# data[].attributes.headline
Create classroom routines to help students follow schedule and reduce anxiety about what is coming up

# data[].attributes.subject
Create classroom routines to help students follow schedule and reduce anxiety about what is coming up

# data[].attributes.attachment_link.title
Creating Classroom Routines & Procedures | Scholastic.com

# data[].attributes.attachment_link.description
Go inside 16 classrooms from across the country to see how other teachers have successfully established routines to manage important times of the school day. Each of the slideshows below takes you on a visual and audio tour explaining how to establish similar procedures in your classroom

# data[].attributes.attachment_link.readable_text
With the pressure for secondary teachers to meet curriculum expectations in such a limited time, building a classroom community can sometimes be put on the back burner. What many teachers don't realize is that by intentionally taking time to build a positive community in your classroom, you can ease the challenges of classroom management, improve student attitude toward learning, and create an environment where students feel welcomed and supported.

Below are my 5 favorite ways to build classroom community in middle and high school.

Establish a positive classroom community by having students complete short activities that encourage kindness, collaboration, teamwork, expression, and the sharing of ideas and opinions.

These challenges don't need to take up a lot of time.Have them last 5-10 minutes.They can be used daily as a bell-ringer, weekly as a fun Friday activity, or even randomly when you finish class a few minutes early!

How it works: The teacher sets up a "Classroom Challenge" bulletin board display that includes 20 hidden activity prompts. Once a challenge is revealed, the teacher finds the corresponding activity, passes it out to the class, and they are ready to go!

Here are a few of the prompts I include in my challenge to give you an idea of the types of activities can help build community:

* Write a thank you card for someone you appreciate.

* Talk for one minute to a partner about the topic you receive from your teacher.

* Write a top 10 list on the topic of your choice.

* Imagine you are stuck on a deserted island. Pick one book, one movie, and one other item to bring.

* Play a game of 20 questions with a partner.

You know that nostalgic feeling you get when you are reminiscing with your friends about times past?Bring that into your room with "Classroom Throwbacks."Students use small cards to write down funny, interesting, and memorable moments that happen within the classroom and put it in the "Classroom Thowbacks" jar/box.

You can have students fill out the cards randomly, or you can pass them out from time to time, put students in small groups, and have them fill the cards out with a couple memories. Once the throwback jar starts to accumulate some cards, you can begin sharing them in class. You might consider sharing one a week for a "Throwback Thursday" activity. Grab this free resource by clicking here.

I once had a principal who left notes of appreciation (and a small treat) in teachers' mailboxes for little things she had noticed them doing (staying late at school working, helping out at an after-school event, giving extra help at lunch etc.). It was such a small gesture, but it had a dramatic impact on the morale of the staff. Build this same kind of morale in your classroom by finding ways to celebrate your students for the things you see them doing that deserve some praise and appreciation. There are lots of ways you can do this.You can post student work in your classroom, call or email parents to brag up those students who don't often get a pat on the back, or even have a student of the month/week display for those who deserve special recognition!I also like to keepfunny cards tucked away in my desk for those occasions where a student surprises or impresses me.

Ask for volunteers for "student paparazzi". Their job is to take pictures of students in the classroom and send them to you via email to print and post. Of course, students should only take pictures when you deem it appropriate.They could take some before and after the bell rings or during a class activity (when appropriate and with permission) or at the end of the period if class finishes up a couple minutes early. When you post the pictures in your classroom, consider framing them! I pick up low-cost frames at the dollar store and put them in different locations in my classroom (on the wall, on my desk, on the desk at the front of my room, on a bookshelf). No need to go use expensive photo paper. Simply print the pictures on regular letter paper to fit the frame's size (pictures below from the classrooms of @CamilaCdipietro and @Tarafarah7)

Framed photos create a home-like, family atmosphere where students feel welcomed and accepted. If you have a classroom website or social media account, you could also post the pictures there as long as you have parent media release permission forms.

Providing students with an opportunity to reflect on the positive moments of the week and look forward to the next week is another way to help foster classroom community.One way you can do this is by starting a weekly tradition called "Friday 5-4-3-2-1".

Students fill out the sheet by jotting down 5 things that made them smile, 4 words to describe the week, 3 things they have planned for the weekend, 2 things they learned, and 1 goal they have. Give students a few minutes to fill it out and have them share with a partner, a small group, or have a whole class discussion. If you'd like to try this out with your students, you can You can also choose to make up your own 5 prompts, as a blank version is included! download it for free here. Just write the prompts on the board and students can fill it out.

