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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

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Holley and Steiner (2005) propose a safe space is:

"The metaphor of the classroom as a 'safe space' has emerged as a description of a classroom climate that allows students to feel secure enough to take risks, honestly express their views and share and explore their knowledge, attitudes and behaviours.

Safety in this sense does not refer to physical safety. Instead classroom safe space refers to protection from psychological or emotional harm...

Being safe is not the same as being comfortable. To grow and learn, students must confront issues that make them uncomfortable and force them to struggle with who they are and what they believe." (p.50)

What are microaggressions?

Sue et al. (2007) define microaggressions as:

"are brief and commonplace daily verbal, behavioural or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of colour." (p.271)

Some examples of microaggressions include:

Inappropriate jokes

Stereotyping

Exclusion from groups and/or being dismissed or ignored

Not learning names

Denial of racial reality

Whilst microaggressions are typically subtle and interpersonal, macroaggressions are often overt and occur at a systemic level.

Understanding race and racism in higher education

Warmington (2018) states:

"The greatest barrier to addressing race equality in higher education is academia's refusal to regard race as a legitimate object of scrutiny, either in scholarship or policy. Consequently, there is little recognition of the role played by universities in (re)producing racial injustice."

It is important to recognise and address the ways in which we as individuals, as well as an institution, 'contribute to academia's racialised culture and practices' (Warmington, 2018).

This is explored in detail in Arday and Mirza's (2018) work, Dismantling Race in Higher Education. The book contains a collection of essays which explore the ideology of whiteness and the roots of structural racism in the academy.

Understanding the decolonise movement

There are increasing calls to decolonise the university and curriculum across the sector.

Although evidence of inclusive practice is clear, for example, the diversification of reading lists, decolonising extends beyond these practices in isolation.

Whilst there is no consensus regarding a definition of decolonising in an educational context, Begum and Saini (2019) propose:

"decolonisation is crucial because, unlike diversification, it specifically acknowledges the inherent power relations in the production and dissemination of knowledge, and seeks to destabilise these" (p.198)

Why is creating a safe learning environment important?

Racial microaggressions have an adverse impact on students' self-esteem and well-being.

Nadal et al. (2014) found that racial microaggressions negatively affect students' mental health.

Their results showed that microaggressions that occur in educational and workplace environments are particularly harmful to victims' self-esteem.

Our legal obligation

The Equality Act (2010) outlaws direct and indirect discrimination on grounds of protected characteristics. Therefore, we have a legal obligation to provide education in a non-discriminatory manner.

Creating a safe space is important to students and their perception of how much they learn

Holly and Steiner (2005) researched student perspectives on safe learning environments.

They found that "the vast majority of students consider the creation of a safe space to be very or extremely important and that the majority of students perceive that they learn more in such a classroom" (p.61).

It affects students sense of belonging, which is associated with academic success and motivation

Research suggests that racial microaggressions can make students feel unwanted, unwelcome and reduce a sense of belonging (Hurtado and Carter, 1997; Smith et al., 2007).

Fostering a strong sense of belonging is important as it is positively associated with academic success and motivation (Freeman, Anderman and Jensen, 2017).

Tips for creating safe spaces

A selection of practical tips are provided to help you create safe and inclusive learning environments.

Additional guidance, tips and resources are provided in the full PDF guide.

These include:

1. Learn and pronounce students names correctly

2. Address challenging behaviour head on and use these as teachable moments

3. Use micro-affirmations

4. Establish ground rules for interaction with your students at the beginning of the course

5. Write a diversity and inclusion statement for your syllabus

1. Learn and pronounce students names correctly

Ambrose et al. (2010) state that "creating an effective learning climate often includes making students feel recognised as individuals, both by instructors and peers" (p.182).

This can be achieved through learning students' names and providing opportunities for students' to learn each other's names.

However, whilst learning names can reduce anonymity, pronouncing names correctly is also important.

Research by Kohli and Solorzano (2011) shows that mispronouncing names can have a negative impact on the world view and emotional well-being of students.

In order to help you learn names, consider asking students to state their name before they begin speaking, for example if they are responding to a question or comment, or use name tents (a folded piece of card with a students' name on it).

If you unsure how to pronounce a student's name correctly, ask them directly and do not be afraid to ask more than once.

Taking the time to learn and correctly pronounce a student's name will not only make the individual student feel valued, but also provide an opportunity to model inclusive behaviour for all students and create a positive classroom climate (O'Brien et al., 2014).

2. Address challenging behaviour head on and use these as teachable moments

Do address any challenging behaviour head on, for example:

microaggressions

alienating behaviours or

attitudes etc.

Research shows that students will take cues from teachers about how to react in tense moments, therefore, ignoring challenging behaviour can further marginalise students, and squander opportunities to promote mutual understanding and dispel stereotypes (Sue et al., 2009; Bergom et al., 2011).

Not dealing with challenging behaviour such as microaggressions, can have an adverse consequences for the individual responsible, which include lowering empathic ability and maintaining false illusion (Spanierman et al. 2006).

Therefore, try to turn these difficult moments into teachable moments and opportunities for learning.

Ambrose et al. (2010) suggest that if tensions are running high, to "funnel those emotions into useful dialogue" for example, encourage students to take a different perspective using role play, or use a time out to allow students to write down their reactions, thoughts and feelings (p.184).

3. Use micro-affirmations

Rowe (2008) defines microaffirmations as "tiny acts of opening doors to opportunity, gestures of inclusion and caring, and graceful acts of listening" (p.46).

Research by Estrada et al. (2019) found that students' experiences of microaffirmations can positively contribute toward their integration into discipline communities' (p.13).

Moreover, studies have shown that 'students with high levels of identity affirmation are more likely to have:

higher self-esteem, self-concept, academic achievement;

fewer mental health problems; and

positively cope with and respond to everyday discrimination (Ghavami et al., 2011; Umaña-Taylor et al., 2008, as cited in Ellis et al. 2019, p.2).

Powell et al. (2013) condenses micro- affirmations into actions, which you can use in your everyday interactions with students.

These include:

Active listening

Focus on hearing clearly what is being said by students, and reinforcing this understanding through use of eye contact, nodding, open body language, summarising statements and asking questions to confirm understanding.

Affirm students emotions

If a student discloses an experience (positive or negative) to you, verbally acknowledge and validate students' feelings regarding this experience. Express affirming statements with genuine sentiment and appropriate body language.

Statements can be simple, such as "I appreciate this is frustrating..." "I can see you are really excited by this opportunity..."

If the experience is challenging, validate students' feelings whilst guiding them to develop a productive perspective on their experience.

Where appropriate, signpost students to services and identify relevant resources and options available to them.

Recognise and validate students experiences

This does not mean you have to have agree with the student's interpretation of the experience.

Instead, focus on making it clear to the student that you understand the challenge of their experience, and that you are willing to help them consider productive ways of dealing with it.

You can do this through using verbal, written and body language cues that show you care about what the student is saying and are interested in helping them.

4. Establish ground rules for interaction with your students at the beginning of the course

Research suggests that students must confront their biases and be aware of their values and beliefs in order to think critically and become culturally competent (Diller, 2004; Van Soest and Garcia, 2003).

This can be facilitated in a number of ways, including classroom discussion.

However, Holly and Steiner (2005) suggest that if students are to risk self-disclosure in discussion (i.e. expressing views that might not be readily accepted by others), the rewards of doing so (i.e. personal growth) must outweigh perceived consequences (i.e. possible embarrassment or ridicule). One way to facilitate and encourage open and honest discussion is through establishing ground rules with your class.

Ambrose et al. (2010) state that "ground rules can help to assure that peers are being inclusive and respectful in order to create an effective learning climate and promote students' development" (p.183).

Garibay (2015) suggest that if possible, instructors should dedicate a portion of the first session to develop ground rules with students, however, if this is not possible due to time constraints, ground rules should be included in the syllabus.

Example ground rules

Garibay (2015, p.9) provides the following suggestions for ground rules:

Respect the opinions of others in class discussions.

When you disagree, make sure that you use arguments to criticise the idea, not the person.

When offering an opinion or answering a question, support your assertion with arguments and evidence, not generalisations.

Avoid dominating class discussions.

Be open to the ideas and experiences of others in the class.

If you are nervous about speaking in class, remember that your perspective is valid and the class deserves to hear it.

Be conscious of body language. Nonverbal responses can also indicate disrespect.

5. Write a diversity and inclusion statement for your syllabus

The Harriet W. Sheridan Centre for Teaching and Learning (HWSCTL) at Brown suggest "including a diversity statement on your syllabus can set the tone for your classroom environment. It shows students that you value and respect difference in intellectual exchange and are aware of current campus conversations surrounding diversity."

Tips on how to write a diversity statement, as well as more examples are available from Yale's Poorvu Centre for Teaching and Learning.

Example diversity statements

From the University of Iowa College of Education
"Respect for Diversity: It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit.

It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture.

Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups.
In addition, if any of our class meetings conflict with your religious events, please let me know so that we can make arrangements for you."

From Monica Linden, Neuroscience, Brown University
"In an ideal world, science would be objective. However, much of science is subjective and is historically built on a small subset of privileged voices.

I acknowledge that the readings for this course, including the course reader and BCP were authored by white men.

Furthermore, the course often focuses on historically important neuroscience experiments which were mostly conducted by white men.

Recent edits to the course reader were undertaken by both myself and some students who do not identify as white men.

However, I acknowledge that it is possible that there may be both overt and covert biases in the material due to the lens with which it was written, even though the material is primarily of a scientific nature.
Integrating a diverse set of experiences is important for a more comprehensive understanding of science. Please contact me (in person or electronically) or submit anonymous feedback if you have any suggestions to improve the quality of the course materials...."

