of their students differ depending on cultural and ethnic differences (Anderman et al., 2014; Cornelius-White, 2007; McCombs, 2014a, 2014b).

Why does increasing student choice and control work?

When students first enter school, they generally feel confident in their ability to learn and to direct their own learning. Repeated failures, criticisms from teachers or peers, negative family influences or attitudes, and a variety of other factors can undermine students' natural autonomy, curiosity and motivation to learn. Students need help with getting back in touch with their natural motivation and curiosity, as well as mastering strategies for self-regulation. Confident learners are a reflection of the connection between positive self-beliefs, motivation and learning outcomes.

Perceptions of competence

Developmental psychologist Susan Harter has studied how perceptions of self and competence in various life and learning areas occur (see for example Harter, 2006, 2012). Her robust research confirms that perceptions of competence and autonomy emerge in pre-K through primary grades and become more fixed in the periods of preadolescence through adolescence (Upper Elementary, Middle, and High School grades). Developmental psychologists working in the area of achievement motivation also contend that important changes in the concept of the self occur between early, middle, and late childhood (see for example, Dweck, 2002, 2007: Wigfield & Eccles, 2002). During the middle childhood developmental period, Furrer and Skinner (2003) have shown that girls report higher relatedness toward teachers when compared to boys, but relatedness to teachers was a strongpredictor of engagement for boys. Feelings of relatedness to teachers dropped from 5th to 6th grade, but findings show that relatedness to teachers is even more important for engagement and academic achievement for 6th graders. Similar findings of girls tending to benefit more from close teacher relationships are reported by Belfield, Nores, Barnett, & Schweinhart (2006) in their age 40 follow-up analysis of benefits associated with the HighScope Perry Preschool Program.

Research looking at the decline in intrinsic motivation and personal responsibility for learning as students progress from upper elementary through high school (Deci & Ryan, 2002; Otis, Grouzet, & Pelletier, 2005; Goldstein, Davis-Kean, & Eccles, 2005; Cornelius-White, 2007; Harter, 2012) have found that motivation specifically declines across major school transitions, indicating there is a mismatch between the child's developmental level and the demands of middle and high schools. Research also indicates that school adjustment in early adolescence (7th and 8th grades) is significantly related to students' intrinsic motivation and the belief that they are responsible for taking charge of and regulating their own learning (Deci & Ryan, 2002; Ryan & Deci, 2009, 2013; Walls & Little, 2005).

Research documents differences in how students from different cultural and ethnic groups view themselves as learners (cf. Crotty, 2013; Deci & Ryan, 1985; Graham, 1994; Heine, Lehman, Markus, & Kitayama, 1999; Holloway, 1988; Iyengar & Lepper, 1999; Lodewyk, & Winne, 2005; Peng, Nisbett, & Wong, 1997; Richmond, 2014). For example, d'Ailly (2004) in comparing 5th and 6th graders from Canada and Taiwan, found somewhat different effects of providing choice for Canadian versus Chinese children and between boys versus girls. Recent research continues to verify that gender, culture, and other ethnic and racial variables relate to how willing students are to be autonomous learners in school settings (e.g., Crotty, 2013; McCombs, 2007a; Patall, Cooper, & Wynn, 2010; Richmond, 2014) and what strategies tend to work best for various students and age groups when applying choice strategies (e.g., Finn, & Schrodt, 2012; Van den Bergh, Ros, & Beijaard, 2014; Vansteenkiste, et al., 2014).

Studies reveal that there are important instructional, learning environment, and teacher differences that contribute to the development of autonomous and responsible learners (Czekalinski, 2013; Lodewyk & Winne, 2005; McCombs, 2004; McCombs & Miller, 2006; McCombs & Pope, 1994; Pintrich, 2003; Urdan, 2004). Furthermore, Australian researchers have found that in addition to instructional context variables, it is important for teachers to broaden their own socio-cultural perspectives so that they can understand how individual students are influenced by social and cultural factors in the classroom that arise from the teacher's or other classmates' behaviors (Alliance for Education Excellence, 2013; Deakin-Crick, 2014; Walker, Pressick-Kilborn, Arnold, & Sainsbury, 2004).

Where can I get more information?

The following books, designed for teachers, describe strategies for helping students become more autonomous and motivated learners:

CASEL - Collaborative for Academic, Social, and Emotional Learning. (2013). Implementing systemic district and school social and emotional learning. Chicago, IL: Author.

Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships (Chapter 5, pp. 49-59). In Bear, George G. (Ed); Minke, Kathleen M. (Ed), (2006). Children's needs III: Development, prevention, and intervention. Washington, DC, US: National Association of School Psychologists. Available at http://www.pearweb.org/conferences/sixth/pdfs/NAS-CBIII-05-1001-005-hamre%20&%20Pianta%20proof.pdf

McCombs, B. L. (2007). Strategies for generating positive affect in high school students. In R. J. Seidel & A. L. Kett (Eds.), Workbook companion for: Principles of learning to strategies for instruction, a needs-based focus on high school adolescents. Norwell, MA: Springer.

McCombs, B. L., & Miller, L. (2007). Learner-centered classroom practices and assessments: Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin Press.

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. (Pp. 365-386) In S. L. Christenson et al. (eds.), Handbook of Research on Student Engagement, DOI 10.1007/978-1-4614-2018-7_17, © Springer Science+Business Media Available at https://psycnet.apa.org/record/2012-11872-017

CASEL (Collaborative for Academic, Social, and Emotional Learning). Available at 2013 CASEL Guide: Effective social and emotional learning programs - Preschool and elementary school edition
Weissberg, R. P., Goren, P., Domitovich, C., & Dusenbury, L. (2012, September). https://eric.ed.gov/?id=ED581699

Freeware for educators that includes student experts:

Autodesk Education Community
The challenges of today will be solved by the designers of tomorrow. That's why Autodesk gives students, educators and educational institutions free access to professional design software, creativity apps and real-world projects. Autodesk Education helps inspire and prepare the next generation to imagine, design and create a better world.

The Teacher Toolkit
Resources can be accessed by browsing categories or performing a search.

Literacy Learning
Despite a pile of education books reaching in-excess of 20-high, the only book I've managed to read from cover to cover this summer is David Didau's, The Secret of Literacy. This blog is a review.

Thinking and Reading in Learner-Centered Ways
Reading, in terms of scale and diversity, is different than it used to be. Thinking, in terms of context and application, is also different. It makes since that learning is also changing - becoming more entrepreneurial than directly didactic. That is, more learner-centered than teacher-controlled.

Social Learning Needs in eLearning
When it comes to successful eLearning design, everybody should agree that there's no such thing as too much information about how the human brain operates. It's wired for social learning. Our respective environments actually shape our brains and the rest of our bodies.

Time for Teachers and Time for Teachers: Leveraging Time to Strengthen Instruction and Empower Teachers
Examines 17 high-performing and fast-improving schools around the country that have taken advantage of expanded school schedules to provide students with more time for engaging academic and enrichment classes and teachers with more time to collaborate with colleagues, analyze students data, create new lesson plans and develop new skills.

Theoretical framework:

Self Determination Theory
This website presents a brief overview of SDT and provides resources that address important issues such as human needs, values, intrinsic motivation, development, motivation across cultures, individual differences and psychological well-being. Also addressed are the applications of Self-Determination Theory to: education, health care, relationships, psychotherapy, psychopathology, organizations, sports and exercise, goals, health and well-being, environment.
Global Guru's names Ed Deci and Rich Ryan as two of the "Worlds Top 30 Education Professionals for 2014."

International Perspectives on Theoretical and Empirical Approaches to Developing Student Talent and Creativity
This journal provides researchers and educators at all school levels with how others have successfully described the theory and practices that work in diverse settings and with culturally diverse students. The International Journal for Talent Development and Creativity (IJTDC) is a refereed journal published twice a year by both the International Centre for Innovation in Education (ICIE) & Lost Prizes International (LPI).

When does this strategy work?

Fostering autonomous learning and the learner qualities needed for effective self-directed learning skills requires the types of curiosity stimulating, inquiry-based and collaborative practices described in this module. A blend of effective strategies that are developmentally appropriate for pre-K to 12 students are available at all school levels.

For example, the successful Perry Preschool Program used the HighScope curriculum as part of Head Start since the early to mid-1960s, demonstrate that young children can be supported in their natural abilities to be self-regulated and become autonomous learners (Barnett, 1996; Cohen, 2006; Schweinhart, Barnes, & Weikart, 1993; Schweinhart et al., 2005). Longitudinal studies spanning more than 40 years have shown that supporting students in their planning skills as well as encouraging them to review their academic work has demonstrated lasting effects (Camilli, Vargas, Ryan, & Barnett, 2010; CASEL, 2003, 2013). Once metacognitive skills are mastered, students gain the confidence to be successful learners and take charge of their own learning. As children get older, they learn more sophisticated metacognitive strategies that support their developmental need to feel competent and self-determined (Dweck, 2007).

Do developmental differences lead to modifying the way you implement these strategies?

Individual differences encompass a range of internal learner characteristics as well as outside factors discussed throughout this module. Regardless of these differences and what impact they might have on students' abilities to become autonomous learners, the recommended solution is to deal directly with individual student's feelings of alienation and disconnection by using practices that:

Connect rather than isolate individuals.

Give voice to concerns of all learners in the system.

Promote positive growth, development of personal and social responsibility, and lifelong learning for all students.

Listening to students at all ages helps teachers understand them and their learning needs. It is the first step in understanding how best to help students develop self-directed learning skills that help them take control of their emotions, thinking and behavior.

Students' understandings and beliefs about motivation become more differentiated and complex over time as they increase their understandings of what it means to be intelligent and capable as a learner (cf. Allen, Pianta, Gregory, Mikami, & Lun, 2011; Hood, 2014). Young children in early grades also develop perceptions of their competence, self-determination or autonomy in learning situations. Examples of how students in early elementary school can be guided into personalized activities that allow choice and control include:

During middle childhood (grades 3 to 6), a sense of relatedness (to teachers in particular) becomes increasingly important. For that reason, positive teacher-student relationships are essential for helping students become more autonomous and responsible for their own learning and motivation. The role of appropriate choice and control during these middle years is vital to students' ongoing engagement and academic motivation. Resources for teachers include:

For students at the high school level, peer relationships grow in importance along with needs to be more independent and in control of their activities and futures. At this period, interests in learning new skills such as artistic endeavors, musical creations and writing scripts for their own TV or radio shows become highly engaging. Examples of how youth can be creative and learn to produce their own musical productions or TV shows for their peers include:

Jump TV: an innovative project in Switzerland that is expanding to include students from the U.S. and around the world with their Facebook presence.

Too Many Kids Quit Science Because They Don't Think They're Smart: an interview with motivation expert Carol Dweck, PhD, who helps teachers understand strategies that engage students in STEM topics they avoid - and why students avoid these science, technology, engineering or mathematics topics as they get older.

What do we know about moderating variables?

Over the past several decades, research has shown that interventions directed at helping students increase their sense of agency or efficacy can be successful across grade levels, content disciplines and a variety of individual differences (gender, ethnic group, socioeconomic group, abilities and disabilities). For example, several researchers have found that students from different cultural and ethnic groups have different beliefs about efficacy, competence, control and self-worth. On the other hand, research in China has shown that the construct of autonomy that is part of the Deci and Ryan (2002) intrinsic motivation and self-determination theory has similar meanings for Chinese children in grades 4-6 as American age peers (d'Ailly, 2003). More recent research by Anderman, Gimbert, O'Connell, & Riegel (2014) and Harter (2012) identifies variables related to student growth in essential skills for being self-directed and autonomous learners.

With increased technology options for teachers at all grade levels, learn more about research-based resources that have proven effectiveness in promoting self-directed and autonomous learning from:

Research has also shown that the effects of instruction, learning environments and teacher differences are important to enhancing student self-efficacy, motivation to learn, as well as learning achievement outcomes (cf. Caldwell & Spinks, 2013; Hargreaves & Shirley, 2012; Fullan, & Langworthy, 2014). The teacher's own level of self-efficacy or confidence in his/her ability to teach and reach a variety of students has been shown to be important. Other important variables include: classroom goal structures, individual student achievement goals and cultural differences.

