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Bouncy Balls – Manage classroom noise with bouncing balls!

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A free classroom noise level meter, monitor and management tool. Perfect if your school kids are too noisy! Bouncing balls react to sounds from the microphone.

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Maybe you have students who need smaller steps to feel successful in their day

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Maybe you have students who need smaller steps to feel successful in their day

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Small Wins for Growing Habits and Skills with Diverse Learners

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Small Wins for Growing Habits and Skills with Diverse Learners

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Daniel Vollrath, Ed.D. (@HabitsofMindInc) is a special education teacher at Hunterdon Central Regional High School in New Jersey, and a United States Professional Development Trainer for the Habits of Mind Institute. Daniel will be presenting on select topics in Special Education, Executive Functioning, & Habits of Mind. Please feel free to email any questions or ideas you may have in regard to topics to danvollrath44@gmail.com. In addition, follow Daniel on Twitter @HabitsofMindInc, Facebook, and LinkedIn.
Let's be real. One of the hardest things for people to do is build a new habit. It takes commitment, focus, drive, and a constant reminder or way to trigger that action. In the learning environment habits play an equally important role as mastering curriculum. For many students habits may come naturally and become part of a routine-something they don't even think about or focus on...they just do it. For students with learning disabilities, habits of mind do not come easily, making learning even more complicated due to this missing ingredient. On top of the deficits that come into play for students with learning disabilities, such as, retaining information, processing, skill performance, and executive functioning, building a new habit demands a plan of action and the support of teachers. In the end, when students with learning disabilities take an opportunity to build a habit the more inclined they will be with improving their academic performance, skills, and most importantly, confidence.

In this piece I will discuss three strategies for building growth with a Habit of Mind for students with learning disabilities. The habit will be connected to the classroom where students need support, focus, and a mindful path to success within a particular skill. And, through "Small Wins" the ability to build a skill by the use of a habit should display gradual growth and increased self-monitoring.

Small Win #1

Persisting with Reading Closely

Issue: In a classroom setting many students with learning disabilities find it hard to read closely - a focus on significant details and a precise understanding of text meaning. Many times this is due to a lack of focus, impulsive thinking, cognitive overload, or just reading to get it over with. Basically, students are not comprehending what is actually written on the pages. An example would be in reading the novel To Kill a Mockingbird. The vocabulary and style of writing is challenging hence students give up easily, and/or their mind wanders to other thoughts and ideas outside of the novel. They don't persist, remain unfocused, and throw in the towel at the sign of struggle.

To increase the performance of Persisting with building the skill of Close Reading, this "Small Win" process should bring forth opportunity and growth for successful change.

Small Win Process:

Build the skill of Close Reading with the habit Persisting

How will this happen in "Small Wins?"

For a week at the beginning of class students will be given a minute to read anything they chose on their phones or iPads. This time is dedicated to full focus on the screen and nothing else. At the end of a minute each student will briefly summarize their reading. The next week students will up the game of reading for two minutes and after each session summarize their reading. The week after it will become three minutes, and so on, and so on...you get the picture.

The trigger will be they can choose any source off the internet on their phone or iPad

Twitter, CNN, CBS, etc. The idea that students can use their phones/iPads in the classroom and chose their piece of reading - now that is enticing. Choice is key!

Outcome:

Over time this becomes a daily habit with Persisting, all while increasing the ability to stay focused on a reading selection. In addition, the long-term outcome is centered on bringing forth mindfulness of maintaining focus during readings of big novels within the classroom, and most importantly, understanding meaning and details within text.

Small Win #2

Organizing and Planning with Metacognition

Issue: The ability to keep organized and planned for students with a learning disability can be a challenging task. A task that can impede learning material, staying focused, maintaining consistent workflow, and overall success within the classroom. Too often students rush to get their papers, binders, notebooks, and other materials in order so they can move onto the next class or activity, yet in the end create an even bigger mess for themselves. For example, when the bell rings to signal the end of class, students often shove papers and jam books into their book bags without any thought of organization or planning. Over time as they repeat this process this skill begins to deteriorate. When it come to students with learning disabilities this skill is crucial to their success. When there is no organization or planning for students with learning disabilities they tend to lose focus, become anxious, shut down, and forget deadlines and activities.