The student perspective

Views from UCL students

"Racial discrimination is subtle, in the sense that it's not explicit, but rather the way lecturers and students word things, this can come across as offensive for a person of a minority background." UCL's Race Equality Charter (REC) Student Survey

"Discrimination often occurs in a very subtle way... people who do it, may not notice it. The way teachers for example sometimes refer to "the Chinese people" or "the Indian people" etc. in a lecture, just because of physical appearances." REC Student Survey

"Teaching staff poke fun at international students - knowing they will not get the joke." Challenge Consultancy. focus group

"From blatant comments to a lot of microaggressions and subtle racism from peers. None gets addressed because the majority of lecturers and seminar tutors are also White. Therefore, either unable to recognise it or have an unwillingness to do so." REC Student Survey

"Whilst I feel that race and ethnicity is discussed in academic discussions, I find it is only ever briefly brushed past or not spoken about explicitly enough... This often gives the impression that issues of race and ethnicity are outside the norm, that they are in the peripheries of what is important as opposed to central to many peoples' life experiences alongside how many issues are navigated in our world." REC Student Survey

Views from other students in the sector

"Nicknames have to be adopted by lecturers for minority students for whom their names are deemed too difficult. Often this takes place initially when a lecturer screws their face upon seeing an 'ethnic' name on the register." Tackling racial harassment: Universities challenged, Equality and Human Rights Commission

"A lecturer commenting about people speaking in 'difficult' accents - it made me feel selfconscious about the way I speak. I feel that in the beginning of my course, I was not very sensitive towards microaggressions and would a lot of the time just blame it on myself and thus resulted in me feeling less able than my white peers." Insider-Outsider, The Role of Race in Shaping the Experiences of Black and Minority Ethnic Students at Goldsmiths

"My teacher ignored me and went round the class asking everyone in order questions, when she got to me she skipped past me and asked the person next to me instead (I was the only BME person in the class). She also never knew my name and just said "you" or point at me, whilst she knew everybody else's name." Degrees of Freedom, SOAS

"Most of the time it's in the way teachers talk to you, their body language, their demeanour. They'll use certain phrases that they wouldn't use with your Caucasian peers. There is a change in the attitude when they address you. And you can feel it." Tackling racial harassment: Universities challenged, Equality and Human Rights Commission

Resources

A full list of resources is available in the full PDF guide.

Resources to help close the awarding gap on the project website also has many more resources and further reading.

This guide has been produced by the BAME Awarding Gap Project for the UCL Arena Centre for Research-based Education toolkits. You are welcome to use this guide if you are from another educational facility, but you must credit the project.

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Creating safe spaces for students in the classroom

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Holley and Steiner (2005) propose a safe space is: "The metaphor of the classroom as a 'safe space' has emerged as a description of a classroom climate that allows students to feel secure enough to take risks, honestly express their views and share and explore their knowledge, attitudes and behaviours.

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Motivate students with a social learning experience to increase engagement, drive collaboration, and build community through course content, including books, articles, web pages, videos, podcasts, and images.

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Prioritized Standards for English/Language Arts, Mathematics, Science, and Social Studies

Pursuant to IC 20-31-3-1(c-d), the Indiana Department of Education's (IDOE's) Office of Student Pathways and Opportunities partnered with Inspire Success to conduct a research study that defined essential postsecondary skills necessary to promote future success in employment, enrollment, or enlistment leading to service. The Office of Teaching and Learning used this study to inform a subsequent standards prioritization process as required by IC 20-31-3-1(c-d). Through this process, the Office of Teaching and Learning convened stakeholder committees and facilitated an extended public comment period to collect feedback related to standards prioritization and vertical articulation. Prioritized standards for each content area include those designated as essential for mastery by the end of each grade level or course. The prioritized standards that follow were adopted by the State Board of Education (SBOE) on June 7, 2023. Review the Spring 2023 Standards Implementation memo for more details regarding instructional and assessment timelines.

Additional Indiana Academic Standards

Pursuant to IC 20-31-3, IDOE revises the following standards at least once every six years. The review period integrates educator committee feedback with a public comment period. Upon formal adoption by the SBOE, the updated standards are to be implemented by Indiana schools and assessed by Indiana's state assessments, as appropriate. Please review the Revision and Implementation Guidance for Indiana Academic Standards for more details. Each set of standards listed below is accompanied by its respective adoption year.

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Pursuant to IC 20-31-3-1(c-d), the Indiana Department of Education's (IDOE's) Office of Student Pathways and Opportunities partnered with Inspire Success to conduct a research study that defined essential postsecondary skills necessary to promote future success in employment, enrollment, or enlistment leading to service.

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Mayra Almarez/Elizabeth Kleinrock - 2018 Teaching Tolerance Award

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Mayra Almarez/Elizabeth Kleinrock - 2018 Teaching Tolerance Award

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Meet the recipients of the 2018 Teaching Tolerance Award for Excellence in Teaching.

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Search Results for Common Sense Education

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Common Sense is the nation's leading nonprofit organization dedicated to improving the lives of all kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century.

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World's most popular online marketplace for original educational resources with more than four million resources available for use today.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Create your own jeopardy template online, without PowerPoint. Or browse the pre-made templates created by other people!

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Youth Engagement

Nature Lab is The Nature Conservancy's youth curriculum platform.

Connect With Nature Middle school children birdwatch and learn about the species of birds during the First State National Park's Bioblitz outside Wilmington, Delaware. On May 20 and 21, 2016, the Nature Conservancy and the National Parks Service partnered with National Geographic to execute the First State National Park's first Bioblitz. Over the course of the two-day event, over 800 observations were recording and more than 300 species were identified. More than 30 volunteers, 200 middle and high school students, and 100 community members participated in nature walks, species inventories and educational science experiments. © Devan King/TNC

Nature is the fantastic factory that makes the building blocks of all our lives-food, drinking water, the stuff we own and the air we breathe. That's why The Nature Conservancy and its 1000+ scientists have created Nature Lab: to help students learn the science behind how nature works for us and how we can help keep it running strong.

Wildfires: Impact of Climate Change

The impacts of climate change can be seen in ecosystems in many ways. Some effects can be minor, and some can be more detrimental to the overall health of the ecosystem. Since ecosystems can manage changes well for a certain amount of time, changes can often be seen through long term research. Explore how wildfires leave a measurable impact on an ecosystem.

Ocean Heroes: Coastal Frontline Communities and Climate Justice

The health of the oceans is suffering, and this has affected some of us more than others. Coastal communities, and those who are less-advantaged because they have less access to resources and face increased societal oppression, are more at risk from rising sea levels and storms. But there's some amazing groups working around the world to make change.

Nature Lab at Home!

Grades 3-8 | Use our week-long thematic family guides to lead at-home enrichment activities! With videos and learning activities, including a weekly hands-on project to get outside safely, kids can explore nature right in their community. Download individual weekly guides below.

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Discover Nature Lab content in Spanish, including virtual field trips, teaching guides, and a new series created with Nickelodeon, Planeta Bala. || Descubre más recursos diseñados para jóvenes en español, incluyendo guías para maestros, vídeos educativos, y una nueva serie, Planeta Bala.

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Nature Lab is our hub for youth curriculum that gives teachers, students and families customizable, interactive lesson plans to explore and understand nature.

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Created and maintained by the American Federation of Teachers, Share My Lesson is a community of teachers, paraprofessionals and school-related personnel, specialized instructional support personnel, higher education faculty, and parents and caregivers who contribute content, collaborate, and stay up to date on the issues that matter to students and educators everywhere.

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It was processed successfully! It was processed successfully! Trusted By Teachers in Over 20,000 Schools "My students loved the videos. I started the video subscription in May and used them as a review before the state test, which I know contributed to 100% of my class passing the state test."

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Welcome to Fundamentals training. By reading, watching videos, and doing activities, you'll learn how to integrate Google in your classroom. By the end of this course, you'll be ready to take the exam to become a Google Certified Educator Level 1.

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Unfortunately, Ditty is an app. I still wanted to include this in my toolbox though! Ditty is an app that allows teachers to put messages into songs! This is so fun and engaging!!

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CREATE: Illuminate Student Voice through Student Choice

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Amazon.com: CREATE: Illuminate Student Voice through Student Choice: 9781951600280: Petty, Bethany: Books

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Broken into 10 easy to digest chapters - take a journey through technology integration and be inspired to use technology in really meaningful ways in your classroom.

In Illuminate, author, educator, and technology trainer Bethany Petty explains how to use technology to improve your students' learning experiences.

You'll discover . . .

Engaging ways to incorporate technology in any classroom

Tips for using apps and QR codes to improve communication with parents

Strategies to empower students (and you) to reflect on and share learning

Practical ideas for increasing collaboration, critical thinking, and creativity.

Bethany shares specific how-tos for using a wide variety of apps and tools. She also explains the why behind using technology, and shows you how to use it to meet your students' needs and make learning memorable.

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Culturally Relevant Teaching Resources for Educators - School of Education | UW-Milwaukee

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Culturally Relevant Teaching Resources 2021 Institute for Urban Education Equity Conference Recommended Reading (PDF) Teaching Race: Pedagogy and Practice Effective Educational Videos Understanding by Design Diversity and Inclusion Teaching Inventory of Inclusive Teaching Practices Classroom Dynamic…

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Culturally Relevant Teaching Resources for Educators

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Providing "windows and mirrors" so that students can both see themselves and be exposed to new realities isn't a novel concept for teachers. But as we grow increasingly aware of the many people whose stories remain untold一and the ripple effect our collective ignorance has on shaping our discourse and our cultural priorities-it's worth revisiting what's been sitting on classroom bookshelves.

What new opportunities are there to make students feel more included and more connected to what they're learning in school?

Performing a careful, focused audit of your classroom or school library often turns up problems, some of them hard to spot at first glance. The hugely popular Skippyjon Jones series, for example, a New York Times bestseller in which a Siamese cat identifies as a Chihuahua, remains a popular pick for elementary-aged children and yet critics say it promotes harmful stereotypes of Mexican people and generally misrepresents Latinx people, language, and culture. The books continue to be adapted into musical productions and remain a commercial success-but they made the American Library Association's 2018 list of 10 most challenged books, an acknowledgment of the widespread criticism from scholars, teachers, and parents.

Such blind spots in our libraries can translate into inaccurate and even harmful depictions of the different groups in a classroom, isolating children or making them feel like outsiders. Books that represent and honor the diversity of the classroom, however, highlight the beauty and accomplishments of those groups instead of pushing them to the sidelineㅡand give students a glimpse into the lives of people different from them.

"Books become transformative when they shift our perspectives, alter our worldviews, and deepen our relationships with others," writes Kathryn Fishman-Weaver, an executive director of Mizzou Academy, an online high school housed at the University of Missouri's College of Education.

Here are five ways to audit your classrooms and libraries to foster a learning environment that embraces the richness of student identities.