All of these variables impact motivation and achievement in the classroom. What this means for teachers is that they need to be aware of their own levels of confidence when working with students. Teachers also need to be sensitive towards diverse social cues and behaviors among students from various cultural backgrounds in terms how they get connect and get relate to each other.

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Developing responsible and autonomous learners: A key to motivating students

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Research has shown that motivation is related to whether or not students have opportunities to be autonomous and to make important academic choices.

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Domain 2 Component 2c. This video touches on managing classroom procedures by focusing on Transitions.

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Mental health benefits when kids feel they belong at school 

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Mental health benefits when kids feel they belong at school 

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A sense of belonging fosters achievement and motivation at school for students. This resource looks at the domains from the student's perspective instead of what we can do for them.

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Mental health benefits when kids feel they belong at school | Psychlopaedia

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Domain 2 Component 2b. Article and video offer 10 ways for teachers to increase participation in the classroom. Helps in building stronger communities!

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Consider this statement:"Relationships come first, everything else is second."

Would you agree?

So often teachers focus on teaching the content, but we often forget a very important core element of teaching: relationships. Students learn best from teachers that they have genuine relationships with. If we fail to set that foundation, we are passing up incredible opportunities for learning and growth in our classrooms.

Now, imagine this: You're working on a new concept with your students and instead of having the same 3 students engaging in your classroom discussions, you have nearly the entire class interacting with one another ( cue the laughter and smiles), while you watch learning expand from wall to wall in your classroom. What a lovely sight!

Is it achievable? Sure is!

Dare I say you can have all of your students participating in their learning AND building relationships with you and each other...at the same time? Well, I just did and I'm gonna show you easy ways on how you can start doing it tomorrow!! ( All of these ideas are some of my biggest take-aways from the Annual Conference for Middle Level Education that I recently attended)

I'm gonna share this information with you in two ways. I've got a cliff notes style as well as a video below that you can check out to get the full details! You choose!

Below you will find 8 different ways to promote full class participation in your next activity, plus 1 bonus tip to make better connections with your those hard-to-reach students so that they will WANT to participate in your classroom. ( Want to skip right to the information you're looking for? Use the time marks next to each idea to jump right to that portion of the video below.)

Want to eliminate students using the "I don't know" response to get out of participating? Try using the "answer/echo" strategy. It's simple. Ask students any question related to your discussion. They can choose to answer the question if they know it, or echo the correct answer if they don't once it's been answered by another student.

Turn boring worksheets into active and engaging activities...all in a moment's notice. Here's how it's done. Give out a worksheet that covers the skill you are working on ( You already have this in your lesson plans anyways!). Student will put their name on their sheet and answer only the first question. Then, they create a paper airplane to toss their paper to someone else. ( It'll be okay, I promise!) Each student grabs someone else's paper airplane worksheet to answer the next problem. Continue until all problems are completed. Students retrieve their original paper and check the work on their paper to make sure they agree with the answers on their paper before handing it in. ( Bonus outcome: You'll be the coolest teacher ever to actually allow students to make paper airplanes in your class!)

Low on classroom technology? With Plickers, all you need is your smart phone! Students use special cards to represent their answers for different problems. After scanning the room using an app on your phone, you'll have an instant assessment and full class participation. ( Check and check!)

You May Also Like to Read: WHAT TO DO WHEN YOU'RE LOW ON TECHNOLOGY

With Quizlet LIVE, your students will participate in a fast-pace digital game that requires all students to work together as they race toward the finish line. Using this web-based tool, students use digital devices to answer questions that you have prepared for them. The quicker the students answer each question by working together, the quicker they reach the finish line.

Boring worksheet? Nope! Not with "Strike-a-Pose!" Get all of your students up and moving as they represent each answer on a worksheet by striking a pose. This awesome idea by Teach Beyond the Desk is simple and ready at a moment's notice. Choose 4 different poses (see sample above) to represent answer choices (A,B,C,D). Students "strike a pose" to represent their answer.

Help students build relationships AND engage in meaningful discussion with their classmates. With the 4-Square Partner strategy, students pre-select 4 partners. Here they will have a "high-five" partner, a "Fist-Pump" partner, a "Man-Hug partner, and a "Hip-Bump" partner. Whenever you want your students to meet with a partner to discuss something related to what you are teaching, invite them to meet with one of their partners. They will greet their partner with a high-five, fist pump...etc... (depending on the type of partner you've selected). When they are done discussing, they finish their talk with the same gesture that they greeted their partner with. What a fun way to have students interact!

Tired of seeing the same 4 or 5 hands raised to answer questions? Well, how does ALL hands raised sound? Pretty good, right? Here's how it's done. After asking a question, students have 3 options to respond ( and sitting like a lump on a log is NOT one of them!). If the student knows the answer to your question, they answer by raising their hand completely straight into the air. If the student is unsure, or has a question related to what you've asked them, they raise their arm at a right angle. If the student does not know the answer at all, he or she will bend their arm and touch their thumb to their head. This makes is easy to get a quick assessment as to where all students are in their understanding of the topic - AND, it requires FULL participation!

Easily keep students accountable for their learning by implementing the "But What I Do Know Is... strategy. Instead of accepting an "I don't know" response from a student, encourage them to tell you what they do know as it relates to the topic. This helps student to see that even though they might not know the answer to your question, they still have something to offer to the discussion....and now for that bonus tip to make better connections with your students so that they will WANT to participate in your classroom...

Do you have a student or two that you've had a hard time connecting with? Try the 10 x 2 Rule. You intentionally and positively interact with a student for 10 consecutive days for 2 minutes each day. In that time you only focus on building a better relationship with that student. The hope is that over time, that student will learn to trust you and in turn, become a more productive member of your classroom community.

Check out this video below as I dive deeper into each strategy discussed above.

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Easy Ways to Increase Student Participation (...and Build a Stronger Classroom Community!) - THE CLASSROOM NOOK

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Consider this statement: "Relationships come first, everything else is second." Would you agree? So often teachers focus on teaching the content, but we often forget a very important core element of teaching: relationships . Students learn best from teachers that t

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Creating an Environment of Respect and Rapport

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Creating an Environment of Respect and Rapport

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This resource is a short video that touches on Domain 2 Component 2a

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Creating an Environment of Respect and Rapport

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Here are some useful tips on what not to do when managing your classroom. 

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Here are some useful tips on what not to do when managing your classroom. 

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It's essential that teachers communicate their classroom management expectations to students and parents at the beginning of the school year. Ambiguous classroom policies early on can lead to aggravation for everyone throughout the year. Here are some common mistakes teachers make early on that can lead to trouble down the road.

1. Not Communicating Expectations Clearly

Teachers should convey their expectations for students on the first day of school. This means sharing and reviewing rules and procedures for the classroom, including consequences for infractions. The expectations for any routines that help facilitate learning-the handling of science equipment or art supplies, for example-should be clearly articulated. Some teachers opt to create rules as a class so students take ownership of their responsibilities. Having both students and parents sign and return a copy of the classroom rules can aid communication and prevent issues later on.
Further reading: 5 Tips Guaranteed to Make You a Happy Teacher
2. Being Inconsistent

Most students, no matter how old, are hyperaware of how consequences are doled out in the classroom. This means it's incredibly important to be consistent. If a student notices you meted out discipline for an offense to one student but not another, students will view you as unfair. Being consistent with rules conveys an equitable classroom environment to your students.

3. Not Creating an Action Plan

Students who demonstrate poor behavior are often unsure of how to improve it. Teachers should create action plans that clearly describe expectations and delineate steps a student can take to be successful. When Winston began acting out because of a failing grade, I showed him exactly what assignments he needed to complete and what grades he had to earn to pass. Having a concrete action plan helped him succeed. Kayla, a fourth grade student, frequently called out answers and disturbed students who sat around her. She also had trouble working in cooperative learning situations. Kayla's teacher set forth an action plan for Kayla in which Kayla counted to five when a question was asked, and the teacher made sure that she noted and praised Kayla when she was on task with group work.

4. Waiting Too Long to Intervene

I once had a student named Sydney who had no impulse control. She frequently yelled out insults to her classmates, and she was often rude, loud, and obnoxious. I felt sorry for Sydney because the other students didn't want to work with her, so I ignored her behavior and simply tried to redirect the class when she interfered. When Sydney finally blew up in May, attempting to physically assault another student, I realized I'd failed her and the class by waiting too long to intervene. I should have addressed Sydney's bad behavior immediately instead of letting her get away with it. It was one of the biggest classroom management mistakes of my career, but I did learn from the experience.

5. Going Big Too Quickly

I encourage the younger teachers I mentor to use progressive discipline in their classrooms. Small offenses should warrant teacher conversations or detentions. Medium offenses should result in parent phone calls or meetings. Telling a student to leave your classroom or reporting a student to administration should only be used for serious offenses. If a teacher tosses a student out of the room too readily, there's nowhere to go with discipline. Also, if you utilize your school's administration for discipline in a situation that doesn't warrant it, your principal might begin to view you as incapable of effectively managing your classroom.
Further Reading: Effective Classroom Management Strategies to Achieve Your Daily Goals
6. Not Following Through

We all know the teacher who constantly threatens students with discipline but doesn't follow through. It's one of the biggest mistakes teachers make. The teacher who doesn't follow up on promised consequences is in danger of not being taken seriously. Students will quickly learn what they can get away with and will exploit that knowledge.

7. Failing to Triage an Issue

Most behavior issues have an underlying cause. My colleague, Ms. Stewart, learned this the hard way when her student, Alphonse, threw a tantrum in her classroom. Alphonse had behavior problems throughout the year, but it wasn't until this incident that Ms. Stewart dug deeper and found out that Alphonse's volatile behavior was rooted in frustration about being unable to play basketball for the school's team because of a difficult home life. With her new knowledge, Ms. Stewart was able to connect Alphonse with the school social worker, and she also helped him to enroll in a weekend basketball league. Many of the classroom management issues teachers face can be eradicated by getting to know the student and figuring out the root of the behavior.

8. Not Establishing Relationships

Building relationships with students is the most effective way for teachers to avoid classroom management issues. When students have a relationship with their teacher, they're less likely to act out. So get to know your students. Talk with them and meet with them one-on-one. Find out what's going on in their lives and see if you can help with problems they might be having. Building relationships with students can go a long way toward creating a classroom that is truly a community.

The start of the school year is a critical time in your classroom. By avoiding these common mistakes teachers make early on, you can set yourself up for a happy and healthy school year.

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8 Classroom Management Mistakes Teachers Make at the Beginning of the Year

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It's essential that teachers communicate their classroom management expectations to students and parents at the beginning of the school year. Ambiguous classroom policies early on can lead to aggravation for everyone throughout the year. Here are some common mistakes teachers make early on that can lead to trouble down the road.

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Here is a great resource on "morning meetings" at the secondary level. A lot of the literature out there is centered around the elementary level. This offers a different perspective.

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University High School's annual Sweet Sixteen Challenge begins today, and the goal is to raise $16,000 for The U Fund in 16 days.

Click here to give online.

During this challenge, we will periodically share new glimpses into the University High School community, all tied to the number 16. This is the first in that series of posts.

Morning meeting is a cornerstone of the University High School experience. A typical morning meeting begins with students and faculty making announcements, and then there is a brief presentation. Sometimes the presentation is operational, like when the Spirit Club teaches the whole school a new cheer. Sometimes it's educational, like when the Eco-Blazers teach us about proper recycling. Sometimes it's heartfelt, like when Ms. Dean speaks on Veterans Day or when a student shares their passion with us. Whatever the topic, this shared experience helps us grow together as a community.
In celebration of the University High School morning meeting, here are the top 16 things you'll hear at a UHS morning meeting:
16. Announcements of the day's shadow guests. Any time a student spends a shadow day at University High School, their student guide introduces them to the school at morning meeting. Often, the guide will share the prospective student's name, current school, and a fun fact - like "she plays violin" or "he loves history." This helps our students get to know the shadow guests better and can lead to introductions and conversations later in the day.