The neurological process that lets us prioritize, organize, and analyze is connected to executive functioning. To build the executive functioning skill of staying Planned and Organized students will focus on the habit of thinking about your thinking: Metacognition. This "Small Win" process should gradually build metacognitve focus in the ability to stay organized and planned within the classroom.

Small Win Process:

To increase the executive functioning skill of Planning and Organizing through Metacognition.

How will this happen in "Small Wins?"

Each day students will be given a two-minute break between activities to take a mental rest, transition from one activity to the next, and to simply relax and let off some steam. The only caveat with this two-minute break is that students will take the action of planning and organizing in a way best suited for them. It will simply start with students taking 15 seconds to organize or plan in some aspect - it can be as simple as writing down a reminder in their notebook, dating an assignment, organizing their pencils, or filing away a worksheet in their binder. After a week of engaging in this action, students will increase their time to 30 seconds. The week after 45 seconds, next week 60 seconds, and so on...until it becomes a habit during break time.

The trigger for this process is announcing that "It is break time!" When students hear this statement they automatically know that it starts with organizing, then they can blow off some steam.

Outcome:

As students continue with this process the hope is that after some time the skill of organizing and planning becomes a gratifying feeling. In addition, students will hopefully recognize a strategy and action that works best for them in staying organized and planned...that being the habit of practicing Metacognition.

Small Win #3

Working Memory through Thinking and Communicating with Clarity and Precision

Issue: Quite often when teachers end class early students tend to congregate by the door, listen to music, or text with friends. This time could be used in a more effective way...like increasing their Working Memory. Working memory is the ability to store information for a certain amount of time. For students with learning disabilities working memory deficits are common and can negatively impact their ability to remember information. One way to assist with this problem is to have students get into the habit of reflecting at the end of class on the material learned for the day. This can be done in a variety of ways. For example, in the last three minutes of class two students can both write on a note card three things they learned about volcanoes, and then swap note cards. Then next class each student will report to one another what the other wrote. This not only reminds the student of what they wrote but gives opportunity to see a different perspective of learning from their partner.

To build the executive functioning skill of Working Memory students will focus on Thinking and Communicating with Clarity and Precision. This "Small Win" process should gradually build the working memory process, and as time goes on develop deeper and more in-depth thinking that is clear and precise...which will eventually become a habit.

Small Win Process:

To increase Working Memory through developing Thinking and Communicating with Clarity and Precision.

How will this happen in "Small Wins?"

Every class will end four minutes early. For students it will be seen as a gracious gesture of the teacher by letting them shut down shop early so they can chill out and talk with friends. Although, as a teacher you are providing opportunity for students to reflect on class and share their thoughts with a partner. During this time students will simply write down on a note card, or in their notebook, a clear and precise piece(s) of information, comments, or big ideas. This process will begin by taking 45 seconds of the four minutes to write it down and exchange with a partner. The goal is for each student to keep the note card and share next class. After two weeks the time will go up to 75 seconds, the next two weeks will be 90 seconds, and so on.

The trigger is that class ends four minutes early. Although some of this time is delegated for reflection and recording with a partner, there is still opportunity to chill out with friends and of course check Snapchat!

Outcome:

Over time as this becomes a daily habit it will help students reflect on their learning. At the beginning of the next class students can meet up with their partner to review their reflection from the day before, or share with the class. In addition, the hope of students being clear and precise with their reflections will help in communicating their ideas.

Let's celebrate a victory!

There is something to be said about accomplishing a goal...and even a small goal. When success is achieved in any goal we set for ourselves it does deserve a pat on the back, congrats, or even a little celebration. When we as teachers set goals and challenge students, it shows we believe in their ability and character. When they see we care and show recognition...that's the biggest victory of all.