Auditing Your Books

Doing an inventory of your books can be as simple as assessing your library while asking yourself a few questions that touch upon a wide range of diversity, writes fifth-grade teacher Talya Edlund. For example, how many of your books do the following?

Feature people of color as the central character, rather than a sidekick

Feature LGBTQ and gender-expansive characters

Feature characters with differing physical and intellectual abilities

Feature characters who are not lanky, scrappy, skinny, or small

Feature characters from nontypical family backgrounds

Treat incarcerated characters with dignity

As you inventory your books, try looking beyond representation:

Do too many of the books depict worlds that are utopian and trouble-free?

Do the books rely too heavily on caricatures or promote harmful stereotypes in subtle ways?

Are typical gender roles dominant across the library?

Are women frequently represented as powerful leaders or as instigators of action and change, for example?

Are language and cultural heritages honored?

Trying the 'Bingo' Exercise

Teachers can begin taking a close look at their classroom libraries, which "offer a powerful litmus test" to identify what's missing from their lessons, writes Fishman-Weaver. She suggests using a "bookshelf bingo" exercise in which teachers can reflect together on books they've read and also the books they teach or recommend to students.

The bingo card, composed of squares that teachers can fill in with the titles of books by a Muslim author or an Indigenous person, for example, serves as a catalyst for discussion about experiences and worldviews that are clearly absent from the curriculum, says Fishman-Weaver. "It affirms that reading can be a social journey, and I've found these conversations to be incredibly helpful," she writes.

Being Mindful of Deficit Framing

Some texts representing diverse people and contexts inadvertently portray those characters in a negative light or subtly perpetuate deficit stereotypes, cautions Natasha Thornton, a professor of literacy education at Kennesaw State University.

Avoiding insensitive inclusion in your library, therefore, requires taking into account who the book's author is, whether the book portrays the characters in affirming and authentic ways-rather than overemphasizing victimhood or depicting characters as hopeless-and whether it presents situations in a way that is true to life and relevant to contemporary society, according to a 2002 article in The Urban Review. One example of culturally conscious African American children's literature, according to educator Bena R. Hefflin, is the book Cornrows, by Camille Yarbrough, which tells the origin story of cornrows and how the hairstyle became a tradition that's been passed down for generations, painting a colorful and truthful history that remains pertinent even today.

Making Kids the Librarians

Enlisting students to help revamp a library is a straightforward way to let them take ownership of their learning and contribute their unique perspectives.

When Meredith Kimi Lewis started creating book bins around the subjects she intended to teach, she decided to involve her students in the process. "One student took the first bin and labeled it Books About Asian Americans. It was followed by Books About African Americans," writes Lewis, a former elementary teacher and a program specialist for Seattle Public Schools.

Then, her students kept the suggestions coming, adding even more specific labels, such as Chinese American Girls, Native Americans, and Kids Who Recently Moved to the U.S., says Lewis. Beside ethnicities, students made bins based on themes like disabilities, types of families, foster care, and divorce. "I want students to feel proud and accepted-to see other children who struggle to find a voice, and who have dreams and challenges like their own," she writes.

Creating Their Own Stories

Despite the growing number of diverse print and digital books available today, there may not be stories that reflect every kid's culture, language, and background. That's part of the reason why you should consider supplementing your library with opportunities to start from scratch, by "creating stories with children that build on their [own] experiences," writes educator Amanda Armstrong.

For younger kids, consider using verbal prompts to help them initiate or extend a story, suggests Armstrong. Or, use photos taken by children to generate stories or recount events, by writing, drawing, or speaking out loud. If possible, get their families involved in crafting the narratives, adds Armstrong. During early childhood, letting family members engage in the learning process can "help build the home-school connection, make stories relevant to students, and demonstrate the collaborative nature of the early learning community," she writes.

After Reading, Facilitating Discussions

Once you have brought in more diverse books for your library, it's important to think about how to leverage those materials and address questions of identity, tolerance, and human diversity as the year progresses.

One way to make sure students take advantage of these resources is to facilitate open discussions about the readings. For those in elementary grades, read-alouds can serve as a powerful tool, writes fourth-grade teacher Jaren Maynard. Don't shy away from having conversations about topics such as race in your classroom either, Maynard adds, saying that sometimes teachers "can be naive to the fact that our students from different backgrounds are forced to grapple with racial issues every day," regardless of their age group.

Draw connections to real-life events whenever possible. "Students learn best when they are engaging with topics that they feel connected to," says Maynard. When reading a book, you can start a discussion about a related protest in the students' neighborhood, for example, or ask how the book is relevant to a slogan you keep seeing, she adds.

To push the conversation even further, consider having students examine the texts more critically. Ask them to write or talk through a situation or a challenge from one of the characters' perspectives-ask them, "How do you think this character would react" to a hypothetical situation-or have them discuss whether the book was "a window, a mirror, or both," writes elementary school principal Don Vu. "It's important to discuss this question as a classroom community so that students can find meaning in their own perspective and the perspective of others," he says.

Finally, consider assigning background reading before students dive into texts that have specific historical contexts, Vu says. If you're planning to read Write to Me: Letters From Japanese American Children to the Librarian They Left Behind, by Cynthia Grady, for instance, students will need to have some basic understanding of the World War II internment camps, he explains.

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5 Ways to Audit Your Classroom Library for Inclusion

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Providing "windows and mirrors" so that students can both see themselves and be exposed to new realities isn't a novel concept for teachers. But as we grow increasingly aware of the many people whose stories remain untold一and the ripple effect our collective ignorance has on shaping our discourse and our cultural priorities-it's worth revisiting what's been sitting on classroom bookshelves.

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Teachers are in a unique position. They have the ability to impact the lives of hundreds of kids and young adults that come through their classroom. This can be even more profound when some students come from less than ideal family situations. Some days for teachers are rewarding. Some days might make you wanna cry.

Most teachers you talk to absolutely love their job, in spite of the challenges and pressures that come along with the work. When we love doing something, we want to improve and be our best. There are some great online resources for teachers, and TED Talks are no exception.

We've gathered a few of our favorite TED and TEDx talks for teachers, that we really think you'll enjoy. So here are 5 of the best TED talks for teachers.

The One Thing All Great Teachers Do | Nick Fuhrman

Dr. Nick Fuhrman, also known as "Ranger Nick" is an associate professor of environmental education in the Department of Agricultural Leadership, Education, and Communication. He's received degrees from Virginia Tech and the University of Florida, and continues to educate many about ecology and the nature around us by teaching others using

He's been Ranger Nick since the ripe age of 16, when he became the youngest member of the Maryland Department of Natural Resources. But his aspirations began way before that, at the age of 7, when Ranger Bill visited his school. Nick explains that in just 45 minutes learning from Ranger Bill and his animals, his lifelong goals were set in motion.

What is it that Bill did to have such a profound impact on him?

"Ranger Bill wasn't just presenting information - he was teaching it."

Nick, along with the help of a few surprise guests, presents not one thing but 4 things that all great teachers do.

Grit: the power of passion and perseverance | Angela Lee Duckworth

IQ and test scores are important. These are good ways to gauge a student's level of knowledge. They are often used as the main indicator of a student's

"But what if doing better in school and in life, depends on much more than your ability to learn quickly and easily?"

After leaving a high-profile consulting job and taking up teaching math in New York, Angela Lee Duckworth set out to answer this very question. She and her team researched a large number of students in a variety of schools and settings, from military academies to national spelling bees. They also studied teachers from a number of schools in different cities and socioeconomic backgrounds.

What was the deciding factor on whether a person would succeed? It wasn't IQ. It wasn't good looks or physical health. It wasn't social intelligence.

It was grit.

In this TED talk, Angela discusses the powerful effect grittiness can have, both on teachers and students alike. And thus, the strong need to instill it as best we can in our students.

Every kid needs a champion | Rita Pierson

Rita Pierson has been teaching students of all ages for over 40 years. She comes from an education background, with both her mother and father - and her maternal grandparents - serving in the education system for most of their careers.

In her talk, she discusses the importance of not just trying to force your students to "learn lessons", but to build connections with them. One fellow teacher told her, "I'm not paid to be liked. I teach, they learn, case closed." Rita responded, "You know, kids don't learn from people they don't like."

She also highlights the need to motivate your class and to build their self-esteem, and how you can do so. When one student missed 18 questions on a 20 question quiz, instead of writing -18 on the students paper, she wrote a +2 and a big smiley face. The student asked her, "Is this an F?" She responded yes. The student asked again, "Then why did you put a +2? Rita encouraged the student to focus on the positive, and challenged them to improve their results the next time.

As she puts it: "-18 sucks the life out of you. +2 says 'I ain't all bad.'"

Rita's love for teaching and her passion for talking about it might make anyone consider becoming an educator themselves.

What makes a good teacher great? | Azul Terronez

Azul Terronez is an international leader, author, and educator. He teaches others how to lead in projects and schools as well.

During his his 24 years as a teacher, Azul asked the above question everywhere he went. "What makes a good teacher great?" He collected 26,000 responses from 8 different schools, and began to notice some patterns and connections.

For example, Azul states: "Often times I heard 'A great teacher loves to teach.' 70% of the time, the quote or answer that follows was, 'A great teacher loves to learn'... What if they did?... What if they saw their teacher struggle through something they didn't actually know, and then eventually discover the answer?"

Students want to see that learning is important to their teachers. They want people they can communicate with, someone who will not just talk, but listen.

This TED talk is a valuable insight into the minds of students of all grade levels. Perhaps you will learn something new, and be inspired by the feedback presented in this video.

Teachers need real feedback | Bill Gates

If you haven't heard of Bill Gates, may I be the first to welcome you to planet Earth. Do try the coffee, it's wonderful.

Students are constantly receiving feedback. Teachers give them commendation, and also help them to see where they can improve. Unfortunately, teachers themselves are rarely the beneficiaries of feedback.

This is a problem, since teachers need it just as much. They need to know if their methods are effective. Are they reaching their students? Are they effective? If not, how would they know whether they need to make any positive changes?

"The system we have today isn't fair to them, it's not fair to students, and it's putting America's global leadership at risk."

The best academic performer in the world is the province of Shanghai. Young teachers there are able to shadow more experienced teachers as they educate students. They have a weekly study group where teachers bounce ideas off each other on how to improve. They even require teachers to observe and give feedback to their colleagues.

What would a similar system look like in America? And how could it be implemented?