Looking for more ways to promote class community? Find more ideas below!
Student-Teacher Conferences from The SuperHERO Teacher
Classroom Community Bell-Ringers from The Daring English Teacher The Kindness Project from Room 213

Do you have any other ideas for fostering a positive classroom community?Click the comments button at the top of the post and share your ideas!

# data[].attributes.attachment_link.description
With the pressure for secondary teachers to meet curriculum expectations in such a limited time, building a classroom community can sometimes be put on the back burner. What many teachers don't realize is that by intentionally taking time to build a positive community in your classroom, you can ease the challenges of classroom management, improve student attitude toward learning, and create an environment where students feel welcomed and supported.

# data[].attributes.attachment_link.readable_text
Once a teacher has developed a philosophy for classroom management, has created a plan for how the classroom should operate, has investigated the make-up of the class, and has secured information about school expectations, then the process of establishing classroom expectations can begin. Expectations communicate specific standards of behavior for the classroom. Expectations generally communicate how students treat each other as opposed to procedures that communicate how students operate in the classroom (Evertson & Emmer, 2009). Expectations describe behaviors that make the classroom a good place to live and learn for all students (Weinstein, 2003). Expectations communicate general standards or expectations with a single rule encompassing a wide range of behaviors. Research has shown that designing and implementing expectations at school, and at home, significantly influence behavior and learning. Expectations clearly communicate that school is a place for learning and will give students a structure to help them feel that school is a safe and a predictable place to learn (Marzano et al., 2005).

Research indicates that expectations should not be forced on students, but developed with students. Student involvement increases the sense of ownership and the likelihood that students make the expectations their own. Teachers might ask themselves the following questions related to developing classroom expectations:

1. What kinds of expectations do you usually set in the classroom? (For pre-service teachers, this is usually based on experiences in student teaching or on personal experiences as a student). Additionally, effective teachers take the time to explain the reasons for expectations.

2. What are some reasons for setting expectations?

3. How might the classroom expectations differ in the elementary classroom and in the secondary classroom?

4. Should students be involved in developing the expectations? If so, how are students involved?

5. Setting student expectations is not usually a topic that students see as "fun." Think about interesting and creative ways to include students in the process.

6. Think of a time when a classroom seemed well-managed. What characteristics were observed?

7. Creating too many expectations or too few expectations can create a situation where the classroom is about expectations, not learning. How can a teacher create balance?

8. Posting the expectations is one way to help students remember them. What are other ways of helping students remember them? (Marzano et al., 2005).

As a teacher reflects on expectations for the classroom, four basic principles are offered for consideration (Weinstein & Mignano, 2003).

Principle of Expectations

Questions to Think About

1. Expectations are reasonable and necessary.

2. Expectations are clear and understandable.

3. Expectations are consistent with instructional goals and what is known about how people learn.

4. Classroom expectations are consistent with school expectations.

What expectations are appropriate for this grade level?
Is there a good reason for this expectation?
Is the expectation too abstract for students to comprehend?
To what extent do I want my students to participate in the decision-making process?
Will this expectation facilitate or hinder my students' learning?
What are the school expectations?
Are particular behaviors required in the halls, during assemblies, in the cafeteria, etc.?

One approach is to have students write a class pledge or a class promise to share expectations for how they treat each other. This strategy helps to create responsibility for the classroom, respect for self and others, and an understanding of the culture of the learner. It is a way to reinforce student responsibility in the classroom and a way to secure student buy-in. A class pledge or promise further increases how students are expected to treat each other and further enhances understanding of the class expectations. An example might include:

Every day, in every way, I will do everything I can to learn the skills I need to be a success in any job that I choose. I will respect others and myself. I will do my best.

Another approach that involves students in developing classroom expectations is to have students write or draw expectations for the classroom. Allow students to brainstorm ideas and accept all ideas that are worded positively or negatively. Transfer the ideas or drawings to chart paper. Older students can complete the process by meeting in groups and combining responses. Work with students to combine their ideas into three to five expectations for how they should be treated and how they should treat each other. Make sure that the expectations are appropriate to the level of the students. Daniel Meier, who describes his experiences as a first grade teacher in Learning in Small Moments: Life in an Urban Classroom, writes about the process of how he and his co-teacher, John Sierra, introduced rules to first graders (Weinstein & Mignano, 2003).