This post is part of a series. View the full Special Education series by Dan Vollrath here.
See all posts from Dan Vollrath.

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Small Wins for Growing Habits and Skills with Diverse Learners - The Institute for Habits of Mind

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For students with learning disabilities, habits of mind do not come easily, making learning even more complicated for these learners.

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Now More Than Ever, Students Need “Small Wins” to Put Big Goals in Reach

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Now More Than Ever, Students Need “Small Wins” to Put Big Goals in Reach

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Jess high-fived her teacher. She had just mastered the skills for Level U reading, which included demonstrating the ability to predict, summarize, and infer from text. She was ready to move onto the next level, V (critiquing and synthesizing text), but first her learning milestone was celebrated by everyone in the class. While it was just one step forward, honoring Jess's progress mattered in huge ways. Jess, who moved to the U.S. four years ago, learned English later than most of her peers and has been trying to catch up ever since. Pausing class to enjoy incremental victories, or small wins like this, can give a much-needed boost to students' confidence and motivation.

Small Wins, Big Payoffs

Celebrating "" in the workplace is (or at least should be) nothing new for adults. Yet little has been written about how small wins benefit students, especially our most disadvantaged students. Building our students' sense of self-efficacy in schools matters more than ever, as we dig out of a once-in-a-lifetime pandemic that has widened existing equity gaps.

Students like Jess, already in need of support, had the largest barriers to overcome during virtual learning. This is unacceptable and must be offset now that we're back in person. But how? One efficient and effective way to both motivate students and work toward mitigating learning gaps is to help learners like Jess systematically track and note their own small wins.

Consider this from a classroom-practice perspective: Most teachers have access to a large inventory of online tools that allows them to assess student responses, in quick, targeted bursts. What about using these tools, like to present visible progress markers to the learners themselves? Chunking a student's progress in this way puts their goal just outside their comfort zone.

Think about a student feeling overwhelmed about mastering a skill, such as writing a four-paragraph persuasive essay. If a student simply looks at accomplishing this end goal, it can feel out of reach. Yet breaking down the steps into increments-develop an idea, write a sentence, build a paragraph, and so on-allows the learner to build on one small achievement after another.

In The Rise of Superman (New Harvest, 2014), Steven Kotler considers the sweet spot to be where the task is hard enough to make us stretch but not so tough that it causes us to snap, a value he ascribes numerically at four percent. This single-digit approach illustrates that a goal must be close enough that it can be achieved-but at least four percent more challenging than our skill set. And eventually, this four percent can become eight percent, and 16 percent, and so on. Stretching our students in these gradually increasing increments is not only possible for us, but also motivating for them.

Teachers can easily access student progress markers using formative assessment via an introductory "do now", exit activities, and midpoint checks. For example, tech-related gamification-the application of common features of game playing to learn (e.g., point scoring, competition with others, rules of play)-encourages students to focus on making incremental progress toward targeted goals. Teachers can use these online tools to track student progress, access data points, and mark milestones, jointly with the child. This can best be accomplished through brief 1:1 conferencing, while other students are working independently.

By sharing a child's progress in this way, we can help them literally see their growth. They visualize their academic progress in a fun way, like a stock market trend, moving in an imperfect yet upward curve.

This may sound like basic psychology. It is. That is the power of the small wins framework. It is straightforward and convincing. Students like Jess participate in their own progress monitoring, which empowers them to be active and accountable in their personal success. Data presented toward progress can encourage even the most reluctant learners to improve.

As we dig out of the pandemic, both a challenge and an opportunity lay before us. We must help children like Jess build on their successes so they can be the best version of themselves.

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Now More Than Ever, Students Need "Small Wins" to Put Big Goals in Reach - ASCD

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Jess high-fived her teacher. She had just mastered the skills for Level U reading, which included demonstrating the ability to predict, summarize, and infer from text. She was ready to move onto the next level, V (critiquing and synthesizing text), but first her learning milestone was celebrated by

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fostering self-regulation and emotional awareness.