Continue learning so you can continue teaching

Educational resources like these are an excellent way to improve our teaching, and motivate our students to grow as well. BeSafe Technologies is proud to offer our own educational resources like this article and many more, free of charge.

There is plenty of room to continue refining our educational system, and the facilities in which our students learn together. With advancements in teaching methods, there are also many advancements in school safety and security technology.

To learn more about how we can make schools safer for students, teachers, and faculty, visit our rich resource library.

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5 of the Best TED Talks For Teachers - BeSafe - School and Workplace Safety

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Teachers are in a unique position. They have the ability to impact the lives of hundreds of kids and young adults that come through their classroom. This can be even more profound when some students come from less than ideal family situations. Some days for teachers are rewarding.

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Second-grader James is having a rough day. He overslept and was late to school, missing out on breakfast. His best friend is out sick today. At recess, he fell and skinned his knee, and other kids made fun of him for crying a little. Now, it's time for reading, his most challenging subject. After the third time he makes a mistake and is gently corrected by his teacher, Ms. Hernandez, he's simply had enough. He throws the book on the floor and shouts that everyone hates him, and he hates them too. Ms. Hernandez asks the rest of the reading group to read silently, then quietly leads James to the classroom calm-down corner.

Calm-down corners are a popular tool in classrooms these days and with good reason. Teachers recognize that kids, like adults, have a lot of feelings and emotions to process throughout the day. Sometimes, it's all too much, and the result can be bad behavior. A calm-down corner, sometimes known as a peace corner or even Antarctica (a place far away from everyone else), gives kids a place to recenter and refocus so they can join the learning again. Here's how to build and effectively use one in your classroom.
Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. Thank you for your support!
1. Create a safe and cozy space

The best calm-down corners feel a little separated from the rest of the classroom. If you have space, set yours up with a physical barrier of some kind. Low bookshelves work well since teachers can easily see over them, but kids still feel like they've got distance from everyone else.

Make your calm-down corner a space that feels safe and cozy, the kind of place where a kid can just relax for a few minutes. Throw pillows, floor cushions, and a stuffed animal or two can create just the peaceful atmosphere you're looking for.

If you don't have a lot of space in your classroom, think creatively. Give kids the illusion of separation by letting them turn their back to the rest of the classroom. Have them sit on the floor under a desk or table, and provide noise-canceling headphones so they can block out what's around them. The point is to find a space where kids can tune out the rest of the world for a few minutes and focus on processing their feelings.

2. Provide guides to calm down

Sending kids to a safe space is a good start, but they'll need help to calm down and refocus once they're there. If you have the wall space, hang posters and signs to guide them. This kit from Natalie Lynn Kindergarten has terrific resources for helping students identify how they're feeling and find ways to regain their calm.

No room for signs, or want the ability to take your calm tools with you? Try a binder instead. This one from Pre-K Printable Fun has a nice selection of exercises kids can use anywhere when they need to find a sense of peace.

Here's another option we really like: the Calm Down Cloud pack from Oriental Trading. The cheerful colors and truly helpful ideas are bound to be popular with students.

3. Offer calming books

There are so many amazing books focused on helping kids with social emotional learning . Add a few to your classroom library to use for read-alouds, and keep them in your calm-down corner for kids to look at when they need them most. Here are a few of our favorites.

Find Your Calm (Garcia/Pineda): The narrator in this book does a great job describing what anxiety can feel like ("My body feels like it's moving in every different direction. I'm overwhelmed.") It acknowledges those big feelings, and provides thoughtful suggestions for overcoming them.

When I Am Angry (Gordon): Anger is a powerful emotion. This rhyming book for young readers helps them understand that anger is natural, but we need to find safe ways to handle it.

Mindful Kids: 50 Mindfulness Activities: Not a book, but a set of 50 cards containing mindfulness and meditation activities. Kids can sort through to find one that works for them.

The Secret to Clara's Calm (Levitt/Bondy): Clara is cheerful and fun, popular with the other kids. But she also has a nasty temper when things go wrong. Fortunately, a bird named Brodhi is on hand to teach her the secret to finding her calm.

Little Monkey Calms Down (Dahl): This cute book is ideal for the pre-K set. Little Monkey is having a rough day, but he uses simple coping strategies to feel better again.

The Magic of Me: My Magical Choices (Cummings/Svoboda): This book reminds kids that they can make choices about their behavior, and gives helpful suggestions for making good ones.

4. Add fidget toys and other tools

Stock your calm-down corner with a few meaningful toys and tools. A pair of noise-canceling headphones will help overstimulated kids find a little quiet, while fidget toys are an ideal way to work off some nervous energy. Small puzzles or simple building toys give kids something concrete to focus on as they process emotions, and creative outlets like coloring books or handicrafts can be soothing too. Find all of our favorite options for your calm-down kit here.

Calm-down jars are a popular tool, too. Kids will be mesmerized as they shake these jars and watch the colors mix, then magically separate again. Add a little glitter for an even better show! Learn how to make the jars here.

5. Take it digital

Virtual classrooms have become the new norm in a lot of places right now, so calm-down corners are going digital too! You can use these in an online school environment, or in a traditional classroom. The well-reviewed Digital Calm Down Corner from The Counseling Teacher Brandy has a mood check-in and a nice selection of calming videos and activities. It also pairs well with Google Classroom.

Mindfulness and meditation apps are really useful too. One of our favorites is Do Nothing For Two Minutes. Start the app, then spend two minutes doing nothing but listening to waves as you stare at the ocean. If you move the cursor, the time starts over again. Find more apps to combat anxiety and stress here.

The web is full of wonderful mindfulness and meditation videos for kids too. Keep a playlist handy on a tablet or in your Google Classroom tools for kids to view when they need a few minutes of calm.

6. Teach kids how to use the space

It's really important that a calm-down corner be a useful tool for kids, rather than something they view as a punishment or playtime. That means you'll need to spend some time introducing the space and helping students understand how to make it work for them. Work some social emotional learning lessons into your curriculum over the first few days of school, and then open the corner when you feel kids are ready to make good use of it.

Set rules for the corner. Will students need to ask you before going there, or can they simply take a few minutes there as needed? Unless you have a lot of space, limit the corner to one student at a time so it doesn't become a place to chat or play. A time limit is a good idea too; have a student set the timer for 5 minutes when they first enter the corner. At the end of 5 minutes, they should feel calm enough to return to class. If not, they can ask you for an extension.
Do you use a calm-down corner in your classroom? Share your tips and ask questions on the WeAreTeachers HELPLINE group on Facebook. Plus, 10 Ways to Help Students With Anxiety.

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How to Create and Use a Calm Down Corner in Any Learning Environment

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Provide a safe space for students to deal with emotions and refocus their attention. Here's how to create a meaningful calm down corner in your classroom.

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To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation―until now.

In this book, Zaretta Hammond draws on cutting edge neuroscience research to offer an innovative approach for designing and implementing brain compatible culturally responsive instruction.

The book includes:

Information on how one's culture programs the brain to process data and affects learning relationships

Ten "key moves" to build students' learner operating systems and prepare them to become independent learners

Prompts for action and valuable self reflection

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

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Free teaching ideas. All the time.So you can have more time. We find and feature creative,free teaching ideas and activitiesfor kindergarten through fifth grade.You get back alittle more time to yourself. What do you need? Activities Freebies Bright Ideas Featured Browse by grade level Kindergarten1st Grade2nd Grade3rd Grade4th Grade5th GradeOr search for what you need ...

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A podcast for K-12 educators covering the ever-changing learning landscape. Featuring educators from around the country, every moment is a chance to create connections, share stories, and explore classroom ideas that will influence the future. Teachers in America is produced by Houghton Mifflin Harcourt, inspiring the thinkers and doers of tomorrow.

A podcast for K-12 educators covering the ever-changing learning landscape. Featuring educators from around the country, every moment is a chance to create connections, share stories, and explore classroom ideas that will influence the future. Teachers in America is produced by Houghton Mifflin Harcourt, inspiring the thinkers and doers of tomorrow.

Global Citizen

Real stories from real teachers!

My favorite episode thus far has been the Wilson episode after listening to Rachel's story about how she idolized her teachers growing up and how it inspired her to become a teacher. To then hear how those pressures have impacted the trajectory of Wilson's career in the education profession is such a great dichotomy.

Real teachers!

I love love love that this podcast includes real teachers. Great to hear their perspectives on life & learning.

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A podcast for K-12 educators covering the ever-changing learning landscape. Featuring educators from around the country, every moment is a chance to create connections, share stories, and explore classroom ideas that will influence the future. Teachers in America is produced by Houghton Mifflin Harc...

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A weekly podcast for teachers full of tips and tricks, stories and strategies, celebrations and struggles, all from the real life we are living every day. Welcome to This Teacher Life with Monica Genta.

A weekly podcast for teachers full of tips and tricks, stories and strategies, celebrations and struggles, all from the real life we are living every day. Welcome to This Teacher Life with Monica Genta.

Teacher Rescue

Monica is just the remedy I've been looking for. After 24 years of teaching, I thought I had all the tools I needed to be a good teacher. However, Monica's innovative lessons and ideas have put a spark back into my teaching and given me much to consider. The idea that there can be "awesome" in every school day sometimes seems overwhelming, but her spirit and genuine enthusiasm give me courage.

Motivation on a Monday

I start off every Monday listening to this podcast. I use so many of the classroom strategies and culture-building activities. Thanks, Monica, for your energy and heart for motivating us educators. You make me look forward to getting in my car on a Monday morning just so I can listen to you. The only reason I didn't give it 5 stars is because the seldomly thrown-out curse words are unnecessary.

Brings Excitement Back to the Classroom

Monica has easy, budget friendly student engagement ideas. I love how she brings excitement and positivity back to the classroom. When I'm feeling overwhelmed and drained, this is a great refresher to get me back on track.

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A weekly podcast for teachers full of tips and tricks, stories and strategies, celebrations and struggles, all from the real life we are living every day. Welcome to This Teacher Life with Monica Genta.

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When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners.

Inclusive classrooms also reduce stigma. Imagine this kind of learning community:

Understanding inclusion

Is it inclusion?

This chart, developed by inclusion expert Nicole Eredics, can help you understand what inclusion is and isn't.

Child spends the majority of the day in the general education classroom.

Child spends the majority of the day in a special education classroom and goes to a general education classroom for one or two periods.