Secure student attention and say "Students, this is your class and I want us to work together to set our own expectations for our classroom so that we can all get along together this year". Ask if students have any ideas for expectations that are necessary for the classroom.

Establishing expectations together is common practice in classrooms where the goal is pro-social behavior and creating a high level of student involvement. Most students will take their cue and eagerly participate in listing a variety of expectations. Record all ideas and suggestions on chart paper, on a transparency, or the smart board. Students suggestions are recorded in their own words:

Don't hit people.

Don't bother people.

Don't tease people.

Be nice.

No stealing.

Don't kick.

No karate.

No kicking.

Stay out of trouble.

Take care of school property.

Help each other.

Don't say bad things about people.

After students' ideas are listed, comment that the rules are very good, but the list is so long that there are too many to remember. Comment that there are some expectations that seem to be the same. Ask students if the ideas could be grouped into fewer headings. Suggest that expectations like hitting, and kicking could hurt people physically. Circle or mark these ideas in blue. Other expectations like teasing and saying things could hurt people's feelings. Mark or circle these ideas in red. Look at the ideas written in positive terms. How should they be circled? Look at the ideas dealing with school property. Could this be a separate category?

Work with the students to crystallize a final list if expectation. The expectations might include:

1. Respect others.

2. Respect personal property of others and of the school.

3. Do your best every day in everything.

Post the expectations and attach the ideas from the students to the appropriate expectations.

Post the expectations and add ideas as necessary to the posted expectations (Weinstein & Mignano, 2003).

Whether the teacher involves students in developing the rules or whether pre-written expectations are presented, a teacher who establishes reasonable expectations, who provides an understandable rationale, and who enforces the expectations consistently will find that students are willing to follow them (Evertson & Emmer, 2009).

After a class has expectations in place, the teachers should treat expectations like any other academic subject by developing a plan for teaching the expectations. This plan could include listing the expectations on the board and transferring students' ideas from the chart to the expectations on the chart. This should include discussions and role playing of how expectations look when students follow them; how expectations sound as students follow them; and how students feel as they demonstrate them. This process requires more than one class period and may take place over the first week of school. When students start to ignore the expectations, teachers should revisit them and re-teach them. As a preventive process, effective classroom managers review the rules weekly, monthly, or by six week periods.

# data[].attributes.attachment_link.title
Developing Classroom Expectations - Project IDEAL

# data[].attributes.attachment_link.description
Setting classroom expectations for both the student and the teacher and how they should treat each other.

# data[].attributes.attachment_link.title
Demonstrating Self-Regulation With Tone of Voice

# data[].attributes.attachment_link.description
When teachers model self-regulation by using a voice that is calm, neutral, and assertive, they help students feel cared for-and ready to learn.

# data[].attributes.headline
Create classroom setup that helps students be responsible and encourages self direction

# data[].attributes.subject
Create classroom setup that helps students be responsible and encourages self direction

# data[].attributes.attachment_link.readable_text
Hi! We are Mollie and Amy from Two Nutty Teachers Teachin' from the Same Tree, and we have been playing the "What If" game for quite some time... What if we completely emptied our classrooms and created a new environment that felt inviting, comfortable, and highlighted all of the things we feel are key to student success? This year we finally got brave and took the leap.

This summer we asked our custodians to not return the furniture to our rooms after cleaning them, and we started imagining all of the possibilities. We wanted to embrace our students' learning styles and learning preferences, so we knew variety was key. We also wanted to ensure that there were several places in the room where students could collaborate. We are in LOVE with what we came up with, and the best part is the response we have received from our kiddos and their parents.

Here is a picture from the door to the classroom. As you can see, there are a variety of places for students to sit. There are three round tables that seat four students, the center island that also seats four students, three two-student tables, three individual desks, and a kidney table. In addition to the tables and desks, there is ample floor space for students who would rather sit on the floor to work.

This is the center of the classroom, and the table was the first thing that was placed in the room. The table has four stools from IKEA and is anchored by two shelves that were also purchased from IKEA. The stools really help the room to seem less cluttered and the kids like having a choice between traditional chairs and the stools.