Acknowledge students' efforts in using the breathing tool and highlight their progress in managing their emotions and stress levels.

Recognize students when they effectively communicate their thoughts and feelings, emphasizing their ability to express themselves assertively and empathetically.

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Mindfulness Exercises for Kids in the Classroom - Waterford.org

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Use these 51 mindfulness activities to help children recognize and manage their thoughts, emotions, and actions—all important SEL skills.

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51 Mindfulness Exercises for Kids in the Classroom

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Thresholding to Greet Students at the Door | BetterLesson Coaching

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TK- 4 all matter in the overall wholeness of the child. 

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TK- 4 all matter in the overall wholeness of the child. 

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Children, no matter how young, aren't one-dimensional. Many factors shape and influence how they develop and start during childhood. How are the child's skills progressing? Are they healthy? Do they have access to the resources they need? These questions help shape the foundation of the whole child approach.

The whole child approach applies this concept to early childhood education. It goes beyond academics to focus on building a child's character and requires teachers and educators to learn and gain a deeper understanding of who the children are and the people around them. This allows early childhood educators to help children reach their fullest potential and support their families in raising confident, well-rounded, curious, and emotionally intelligent children.

What is the whole child approach?

The whole child approach claims that students learn best in an environment where teachers consider their academic progress and overall development, including their cognitive skills, identity, and mental, social, and emotional health.

By using the whole child approach, early childhood teachers help children develop a wide range of life skills and recognize qualities that their test scores can't measure. It allows educators to pay attention to their basic needs while also focusing on their background and how it primes children to successfully learn in the classroom.

The whole child approach encourages teachers to:

Tailor daily activities to meet a child's basic physical and emotional needs (e.g., exercise, emotional connection, healthy food)

Create learning opportunities and outcomes that are relevant to a child by considering the child's individual identity, strengths, and areas for improvement

Acknowledge a child's cultural background, home environment, and family dynamic and how it affects their learning and development

Partner with families for all areas of the child's development

Practicing the whole child approach means operating under a framework that says children should be healthy, safe, engaged, supported, and challenged to receive a holistic and successful education.

"The whole child approach together with social and emotional learning (SEL) aims to build skills and foster behaviors to accelerate students' progress and help them navigate through life." - Teach for America

Five key components of the whole child approach

The whole child approach asks, "What do I want this child to learn?" and "What kind of person do I want this child to become?" Early childhood education focuses on more than providing children with the knowledge and skills they need at this stage. As teachers and educators, you're given the responsibility to help families raise children who are confident, compassionate, and problem-solvers-skills and qualities that will continue to develop into adulthood.

With this goal in mind, the following five components are applied to attend to the child's needs in the classroom.

Is the child healthy?

The whole child approach advises that the best education curriculum addresses a child's emotional, mental, physical, and social health. A teacher in this environment ensures that the child is healthy when they come to school and teaches children how to practice a healthy lifestyle.

This instruction could include extensive recess with a broad range of activity types, physical education exercises, and teaching children how to choose healthy snacks and meals.

Is the child safe?

A safe learning environment can take many forms. The whole child approach focuses on addressing issues threatening a child's physical and emotional safety and preventing them from being academically engaged. Issues can include abuse, neglect, and bullying.

The whole child approach advocates for children to feel safe at school and learn coping skills, emotion management, and conflict resolution.

Is the child engaged?

A child is engaged when they are actively attuned to their education and collaborate with their teachers to set goals, advance their abilities, and exercise their creativity. The whole child approach asks, "Is the child understanding and interacting with what they're learning?"

Is the child supported?

The whole child approach aims to ensure the child isn't only supported as a valuable member of the class but has support that accounts for their individual needs. This approach includes personalized teaching and individualized attention.

Is the child challenged?

The whole child approach encourages teachers to collaborate with families to define success for their child. The goal is to ask, "Is the child challenged to do their best work academically and socially?"