Child's desk is included with the other groups of desks in the classroom.

Child's desk is away from the other desks in the classroom.

Child has access to and is included in classroom lessons and activities that are adapted or modified to meet his/her special needs.

Child works on his/her own curriculum.

Child attends outside activities with the class including assemblies, field trips, enrichment classes, and recess.

Child is given alternate activities and options with other special education students.

Child is an independent, valued, and respected classroom member.

Child is looked upon as helpless, needy, and dependent.

The child's paraprofessional facilitates access to the curriculum and classroom activities.

The child's paraprofessional determines access to the curriculum and classroom activities.

The paraprofessional encourages child to complete work as independently as possible, while providing support when needed.

The paraprofessional does not provide many opportunities for the child to complete work independently and "hovers."

Child receives specialist support (therapy, speech, and language) with minimal disruption to the class routine and program.

Child is pulled from the classroom lessons and activities for specialist suport without consideration for what the child will miss.

The teacher can identify your child's strengths and areas for improvement.

The teacher refers to the specialists and paraprofessionals to identify child's development.

Child can name classmates and has many common classroom experiences.

Child does not know classmates and does not have many common classroom experiences.

The trend toward inclusive general education classrooms

Can special education students thrive in general education classrooms? Watch Carl Cohn, a former superintendent, talk about the trend toward inclusive classrooms (also called inclusion classrooms). Hear his tips on what to ask if a school suggests your child should be in a separate, self-contained classroom. Learn more at Understood, 4 Benefits of Inclusion Classrooms.

Read about a New York City public school program called ASD Nest in this article from The Atlantic: What School Could Be If It Were Designed for Kids With Autism.

Inclusive Learning: Everyone's In

This video, "Meeting the Needs of the Whole Child," overview is part of the Edmonton Public Schools' Inclusive Learning: Everyone's In initiative. The District was selected as a change agent for Alberta's Action on Inclusion initiative - to share information about best practices to welcome, include and support students' needs in the classroom and community. (Edmonton Public Schools, Alberta, CA) View all of the "Inclusive Learning: Everyone's In" video >

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Inclusive Classrooms: A Primer for Teachers

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When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners. Inclusive classrooms also reduce stigma. Imagine this kind of learning community: "Inclusive classrooms are filled with diverse learners.

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What Does an Inclusive Classroom Look Like?

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What Does an Inclusive Classroom Look Like?

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What Does an Inclusive Classroom Look Like?

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If you are reading this post, you are probably searching for information to make sure that your child or someone very special to you is receiving the best educational services possible to meet their individual needs. Thank you for being an advocate for effective inclusive practice. What is inclusion, and…

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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Why do you get out of bed in the morning?

What drove you to become an educator?

What keeps you motivated every Monday?

Every educator gets into education for a specific reason. Perhaps you want to make a difference, or you know that your greater purpose on this planet is to help others. Maybe you were inspired by a great teacher-or a terrible one-and you wanted to do better, be better, and inspire more students to learn. All of us have it-it's our "why." It's our why that drives us every day.

You deserve to feel empowered, inspired, and fulfilled every day. It's a human right, not a privilege. Unfortunately, however, many of us are buried under life. There are so many demands on our attention, time, and energy, and it's easy to forget our greater purpose and our deep why. But for educators, forgetting your why can have real, long-lasting consequences. Forgetting your why can lead to stress, being overwhelmed, and eventual burnout. You deserve to feel fulfilled, and so do your students!

What is your why? In Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team, author Simon Sinek says, "Every one of us has a WHY, a deep-seated purpose, cause, or belief that is the source of our passion and inspiration. You may not yet know what yours is or how to express it in words. But we guarantee, you have one."

Let's break that down . . .

A "cause or belief that is the source of our passion and inspiration."

As an educator, I bet you can pinpoint that source of passion and inspiration-you just need a little nudge to remind you.

Let's remember your why.

Find Your Teacher Why Exercise

Are you ready to connect with your why? It's pretty easy; you just need some time. Set aside 15-20 minutes to do this exercise.

Grab your journal, or just a pen and paper, and something you can use to keep track of time, such as a watch or your phone (turn the notifications to "do not disturb"). Make yourself a cup of tea or coffee, then find a quiet place.

Take a deep breath. Set a timer for 10 minutes.

Now answer these questions:

Why are you in education?

What led you to this point?

What is the best moment you've ever had as an educator?

How did that moment make you feel?

What are your dreams for your students?

What does your ideal classroom/school look and sound like?

Write until the timer goes off. Write whatever comes to mind.

Once you've gotten all the thoughts out of your head and onto the page, reread what you wrote and circle any words that really stand out to you.

Finally, reread those words and try to write them in one sentence using the framework: "To ____ so ____." This statement is your why.

For example, my why is:
To inspire, educate, and empower educators so they can inspire, educate, and empower students. I see a world where every student owns their learning and educators support them every step of the way.
It's your turn. We'd love to hear from you! What is your why? Connect with Curriculum Associates on Twitter, Facebook, and/or Instagram, or send us a message at blog@cainc.com.

Once you have your why, make sure you share it with your students, friends, and families. Stay connected to it! It will be your guiding light in the dark.

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During stressful times, it's easy to forget your "Why," or the reasons you do what you do. Do you remember why you became a teacher? Was it to help young people? A love of learning? Use this Why exercise to rediscover your education purpose.

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How to Build Relationships with Students

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How to Build Relationships with Students

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Discover the future of education with the WGU blog.

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Having a friendly, positive relationship with parents as a teacher isn't a necessity, but it certainly makes things easier. When you have troubles in the classroom, you have someone on your team that can work with you outside of the classroom. Additionally, an example of a positive adult relationship could be something that your students desperately need. To children, their parents are their home team and their safe space. When they can see that their parents trust you, they will likely follow suit.

How to build positive relationships with parents

1. Wear a smile

The best way to foster a positive relationship with parents is simple: smile! But do so genuinely - don't wear a smile to appease your students or their parents, or to hide your true feelings. When you greet parents in the morning, exchange niceties and be mindful of your expression. When parents see you as someone who is cheerful and happy to see them and their child, they'll be more likely to want to develop a positive relationship with you. Turn that frown upside down, and see how much of an impact it makes!

2. Learn their names

Addressing parents by their first names is an easy yet effective way to establish a positive relationship with them. When you take the time to learn these small tidbits, it shows that you do care. Parents know that you have an extensive list of names to memorize, so when you go the extra mile to do so, they'll more than appreciate it. Before long, they may consider you a friend and not just a teacher!

3. Learn to communicate effectively

When we form new relationships with people, the first thing we do is talk. Humans are social creatures at heart. When we want to form a relationship with another person, we express that intent verbally. Even though you might have the best intentions, remaining quiet can portray you as pretentious or indifferent. If you aren't the chatty type, you can start a weekly newsletter or email chain to at least keep parents in the loop. Many parents will see those efforts and appreciate them, resulting in a more friendly and pleasant relationship between you all.

Photo: Pexels

4. Ask questions

If you hope to create a positive relationship with parents, you need to show interest. And the simplest way you can do that is by asking questions! Get on the same level as the parents, and ask simple questions about their children. For example, you might ask who the child's favorite YouTuber is or inquire about their favorite snack. This might seem like a small gesture, but it will move mountains when winning new parents over. The only thing most parents want is a teacher who has their child's best interest at heart. If you can prove to them that this is your goal, you'll be a winner in their book!

5. Don't wait to call until there's trouble

The worst thing you could do is to wait to call a parent when their child has a problem at school. No parent likes to have a conversation with a teacher about their child misbehaving. If you are only calling to report negative information, parents will dread phone conversations with you. Try surprising parents with a call to report exemplary behavior or something their child did that made them stand out against the crowd. Parents love to hear about their children doing great things. Pretty soon, they will start associating you with positive thoughts, which will only help your case when building those positive relationships that you seek.

6. Show genuine kindness and compassion for the child

A parent's number-one priority is the happiness and well-being of their child. For this reason, it is not enough to simply be on good terms with them. You must also display a healthy and positive relationship with the child. Unfortunately, parents don't often get to see all the action of the classroom, which is where most of your efforts go. Smiling at the child and having an overall welcoming tone is the best way to show parents that you are actively involved in their child's well-being, as well.

7. Always start with the good news first

In the unfortunate case that you have to share bad news with a parent, always open the conversation with something positive. This information doesn't have to be earth-shattering; it needs to soften the blow of the negativity. Try highlighting a good grade before jumping into the bad stuff. The parents might not realize what you are doing, but they will definitely be in a better headspace to take on the bad news you have to share with them.

Photo: Pexels

8. Treat them like a customer

If it's easier for you, try treating each interaction with parents as you would with a well-paying customer. This isn't to say that you want to be transactional; rather, you treat them with respect each time you see one another. You wouldn't wave a customer off each time they entered your business or ignore their presence, right? So don't do it to your students' parents!

9. Encourage feedback

Parents want to feel included in all aspects of their children's' lives. When it comes to sending them to school, they face the dilemma of allowing another adult to dictate their child's time. For some parents, this can be challenging. An excellent way to encourage a positive relationship with parents is to ask them for their feedback. Implement an open-door policy in your classroom where everyone has a say. This doesn't mean that you need to turn your class on its head, but if you're willing to make a few small changes for the sake of the parents, it could calm anxieties and change their perception of you.

10. Try not to make assumptions

No matter how much you've seen (and as a teacher, you've undoubtedly seen a lot), you never truly know what a person is going through. It can be tempting to make assumptions regarding parents that seem uninvolved or apathetic. You must avoid this, though. Accept that you don't have all the information about these parents' lives and that you could never understand why they act the way they do. This would be the time to show kindness and compassion, no matter how hard it is to do. The last thing you want is to damage a potentially good relationship over false assumptions.

11. Show gratitude

Some of the most impactful words you can say to a parent are "thank you." For as much as you do for their child in the classroom, parents do tenfold at home and on the weekends. When a parent takes time out of their busy schedule to help you with a task or open up a conversation, thank them! Showing gratitude proves to parents that you are genuine and appreciative of all they do inside and outside of the classroom.

Photo: Pexels

12. Create a parent survey

Even if you have already opened your door for suggestions from parents, some will be hesitant to share their opinions. If you want to show parents that you're interested in their feedback, consider soliciting anonymous surveys from each parent. This will provide them with a safe space to share their thoughts and will further prove that you see the value of their opinions and any feedback that they may be willing to share.