15. Facts of the day. In February, students often share Black History Month facts each school day, and sometimes in March, students will share Women's History Month facts. On occasion, Alex Brinkman or Mr. Bradley will share other fun facts from that day in history.

14. "If you're from Zionsville/a cheerleader/in Model U.N./going on a field trip/in Nancy Webster's mentor group, please meet in the corner after morning meeting." Because morning meeting is the only time each day when the full community is together, it is a great opportunity to gather small groups of students for short, specific announcements. Often, these groups will gather immediately after morning meeting ends.

13. Birthday greetings. Often, a student's friends or siblings will wish them a happy birthday in an announcement at morning meeting.

12. Club meetings. Whether it's the Eco-Blazers, Black Affinity Club, or State Beverages Club, club meeting times and locations are almost always announced at morning meeting. Also, if you're wondering what's consumed at State Beverages Club, for most states it's water.

11. "Check your email." Morning meeting announcements are often good reminders for students that their email contains much relevant and useful material, like registration forms for school events, information about club meetings, and details about donation drives.

10. "No, don't check your email right now; put your phones away." From time to time, students need a gentle reminder to put their phones away and be present with the school community during our 15 minutes together.

9. Reminders of how many school days remain until finals. Toward the end of each semester, LaMags likes to remind the students and faculty just how close - or far - we are from finals week. She also urges students not to wait until the week before finals to finish class projects, make up tests and quizzes, or turn in missing work.

8. LaMags rapping. She does a pretty stellar Vanilla Ice.

7. College announcements. At one morning meeting each spring, the college counselors ask senior students to share their college application results - where they were accepted - with the school community. We love to celebrate with our senior class.

6. Drink Shop's latest menu items. When Drink Shop, our student-run lunchtime concession stand, adds a new item to the menu, it's big news. These announcements are shared at morning meeting. Jon Gray is almost always involved.

5. Dr. Vesper's annual reminder about disease prevention. This particular morning meeting is a student favorite because Dr. Vesper shows this video about proper cough/sneeze technique: " Do It In Your Sleeve. " (Available on YouTube)

4. LaMags reminding everyone of the unofficial school motto: "If it's not yours, don't touch it." Sometimes she does it in a call-and-response style.

3. 5 People, 5 Questions. This popular University game began several years ago when a scheduled presenter became unavailable to speak at morning meeting. It has become a beloved game among students and faculty alike. Here's how it works: LaMags chooses five people (at random sometimes, by asking for volunteers other times), and each person gets to answer one question that LaMags makes up. Sometimes the question is based on something LaMags already knows about the student, like "What cool thing did you do this summer, Alex?" Other times, they are random, like "What's your favorite thing to listen to, Grace?"

2. Applause. We are all about the applause at University. We clap for every announcement, every presenter, and every time someone makes an interesting or funny point.

1. The building of a true community. This time spent together, face-to-face, is vital in building the kind of community we value. The practice of simply being together each day makes it a little easier to look out for one another, to respect and support one another, and to appreciate each other as people.

The Sweet Sixteen Challenge ends on Friday, March 30, 2018. Give online today.

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Top 16 Things You'll Hear at a UHS Morning Meeting - University High School

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University High School's annual Sweet Sixteen Challenge begins today, and the goal is to raise $16,000 for The U Fund in 16 days. Click here to give online . During this challenge, we will periodically share new glimpses into the University High School community, all tied to the number 16.

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Here is great list of Do's and Don'ts in the classroom.

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Here is a great article that explains disruptive behavior and ways different techniques to deal with it.

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About 10 percent of the school population-9 to 13 million children-struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder.

These children represent the most challenging students in our classrooms today.

Their mental health problems make it difficult for them to regulate their emotions and focus on learning. Often they lack basic skills necessary to regulate their behaviors and, sometimes, to even recognize their own actions. They can be inflexible and have outbursts for no apparent reason-disrupting the classroom routine daily. They can disengage socially or be clingy, sleepy, or irritable. They can defy school personnel repeatedly and argue incessantly. They are the students who keep administrators up at night and the ones teachers dread having in their classes. Many of their stories are heartbreaking.

School staff today are under enormous pressure to show progress for every student every year. Yet they are in a bind. One disruptive child can effectively derail an entire lesson. Surveys show that coping with disruptive students is teachers' number one problem.

Our experience working in schools has taught us that to be effective and help each student reach their potential, teachers need a new approach to clearly understand what drives student behavior. Teachers also need a variety of strategies that allow them to intervene effectively before the behavior is entrenched.

Understanding the following critical concepts helps teachers choose how to intervene better with students' problematic behavior:

Misbehavior is a symptom

A student would behave if they could. If the student is displaying problematic, maladaptive behavior, it is a symptom of an underdeveloped skill. When students blow up or act out, it is a sign that they are stuck and can't cope with the situation. Some may be oversensitive to stress and have an overactive fight-or-flight response. Others may lack basic social skills that are needed to navigate an interaction with a peer, the flexibility to follow a demand like "clean up after your snack," or the self-regulation to withstand an anxiety-producing task.

Behavior is communication

Even though students' behavior can look bizarre or disruptive, their actions are purposeful and are their attempt to solve a problem. It is critical to step back and try to decipher what the student is trying to communicate and what the function (or intent) of the behavior is. With practice, teachers can learn to stop and "listen" to the message the behavior is conveying, break the behavior code, and respond in more productive ways.

Behavior is never random or aimless. Individuals would not repeat a behavior unless they were getting something out of it. Usually, it is a response from other people that fuels inappropriate behavior. Whining may work to get a teacher's attention, as does swearing. If a student repeatedly has tantrums and then gets to leave a classroom, they have learned that tantrums further their desire to escape. Teachers first need to figure out what the student is getting from inappropriate behavior, in order to find different ways to respond so as not to inadvertently reinforce the behavior.

Behavior occurs in patterns

When teachers feel they have tried everything with a student but the student is still acting inappropriately, the next step is to investigate in a systematic way. The key to breaking the behavior code is to look for patterns. These patterns can be based on time of day (they always yawn in the morning before snack), activity (they always ask to go to the nurse when math starts), people (they participate more in class when Ms. Irving is there), and many other factors. Once the pattern is discovered, the function or intent of the behavior will often reveal itself: "Oh! They refuse to speak every time an unfamiliar adult enters the room." Every behavior also has bookends: the environmental variables that occur prior to the unwanted behavior (the antecedents) and the response of the teacher and peers after the behavior. When trying to understand behavior, teachers need to notice these bookends. These are what fuel the behavior and allows it to persist.

Behavior can be changed

Although behavior plans are typically thought of as a way to improve students' behavior, good behavior plans are really a guide for helping teachers develop new behaviors so they can interact with challenging students in a more productive and preemptive way.

For some students, when the interventions are spot-on in understanding the function of the student's behavior and teaching underdeveloped skills, the student can show change quickly. If the student has been demonstrating an inappropriate behavior for years and lacks the necessary skills, it may take longer for them to change.

We've had students stop behaving inappropriately in only three weeks, whereas other students have tapered off a behavior over a three-year period. The more intensely the student is taught the underdeveloped skills and the more the environment is changed to encourage appropriate behavior, the faster the student's behavior is likely to change.

Building on an understanding of what drives behavior, we provide a framework for a different kind of behavioral intervention plan that we call the FAIR Plan. FAIR stands for functional hypothesis, accommodations, interaction strategies, and response strategies.

The goal of the FAIR Plan is to change inappropriate behavior to appropriate behavior for the long term, rather than, for example, simply "managing the behavior" until the end of the year. Achieving this type of change requires teachers to take five basic steps that use the fundamental concepts outlined above.

This means minimizing or accommodating things in the environment that tend to set off an incident of inappropriate behavior. By understanding what antecedents are problematic for a student, such as being close to other students or reading aloud, the teacher can intervene effectively and create a classroom environment that is supporting and proactive.

If a student can't tolerate academic demands without an outburst, the teacher may start by asking them to do only 10 minutes of work, reinforce them, and over time build up the student's tolerance. As the student demonstrates small attempts at self-regulation or the use of prosocial skills, the teacher will reinforce and reward them.

The student needs to be taught a replacement behavior-an appropriate behavior the serves the same function as the inappropriate behavior- to be used while they are building the skills needed to behave appropriately without accommodations. For example, instead of banging their fists on the desk when they find reading frustrating, they could be taught to ask politely, "Can I have a break, please?"

Teaching the student underdeveloped skills eventually eliminates the need for the replacement behavior. For example, the fist-banging student may need to work on reading skills, perhaps with additional support.

When prevention goes awry and incidents do occur, the teachers' response needs to reinforce the student's desired behavior, and avoid accidentally reinforcing the undesired behavior.

The Behavior Code is available from Harvard Education Press

How do you handle students with behavior problems?

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Breaking the Behavior Code - Child Mind Institute

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Behavior code: how teachers can better understand, anticipate, and respond to reduce problem behavior and increase learning for everyone.

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A cool idea for encouraging students to model positive behaviors. A similar idea to this one is punch cards. - Katrina A.

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An interesting checklist to help you get your thoughts in order. (Image only) - Katrina A.

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Creating an Environment of Respect and Rapport

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Creating an Environment of Respect and Rapport

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Something to think about when you are trying to create distinguished teaching student interaction.

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Drawing connections between students and teachers | Kevin McGrath | TEDxMacquarieUniversity

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Building a positive classroom environment 

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Building a positive classroom environment 

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Here is an article about how to build a positive classroom environment.

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Teaching Channel
New Teacher Survival Guide
Many new teachers worry about creating a positive class culture. Should you be kind or firm? Is it okay to smile before December? We're here to help you create a class culture that feels good to you and your students. Remember that creating a positive culture takes time, so try not to get discouraged as you stay the course. One excellent way to get started on your journey to a great classroom culture is to learn all about proactive and positive strategies through a quick hitting course written by experienced teachers especially for you. Check out PD 134: Positive and Proactive Strategies for Classroom Management. No written assignments, just great applicable ideas. It will be the best $49 you have ever spent, and it will put you well on your way to developing a phenomonal classroom culture!

Creating a Positive Classroom Culture
When taking a glimpse into other people's classrooms, it can seem like they've got it all figured out. But behind every successful classroom is lots and lots of time spent building a strong class culture. Watch how Jen Saul explains how she creates a positive classroom community.

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How can you balance managing a crazy class while still getting through the content you've planned to teach?" Read more...

Involve Your Students in the Process
Building a strong class culture is a collaborative effort. When students are involved in creating classroom expectations, they'll be more invested in following them. In this video, check out how one teacher uses the Tribes method to create a positive learning environment.

Building Strong Class Culture All Year Long

It's important to start building a positive class culture from Day 1. But culture is never something that's going to get completely checked off your list. It's important to keep working on it all year long. Read this blog about how to build strong class culture all year long and think about what you can do at the beginning, middle, and end of the year.

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Over time I learned that culture is something learned, that we have to work at it, that I have to speak it in order to live it." Read more...

Watch and Learn

Looking for more ways to build positive class culture? Check out our video collection devoted to this topic.

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How do I develop a positive classroom culture?

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Teaching Channel New Teacher Survival Guide Many new teachers worry about creating a positive class culture. Should you be kind or firm? Is it okay to smile before December? We're here to help you create a class culture that feels good to you and your students.

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One of the qualities that will get you hired faster than anything else is the ability to manage a classroom full of students. Administrators shy away from hiring new teachers that have a difficult time managing students. The amount of time an administrator must put into teaching and training a new teacher to manage student behavior can be time consuming, thus, not a hiring possibility. Administrators may hire a new teacher as a "project" if they are still developing in this area. Again, the amount of time administrators have to train new teachers has been minimized with duties and responsibilities. If they have a new teacher that can manage a classroom versus one that cannot, these decisions are no-brainers in the hiring process.