Two students can sit and work together here:

We also have a few cozy places for kids to sit and work, including disc chairs and a futon. Behind the two disc chairs, there is a long countertop that we keep cleared off for those students who would like to stand while working.

Here is our class library, which also houses anchor charts for our core subject areas. There are three desks in this area where kids can work independently. Many questions ask if this is where our kiddos who are not on task sit, but it is not. This space is reserved for kids who choose to work on their own.

This is our gathering area and where I conduct a majority of the lessons throughout the day. It works perfectly because the students can choose to sit on the floor or on the bench, and I have access to the document camera and interactive whiteboard.

This is the kidney table where students can collaborate or where I can pull a small group for instruction.

Visitors always ask how we manage our students and their supplies in a classroom design like this. Each student has a white box (in the picture below) and a binder. This gives them a space to hold their personal materials (although we have community scissors, crayons, pencils, markers, etc.) and a way to organize papers into subject areas. The white boxes are spread throughout the classroom so that students are not on top of each other when they are getting their materials.

Students store their library books in these book bags hanging on a series of hooks my sweet hubby created for me. I have two hook racks in the room (one in the front and one in the back) to help with the flow of traffic when students are asked to get their books for SSR.

To help students stay on track, we allow them to continue choosing where to work, as long as they are making wise choices (I send my kiddos off every day with the words, "Find a place where you can be successful!"). If students are not focused and on task, they may be asked to move their number to the "First Notice" column. If they continue to make poor choices, they no longer have a choice, and the teacher chooses where they will work for the remainder of the time period.

We also needed a way for students to collaborate during the focus lesson, so we assigned each student a partner for various subject areas. When students gather in the gathering area for a lesson, they sit by their partner for that subject. It makes turn and talk much easier.

We are a couple months into the school year and, so far, there isn't anything we would change. We are looking forward to conducting a short survey with our kiddos and their parents to gather feedback on how the room is working for them. If you are interested seeing pics from Mollie's room (all pics in this post are from Amy's room) and hearing more about how the layout of our rooms is helping us to meet the needs of all of our learners, please hop on over and visit us at our blog.

Mollie and Amy are Two Nutty Teachers who strive to find fun, exciting, and engaging ways to deliver curriculum to their fourth grade students. In addition to working together as teaching partners, Mollie and Amy enjoy sharing their curriculum creations in their Teachers Pay Teachers store.

# data[].attributes.attachment_link.title
New Classroom Set Up: Encouraging Self-Directed Learning and Collaboration - Minds in Bloom

# data[].attributes.attachment_link.description
Hi! We are Mollie and Amy from Two Nutty Teachers Teachin' from the Same Tree, and we have been playing the "What If" game for quite some time... What if we completely emptied our classrooms and created a new environment that felt inviting, comfortable, and highlighted all of the things we feel are key to student success?

# data[].attributes.headline
Organized papers = less stress and confusion

# data[].attributes.subject
Organized papers = less stress and confusion

# data[].attributes.headline
Calm down corner - teaching self regulation

# data[].attributes.subject
Calm down corner - teaching self regulation

# data[].attributes.attachment_link.readable_text
After teaching for 14 years, I have had my share of students who have ADD, anxiety, hyperactivity, sensory and/or social needs. I strongly believe that teaching the whole child (meeting each child's emotional, social, academic, physical needs) makes a truly exceptional educator. However, this is not an easy job to do when you have 28 students, each with a different need, in your class!

More days than not, I wear many hats: nurse, mommy, daddy, physiologist, social worker, gym teacher, music teacher, Like it or not, we are no longer just a "classroom teacher." Can you relate!?!?!

Today I want to share with you a special little corner in my classroom- the calm down corner. The calm down corner is visited by some students more than others and on some days more than others. Depending on the day, my calm down corner is a hopping' place!

Today was one of those days. MAP testing. Bullying/name calling/hurt feelings at recess. Library book forgotten at home. Student forgot to take his/her ADHD medication. Science project left at home. My sister took my lunch. All these reasons resulted in several students asking to visit the calm down corner, at various points of the day. Truth be told, some days I want to visit the calm down corner!

There are many different parts of the calm down corner, but today we had lots of visitors with the fidget bin.

If a child feels the need to "get their energy out," or "calm down" because they are stressed out, then they can ask me for permission to visit the calm down corner. If it is not during an instructional part of the lesson/activity, then the student takes a five minute fidget pass and goes to visit the calm down corner. If it is during an important part of the lesson, I may just give the student and a fidget that they can hold quietly in their hands.