13. Create volunteer opportunities for parents

Many parents want to be involved in their child's school life but may not have the opportunity. You can solve this problem by creating such opportunities for them. Consider asking for chaperones at a class party or volunteers to assist you with planning class events in the year to come. Even parents that don't have time to dedicate to your cause will notice and appreciate your initiative. You are presenting yourself as someone who cares equally about parents and students, which will encourage positive parent relationships all around.

14. Listen to them

Nothing is more frustrating to a parent than a teacher that presumes to know more about their child than they do. Your teaching career has likely given you ample experience in dealing with children from all walks of life, but parents know their kids best. If a parent approaches you with advice or suggestions, listen with an open mind and let them know that you hear them and care about their concerns. Parents will be grateful that they have a teacher on their team that wants to work together to ensure the success of the student.

15. Have an open-house event

Invite your students' parents into your classroom to break bread and share ideas. An open-house event is the perfect setting in which to do this. This will give you a chance to explain what you do in the classroom and what a typical day looks like. It will also allow parents a time to ask questions and learn anything they want to know about their child's education. Don't be afraid to allow it to get personal - revealing a little about your own life helps parents to see you as a person and not just an employee of the school. Authenticity is the best way to go.
Photo: Google Edu

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15 tips for developing positive relationships with parents - Classcraft Blog

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Having a friendly, positive relationship with parents as a teacher isn't a necessity, but it certainly makes things easier. When you have troubles in the classroom, you have someone on your team that can work with you outside of the classroom. Additionally, an example of a positive adult relationship could be something that your students desperately need.

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Teachers spend an exorbitant amount of time at school. The relationships created within the school walls last a lifetime. Engage with the people that are going to support, challenge, and grow you as an educator.

*This video contains graphic language*

Will Hunting (Matt Damon) is making the psychiatrist rounds. In this session, he meets Sean Maguire (Robin Williams) for the first time. While Sean tries to make small talk, Will circulates the room taking inventory of his new surroundings.

Will hones in on the many novels around the room. Like he has done with previous therapists, Will tries to goad Sean. But, Sean is not taking the bait. Unable to insult Sean, Will questions Sean's taste in books, "You want to read a real history book, read Howard Zinn's A People's History of the United States." Unwilling to back down, Sean counters with, "Better than Chomsky's Manufacturing Consent?"

Refusing to answer any of Sean's questions, Will closes by telling Sean, "You fuckin' people baffle me. You spend all your money on these fuckin' fancy books. You surround yourselves with them, and they're the wrong fuckin' books." Without missing a beat Sean responds, "What are the right fuckin' books, Will?"

Sean's question extends far beyond books. He is talking about Will. What friends is Will surrounding himself with? What opportunities? What jobs? The answer to these questions, and more importantly why Will makes these life choices, is what the movie sets to discover.

Implications for Education

The saying goes, "You are the average of the five people you spend the most time with." Since most educators live in their schools and classrooms, there is a good chance that a few of those five people are fellow educators.

The question is, "Who are you choosing to surround yourself with?"

Growth Groups

HONESTY - Students are not going to get better if people do not provide honest feedback. You want to know when lessons go well, but you should also want to know when they go poorly. Constructive feedback helps us as we fine-tune our instruction.

OPTIMISM - It is going to be okay. No matter what the situation, positivity helps pick people up and move them forward. An optimistic group will look for the silver lining in every situation. They will use setbacks and obstacles to improve their instruction.

COMPETITION - It feels good to be pushed. When you hear about that amazing lesson that was delivered by a grade level peer it sparks a little bit of jealousy, and that is a good thing. When teachers challenge each other, they better themselves as educators. And, the best part is that individual successes are shared with the group, so everyone wins.

REPRIEVE - It does not always have to be about education. Sometimes you need a group that is going to make you laugh. Sometimes you need a group that is going to give you show or movie recommendations. As mentioned earlier, you are living at school, so it is beneficial to take a break from it every once and a while.

Toxic Teams

UNACCOUNTABLE - "It's not your fault." "He did nothing for me last year" "Have you seen his mother?" It is never good to be around others that will make excuses for you. Especially, when those excuses place the blame solely on students and their families. If student outcomes are predetermined, then why teach in the first place?

CYNICAL - Everything is a bad idea. Things will never get better. The glory days are long gone. When these types of comments are heard repeatedly, they get internalized. This type of negativity impacts the demeanor and disposition we bring to our students. Students will never respond to a teacher who wears negativity on their sleeve.

CONTENT - The mountain peak is continuously rising. You will never get there. Because, what worked for students last year, won't necessarily work for students today. That is what makes education so wonderful. It is student centered. You have to develop relationships with your students to understand how to best reach them. Relying on what you have always done implies that every student is the same. This mindset will lead to stagnation or even deterioration in your instruction.

DISHEARTENING - If you leave a conversation with educators feeling worse than when you arrived, it is probably not a group you want to be hanging around with. Misery loves company. Educators who choose to be unaccountable, cynical, and content need others to mirror these toxic attitudes. Otherwise, they would stick out like the sore thumb that they are.

Teaching is a very solitary profession. However, it is amazing how much we take from our peer interactions into the classroom. Reflect on the adults in the school who you spend the most time with. Do those relationships make you a better teacher? If not, start surrounding yourself with "the right people."

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Surround Yourself with the Right People - Movie Principal

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Teachers spend an exorbitant amount of time at school. The relationships created within the school walls last a lifetime. Engage with the people that are going to support, challenge, and grow you as an educator. *This video contains graphic language* Will Hunting (Matt Damon) is making the psychiatrist rounds.

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Dealing with negative teachers in the workplace can be difficult and frustrating. When things become toxic, it's far too easy to get sucked into the negativity. Dealing with teachers who are having an "off day" is one thing, but knowing the steps to avoid true "Negative Nancys" altogether can be difficult.

Here are five ways to deal with negative teachers.

1. Address the Behavior with the Teacher

If you find yourself getting pulled into the negativity at school, remember that it's normal to have negative thoughts. However, the way you deal with or express these thoughts can greatly impact your mood.
Further Reading: 5 Tips to Reframe Negative Thoughts As a Teacher
If you find you have a colleague who's relentlessly negative, the best solution may be to address their negative behavior with them. In fact, consider speaking to them with a group of colleagues who share the same positive attitude as you. Let the teacher know how you feel about their negativity, and offer support and solutions to overcome their negative behavior.

Showing negative teachers that you respect their differences and offering insight into the situation may help alleviate the negativity within an organization.

2. Get Administration Involved

Teachers have the ability to greatly impact the culture of a school, and our attitudes can help or hurt student motivation, achievement, and well-being. If a teacher's negative behavior has progressed to negatively impacting the students, it's time to get administrators involved. They can step in and mediate, depending on the situation. This tactic is best used after you've already spoken to your colleague about their behavior and haven't seen any improvements.

3. Learn to Properly Express Your Own Feelings

Everyone experiences negative thoughts and emotions. But it can be far too easy to let bad vibes overstay their welcome when surrounded by a group of negative teachers. While it's important to build professional relationships with colleagues, keep in mind that there's absolutely a right way to blow off steam.

In addition to being unconstructive, airing your work-related grievances at school can make the problem worse if the source of your frustrations finds out what you've been saying. It's better to find appropriate outlets for your feelings than get caught in the trap of workplace negativity.

4. Remove Yourself from the Situation

One of the easiest and most effective ways to deal with negative teachers is removing yourself from the situation. In my experience, the teacher's lounge is one of the main areas where negativity can build and disrupt workplace dynamics. I've been in situations where I chose to eat in my classroom because the teacher's lounge was too toxic for my liking.

Although you might feel like you're isolating yourself by staying away from certain teachers, it's important to know what's best for you and your students. After all, students pick up on your behavior, and if you've been exposed to or engaged in negativity, it can affect their behavior and learning.

5. Don't Let Go of Your Own Positivity

Teaching isn't easy-it's very normal to feel overwhelmed, frustrated, or upset. But how we handle our emotions can greatly impact our teaching, our relationships, and ultimately our students. It's a necessary skill to be able to shift any negative thoughts into positive ones. This may be easier said than done, but these three tactics are a start.

Surround yourself with positive people, both in and outside of school.

Find a creative outlet that helps you relieve stress and feel rejuvenated.

Maintain a positive mind-set by learning to turn your negative thoughts into positive ones. Positive thoughts increase your mood, improve your thinking, and help you and your colleagues have a more positive workplace environment.

Further Reading: The 3 Cs for Creating an Engaged and Positive Classroom Culture
Instead of being a "Negative Nancy," be a "Positive Penelope." Focus on the positive, and be the best teacher you can be. The effects will be evident not only in the classroom, but in every aspect of your life.

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Dealing with negative teachers in the workplace can be difficult and frustrating. When things become toxic, it's far too easy to get sucked into the negativity. Dealing with teachers who are having an "off day" is one thing, but knowing the steps to avoid true "Negative Nancys" altogether can be difficult.

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Meditation and Sleep Made Simple - Headspace

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Live a healthier, happier, more well-rested life in just a few minutes a day with the Headspace app.

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demoralized: why teachers leave the profession they love and how they can stay

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education / educational policy & reform / general

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teachers - job satisfaction - united states

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teachers - professional ethics - united states

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teachers' classroom resources & material

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school environment; professional ethics in teaching; teacher dissatisfaction; school leadership; teacher unions; teacher turnover; teacher morale

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education / educational policy & reform / general

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teachers' classroom resources & material

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Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay

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Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay [Santoro, Doris A., Berliner, David C.] on Amazon.com. *FREE* shipping on qualifying offers. Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay

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PBISApps | Teach By Design—5 Ways to Reward Students the Right Way

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When students are rewarded and they don’t know why, the reward doesn’t work. What can we do to offer rewards that encourage students to start doing the things we want them to do?

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Valleroy decided to change the school's culture in 2007, after she and other educators on her staff attended conferences on character education, including events hosted by Leadership Academy in Character Education at the University of Missouri-St. Louis. Inspired by what she'd learned, especially about the corrosive effect of rewards, she returned to Northview and launched a character education committee and school leadership team. Valleroy knew she needed staff buy-in, and over a period of years sent educators to conferences on character. Together, they revamped lesson plans to incorporate character development into all aspects of the curriculum, and shared the new plans on the school intranet. She also worked with the staff to craft a new mission statement for the school that put character at the center.