Creating daily lesson plans is a way to ensure you are incorporating the whole child framework into your educational program. Download our free template and customize to suit your teaching style and children's needs.

Benefits of the whole child approach

The whole child approach is a popular teaching method, setting children up for long-term success in life, not just the classroom.

supports that classrooms that implement the whole child approach have better learning and development outcomes for children. The whole child approach can also mitigate the negative effects of trauma and stress by teaching children important social-emotional skills like managing stressful emotions and creating positive learning environments that prioritize supportive relationships between children and teachers.

Additionally, learning environments that utilize the whole child approach foster the following qualities in children:

Interpersonal skills

Creative expression

Goal setting

Confidence

Self-esteem

Problem-solving

Curiosity

A sense of community

Enhanced overall well-being

Programs that utilize the whole child approach create an environment where children can flourish in various areas of development, not just academic achievement. In fact, settings where children can strengthen key social-emotional skills such as, learning more about themselves and the people around them and building relationships, can actually improve academic achievement, behavior, and graduation rates .

The whole child approach in practice

It might be easier to comprehend the benefits of the whole child approach than to imagine it in practice. But many have shared how it looks to apply the whole child framework in early childhood education.

Leverage the power of partnerships

Some programs provide services that help students overcome specific barriers to learning. These services, which often include mental health and social services, are offered through partnerships with local community organizations or university programs and with support from social workers or community liaisons.

Practice social and emotional learning (SEL) alongside academics

Forming connections is an essential part of early childhood education, and teachers can easily put this into practice through daily greetings. It's common to greet each child at the start of the day. Implement a variety of greetings such as saying " Hello," waving, high fives, and fist bumps that the children can use when entering the classroom. It creates an instant connection with you at the start of the day and gives the children autonomy in choosing how they communicate.

Encourage children to examine their thought processes

Another example of the whole child approach in practice is to push a child's problem-solving skills by asking questions instead of simply accepting their answer. Ask them how they made their decision and challenge them to defend their thought process. By learning to elaborate and question themselves, children gain a better understanding of the topic and strengthen their problem-solving and explanation abilities.

Applying whole child education in early childhood

A whole child development approach aids in raising children into happy, healthy, safe, engaged, and challenged adults who are productive in their education, career, and personal life.

Now that you've learned all about the whole child approach, try incorporating these principles into your teaching and see how your children blossom and develop.
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The Whole Child Approach in Early Childhood Education

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By adopting the whole child approach in early childhood classrooms, teachers can support a child's development on a deeper level.

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start each day with a fresh perspective, reminding yourselves to look for the strengths and assets in each student and yourself

This reset allows you to approach each interaction with a positive mindset, fostering a supportive and empowering classroom environment.

students are still developing their self-esteem and sense of identity.

Regularly emphasizing their strengths helps build resilience by reinforcing their confidence and self-worth.

A daily reset reinforces the message that each day is a new chance to succeed, even if previous setbacks occurred. This approach encourages students to view challenges as opportunities for growth and to approach learning with enthusiasm and determination.

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involves using "I" statements, active listening, and reframing language to promote positive

Restorative Circles: Implement restorative circles as a proactive approach to building relationships and addressing conflicts. These circles provide a safe space for students to express themselves, listen to others, and work towards resolutions collaboratively.

Reflection promotes accountability and personal growth while reinforcing positive behavior.

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How to Use Positive Narration to Develop Positive Behaviors -- Digitability Professional Development

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Planned ignoring is a skilled to be mastered. Here's a great resource to get started. 

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Planned ignoring is a skilled to be mastered. Here's a great resource to get started. 

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Classroom Dojo also helps support classroom management as well as engage parents in the classroom learning environment.  

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Classroom Dojo also helps support classroom management as well as engage parents in the classroom learning environment.  

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Classroom Screen is a wonderful classroom management tool! 

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Classroom Screen is a wonderful classroom management tool! 

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Start creating your screens here, no account needed.