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French version of CHAMPS to help students know where to be, what voice level to use, the nature of the activity (whole class--> independent) and what to do if they have a question. Monique

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Rose Thorn Bud,

I use this in homebase at the begining of the week as a check in on their weekend and how the week is going.

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We like to use music as a way to build connections, support transitions!

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I do a daily mood check ins- sometimes we do it out loud and often times, I give them a google form to fill out. I like them to choose specific words to describe their current mood vs just the color.

On Mondays, we always talk about what we are looking forward to this week and what we may have anxiety about or are worried about this week.

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We discuss characters in stories or novels and how they might be feeling on the mood meter.

Mood meter check-ins in homebase.

We use 0-5 voice levels in the classroom.

CHAMPS is posted on the board.

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We do Rose, Thorn, Rosebud every Friday in Homebase. It allows students to catch up with each other and to share more about their lives outside of school.

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I use this CHAMPS poster for expectations during math class.

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I use RULER vocabulary very often in my learning objectives - the terminology compliments social studies very naturally since we are often examining social interactions, conflict & resolution & putting ourselves in the shoes of others.

I have the CHAMPS signs posted in my classroom - I refer to the voice levels most often.

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Having class discussions about the way people in history may have felt while learning about ancient civilizations’ societies, leaders, and historical events. 

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I began using CHAMPS posters to guide students through class. I change the expectation depending on what we are working on and students have gotten used to checking the board to see how they're supposed to be working and to ensure that they are following expectations.

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I have small mood meters on student desks and I ask them how they are feeling pre and post tests so that I know how prepared they feel or how much I need to review with them. I also have them describe a classmate using the yellow or green words on the mood meter for my homebase classmate tributes.

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We use SEL breathing or movement breaks to warm-up or before assessments.

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I use a check in a few days before an assessment. Asking how they are feeling etc. How they could improve that feeling. Then ask them what standard they are specifically worried about, and then study materials are linked so they can improve their mood on the test.

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-Check in resource-"how are you feeling" (ruler) every Monday and Friday

-Use of CHAMPS-will upload picture

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I have created a classroom job called the "magnet mover." This student places the magnets within the CHAMPS acronym to decide how the class activity will work. Students make responsible choices and the class respects the choices. It has been effective in my classroom. -Nicole Barbieri

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I add this slide to my slide deck for group activities. It's set up to easily add the details for the activity to add to the slides.

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Liked Mike G's awesome way of incorporating RULER into his art projects in which students evaluate their mood at the beginning, in the middle and at the end of the project!

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Having students check in on the mood meter before a competition. Discuss where would be an ideal quadrant to be in for that event. Brainstorm ways to shift intothat quadrant.

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1. I do daily attendance questions as my RULER check-in. Sometimes they are explicitly RULER-connected, but other times they are subtle ways to get talking, make connections, and assess where students are in the moment. Gives me a chance to see where they are each day.

2. We do self-reflections every major essay and at the end of the quarter. We also set goals together for next essay/quarter.

3. While studying novels, we make connections with the characters using SEL language.

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I often use the RULER strategy of replacing negative talk in my classroom, especially when a quiz or test is approaching.

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Mike Gnutek

I use RULER at the end of each project when students compose artist statements. They have to choose a word from the mood meter for how he/she felt at the beginning of the project, a word for how he/she felt at the middle of the project, and a word for how he/she felt at the end of the project. Are all three words the same or different? Why?

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For RULER in Concert Band:

We are using positive self talk to reframe negative comments about something being too hard. E.g.: I can improve this music after slowing it down and practicing, etc.

Carolyn Schneider

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I have added the CHAMPS that Jillian designed (thanks Jillian!) to my daily Agenda so it's more easily accesible for me and for my students, since they always look at the agenda in the morning anyway. :) - Meli

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https://www.canva.com/design/DAFtJjkOh4E/zmAjmThNAK6aBW7dx7nUAg/view?utm_content=DAFtJjkOh4E&utm_campaign=designshare&utm_medium=link&utm_source=editor

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I use the "How are you feeling" RULER question at the end of every class period. We discuss what the students accomplished for the day and how they feel. I also use the CHAMPS voice level poster when students are responding to the Question of the Day in their reading journal. Heather Dials

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We are making a ML version of a Ruler Check In with simplified vocabulary.

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Copy students' Homebase pictures and have them place their pictures on the Mood Meter each day. If students don't like where they are, help them determine what tool they can use to get to their desired location on the Mood meter.

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CHAMPS: I post the CHAMPS on my board and move magnets to show where they should be for each category. Students have definitely internalized this as they often ask "What volume level?" or "Is it responsible movement right now?" which is the same language we use.

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Check in at the end of a peardeck

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I do a lot of self-reflections after units or essays to check in with how students are feeling about their work or how they think they did vs the grade they received. I have found that it really helps them grow as writers/students!

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This is a mood meter check-in form that we will sometimes do as a bellringer or exit slip in class.

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Google Forms - create and analyze surveys, for free.

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When it is independent or group work time this is up on the board for students to refer to, and I can refer to while they are working so they know what is expected

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SEL.

I have been doing this since my first lesson group.

To help build a safe and encouraging environment, each student has to share something, "new and exciting." If they cannot come up with something, them I ask them to share "what is old and boring."

Funny how times change. Years ago I was told I was wasting time by talking with each member of the the lesson group and having everyone share and listen to each other; despite the fact I knew this is what we need to do to create a trusting learning environment.

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O'Neal

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RULER Applications for Middle School/Highschool

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RULER applications for Middle & High School

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SEL Integration Resources

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Presentation info from August.