On the other hand, for those students who excess "energy," then they like the resistance bands. Just like at the gym, I have several different bands that give more and less resistance. One of my students, who was VERY worked up and agitated (not in a good way!) actually snapped one of the bands one day! I couldn't believe it! That was my cue to get different resistances. I reassured that student that he did not do anything wrong, but he really was taking out his aggression on that resistance band! (And, it worked, I may add!)

Then, there are times when a student will grab the "fuzzy fidgets." Today, for example, I had a student request to carry one of the fidgets with her when she was taking her test. It was a small, fuzzy little fidget and she was very worried and had anxiety about her performance on the test. When I let her borrow it, I saw her stroking and petting the fidget as she took her test, with a content look, not a frazzled look, on her face. The fidget did its job again!

Then, there are some students who will gravitate towards the sensory objects in the bin. They are rough, have bristles, or super soft and rubbery. These students love to experience the texture of the materials in their hands and it helps them to relax and/or focus on their work.

The next group of fidgets probably look familiar to any adult, whether you are a teacher or not, because they are your typical "stress reliever" or "koosh" balls. Students love to squeeze them if they are mad or frustrated about something. Or, just fiddle around with them as they are finishing up their work.

Now for my job- documentation. I, like you, do not have time to document every time a student visits the calm down corner, especially if it is only once in a while that they ask to go there. Some of my students never feel the need to go there all year long! However, every year I have one or two students (possibly more) that I am going through the RTI process with. Or, I need to show documentation to their parents that they are benefiting from some an extra intervention in the classroom. If I have a student who is visiting the calm down corner and using the fidgets more than twice a week, then I am documenting the frequency and the reasons of their visits, along with the success.

For confidentiality purposes, I obviously did not include a real example from one of my students. However, in the picture above, it shows how I documented the frequency and the reason/observation that the student asked to visit the calm down corner. Most likely, you will start to see a pattern. For example, this student's visits to the calm down corner would indicate that she/he has test anxiety, since the she/he asked to use a fidget during testing situations. When I discover what the pattern is, then I can address that with the parents and together we can come up with a plan that best helps their child be happy and successful in school.

All of these items are were found from the Dollar Store, Target, or The Chalkboard (our neighborhood teacher store.) Many of the items were a couple of dollars or less and have lasted over the course of several years. I think you will find supporting your kiddos social and emotional health will be well worth the investment!!

Are you looking to create a fidget bin in your classroom? This idea, with many others, can be found in my file about classroom management. Please see the information below if you are interested in purchasing this file
Classroom Management for your (Anxious, Angry, Joyful, Hyperactive) Kiddos

File Description:
This file was created to give ideas for how to help the students who:

-Are happy, joyous, and are loving life! These students will love the joy journal writing about what they are grateful for.

-Are anxious, shy, and overwhelmed. Students who are afraid to speak up in class, get scared during a thunderstorm or fire drill or MAP testing, need a brain freeze pass or a bathroom break.

-Are angry, mad, physically violent towards others or themselves. Some students hide their anger well and some students need help controlling their anger. The shades of anger resources will help these students identify the emotion and appropriate ways to deal with the anger.

-Are embarrassed or sad because they acted on their anger and created hurt somebody else's feelings. These students need to learn how to how to make a sincere apology.

-Are hyperactive and need help with controlling their excess energy. The five minute fidget pass is a great tool for these students.

-Are working to identify the different emotions that they feel on a daily basis. These feelings are not to be labeled as "bad." Students need to understand that throughout the day, their emotions change.

However, with specific tools in place, they are better able to manage those emotions.

You will find that your entire class will benefit from some of the ideas presented in this file, such as the joy journal, the feelings journal, the classroom economy behavior system, or "listening with your whole self." However, you may want to introduce some of the ideas presented in this file with only the students who you feel will benefit the most from them. For example, I only use my brain freeze passes for students who have ADD and I only use the fidgets for those students who have ADHD. However, you know your students best!

This file also includes:
* Resources and ideas for how to implement an individualized behavior plan
*Resources and ideas for how to implement a classroom economy behavior management plan- Students earn credits for good choices and debits for poor choices, getting paid on pay day and either saving their money or shopping for a fun reward
Click HERE to purchase this resource from Teachers Pay Teachers.
Save 10% by purchasing this resource directly from my website.
Do you have a fidget bin or bucket in your classroom? I would love to hear about it!