There are some qualities that set proficient classroom managers apart from those that are developing. As you dig into learning more about these proficient teachers, you will find the exemplary classroom managers transfer the management back to their students. Management of students is the primary component to a prosperous academic environment.

Here are seven questions you can tackle in order to go from being a proficient teacher to one that is exemplary!

1 - What Types of Classroom Rules Have You Created That Support Student Learning?

Clear and succinct rules can be easy to write and post in your classroom. Teaching them and re-teaching them is the difficult task. Every student is different and a teacher must find the best instructional strategies in order to teach them. Students must buy into the rules and follow them. Students should participate in upholding them, offering revisions, and supporting other students in the learning environment.

There are multitude of philosophies that have given educators guidance in creating a productive and academic classroom. To adhere to one philosophy over another is an impossible solution. The ability to combine and mix philosophies, as well as tips, tricks, techniques, and strategies set exemplary teachers apart from others.

Depending on the time period, what has been socially acceptable has changed. We must understand, also, that what is socially acceptable in one region of the country may not be in another. For example, as of April 2017, 15 states allow corporal punishment (according to an online article from North Carolina Public Radio). In addition, seven states also allow school districts to make this decision on their own, but do not delineate this in their state administrative rules or laws. Altogether, 22 states allow corporal punishment as a means of classroom and school management. Students in one school in North Carolina, with parent permission, can chose paddling by the principal instead of in-school suspension or out-of-school suspension. You fill find a majority of these states are located in the southeast portion of the United States. That leaves 28 states that prohibit this strategy; this number has been decreasing in the last decade.

According to Charlotte Danielson's Framework for Teaching Evaluation Instrument (2013©) the following qualities are found in the best classrooms:

Orderly, business-like, and productive; not authoritarian atmosphere

Clear standards of conduct

Respectful and dignity is upheld

Positive student behavior is modeled and celebrated;

Proactive behavior approaches

Discipline in private and teacher subtly and silently monitors student behavior

Here are a few discipline philosophies and strategies that meet most of these qualities and will give you a solid background in classroom management:

1. Positive Discipline - Dr. Jane Nelson

2. CHAMPS: Safe and Civil Schools - Randy Sprick

3. Love and Logic - Jim Fay and Dr. Foster Cline

4. High Trust - Denny McLaughlin

5. Precision Commands - Utah Students at Risk

6. Classroom Management that Works - Robert Marzano

7. Kagan Cooperative Learning - Dr. Spencer Kagan

When developing a clear set of rules a strong classroom management plan takes bits and pieces from research, and other teachers and mentors. You must also take in account what works best for your personality, and what works with the students in front of you. Developing a set of rules is vital to your success. Rules are different then procedures and routines. Rules are the spirit of the classroom, while routines and procedures support students getting what they need on a daily basis. Rules have a consequence, while routines and procedures, when not followed, require more practice.

Best practice is to have a few rules that students know and they can recite. When students break a rule, the behavior is labeled, and it is connected back to one of the devised classroom rules. If a teacher has too many rules, it may be hard to incorporate and implement. Understand that you should not mix procedures and routines with your classroom rules. Keep these separate so students understand the differences; confusion and a breakdown of positive classroom culture can occur when consequences and punishments are given when procedures and routines are not followed.

Exemplary teachers create solid rules that carry out the spirit of the classroom. Students support these rules. They are even encouraged and given the words to support others in the classroom when they are not followed. The teacher specifically models words, phrases, and even non-verbal signals in order for students to support with the optimal learning environment. When this breaks down, teachers reteach, model, and practice empowering the students. A sense of agency is created where students are empowered to take on their own learning, as well as supporting the students around them, too.

2 - Is Your Student Behavior Entirely Appropriate?

The culture and behavior of your students in your classroom is in direct correlation...what you permit, you allow. Some teachers may allow different levels of conversations while learning is going on, while some teachers incorporate many conversations into the learning through structures. The best class managers build in the opportunities for students to talk, move, and express themselves as they interact with the content. An exemplary teacher understands that the behaviors the classroom exudes at that moment may need to be changed, adapted, or enhanced.

A classroom that is chatty one day may need more talk time in the learning structures. For example, a teacher may include more Kagan Learning structures that gets students up and talking to each other. Harnessing their talkativeness is an art that exemplary teachers benefit upon when changing instructional decisions.

Exemplary teachers understand that they should take ownership of a student's behavior outside of the walls of their classroom. They are the main influencers in making sure each student is doing their job in other places: library, hallway, lunchroom, and even recess. They work with students in all areas and know that they need to team with other staff members in order for their students to be successful. These exemplary teachers share ideas, strategies, and team around students who have behavior difficulties. Teachers at the developmental or basic level only worry about the behaviors in their classroom. This can be difficult in order to cause true change in unwanted behavior.

Behavior Intervention Plans (BIP), a tool of a tiered behavior system or Response to Intervention (RtI), can be developed and implemented. Setting a goal that includes positive and negative rewards is a great place to start with students. The classroom teacher should start a Tier I plan before a Tier II plan is developed. A Tier II plan may include other professionals in the building supporting the classroom teacher and the student. After data is collected and interventions have been implemented for a set time, a student that is not successful may be referred back to the school's behavior team for Tier III support plan. Special education testing, working with the school's psychologist, or even mental health professionals may the next step for a Tier III BIP.

I found South Bend Community School Corporation Special Education Services illustrates the basic components to a Tier II or III behavior intervention plan:

Description of Targeted Behaviors

Hypothesis of Observed Behaviors

Setting Measurable Goals

Creating Objectives to Meet Goals

Environmental Strategies

School Setting

Routines

Curriculum and Instruction Modifications and Accommodations

Positive Behavior Interventions

Socio/Emotional Strategies

Self-regulatory Strategies

Coping Skills

Communication Skills

Negative Behavior Interventions

Redirection and De-escalation

Consequences

Crisis Management

Evaluation of Data

Determination of Intervention Success

Changing Frequency, Duration, or Intensity of Behaviors

Making Next Step Decisions

3 - Do Students Play a Part in the Creation and Revision of the Classroom Rules?

Authoritarian classrooms have teachers that demand respect instead of earning it. Understandably, power and control are difficult to give up in a classroom. Exemplary teachers understand that empowering students to lead includes having them take an active role in classroom management. Yes, the teacher is the only adult in the classroom that will hand out immediate consequences when rules are broken. These teachers understand that students can help themselves and their peers in the learning process where the learning environment is safe. Classroom environments like this should be the expectation, not an acceptation.

The ultimate goal for educators should be creating a classroom that is full of students who understand the concept of agency. They are willing to do whatever it takes to learn. They take responsibility in their learning and the learning of others in their classroom. They understand that negative and unwanted behaviors can affect their learning. Exemplary teachers empower these students to be the first intervention in making sure they are getting their needs met in learning.

For example, if a student is talking while a peer is trying to read, that reading student may show the non-verbal quiet sign to the offending student. The offending student then understands and quickly corrects their own behavior. The classroom teacher may not even know that this occurs, but can be proud that it was handled in a respectful and kind manner. This transfer of responsibility to the students is difficult to attain, but teachers should be empowering students to be independent with the gradual release of responsibility.

4 - What Verbal and Nonverbal Cues Do You Use to Curb Small Behavioral Problems?

The use of cueing is the number one proactive classroom management tool a student can use in the classroom. What teachers say and do ultimately determines how students react. Exemplary teachers understand they may not be able to stop all behaviors, but know that if it is predictable, they can put strategies and techniques into action to prevent many of them from occurring.

Verbal cueing is the most recognized behavior strategy for teachers. Picking and choosing the correct words to use when there is misbehavior or unwanted behavior is an art form. Not only does the teacher have to think about using respectful language that keeps a student's dignity intact, they must also think about how they will continue teaching. The teacher has to take into account many factors: the student who is being corrected, if this is common or uncommon behavior for this student, what has worked in the past for this student, and whether it is something that can be ignored and handled at later time. At any one time, a master teacher makes roughly 1,500 educational decisions daily. A teacher's philosophy of classroom management plays a role in the words they choose to correct behavior.

Here are some verbal cue sentence starters that teachers can use when working with students:

Non-verbal cues can be just as powerful as verbal cues. For example, the exemplary teacher can move towards a talkative student and the mere presence changes the student's behavior. The teacher can keep teaching, and the students understand the teacher is giving them a nonverbal cue to quiet down. There are many non-verbal cues that can be taught to students, and can be used by both students and teachers. Here are a few:

Finger Over the Lips - used to quiet someone in order to hear

Pushing Your Hand Palm Down - used to have someone sit down or get lower for visibility

Two Hands Down - used to slow someone down for safety

Twirling Your Two Fingers - used to make someone turn around to focus better

Shaking Wrist - used to access the bathroom by a student

"W" in Sign Language - used to access the water fountain by a student

Raising Your Hand Palm Up - used to have students stand up or get higher

Lowering Your Hand Palm Down - used to have students sit down or get lower

Eye Contact or Stare With Eyebrow Raised - used to extinguish an unwanted behavior

Touch to The Shoulder - used to quiet or stop an unwanted behavior

Proximity - used to quiet or stop an unwanted behavior

High 5, Hand Shake, Fist Bump - used to celebrate a student

5 - Do Students Support Each Other with Classroom Management?

The key difference in a well-managed classroom is how well students support each other with learning, and more specifically, with classroom management. Creating a culture where students will take care of most of the classroom behavior themselves may seem impossible to imagine. Exemplary teachers can do just that. They have taught verbal and nonverbal cues so well that students are expected to help stop any unwanted behaviors first.

Can a student in your classroom turn to another student, give them a non-verbal cue (putting a finger over their lips), and be able to quiet another student? The offending student then thinks about their job, quiets down, and the classroom teacher may not even know that this was done! Students can also use their words to be the first line of defense before they go to the teacher for support. Teachers model words and actions that students can use to support their learning.

Many times when a student tries to address someone else's behavior, the offending student makes a comment or continues to do the behavior. In an exemplary teacher's classroom, students feel safe and comfortable enough to discuss or stop another student's unwanted behavior with words or non-verbal cues. In a proficient classroom, the teacher is the primary person who solves these types of behavior problems.

6 - What Proactive Actions Can a Teacher Take to Prevent Behavior Problems?

There are many strategies, techniques, tips, and tricks that teachers can use to prevent behavior problems. Remember, if a behavior is predictable, it can be prevented in some fashion. The following are my top five strategies that will give you some ideas to use in unwanted behavior prevention:

1. Build Relationships - Students have a hard time causing a behavior problem for a teacher or staff member they like. Spend time getting to your know your students, their likes, and what makes them tick. Treat your relationships like a proverbial bank account...before you can withdraw, you must have something deposited. Research Jim Fay's philosophy called, Love and Logic!

2. Front Loading - Letting students know ahead of time of everything they are going to be doing helps them in a myriad of ways: all transitions, subject changes, answering a question, working with a partner, etc... By front loading expectations, students have time to adjust to a change.

3. Active Participation, Learning Structures, and Other Engagement Strategies - The best preventative behavior strategy is powerful engaging instruction. By adding in active participation techniques (research Pérsida Himmele and William Himmele's, Total Participation Techniques), multiple learning structures (research Kagan Cooperative Learning), and adding in engagement strategies (research Dave Burgess's, Teach Like a Pirate, or Robert Marzano's, The Highly Engaged Classroom, or Marcia Tate's, Worksheets Don't Grow Dendrites), you can infuse movement and total classroom participation techniques that keep students engaged and lessen classroom behaviors.

4. Teach Routines, Procedures, and Rules Differently - If students know and understand the rules of the classroom, as well as knowing the routines and procedures learning is more likely to occur by a majority of the students. Students seek a clear set of boundaries that continually defined and refined. When they are clearly established and celebrated by both students and teachers, behaviors lessen.

5. Keep a Growth Mindset and Find Mentors - If you think you know everything, you will have a student that changes that! We must be learners and understand that we must ask for support from others. No matter how many years of experience you have, finding someone else to give advice, ideas, and support is invaluable to our growth mindset (research Carol Dweck's, Mindset).