Some teachers struggled at first with the removal of extrinsic rewards. "'What do you mean we're not giving out Northview bracelets?'" Valleroy recalled some teachers asking. She told them: "We're just not." Parents embraced it right away; Valleroy had been at Northview for more than 20 years when she made the change, and parents trusted her.

Instead of handing out prizes, teachers tried to reach children by talking about what's inside them. "We consistently talked to them about what were their motivations from the heart," Valleroy said. Rather than say "don't do this," teachers would remind students of the school's mission and rules, which focused on respect, responsibility and work ethic. Teachers often asked students, "What's your responsibility in this?" The school also folded service into the curriculum, which required children to take on a project that aided the school, community, country or world. Private words of encouragement replaced the monthly awards assemblies. "I would pull kids aside and say 'I know you did a really good job in X,' but not in public," Valleroy said. "It was just a comment, not an ordeal," she added.

Not only did the children shrug when the rewards disappeared, Valleroy said, they also welcomed the character-infused approach to learning. Teachers overheard students talking about being responsible and respectful. Kids who ordinarily kept quiet in class volunteered frequently, and more stepped up to help their classmates. The service learning also had a dramatic impact, according to Valleroy: Students took pleasure in helping others, and recognized that they had abilities worth sharing. "Their academic skills and attention and willingness to participate in academics grew immensely," Valleroy said.

"Removing extrinsics was a huge part of its success," she added.

What's especially noteworthy about the school's embrace of prize-free character education is that Northview serves only children needing special education; all 180 students who attend require support that's not available in mainstream schools. Even more so than in regular classrooms, special education relies heavily on extrinsic rewards with its students. "The use of extrinsics is a common practice in special education and it was simply what we did," Valleroy said.

Curiously, the students who responded most positively to the shift were the ones with great emotional needs, often the toughest challenges for teachers and most likely to be controlled with rewards, according to Valleroy. These students wanted to help in other classrooms as a part of their service learning, and began to form natural relationships with the other kids along the way. Valleroy saw them step up to leadership roles, and many spoke at graduation about how far they'd come. "It was incredible to see that growth," Valleroy said.

After Valleroy retired, Brian O'Connor took over as principal and continued to emphasize character development and intrinsic motivation. The school population is familiar with adversity: most of the students at Northview High School qualify for free or reduced lunch and many live in foster care, according to Valleroy. In spite of those obstacles, she reports that 89 percent graduate, 87 percent report feeling safe at school, and attendance rates hover at 90 percent.

Mainstream schools could also do away with extrinsic rewards, Valleroy said. "It would be a paradigm shift," she said. "But it absolutely could be done."

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How Ending Behavior Rewards Helped One School Focus on Student Motivation and Character | KQED

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A school transformed its culture by getting rid of rewards for good behavior and prioritizing character education.

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Reward Systems That Work: What to Give and When to Give It!

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Four teachers share reward systems that work. Plus 35 reasonable rewards!

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Shifting Your Classroom from Control to Connection Will Decrease Problems and Increase Learning

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HMH Classcraft pairs ELA and math content with research-based lesson plans resulting in reduced educator planning time and increased student engagement.

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A blog to share ideas about innovative, real, and relevant learning.

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I don't know about you, but when I sit through a faculty meeting or professional development session of any sort, I start getting antsy by the 30-minute mark. If you can relate, just imagine how your students must feel when they've been sitting for too long. Educational brain breaks are the perfect way to help your students redirect their energy and focus when they start to fade.

I find it super-beneficial to incorporate quick mindful, physical, and mental check-ins with my students as a regular part of my classroom routine. These breaks include all types of movement, yoga and breathing exercises, as well as jokes, quick videos, and more. The activities I use have helped me throughout my lifetime, so I love sharing them with my students. Here are my favorite educational brain breaks that are sure to increase productivity and give your kids a much-needed way to unwind before the next lesson.

Mindful Educational Brain Breaks

1. Use transition times for mental check-ins

Transitions are a big part of the elementary school day. When I first started teaching 19 years ago, I was surprised by just how much time it takes to get ready for specials or to bring students back from centers. It's hard not to feel like that's lost time. That's why using transition time for mental health check-ins is such a game changer. Mental health check-ins can help students get in touch with their emotions, refresh and recharge, acknowledge and cope with negative thoughts and overwhelming feelings, and be more focused throughout the day.

2. Pretend to breathe like an animal

Source: Stephanie Sanders

This video shows students how to pretend to breath like some of their favorite animals. The snake breath involves hissing while slithering from side to side, while the whale breath has students pretend to breathe out through a blowhole! Tap into creativity by picking other interesting animals and acting them out through breath.

3. Do a 10-minute guided meditation

These guided meditations are educational and are perfect to use as brain breaks whenever you and your students just need to breathe. Catch your breath with any of these 20 guided video meditations.

4. Practice "focus ball" breathing

Walk your kids through the following exercise: Stand or sit with legs and feet together. Bring your palms together in front of your chest. Keep your fingertips touching as you pull your palms apart, forming a ball with your fingers. Press your fingertips together until you feel the muscles in your hands and arms activating. See if you feel your core tighten too. Now close your eyes and as you breathe in, inflate your ball, and as you breathe out, flatten the ball by pushing your palms together. (Repeat these instructions for 60 seconds).

Learn more: Mindful.org

5. Try the old ear-nose switcheroo

This is a quick and easy challenge to reset the brain. Instruct kids to touch their left ear with their right hand and at the same time touch their nose with their left hand. Then have them switch their hands and touch their right ear with their left hand and their nose with their right hand. Switch back and forth a few times. Then have them close their eyes, take a deep breath, and blow it all out.

Learn more: YouTube: Ear-Nose Switch

6. Take a yoga break

Source: The Pyjama Foundation

Inspire kids to move, stretch, and practice mindfulness with yoga. These printable yoga cards make it easy to incorporate yoga into your educational brain breaks. Each page includes a picture and description of the pose, and each page includes poses of increasing difficulty from level 1 to level 5. And don't worry, it's not a huge time commitment. The sequence on each card is designed to take only a few minutes.

7. Stretch it out

It's never a good idea to spend too much time sitting in one position. Allow kids to take a break and bring some flexibility back into their spines. Have them stand with their feet shoulder-distance apart. Put their left hand on their hip and raise their right hand overhead. Lean to the left and stretch their arm as far as they can to the left. Repeat on the right side. Then stand tall and slowly roll down one vertebra at a time until their hands reach the floor (or at least their shins). Have them take a deep breath then slowly roll back up. Repeat as necessary.

Learn more: Mom Junction

8. Focus on sound

Have kids sit quietly with their eyes closed. Ring a chime or gong. Have them listen carefully to the chime, feeling the vibration in their body as the sound reverberates and then slowly fades. Tell them to breathe slowly and deeply as they focus on the sound.

9. Do a quick mindfulness activity

Mindfulness activity cards provide great educational brain breaks. Stash a pack in your desk and pull them out whenever you need them. Each card will give a prompt for kids to try that will let them refocus and recharge. Perfect for moments when you need to bring down the energy in the room.

Buy it: Mindfulness Cards for Kids at Amazon

10. Chill out with this cross-body exercise

Have kids stand tall and cross one leg in front of the other while pressing the outsides of their feet together. Now have them cross their arms over each other at the wrists. Clasp their hands and curl their arms into their chest. Take a few breaths, and uncross and cross the opposite way for a few more breaths.

11. Float with jellyfish

When you really need to take the energy in your room down a notch, turn off the lights, set a timer, and put on a calming video. For example, Cat Trumpet put together a jellyfish aquarium video where kids will find themselves under the brilliant blue sea in the middle of a swarm of jellyfish. They'll be mesmerized by the slow, fluid motions and lulled into calmness by the soothing music.

12. Break out the hot hands

This is a good break when you sense a weariness in the air. Have kids rub their hands together vigorously until they warm up. Tell them to close their eyes and place their hands over their eyes. Instruct them to breathe deeply as they clear their minds and refocus.

13. Try cat and cow poses

Source: Flow and Grow Kids Yoga

Have kids start on all fours and then give them the following instructions to complete the cat and cow yoga poses: Place your shoulders over your wrists and hips over your knees. Arch your back to the sky and tuck in the tailbone (cat pose). Let your head fall between your arms. From there, sink the belly towards the ground, and lift the chest and chin (cow pose). Gently alternate between the two poses while breathing deeply.

14. Do nothing for two minutes

Never underestimate the power of stillness. When the energy gets a little ramped up, and it's time for the entire class to take a pause, have them drop everything and glue their eyes to the screen as you show this countdown. The gentle lulling of the waves and the sight of the sun sparkling off the water will reset their nervous system in a jiffy.

Learn More: Calm

15. Spread your wings (in slow motion)

Walk your kids through this winged movement: Sit cross-legged on the floor. Stretch your arms down by your sides with your palms facing inward toward your body. Slowly raise both arms while rotating hands forward. When your arms reach shoulder level, your hands should be facing forward. Continue raising arms, slowly rotating palms so that by the time hands are overhead, palms are facing each other. Slowly lower arms, repeating the rotation (palms facing each other, palms facing forward, palms facing sides) until they are once again resting at your sides. As you raise and lower your arms, stretch them as long as you can, as if you are scraping the sides of the room and the ceiling. Repeat slowly three times, breathing deeply.

Physical Education Brain Breaks

16. Play Silent Ball when you have downtime

You can play a quick game of Silent Ball anytime, anywhere. Play a quick three-minute game right before dismissal or before transitioning to a new activity. All you need is a small squishy ball. The rules are simple: 1) stay quiet and 2) don't drop the ball when passing it around. This activity is one of those educational brain breaks that builds a positive classroom community, fosters friendly competition, and boosts nonverbal communication. Enjoy the silence.

17. Line up in unique ways

Kids are very social and curious beings. Most of them love to chat with one another at any chance they can get. Lining up to leave the room for anything is the perfect chance for them to mix and mingle. Make a more productive use of this time by having students line up in special ways. Some fun ideas include lining up in alphabetical order by name, by birth date, or by height order.

18. Just jump!

Sometimes kids just need to bounce their energy out. Have them pretend they are bouncing on a mini-trampoline (this will keep their movement on a vertical plane instead of all over the room), and give them a couple of minutes to let loose!

