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As I make my PPTs I add student names into the lesson. They love searching to see if they will pop up in class.

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Sending screenshots/videos and/or meeting with CTs to model how students should navigate EDIO (find classes, submit work, etc) so that they can help guide their learner in navigating the platform from home

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When working with a student sometimes instead of discussing different techniques for social/emotional or academic growth I turn a discussion into a game (for example a "This or That" wheel)

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Using caretaker-specific surveys to get their input on their child's education and learning.

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Taking time to fully and explicitly teach skills instead of expecting them to automatically know. Even working 1:1 and in small groups with counselors to develop these skills.

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Working with 3rd grade gives the challenge of them having no idea what they don't know. I walk through thinking for them to then show as well.

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peer connection can provide reminders, encouragement, and accountability, helping their buddy stay organized, manage time, and complete tasks more effectively. This also fosters collaboration, builds social connections, and promotes independence!

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Students love pets so sometimes my cats join class with me. Some kids come to class in the hopes that they will see my kitties.

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I have had a lot of success with caretakers because I specifically take the time to ask them how they best would like to be contacted and in what frequency. Some CT's want to hear from me weekly, some don't want to hear from me unless there is a fire to put out. It helps me navigate my families and prioritize my calls, as well as keep relationships healthy.

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For students who are "ghosts" I will host a "Catch-Up Party" on light days where my pod mate and I are both there and we help learners get caught up. Yes kids are kind of tricked into it at times, but we try to be really positive for the kids who come and have fun with them

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I have one student who is capable of doing the work independently, but struggles to do so unless I am in the breakout room with them. On a recent project, I offered him bonus points if he completed slides on his own during work time. He completed the whole project independently after I gave that offer. This could probably work with other incentives as well.

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When caretakers have open communication with me, I can get valuable information about what is causing a lack of engagement/motivation in class. For example, speaking with a CT, I learned that my student gets very unmotivated when he does not understand the content, so if I find he is not engaging in class, it is a good sign he is very lost. These conversations have been so helpful, but I struggle when CTs are not engaging with me to help support their learner.

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Allow students some choice in topics or projects. My learners are currently working on narrative writing projects in ELA and they have many choices they are able to make to enjoy the writing as they complete it.

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Families often appreciate hearing positive feedback about learners. This has helped build some relationship with challenging families.

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I did a March Madness competition with my classes. I listed different ways that they could score points for each class using basketball terminology. The winning class got excused from a quiz.

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To start class I show kids an SEL scale (cartoon, tv, movies, etc. images) to see how they are feeling as we start a live instruction and ask them how they are doing/what they're up to. In my Nearpod lessons I try to use Would you Rather type questions and interest questions.

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I cc CTs on all webmails (positive or challenging) so that I can increase the chance the communication is read and action is taken.

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As a TOA, I am always in different classrooms. It can be hard for learners to see a new face. I found that if I make the bellringer a fun and engaging question, then they are more willing to participate, and I can learn something about them that I can later connect the content to. The current favorite is if you could have a superpower, what would it be. It may seem like a no brainer, but it has made a huge impact in my instruction as a TOA.

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I talk about my own needs for improving my processes to encourage kids that they are not alone and can find ways to be successful.

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Using information students share on day 1 "about me" to incorporate them into my examples for sociology. Using their sports, hobbies, interests, and work experience as real-world examples.

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I send learners an introduction video of myself and my course prior to meeting me. I conduct small reading groups, which change throughout the school year, so I want the learners to get to know me and what we work on in groups prior to attending.

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I try to use music to connect with students. I feel like music connects people of all backgrounds and it's a way for students to show their personalities/interests in a subtle way and for me to do the same.

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Our kids have a weekly (sometimes bi-weekly) fun days outside of class time. Learners can eat lunch and play games with their teachers and friends. My kids really look forward to this fun time and I have noticed very strong connections in class. Learners get to know their peers on a deeper level and we have become a family.

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Setting small but achievable goals during sessions and "mini deadlines" seems to help students with getting things done!

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I have students request songs and play one at the start of class with who suggested it. Many more kids suggest or talk in the chat about each other's musical taste

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I try to incorporate student names into teaching letters and sounds during reading small groups for K/1. I also keep a spreadsheet with learner favorites (colors, animals, etc) to tie into lessons.

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Anytime I'm in a meeting with STs, and they share what their interests are or what they might want to do after HS, I make an internal note in Edio so someone else who talks to them can build on that interest and make connections.

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When the student I want to motivate is in my small group I immediately monitor their progress. Then I provide words of encouragement and/or support comments on the slide they are working on in ClassKick. I have experienced a lot of success with positive narration and positive reinforcement of the desired expectations and outcomes.

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I give students bonus points if they participate in BingoBaker! and Kahoot! to review new vocabulary.

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Highlighting the student's strengths to give them motivation.

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Playing games that allow students to share about themselves. For example, "Would You Rather".

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I ask each of my teams for Allstar students in their courses and give those students a positive shout out as well as reach out to their caretakers as well!

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When talking with CT I usually find something positive that they or the ST are doing first to start off on a positive note, which makes them more motivated to continue improving

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Use examples from movies, shows, video games, music (etc) that they recognize. It almost always sparks chatter when you do!

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I made a "surprise mistake" most classes. They have to search and pay attention to find it.

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Many parents I've worked with use reward systems at home, traditional star charts may not be as effective for middle schoolers, incorporating meaningful incentives can work well. Using privileges, activities, or items they enjoy—like extra screen time or a chance to choose a family activity—can help reinforce positive behaviors and build motivation in a way that feels age-appropriate

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Students can put a song request in a Padlet. We listen to one song per guided instruction as students come in and talk about how students they to the song and also discuss the song using some of the elements of music.

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We have created engaging presentations so students feel connected to the content. Math can sometimes be boring for students so we try to make it engaging by creating presentations of their favorite teams, or shows, or movies!

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I also model my own to-do lists to students that I write daily on a notepad. I show them that I write my clas periods on my calendar every day (even though I know what times I have to teach) this helps me to stay on track with my day and cross of items once I complete them!

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I always ask my students how they are doing and if they have any weekend plans. I had a show and tell with their pets on the first day of class. I've had several students stay after class to talk about common interests with other students and exchange contact information so they could become friends.