7 - How Extensive Is Your Proverbial "Toolbox" of Classroom Management Techniques and Strategies?

Experience plays a role in determining the size of your classroom management "toolbox." A new teacher can read and watch videos of classroom management techniques, but nothing is as valuable as in-class experiences. There are many factors in classroom management. If a teacher works with a high number of behaviorally challenged students, one intense explosive student, or several smaller behaviors in a large classroom, the tools you use determine your success as well as the rest of the students in the classroom. As every teacher will find out, one student can affect the learning of the 30 other students in the classroom. Exemplary teachers are constantly expanding their knowledge by reading, watching videos, working with mentors and colleagues to better themselves. They understand that one strategy is not going to work for all students. They also understand that trauma and anxiety play a role in what strategies they chose to use with individual students. Exemplary teachers offer grace when it is needed, as well as knowing when they need to push a student further or harder to reach their potential.

When a teacher works in a tiered behavior system (see response to question #2 above), they use different levels of behavior strategies and plans. Tier I students should consist of 80% or more of the students in the classroom. The classroom established rules with reinforcement are enough to manage these students. The next 10-15% of students, Tier II, need more support from the classroom teacher. The teacher may implement a classroom behavior plan, and they may even involve another specialist or behavior team to support them. The behavior team may build a Behavior Intervention Plan (BIP). Lastly, a Tier III student needs extensive support through this behavior team, and possibly an Individual Education Plan (IEP) that addresses behavior goals.

Trauma crosses all cultures as well as all economic levels. Exemplary teachers continue to research about the best practices that support students with trauma. They understand that every student is unique and the plan they devise together with the student and family addresses the needs for the student's success. A great resource is Kristin Souers and Pete Hall's book, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom.

Exemplary teachers continue to implement strategies and techniques. They let their students in on these strategies and never keep their moves secret. They get buy-in from students and transfer the power of their best and most effective tools to their students. The true test is when a guest teacher comes into the classroom. Will the classroom continue in much of the same manner with a guest teacher? When observed, students are supporting each other and taking care of their learning. Agency is visible in the classroom of an exempt teacher. Students even celebrate each other when things go well.

MORE ROCK MY EVALUATION RELATED READINGS:

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One of the qualities that will get you hired faster than anything else is the ability to manage a classroom full of students. Administrators shy away from hiring new teachers that have a difficult time managing students.

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#5 Classroom Management - Challenging Students & Composure | A Classroom Diva

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We used this a lot with students who struggled with autism and had a history of trauma. This was effective when they were escalating. It provided a visual aid instead of just verbal ques.

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We expect teachers to handle a lot: create engaging learning experiences, differentiate instruction based on student needs, manage behavior, motivate students to learn, and tackle persistent gaps and inequities. More and more, teachers are meeting this challenge by embracing social-emotional learning (SEL), which can support academic learning, teach and reinforce positive behavior, motivate students to be successful, and even support a more equitable classroom.

SEL programs are more likely to be successful with all students when they are grounded in strategies that promote equity. Equity means 'leveling the playing field' and creating a culture where all students feel fully included, respected, represented, and valued. In an equitable classroom, students have the tools and supports they need to be successful no matter where they start. SEL can support equity by making children feel safe, strengthening their relationships with peers and teachers, and helping children manage and express their emotions. SEL programs build upon individual student strengths to ensure that they can access and benefit from high quality educational opportunities.

Teachers need concrete, evidence-based strategies for bringing an equity lens to SEL.

How can teachers start to build equity into SEL efforts and use SEL to support equity? Here are a few strategies that start in the classroom.

Download the Classroom Strategies: Build Equity into SEL Efforts Infographic.

Learn about families. Talk with or collect surveys from families. Ask about family composition, language, values, traditions, and concerns to help you understand and connect with families and students on a more personal level and build on students' competencies.

Engage families in SEL. Engage families in understanding the purpose of SEL and how it supports academic learning. Involve families in generating SEL goals for their children so that they can help their children meet these goals outside of the classroom.

Affirm diverse backgrounds and traditions. Have students share and listen to others' experiences and values. This builds empathy and affirms the strengths of diversity in the classroom.

Use effective discipline practices. Reduce and prevent the use of exclusionary discipline in your classroom. Teach students skills that help them take responsibility for their actions and manage their behavior in alignment with your SEL program.

Don't forget your own social and emotional assets and needs. Educators can experience stress from supporting students' social and emotional needs, managing behavior, and navigating student trauma. Regularly reflect on how you can leverage your assets to support SEL in your classroom and seek guidance and support from peers as needs arise.

Additional resources on bringing equity into SEL

11 Ways Schools Can-and Should-Involve Families in SEL Programming. This article shares SEL practices that schools can use to engage families, and practices families can use to support SEL efforts at home.

Pursuing Social and Emotional Development Through a Racial Equity Lens. This brief describes ways equity and social, emotional, and academic development can be mutually reinforcing. It also provides considerations for examining issues of race directly in SEL programs. The authors offer productive strategies such as:
Building on student strengths, attending to root causes (such as discrimination, violence, homelessness, and hunger), addressing stereotype threat, respecting all cultures, providing needed resources, supporting adult social-emotional health, and engaging families and communities.

School Guides for Incorporating Equity into SEL programs

Applying an Equity Lens to Social, Emotional, and Academic Development. This issue brief describes some of the barriers that students face in developing social and emotional competencies and promising initiatives that apply an equity lens to SEL. Opportunities for eliminating barriers include:

School racial and socioeconomic integration initiatives

Restorative justice practices

Trauma-informed system interventions

Culturally competent and equity-literate educators

SEL and mindfulness programming to support students and teachers

Integrating a Focus on Equity into Social and Emotional Learning. This infographic summarizes some of the practices described in the issue brief above.

More on SEL

Topics: Classroom-based intervention Family engagement Social-emotional learning

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Want to build an equitable classroom? Start with social-emotional learning (SEL)

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We expect teachers to handle a lot: create engaging learning experiences, differentiate instruction based on student needs, manage behavior, motivate students to learn, and tackle persistent gaps and inequities. More and more, teachers are meeting this challenge by embracing social-emotional learning (SEL), which can support academic learning, teach and reinforce positive behavior, motivate students to be successful, and even support a more equitable classroom.

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Has many great videos!

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New teachers-and experienced ones too-can find ideas here on how to stop disruptive behavior before it begins.

In the 1950s, psychologists Jacob Kounin and Paul Gump discovered a curious side effect of discipline: If a student was being disruptive and the teacher responded with strict disciplinary measures, the student might stop-but other students would start exhibiting the same misbehavior. Kounin and Gump called this the " ripple effect," and it demonstrated that efforts to control a classroom can backfire.

"The teacher who is interested in controlling ripple effects can generally do so best by giving clear instructions to the child rather than by exerting pressure on him," Kounin and Gump wrote.

Decades later, classroom management is still a thorny issue for teachers. Nearly half of new teachers report that they feel "not at all prepared" or "only somewhat prepared" to handle disruptive students, in part because the average teacher training program devotes just eight hours to the topic, according to a 2014 report from the National Council on Teacher Quality. This lack of training comes with a cost, as teachers report losing 144 minutes of instructional time on average to behavioral disruptions every week, which comes out to roughly three weeks over the course of a year.

Recent research confirms what Kounin and Gump discovered decades ago. A 2016 study found that while negative attention-reprimands like "Stop chitchatting!"-may temporarily stop misbehavior, students eventually became more likely to engage in disruptive behavior. Students in the study felt disengaged, had difficulty concentrating, and weren't able to effectively regulate their thoughts and emotions-a vicious cycle that "actually amplifies students' inappropriate behavior," the study authors explain.

8 Proactive Classroom Management Strategies

Instead of handling disruptions after they've happened, it can be more effective to set up conditions in which they are less likely to occur. Here are eight classroom strategies that teachers have shared with Edutopia, all backed by research.

1. Greet students at the door: At Van Ness Elementary School in Washington, DC, Falon Turner starts the day by giving each of her students a high-five, handshake, or hug. "During that time, I'm just trying to connect with them.... It's kind of like a pulse check to see where they are," she says.

In a study published last year, greeting students at the door helped teachers set a positive tone for the rest of the day, boosting academic engagement by 20 percentage points while reducing disruptive behavior by 9 percentage points-adding roughly an hour of engagement over the course of the school day.

For older students, give plenty of warning if you need them to follow instructions. Reminders and cues are helpful ways to encourage students to follow instructions without being overtly controlling or forceful. For example, if you can anticipate a disruption-such as students getting out of their seats if they finish an assignment early-give a short reminder of what they should do instead.

Reminders are commonly verbal, but can also be visual (flicking the lights to signal that it's time to be quiet), auditory (ringing a small bell to let students know they should pay attention to the teacher), or physical (using a hand signal to let students know to get back in their seats).
Courtesy of Emily Polak
But that doesn't mean choice is always bad. Giving students a sense of ownership in the room, paired with clear expectations for behavior, can have surprisingly positive effects. A welcoming space can reduce anxiety and boost academic performance. Emily Polak, a ninth-grade teacher in Madison, Alabama, gave her room a cozier feel by adding a couch, a loveseat, rugs, a coffee table, and posters. Her students decide where to sit-but if they can't get their work done, they get moved back to a desk. "Discipline issues have significantly decreased. My students seem to feel more relaxed and more motivated in a setting that honors their choices," Polak says.

It's also helpful to avoid using the word don't, suggests Alyssa Nucaro, a sixth-grade English teacher in Memphis. Students are more likely to listen to instructions that include clear reasons.

6. Set clear expectations: Instead of just displaying rules for behavior, have a discussion with your students about why those rules matter. Bobby Shaddox, a seventh-grade social studies teacher in Portland, Maine, works with his students to create a list of norms-words such as inclusive, focused, and considerate -to build a sense of community. "It helps us own the behavior in the classroom," Shaddox says. "Instead of a top-down list of rules that a teacher gives a class, these are words that we generated together. These are words that we believe in."

A 2017 study found that a teacher's nonverbal cues-such as smiling and making eye contact-can "reduce physical and/or psychological distance" with their students, boosting students' positive feelings toward the teacher and the course material while improving behavior.

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New teachers-and experienced ones too-can find ideas here on how to stop disruptive behavior before it begins.

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A visual reminder for students.  - Katrina A.

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A bulletin board that helps the class visualize the current feeling climate. - Katrina A.

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How to guide for redirecting disruptive behavior. -Katrina A.

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Do you continually have to stop your lessons due to a group of off-task students?

Are you frustrated because you’re losing too much class time to addressing disruptions?

Here are 8 ways to redirect off-task behavior without interrupting your lesson or allowing your entire lesson to be derailed.

1.  Use fewer words and less emotion.

It’s easy to drift into lengthy lecturing, nagging, and yelling questions we don’t want to hear the answers to. So, train yourself to start using a handful of phrases that are short and to the point. I like:

I need you to __.

Please ___.

Let’s stay focused.

I don’t like that.

Not appropriate.

Stay with us.

For the first redirection to the class or an individual student, I usually keep it light. I’ll say, “Stay with us”  with an encouraging smile that communicates: This is going to be good–don’t miss out!

For the second redirection, I’ll say, “I need you to follow along” with wide eyes, raised eyebrows, and nodding to communicate: You’re going to work with me here, people, right? Come on, you can do this!

For the third redirection, I’ll give a cold stare and a blank, expressionless face, and say in a monotone voice, “Not appropriate. We’re reading the text right now” to communicate: This behavior is not okay, and you know it.

It’s important not to show anger, as that often escalates or feeds disruptive behavior and will immediately get the attention of students who were engaged but now want to watch the drama unfold. Don’t match the intensity of students’ behavior: tone yourself down, which encourages them to tone down. Showing quiet disappointment or disapproval in your facial expression and tone is enough to communicate a strong message without distracting the students who are on-task.