19. Take a cue from the stadium

Here's one for a group of kids-start the wave! Beginning at one end of the room, kids stand up and throw their arms overhead, bringing them back down as they return to their seats. Each row follows until you reach the other end of the room. Amp it up by encouraging your kids to tap their feet or tap their hands on their legs so that they are in constant motion. This activity works great on Zoom too!

20. Stir the pot

Have kids visualize they are standing in front of an enormous cauldron. Inside the cauldron is an ooey-gooey pot of caramel. Take hold of a large stirrer and plunge it to the bottom of the pot. Slowly begin to stir in a clockwise direction. Have them use their whole body to help get a full range of motion in their wrists and shoulders. Instruct them to throw their hips into the action. After a minute or two, reverse the direction.

21. Make it rain

Conjure up a rainstorm! Sitting or standing at a desk or table, have kids tap one finger on the desk, then two, then three, then four, then their whole hand until you all feel like you're in the middle of a deluge. Work your way backward from five down to one as the storm ebbs away.

22. Energize with these

First, instruct kids to touch their left elbow to their right knee, then touch their right elbow to their left knee. Switch back and forth, going slowly at first, building speed until they are going at a vigorous pace. Next, do some windmills by standing tall with their feet shoulder-width apart and their arms stretched out. Bend at the waist and touch their right hand to their left toes, then their left hand to their right toes. Switch back and forth.

23. Make X's and O's

Walk kids through the following exercise: Sitting in a chair with your feet on the ground and legs together, curl your body into your lap, folding yourself into a tiny O shape. Next, open your arms and legs wide, forming an X shape with your body. Pull back into an O shape, then back out to an X shape. Repeat three times.

24. Energize in 5, 4, 3, 2, 1

Get hearts pumping with a quick sequence of exercises. Call out five actions for your students to do as quickly as they can. For instance, five jumping jacks, four push-ups, three sit-ups, two squat jumps, and one tree pose.

25. Take a cruise on an imaginary skateboard

Have your kids line up next to a wall and place one hand on the wall. Tell them to plant the foot closest to the wall and swing the other leg, as if pushing off the ground on a skateboard. Start slowly, with tiny swings, moving up to power pushes. Repeat on the other side.

26. Take a break to groove

Music is a great way to reset the mood in a room and raise the energy level. Put on a fun song and have a 30-second freestyle dance party. Here's a big list of school-appropriate songs for kids.

27. Or take it to the next level

Teach your kids the steps to popular dances such as the Cha-Cha Slide, the Macarena, or the Kidz Bop Shuffle.

28. Ramp up with a round of cherry pickers

This easy activity will get your students' hearts pumping and give their brains a boost. Have them jump up off the ground, then down to the floor into a push-up position. From there, instruct them to hop their feet up into a frog position, then pop up to a standing position.

29. Clap on, clap off

When you say "clap on," kids clap their hands vigorously together. When you say "clap off," they stop as quickly as they can and freeze. Or follow along with this a fun video.

30. Skip it out

When the energy is fading and kids need to get their blood flowing, put on a peppy song and pull out the imaginary jump ropes. Have kids skip or jump rope in place until the song ends.

31. Make like a blender

Tell kids it's time to make fruit smoothies. Ask them to pretend they are in a blender and they are strawberries (or blueberries or bananas, etc.). Dramatically pour orange juice or yogurt into the air in front of you. Tell kids when you flip the switch that they need to wiggle and jiggle (separately, not together) until they are each individually blended up. Start with a slow speed, moving up to medium speed, fast speed, and finally turbo speed. And then reverse it! Start at turbo speed and go back to slow speed.

32. Celebrate with a silent cheer

This activity is perfect for the end of an activity or a sustained amount of work time-especially for kids who are learning remotely. Let kids stand up and silently cheer and gesture in celebration. How animated can they get?!

33. Do a full-body workout

This kid-friendly exercise video is great for your body and brain! Kids can follow along through a set of workout moves that will get their blood pumping.

34. Play popcorn

Students will all be sitting in their chairs, and at any time, a student can jump up and say, "Pop!" Once they do, that student remains standing. If two students pop up at the same time, everyone takes their seats, and the game starts over. How quickly can the entire class pop without having to start over?

35. Hit the wall

Pushing against a solid object is a good way to displace extra energy from your body. Have kids stand facing a wall with their arms stretched out in front of them, palms on the surface of the wall. Push the wall away with all their strength for a count of ten. Relax for five seconds, then push again. Other activities they can do at the wall include calf stretches and wall push-ups.

36. 3, 2, 1 blastoff!

Instruct kids to stand and then squat down with their hands on the ground in front of them. All together, count down 3, 2, 1. When you get to zero, they should push up like a rocket, jumping as high as they can-letting all of their energy burst from their center.

37. Quick as a snap, wink

This is a quick and easy refocusing activity. Tell kids to snap their left fingers while they wink their right eye. Switch to snapping their right fingers while winking their left eye. This activity is particularly effective for younger learners who may find both activities challenging.

38. Balance break

A great way to get kids out of their chairs is to practice balance. Have them hop on one foot. Then up the ante by having them stand on one foot and bend their other knee out in front of them.

39. Tabletop push-ups

Kids can use their desk, a chair, the side of their couch-anything really. Have them place their hands on the table and focus their eyes in the center, moving down slowly and pushing back up.

40. Try some facial gymnastics

Have kids get their silly on for 30 seconds. Tell them to wiggle their eyebrows up and down as fast as they can. Then try to raise one eyebrow at a time.

Mental Brain Breaks That Are Educational

41. Take a comedy break

Comedy is a great release when the atmosphere is feeling a little intense. Show a funny video clip or have kids volunteer to tell a joke or pose a few silly riddles. We have compiled a number of jokes by theme on WeAreTeachers for kids of all ages for guaranteed laughs. For example, your students will love one of our most recent additions, 34 Cat Jokes for Kids. From there, you can find dog jokes, seasonal jokes, food jokes, and much more.

42. Share fun facts

In addition to joke compilations, we have plenty of fun fact lists on our site with themes that will thrill your students. Plus they're an educational way to teach your students new information during brain breaks. Get started with these fun feline facts to accompany the jokes above. Meow!

43. Practice another language

Source: startasl.com

Teach your kids the alphabet in sign language. Use brain breaks to practice by singing the ABCs while signing the letters. Then practice vocabulary words by spelling them out loud while signing the letters.

44. Find out how it's made

Remember that classic Sesame Street video about how crayons are made? We watched in awe as crayons rolled off the assembly line, wrapped in paper, and then slipped into those familiar cardboard boxes. Kids today are just as fascinated by how things are made! Here are our favorite videos about how things are made-from fireworks to LEGO.

45. Take a doodle break

According to researcher Mary Helen Immordino-Yang, downtime is essential for brain health. Kids need time for their growing brains to integrate and process the vast amount of information they receive each day. In other words, it is actually beneficial to give our kids time to allow their minds to wander. Try this: Set a timer for three to five minutes and let kids silently doodle with pencil and paper or a dry-erase board and marker while soft, calming music plays in the background.

Learn more: Sage Journals

46. Try a directed-drawing activity

Directed drawing activities walk your students through the process step-by-step so anyone can create their very own masterpiece. Teachers can lead the session by drawing on the whiteboard or chart paper while students follow along. Even better, there are plenty of videos on YouTube that lead the lesson, giving you a little break too. We have done the work and gathered some our favorite free directed-drawing activities for kids. Grab your favorite art supplies and get creative!

47. Gather your favorite GIFs

Make a slideshow of your favorite GIFs and have your kids act them out. Funny animals are a good place to start!

48. Find the object

Kids don't even have to get out of their seats for this one, but they can! Have one student start by finding an object and saying, "I see something beginning with the letter [fill in the blank]." The first person to guess the item correctly gets to choose the next object. This can be a fun one to play on Zoom too! You can have kids add in additional clues to help.

49. Clap for a little call-and-response

Pep things up with a little call-and-response clapping. It's simple to do and is often used in the classroom to get students' attention. Simply clap out a pattern that your kids will repeat back to you. Switch out the pattern a few times until everyone is focused and engaged. Alternatively, try a vocal call-and-response. Sing out a few riffs and have kids echo the tune back to you.

50. Color yourself mellow

Even grown-ups have picked up on the coloring craze as an excellent way to calm down and zone out. Put on some nice mellow background music, set a timer, and pass out some of these free mandala coloring pages.

51. Try a brain-break spinner

One way to make sure educational brain breaks are effective is to change up activities. Check out these online movement spinners for Wheel of Fortune-type games that help you add variety to brain breaks!

53. Would You Rather?

Students of all ages love participating in Would You Rather? videos, which can be found all over YouTube these days. Each video is approximately 8 minutes long, and students are given two scenarios where they choose which one they would rather participate in. Topics range from food items to activity choices to places to visit and more. As students choose the scenario, they move to either the right or left side of the room. Students then perform 30-second rounds of a specified exercise before repeating the process with another choice. Some of our favorite Would You Rather? channels include PE with Mr. G, Phonics Man, and Fix and Play. Students love when their teacher participates with them in the fun!

Learn more: PE With Mr. G

52. Write it out

Don't underestimate the power of journaling or creative writing. Give your kids a 5- or 10-minute break to open up a page of their notebook and write about anything they'd like. They don't have to share it with the class or do anything else with it; just use the quiet time to focus on something they love and want to write about.

Educational Video Brain Breaks by Grade Level

54. Brain-break compilations by grade level

If you are looking for a sample of brain breaks suitable for your students by grade level, look no further. We have created separate links of 25 videos each for individual grades at the elementary level. Go down the list and find your favorite!
Kindergarten Brain Breaks First Grade Brain Breaks Second Grade Brain Breaks Third Grade Brain Breaks Fourth Grade Brain Breaks Fifth Grade Brain Breaks
What educational brain breaks do you love? Share them in the comments!

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Quick, easy educational brain breaks that will help students re-energize, refocus, and give their brains a much-needed boost.

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20 Innovative Teaching Strategies to Kick-start Your Teacher Brain in 2021 [Updated] TEFL

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Innovative teaching strategies help make the teaching environment conducive to learning. Here are top 20 teaching strategies to implement in your teaching.

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20 Innovative Teaching Strategies to Kick-start Your Teacher Brain in 2021 [Updated]