# data[].attributes.attachment_link.title
Creating a Calm Down Corner - Inspire Me ASAP

# data[].attributes.attachment_link.description
After teaching for 14 years, I have had my share of students who have ADD, anxiety, hyperactivity, sensory and/or social needs. I strongly believe that teaching the whole child (meeting each child's emotional, social, academic, physical needs) makes a truly exceptional educator.

# data[].attributes.headline
Focus on the positives and build relationships with parents/caregivers

# data[].attributes.subject
Focus on the positives and build relationships with parents/caregivers

# data[].attributes.attachment_link.description
Make math learning fun and effective with Prodigy Math Game. Free for students, parents and educators. Sign up today!

# data[].attributes.attachment_link.readable_text
Middle and high school teachers can adapt several strategies used by their elementary school peers.

© shutterstock/rawpixel.com

After more than 12 years of teaching high school English, I experienced what some teachers might call a bit of a mid-career crisis. I craved professional development that didn't come in the form of a typical workshop. In an attempt to use other teachers' classrooms as my own personal curriculum, I decided to leave my job and take a position as an upper elementary instructional coach.

I had the opportunity to observe how effective elementary school teachers create safe, engaging, and productive learning environments for their students. Thinking back to my time teaching high school, I realized that many of these elementary school strategies could be used-with some modifications-with middle and high school students.

Brain Breaks and Focused Attention Activities

When I first witnessed an elementary teacher stopping a lesson so that students could jog in place for a minute, I thought it was just a strategy to keep kids from bouncing off the walls. But over time I realized that the teachers who incorporated frequent brain breaks throughout their lessons were able to keep their students on task for longer bursts of time than those who didn't.

It turns out that both children and teenagers benefit from a one- to three-minute mental and physical break every 30 minutes so that their brains can keep up with the academic and social demands of the classroom.

Taking deep breaths-with meditation apps like Calm-gives students an opportunity to focus on their breathing and harness their energy.

Time-lapse videos (such as nature or food videos) sustain students' attention so they can refocus on learning tasks.

A game of thumb war or rock-paper-scissors gives students an opportunity to partner up for a fun, no-prep activity.

While jogging in place isn't always an option in a room full of teenagers, here are some focused attention activities that do work:

Morning Meeting and More

Morning meetings, student jobs, and other cute elementary classroom traditions are not just for fun. I found that elementary school teachers who used these approaches-which emphasize values like community, respect, and responsibility-had a far easier time implementing academic curricula than those who didn't.

I also observed that the students who didn't appear to feel safe, heard, or seen in the classroom didn't willingly participate in workshops, centers, or other activities-indicating a need for the teacher to reach out or make changes in classroom management.

Set and model clear expectations for kind, constructive student language and behavior. Anticipate, model, and explain behavioral norms before negative incidents occur.

Greet students by name at the door at the start of each class period so they feel seen.

Create an I Wonder wall where students respond to thought-provoking questions. This helps students feel heard and validated. You might designate I Wonder Wednesdays, or mix it up with Thankful Thursdays, Motivational Mondays, etc.

Here are some ways middle and high school teachers can create safe learning communities in their classrooms:

The Value of Manipulatives

Math manipulatives, such as colorful tiles and base 10 blocks, are found in many elementary classrooms. These manipulatives help break down abstract concepts into smaller parts so students can play around with and test different scenarios and solutions to complex problems.

As concepts in math, science, and the humanities get more complex, providing middle and high school students with a space to break down and manipulate abstract ideas allows them to create their own well-supported, logical arguments and proofs.

Online simulators-like Gizmos-allow math and science students to observe, test, graph, and manipulate hypotheses.

Concept maps allow students to visually assess relationships between concepts, problems, and ideas. Once students create maps-using software like Bubbl.us, Coggle, or Padlet-they can make arguments and observations about information.

Here are two ways middle and high school teachers can bring the benefits of manipulatives to their lessons:

# data[].attributes.attachment_link.description
Middle and high school teachers can adapt several strategies used by their elementary school peers. © shutterstock/rawpixel.com After more than 12 years of teaching high school English, I experienced what some teachers might call a bit of a mid-career crisis. I craved professional development that didn't come in the form of a typical workshop.