2.  Teach kids specific non-verbal directives, like hand signals or sign language.

Show your students the signs for please, thank you, sit down, quiet, stand up, line up, yes, no, etc. This way, you can give reminders and directives without having to stop your lesson, repeat yourself, or nag.

You can also work with specific students to create individual hand signals. For example, a student might want to have a hand signal she or he can give you to indicate, “I’m getting really frustrated and need a break” and you might want a signal that says, “You’re doing __ again and you’re supposed to ___, remember?”  These hand signals are generally meaningless to the rest of the class–if anyone asks, just say, “That’s a special sign between me and her. She knows what it means.”

3.  Stand near the off-task kids but keep eye contact with the on-task kids.

As you’re teaching, walk over to where the off-task behavior is occurring. Don’t look at the kids who are being disruptive or acknowledge them, as that will shift the gaze of the rest of the class, too. Continue looking at and talking to the kids who are on-task; just stand closer to the students who are off-task.

If a kid doesn’t get the hint, rest your hand on the edge of his or her desk while you continue to teach. When the student gets quiet again, walk away without ever making eye contact or acknowledging the misbehavior. This works very well with about 90% of students, in my experience. If needed, lean down and whisper a short instruction ( “I need you to ___”) and then walk away. Don’t wait for the child to stop acting out, because that can turn into a power struggle. Say it with confidence, and then walk away so the child has a few moments to self-correct.

4.  Pair up a 3 second freeze with The Teacher Look.

Once you’ve established a strong rapport with kids, you can be confident the ice cold stare (aka the “Are you kidding me?” look) will stop most misbehavior immediately. Generally, kids who truly like and respect their teachers don’t want to be on the receiving end of the teacher’s disapproval.

My teacher look is a cross between these two, depending on how obnoxious the off-task behavior is.

I’ve heard many teachers say that The Teacher Look doesn’t work for them, because the kids who need to see it aren’t looking at the teacher. Here’s what you do: during your lesson, stop yourself dramatically mid-sentence and freeze/glare, like this:

[Talk to the class in a normal voice and look at the students who are on-task] “So, I want to hear your thoughts on…[quickly cut your eyes over to the kids having side conversations; freeze and glare at them for 3 seconds in dead silence, then look back at the on-task students]…the different strategies your group shared just now. Raise your hand if…”

Then continue on with the lesson as normal. The off-task students will usually notice that the room suddenly fell silent, and you don’t have to interrupt the rest of the class’ train of thought by saying a word. If the engaged students are furiously taking notes or otherwise involved in the activity, they often won’t even notice the freeze/look.

When the off-task behavior is really disruptive and distracting the whole class, the freeze/look is very effective at not only letting the kids who are off-task know that you notice what they’re doing, but also letting rest of the class know you’re aware of the misbehavior and you’re not going to tolerate it. If the kids don’t get back on-task, you don’t have to stop your whole lesson. You can keep right on teaching without fear of losing respect of the rest of the class, because you have acknowledged the problem. Then you can…

5.  Create a natural break in the lesson to talk privately with students who are being disruptive.

Ask the class to do a quick pair/share, turn-and-talk, quick guided practice activity, or solve a sample problem independently. Then use that moment to quietly walk over to the kids who are misbehaving. You can give a quick correction (one of your go-to phrases from strategy #1, perhaps) or talk with them about their choices.

6.  Ask simple questions that prompt students to self-correct.

Try asking questions that require the child to think about what she or he is doing and help the child determine a more appropriate behavior. This strategy works well because you don’t have to give command to kids which they might then rebel against, and you don’t force them into a position where they have to give in because they were never told what to do.

What should you be doing right now? is my absolute favorite question for promoting self-correction, and it works in just about any situation. You can also try replacing your teacher-direct commands with problem-solving prompts, like this:

Usually when I ask these types of questions, students will pause, think, and then self-correct without any problems. They’re effective because students determine the solution and choose a different behavior, and instead of wearing us both down with more nagging, I get to say something positive and encouraging afterward (“Thank you” or “That’s exactly right.”)

7.  Involve students in the lesson to engage, not embarrass.

It’s great to call on off-task students during a lesson, but only for the purpose of drawing them back into the lesson, not for shaming them for not following along. If you ask a question you know the student won’t be able to answer, that does nothing to keep up the lesson momentum or help the child successfully participate. It creates frustration for everyone involved when the entire class is staring impatiently at someone who has no idea what’s going on.

Instead, say, “[Off-task student], I’m going to call on you in one minute to demonstrate how to solve #4. [On-task student], would you solve #3 for us right now?” That gives the student a chance to prepare and also figure out what’s going on before being put on the spot.

You can also draw the off-task student into the activity through a task that doesn’t require him or her to have been paying attention. It could be as simple as:  “___, what color highlighter should I use to mark our sight words here?” That gives the child some ownership over what’s happening in the lesson and allows him or her to begin participating again. You can also ask the off-task student to hold the book up as you read, pass out materials, come up to the board and take notes for the class as you explain something, and so on.

8.   Provide support until the students experience success.

Sometimes your attempts to engage kids in the lesson work only for minute or two. If you see that a student is getting off-task again right after a subtle redirection or attempt to engage, you may need to be more persistent.

Don’t lecture or nag, just walk over to the off-task students and say, “So we’re discussing #8 right now with partners. Can you two share how you got your answers?” Stay there for a few moments to make sure the students understand what they need to be doing and are experiencing success. Give a compliment before you walk away to end the exchange on a positive note: “I knew you could do it!” “That’s exactly right, thanks” or “That’s it–keep it up.”

Those are some strategies that have worked for me. How do you redirect students who are off-task without interrupting your lesson?

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8 ways to redirect off-task behavior without stopping your lesson

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Do you continually have to stop your lessons due to a group of off-task students?

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A visual reminder to think of the long term when implementing behavior management. - Katrina A.

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This has great suggestions for how to manage the classroom in addition to set procedures.

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A great set of general expectations, perfect for posting around the room or on a bulletin board outside of your class for students to see on their way in.

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Awesome Edutopia article on how to handle transitions, both during and between classes.

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Move students in and out of class and between activities smoothly to save valuable instruction time.

While facilitating a demo lesson in front of eight Georgia instructors, my credibility crumbled when 35 cranky middle graders gridlocked themselves in a failed attempt to move their desks into small groups. Charitably, the observing teachers pretended not to notice.

Botched transitions are not only embarrassing, they're lost time. If you save 15 minutes a day through more efficient transitions, that will result in 45 extra hours of instructional time per year. Therefore, shifting students from one task to the next is worth getting right.

There are essentially three types of transitions: entering class and taking a seat, switching from one academic activity to another, and exiting class. And just like any academic procedure, transitions are taught through explicit explanations, clear models, rehearsal, and review.

1. Secure students' attention: "Focus on me, please."

2. Explain the procedure: "In a moment, return to your desks and take out your history textbooks."

3. Prepare kids for the signal to start: "When I say 'smooth,' you'll quietly proceed."

4. Initiate the transition: "And... smooth." Don't say "go," warns Linsin, because that word cues students to race.

5. Observe: Watch to make sure all students are complying.

Whether students are transitioning from reading to math, or PE to the drinking fountain, author Mike Linsin recommends standardizing the process with five steps that I paraphrase this way:

Troubleshooting

Did I provide too many or too few directions?

Did the transition catch kids off guard when they were absorbed in an activity?

Did too many kids have nothing to do?

Are there specific students who created chaos?

When transitions take too long or learners misbehave, it's time to don your figurative Sherlock Holmes deerstalker hat and reflect on these questions:

After answering those questions, try some of the techniques described below.

When transitions take too long: To counter students dragging their feet, announce how many seconds are left before the next event begins. Teachers like Tyler Hester take out a stopwatch and challenge kids to beat the transition times of other classes ( see a video example at the 35 minute mark). And here's a personal secret: Slowly counting down from five in a booming voice never fails to accelerate transitions.

When procedures aren't followed: Lining up her students at the end of the day was a problem for one fifth-grade teacher. Her challenging class often erupted into fights, and the assistant principal chewed her out for delaying the buses. As a solution, she affixed black dots to the floor three feet apart for students to stand on and provided more time for packing belongings. After a few practice sessions, her students' dismissal behavior improved.

Any transition benefits from showing young students how to ninja walk. Other routines are equally engaging; Watch Madeline Noonan's fifth graders ready themselves in "super scholar style" or with "word of the day" signals.

A number of studies show that reminders called precorrectives reduce misbehavior during transitions. Right before a transition, ask a child to describe the proper progression of steps for, say, entering the class after recess. Or play " correct the teacher " by performing examples and non-examples while learners indicate incorrect actions with a thumbs-down signal. Then call on someone to articulate or model the correct procedure.

In another precorrective, described by the National Association for the Education of Young Children, a child walks through the procedure while the teacher narrates: "Let's watch Noel at the sink. First, she turns the handles a bit. What does she need next? That's right, soap! She pumps once because that is all she needs. Now she is rinsing off the bubbles and is ready for her paper towel. How many pulls does she need? Let's say it together-one, two, that will do!"

Finally, an effective strategy for reteaching transitions is simply to direct the entire class to start over. Budget extra time for do-overs during the first two weeks of class and be patient. As the Navy SEALs say, "Slow is smooth, smooth is fast."

When students don't want to quit what they're doing: Have you ever seen a boy wail when bedtime is announced? More than likely, he felt blindsided. In the classroom, many kids feel the same volcanic emotions when asked to stop doing an activity that absorbs them. However, displaying a countdown timer, like E.ggtimer.com, Online-Stopwatch.com, or Timer-Tab.com -when combined with verbal time signals-helps students anticipate and prepare for an approaching transition.

When younger children get distracted: In an article on transitions, Sarah E. Mathews cites a 2007 study that showed how "children appeared excited to engage in many routines that were part of music." Singing the following song, says Mathews, will help kindergartners straighten their work areas between activities: "A helper I will be. A helper I will be. / There's work to do. There's work to do. A helper I will be." Or play this clean up song.

Letting students take charge of transitions: Transitions don't have to involve an entire class. Watch how Wendy Hopf's sixth graders use hand signals: Raising one finger requests help, raising two fingers asks for a bathroom or water break, and raising three fingers indicates that a pencil needs sharpening. "I love it," says Hopf, "because I have the option of saying no."

Research suggests that successful transitions are quick and have clear beginnings and endings. Meeting those requirements will maximize learning time. However, don't be afraid to add in some whimsy, like the North Carolina teacher who greets each student with a charming individual handshake as they enter the classroom each morning, thus illustrating that transitions happen with kids, not to them.

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Move students in and out of class and between activities smoothly to save valuable instruction time.

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Creating a positive classroom environment is something that all teachers should strive for. Here is a great article that gives you some tips on how to do that.

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By Jonathan C. Erwin, M.A., author of The SEL Solution: Integrate Social and Emotional Learning into Your Curriculum and Build a Caring Climate for All

There is a direct relationship between the kind of learning environment teachers create in their classrooms and student achievement. Here are 10 specific strategies for developing the optimal classroom climate and culture.

1. Address Student Needs
Remember that students, like adults, have not only physical needs but also important psychological needs for security and order, love and belonging, personal power and competence, freedom and novelty, and fun. Students are driven to meet all of these needs all the time, not just two or three of them. When teachers intentionally address these needs in the classroom, students are happier to be there, behavior incidents occur far less frequently, and student engagement and learning increases.

2. Create a Sense of Order
All students need structure and want to know that their teacher not only knows his content area, but also knows how to manage his classroom. It is the teacher's responsibility to provide clear behavioral and academic expectations right from the beginning-students should know what is expected of them all the time. Another important way to create a sense of order is by teaching students effective procedures for the many practical tasks that are performed in the classroom. For example, teach students how to:

Enter the classroom and become immediately engaged in a learning activity

Distribute and collect materials

Find out about missed assignments due to absence and how to make them up

Get the teacher's attention without disrupting the class

Arrange their desks quickly and quietly for various purposes: in rows facing the front for direct instruction, in pairs for collaborative learning, in groups of four for cooperative learning, and in a large circle for class discussions

3. Greet Students at the Door Every Day
As students enter your classroom, greet each one at the door. Explain that you want students to make eye contact with you, give you a verbal greeting, and-depending on the age of the students-a high five, fist bump, or handshake. This way, every student has had positive human contact at least once that day. It also shows students that you care about them as individuals. If a student was disruptive or uncooperative the day before, it gives you an opportunity to check in, explain your "every day is a clean slate" philosophy, and express optimism for that class ("Let's have a great day today").

4. Let Students Get to Know You
Students come in to the classroom with preconceived perceptions of teachers. Sometimes it's good, sometimes it can be an obstacle. I wanted my students to perceive me as a trustworthy, three-dimensional human being rather than as the two-dimensional perception of an "English teacher" that they may already have. Since the only way to impact people's perceptions is to provide them with new information or new experiences, I would give students a quiz about me during the first week of school. (Of course, it didn't count.) I'd have them take out a piece of paper, number it from 1 to 10, and answer questions about me. Things like: Do I have children of my own? Where did I grow up? What is something I value? What is something I do for fun? What other jobs have I had besides teaching?

After the quiz, we would go over the answers as a class while I shared a slideshow of pictures of my children, my hometown, and representations of things that are important to me, like family, education, a strong work ethic, fairness, and so on. (I would even get a laugh out of some of their answers.) Students enjoy learning about their teachers, and the quiz gave me an opportunity to share who I am, what I value, and what experiences I bring to teaching.

If the "first week quiz" isn't something you're comfortable with, think of other ways you can share with your students:

Who you are

What you stand for

What you will do for students and what you won't do for them

What you will ask of your students and what you won't ask of them

5. Get to Know Your Students
The more you know about your students' cultures, interests, extracurricular activities, personalities, learning styles, goals, and mindsets, the better you can reach them and teach them. Some ways of getting to know your students:

Educate yourself about their cultures

Talk to them

Assign journal prompts and read and respond to them

Attend extracurricular events

Have students complete interest inventories or surveys

Have students complete learning style and personality assessments

Hold regular class meetings

Play team-building games with students

6. Avoid Rewarding to Control
Over 50 years of research has shown that incentives, gold stars, stickers, monetary rewards, A's, and other bribes only serve to undermine students' intrinsic motivation, create relationship problems, and lead to students doing nothing without a promised reward. The human brain has its own rewards system. When students succeed at a challenging task, whether it's academic (a class presentation) or behavioral (getting through a class without blurting out), their brains get a shot of endorphins. Instead of devaluing their successes with stickers or tokens, talk to students about how it feels to achieve proficiency and praise the effort, strategies, and processes that led them to those successes. Then talk about what they learned this time that will help them achieve their next successes.

7. Avoid Judging
When students feel like they are being judged, pigeonholed, and/or labeled, they distrust the person judging them. It's hard not to judge a student who just sits there doing no schoolwork after you've done everything you can to motivate her. It's easy to see how we might call such students lazy. And it's easy to label the student who is constantly provoking and threatening peers as a bully. But judging and labeling students is not only a way of shirking our responsibility to teach them ("There's nothing I can do with Jonny. He's simply incorrigible."), but it also completely avoids the underlying problem. Instead of judging students, be curious. Ask why. (Where is this fear or hostility coming from?) Once you uncover the underlying reason for the behavior, that issue can be dealt with directly, avoiding all the time and energy it takes to cajole, coerce, and give consequences to students.

8. Employ Class-Building Games and Activities
It's important to develop positive relationships with your students; it's equally important to develop positive relationships among them. One of the best ways to break down the cliques within a classroom and help shy or new students feel a sense of belonging is to engage students in noncompetitive games and cooperative learning structures. There are hundreds of resources online and in books that provide thousands of appropriate choices for your grade level. Another benefit of bringing play into the classroom is that it gives your students a very powerful reason to come to your class-it's fun.

9. Be Vulnerable
Being vulnerable develops trust faster than any other approach. Admitting your mistakes shows that you are human and makes you more approachable. It also sends the message that it's okay to make mistakes in this classroom. That's how we learn. Vulnerability and public self-evaluation also help develop a growth mindset culture: We embrace mistakes rather than try to avoid them at all costs. We learn from those mistakes and grow. Make a simple mistake, like spilling a glass of water or misspelling a word on the board, and instead of making excuses, talk about how you're glad you made that mistake, because it taught you something.

10. Celebrate Success
At first this may seem to contradict strategy six about avoiding rewards. It doesn't. A celebration is a spontaneous event meant to recognize an achievement. It is not hinted at or promised ahead of time like an "if-you-do-this-then-you-get-that" reward. Instead, you might set a class goal, such as the whole class achieving 80 percent or higher on an assessment. Chart students' progress on a wall chart (percentages, not individual names). After each assessment, discuss the strategies, processes, or study habits that students used to be successful and what they learned and might do to improve on the next assessment.

Once the class has achieved the goal, hold a celebration. It doesn't need to be a three-ring circus. Showing some funny or interesting (appropriate) online videos, bringing in cupcakes, or playing some noncompetitive games would suffice. The next time you set a class goal and students ask if you're going to celebrate again, tell them not necessarily. It really isn't about the cupcakes, it's about the effort and learning.

Jonathan C. Erwin, M.A., has been a secondary English teacher, a professional development specialist, a college professor, and the director of training and curriculum for a federally funded character education program. His previous books include The Classroom of Choice (ASCD, 2004) and Inspiring the Best in Students (ASCD, 2010). Jon is currently an independent educational consultant, a senior faculty member at the William Glasser Institute, and a trained HealthRhythms facilitator. Jon's work focuses on providing research-based approaches to teaching, managing, counseling, and training that appeal to people's intrinsic motivations and help children, adolescents, and adults develop physically, intellectually, emotionally, and socially. A musician and martial arts enthusiast, Jon has earned a second degree black belt in karate and a first degree black belt in Tae Kwon Do. He lives in western New York.

Jonathan Erwin is the author of The SEL Solution: Integrate Social and Emotional Learning into Your Curriculum and Build a Caring Climate for All.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or All comments will be approved before posting, and are subject to our comment and privacy policies.

© 2016 by Free Spirit Publishing. All rights reserved.

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10 Ways Teachers Can Create a Positive Learning Environment

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By Jonathan C. Erwin, M.A., author of The SEL Solution: Integrate Social and Emotional Learning into Your Curriculum and Build a Caring Climate for All There is a direct relationship between the kind of learning environment teachers create in their classrooms and student achievement. Here are 10 specific strategies for developing the optimal classroom climate...

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Awesome example of end of class procedures.

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Great tips on what to avoid when in the classroom, also a great thing to look at when crafting your classroom procedures.

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This article outlines simple ways teachers could make connections with students to keep them engaged in class material.

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Here is a really great article that talks about different ways that you can build rapport with your students.

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Example 5 of PBIS classroom discussion board

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Example 5 of PBIS classroom discussion board

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Another example of classroom discussion-working with students to build self esteem and encourage teamwork-Erin W.

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Example 2 of PBIS classroom discussion board

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Example 2 of PBIS classroom discussion board

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Example to start a classroom discussion-helping students make good classroom behavior choices-Erin W.

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Example 3 of PBIS classroom discussion board

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Example 3 of PBIS classroom discussion board

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Example of classroom discussion-good for working with students of different backgrounds-Erin W.

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Example 4 of PBIS classroom discussion board

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Example 4 of PBIS classroom discussion board

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Example of classroom discussion-working with students to build self esteem and encourage teamwork-Erin W.

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Here is a potential pledge students to say together every morning to get them motivated to learn.

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Welcoming students into the classroom each day build community and reduces disruptive behaviors.

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Greeting each student at the door with a positive message brings benefits for both students and teacher, according to a study.

A widely cited 2007 study claimed that teachers greeting students at the classroom door led to a 27 percentage point increase in academic engagement. The problem? It included just three students.

Now a new, much larger and more credible study -comprising 203 students in 10 classrooms-validates that claim: Greeting students at the door sets a positive tone and can increase engagement and reduce disruptive behavior. Spending a few moments welcoming students promotes a sense of belonging, giving them social and emotional support that helps them feel invested in their learning.

The first few minutes of class are often the most chaotic, as students transition from busy areas such as the hallway or playground. Left unchecked, disruptions can become difficult to manage, but a proactive approach to classroom management can help students get focused and ready to learn. Rather than address disruptive behavior as it happens, proactive techniques-like greeting students at the door and modeling good behavior-reduce the occurrence of such behavior as teachers and students build a positive classroom culture together.

In the study, when teachers started class by welcoming students at the door, academic engagement increased by 20 percentage points and disruptive behavior decreased by 9 percentage points-potentially adding "an additional hour of engagement over the course of a five-hour instructional day," according to the researchers.

Ten middle school teachers were randomly assigned by the researchers to one of two groups. The first group started class by greeting their students at the door, saying each student's name while using a nonverbal greeting such as a handshake or nod. The teachers also used precorrective statements -reminders of what to do at the start of class like, "Spend the next few minutes reviewing what we covered yesterday." If a student had struggled with their behavior the previous day, the teachers often gave a positive message to encourage them to improve.

Teachers in the second group attended classroom management training sessions offered by their schools, but they weren't given any specific instructions on how to start class.

Researchers observed classrooms in the fall and spring, looking at academic engagement-how attentive students were to their teacher or classwork-and disruptive behavior, including speaking out of turn, leaving one's seat, and distracting classmates. Both measures improved in classrooms where teachers greeted their students, confirming what many teachers already know: Meeting students' emotional needs is just as important as meeting their academic needs.

"The results from this study suggest that teachers who spend time on the front end to implement strategies such as the PGD [positive greetings at the door] will eventually save more time on the back end by spending less time reacting to problem behavior and more time on instruction," the study authors write.

Building Community

Why do positive greetings work? When teachers use strategies like this, they help "establish a positive classroom climate in which students feel a sense of connection and belonging," the study authors write. "This is particularly important considering the research demonstrating that achievement motivation is often a by-product of social belonging." In other words, when students feel welcome in the classroom, they're more willing to put time and effort into learning.

Nonverbal interpersonal interactions, such as a friendly handshake or a thumbs-up, can help make greetings feel authentic and build trust -as long as students feel comfortable with physical contact.

Say the student's name

Make eye contact

Use a friendly nonverbal greeting, such as a handshake, high five, or thumbs-up

Give a few words of encouragement

Ask how their day is going

When greeting students at your door:

Addressing Underlying Causes of Misbehavior

Disruptive behavior is contagious-if one student misbehaves, it can quickly spread to other students. And while most teachers try to respond immediately, punishment often backfires. Research shows that trying to fix student misbehavior may be futile because doing so can spur resistance and more misbehavior instead of compliance.

"Despite overwhelming evidence that such strategies are ineffective, many teachers rely on reactive methods for classroom behavior management," explain the study authors.

So instead of asking, "How can I fix misbehavior?" teachers could ask, "How can I create a classroom environment that discourages misbehavior in the first place?" In many cases, low-level disruptions and disengagement have less to do with the student and more to do with factors that the teacher can control, such as teaching style and use of stimulating activities. For example, a study found that when teachers encouraged students to participate in classroom activities rather than lecturing to them, students were more likely to stay on task.

Another recent study provides additional insights: When teachers focused their attention on students' positive conduct and avoided rushing to correct minor disruptions, students had better behavior, and their mental health and ability to concentrate also improved.

Benefits for Teachers, Too

A welcoming classroom environment doesn't benefit students alone-it can improve the teacher's mental health as well. Slightly more than half of teachers- 53 percent-feel stressed by student disengagement or disruptions. The consequences can be serious: A 2014 study found that "teachers report classroom management to be one of the greatest concerns in their teaching, often leading to burnout, job dissatisfaction, and early exit from the profession."

All too often, teachers spend time and energy responding to misbehavior with corrective discipline, such as telling students to stop talking or giving them a time-out. These may work in the short term, but they can damage teacher-student relationships while doing little to prevent future misbehavior. Research shows that it can be beneficial for student and teacher well-being to instead focus on creating a positive classroom environment.

The takeaway: Starting class by greeting your students at the door helps set a positive tone for the rest of the day, promoting their sense of belonging, boosting their academic engagement, and reducing disruptive behavior.

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Greeting each student at the door with a positive message brings benefits for both students and teacher.

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An article on creating inclusion in the classroom --Erin W.

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"When we start the day with everyone together, face to face, welcoming each person, sharing news, listening to individual voices, and communicating as a caring group, we make several powerful statements. We say that every person counts. We say that the way we interact individually and as a group is significant. We say that our classroom culture is one of friendliness and thoughtfulness. We say that we can accomplish hard work and make important discoveries together. We say that teachers hold authority, even though they are a part of a the circle. We say that this is a place where courtesy and warmth and safety reign-a place of respect for all." - Roxann Kriete and Carol Davis, The Morning Meeting Book

Morning Meeting is a Responsive Classroom teaching tool that gives Elementary educators an engaging way to start each day, build a strong sense of community, and set children up for success, both socially and academically. Each morning, students and teachers gather together in a circle for twenty to thirty minutes and interact with one another during four purposeful components: Greeting, Sharing, Group Activity, and Morning Message.

Responsive Advisory Meeting serves as an anchor for Middle School educators and students, providing a predictable routine for students undergoing rapid physical, emotional, and intellectual changes. It offers a space and structure for teachers to support students, both individually and as a group, as they develop their sense of self and identity in connection to their relationships with peers.

These meetings serve multiple purposes, including setting a tone for respectful and engaged learning in a climate of trust, merging academic, social and emotional learning, and meeting students' needs for belonging, significance and fun.

We talked with Responsive Classroom Consulting Teachers and Curriculum & Instruction Designers Jane Cofie (Elementary) and Amber Searles (Middle School) about using Morning Meeting and Responsive Advisory Meeting to make belonging, significance and fun priorities in the classroom.

Why should teachers make belonging, significance, and fun priorities?

Jane Cofie: Every child wants to feel like they are an important part of their classroom community, and that they are uniquely known. When students walk into the classroom on the first day of school, some are nervous or anxious. Some are excited. But all students want to know that they are entering a classroom community in which they will fit in, be cared for, feel safe to make mistakes and take risks, and have fun throughout the school year. Cultivating that sense of belonging for all your students should be a priority for all those reasons. In addition, when you truly know your students, you can foster a community of learners that feel significant, and are engaged throughout the day. And i t's such a powerful feeling to laugh with your students, and to feel that strong sense of community.

Amber Searles: When teachers make belonging, significance and fun priorities for their students, they are promoting a sense of community in the classroom. Just like adults, children long for these things. Students are more motivated academically, socially and emotionally when these needs are met. Just think about how much more comfortable students will be in a classroom environment in which these priorities are encouraged.

What would you say to teachers who don't think there's time for Morning Meeting or Responsive Advisory Meetings?

JC: There's always time to build a positive classroom community, and Morning Meeting is time well spent. You may have to combine Morning Meeting components like the greeting and the sharing, or space components out throughout the day, but the goal is to create a positive community and set the tone for the day of learning ahead. That's important. There were years in which my students had to go to specials right away, so we met for the greeting and sharing components because we only had 10 minutes. Then, when my students came back, we did the activity and the message. I was always very strategic with the message, because it was the link to the learning in which we were about to engage. It didn't feel like I was losing time; I was setting my students up to be successful.

AS: Responsive Advisory Meeting doesn't necessarily have to happen daily - it could happen weekly, bi-weekly, or monthly, or at times when you notice a need to strengthen your class community. They don't need to take more than 20 minutes to facilitate. Just as we make the time to teach our respective academic content, we should make the time to teach students how to develop and build positive relationships with their peers. The Responsive Advisory Meeting may be the only opportunity some students have to talk with peers that they would not normally connect with. Teachers are often amazed at how these meetings change the dynamics of a classroom structure when planned purposefully.

"It didn't feel like I was losing time; I was setting my students up to be successful"-Jane Cofie, Responsive Classroom Consulting Teacher

Can you highlight academics in Morning Meeting and Responsive Advisory Meeting, while still meeting students' needs for belonging, significance, and fun?

JC: Yes! Depending on which grade level I was teaching, at certain times during the school year I devoted months of Morning Meetings to address specific content all while still meeting those needs for belonging, significance, and fun. I embedded more challenging academic content into a familiar structure or activity we all loved, so each of my students could engage and feel successful while still having fun.

AS: Absolutely! Responsive Advisory Meetings are designed to meet seven purposes , one of which is Academic Readiness. In each class, I ensure that students have academic goals that they would like to meet. Meetings focused on Academic Readiness help students exercise the skills needed for them to engage in rigorous content, and guide them to meet their academic goals.

What are some specific strategies teachers can use to highlight academics in Morning Meeting and Responsive Advisory Meeting?

JC: I recommend strategically planning Morning Meeting, as you would any other content area, and identify specific goals to meet during the meeting or within a specific meeting component. Creating a separate lesson plan for Morning Meeting to address academic and social skills can be very helpful. Looking through all the Doing Morning Meeting books for ideas, while keeping in mind the specific group of students in your classroom community, will help you determine which activities will best support the goals you establish.

When I was teaching, the social studies curriculum for 4th grade was entirely about Virginia history, from the 1600s to the present. I would structure different components of Morning Meeting to highlight the content vocabulary, famous people, and events we were studying. This was very helpful, because I would discover some of the strengths of my class, as well as areas I needed to revisit during social studies. We also did activities over several days to reinforce skills, and allow for student success during Morning Meeting. In addition, I planned out when to introduce a specific new component, so I would not be modeling every component during one day of Morning Meeting. For instance, I would do a new literacy-focused greeting on Tuesday and keep it the same all week, and then introduce a new activity on Friday and keep the activity the same until the following week.

AS: Specific strategies teachers can use to highlight academics during Responsive Advisory Meeting include teaching students how to set SMART Goals, how to strengthen their study skills and test taking skills, and how to be organized and prepared for class.

How do you use the learning you scaffold in Morning Meeting and Responsive Advisory Meeting throughout the day?

JC: I used the Morning Message the most. I would use the interactive piece or the question I posted in the lesson as the lead, link, or warm up for the learning for a specific content area later. Sometimes I would specifically embed an activity or interactive learning structure into Morning Meeting so I could use the same structure or activity during social studies. For instance, I might use Taking Sides for the activity during Morning Meeting, on low-risk topics like foods, places, or hobbies. Then during social studies, I would use the same structure for students to identify whether an event or person was more associated with the loyalists or the patriots during the Revolutionary War. Since students were already familiar with the structure from Morning Meeting, I could refer to it to gently remind students, and then move into embedding academic content.

AS: Throughout the day, I make connections by mentioning the discussions, and skills students displayed, during the Responsive Advisory Meeting. When students begin to see and make that connection they will understand the meaning behind the Responsive Advisory Meeting, and how it benefits them throughout the day socially and academically.
Learn more about supporting academics with Morning Meeting and Responsive Advisory Meeting:
The Responsive Advisory Meeting Book

Tags: Building Classroom Community, Classroom Meetings, Engaging Academics

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Highlighting Academics with Belonging, Significance and Fun

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"When we start the day with everyone together, face to face, welcoming each person, sharing news, listening to individual voices, and communicating as a caring group, we make several powerful statements. We say that every person counts. We say that the way we interact individually and as a group is significant.

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A video of team building/sharing exercises to help build a classroom community--Erin

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Morning Meetings From Pre-K to 12th Grade

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Here are some tips for building a compassionate classroom.

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Whenever something horrifying happens, like the events in Orlando over the weekend, I tend to go into a temporary tailspin. My religious and political convictions are best summed up as "Get off Facebook and make somebody a sandwich." I immediately look for something I can do, some concrete action I can take that will counteract the evil in the world.

This summer, I signed myself and my son up to volunteer at a shelter for LGBT teens. But during the school year, things are both harder and easier. Harder, because there are more obligations and less time to fulfill them. Easier, because I get to spend my entire day doing what I believe is the most important work I can find; helping to produce more compassionate, open-minded people who can heal a broken world.

There are a lot of ways to encourage compassion in kids, and a lot of people can provide way better-documented research than I can. But here are some methods I've tried over the past ten years in the middle school classroom that have helped develop kinder, more empathetic students.

1. Choose books carefully.

There are so many great books for young readers that encourage the development of a social conscience. I mean, really any book can facilitate conversations about relationships and bullying and empathy, but some novels make it incredibly easy. I especially like Roll of Thunder, Hear My Cry, Crossing the Wire, and The Absolutely True Diary of a Part-Time Indian, since they all include themes of both personal isolation and systemic oppression. It gives the kids a chance to consider things from new perspectives, and all those novels have characters that are exceptionally relatable. It's like the folks who hate gay people until a friend comes out of the closet; really good novels give you friends-albeit fictional ones-who come from different walks of life and expose you to a wider reality. Kids desperately need that, and they love it. I've never had a class be less than enthusiastic about any of those books.

2. Talk about real problems...and possible solutions.

This can be tricky, and requires an awareness of your students and their cultures. I'm not advocating letting your sixth graders read first person accounts of human trafficking victims; the goal is to raise awareness, not provide the counselor with more job security. But kids can often handle more than we give them credit for. One of my favorite class discussions this year centered around transgender bathrooms and same-sex marriage. The kids brought it up, and I was hesitant to allow the discussion to continue, but they were amazing.

Last year, after we read about undocumented immigrants and watched a documentary, the kids found a school nearby for newly arrived immigrants and got a bunch of school supplies donated. Another group in that class wrote a grant for technology that would allow deported parents to Skype with their children who remained in the United States. Although they didn't get the funding, it was an incredibly meaningful experience, and one they still talked about after they left my class.

3. Practice perspective-taking.

This one's easy, because it hits tons of standards while also building some social awareness. Also, the kids tend to enjoy it. Assignments like writing a journal from the perspective of a character in a novel or creating a social media page for a character forces kids to consider things from an alternative point of view. For middle schoolers, who tend to be positioned firmly at the center of their own universe, this is a priceless skill that helps them relate to their classmates and understand their own thought processes and motivations.

4. Provide opportunities for awesomeness.

For the past three years, the seventh grade team at my school has run a Kindness Ninja program. There are three or four teachers involved, and once a month each teacher takes a group of 10-15 kids to volunteer in the community. We've worked at a women and children's homeless shelter, socialized feral cats, played with low-income daycare kids, and spent time with the elderly in a retirement home.

My kids are all poor and come from disadvantaged communities, and this chance to be the giver rather than the recipient is unbelievably powerful. We generally have about 45 kids involved, but every year at least 70 kids apply. One hour a month changes how these kids see themselves. I won't lie; it's a pain. I dread my trip to the retirement home on the second Wednesday of every month, because it means I have to stay late and make sure my own kid is looked after and drive the rickety, terrifying school van through rush hour traffic filled with smelly kids. And it is always, always worth it.

Everybody has both the power and the responsibility to make the world better, but teachers are uniquely positioned to do so. We get to reach out to hundreds of kids and empower them to make a difference...surely at least a little of that will sink in and bear some fruit somewhere down the road! Unfortunately, we don't have a set of national standards for empathy or compassion or kindness. But until we do, we have to keep working that into the curriculum and raising Kindness Ninjas who will gradually overtake our schools, our communities, and our institutions. How about you? How do you raise awareness and compassion in your classroom?

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Tips for Building a Compassionate Classroom - WeAreTeachers

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Whenever something horrifying happens, like the events in Orlando over the weekend, I tend to go into a temporary tailspin. My religious and political convictions are best summed up as "Get off Facebook and make somebody a sandwich." I immediately look for something I can do, some concrete action I can take that will counteract the evil in the world.

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Example 1 of PBIS classroom discussion board 

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Example 1 of PBIS classroom discussion board 

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Example to start a classroom discussion-this one would be especially helpful for a class that struggled with rules or procedures the previous week--Erin W.