# data[].attributes.attachment_link.title
Blurt Beans: Classroom Management Strategies - Teacher’s Brain

# data[].attributes.attachment_link.description
Blurt Bean Jars are amazing for helping to reduce classroom interruptions! Students love their beans, writing about beans and improve quickly.

# data[].attributes.attachment_link.readable_text
Looking for classroom behavior chart ideas? You've come to the right place! These behavior charts for school are teacher-tested and focus on positive reinforcement rather than shaming or punishment.

[You might also be interested in 5 Reasons Why I Won't Use a Behavior Chart, too!]

1.Digital Marbles

The digital marble jar method is good for teachers who do not have a lot extra space in their rooms or who do not want to have a physical jar or marbles in the room. When a student earns a marble, the digital marble is placed in the jar. When the marble jar is filled up, the class received the pre-determined prize. Not into marbles? That's okay. You can also choose digital cookies, sundaes, hot cocoa, and more.

Source: Teaching in the Tongass

2. Blurt Beans

Blurting out answers is one of the speediest ways for a classroom to get out of control. It's a slippery slope from one student blurting out an answer to everyone talking at once. The Blurt Beans is a neat classroom management system that allows students to physically see the effects of their actions. Each day every student is given X number of beans. If they talk out of turn, you simply take away a bean. Students may place their beans (if they have any left) in this jar at the end of the day.

Source: Miss Giraffe's Classroom

3. Behavior Bingo

Behavior Bingo is another behavior tracking method that focuses only on the positive. To make this you need a few rocks (or the small glass gems that are made for vases) with magnets hot glued to the back. The student must place the rock (which has a number painted on it) on the corresponding square. When a line is filled, the class can receive the pre-determined prize or activity. This activity fosters community because the students root for each other to get certain numbers to complete a line.

Source: One Sharp Bunch

4. Personal Clip Chart

There are many classroom management methods that involve clothespins; however, most of them involve putting everyone's clothespins on one chart. The benefit of the personal chart is that each student focuses on his/her own chart. It also gives the student a clear visual warning which may help stop the unwanted behavior in its tracks.

Source: What the Teacher Wants

5. Classroom Data Sheets

Classroom data sheets are fun spin off the old standby behavior chart. This method encourages each student to look at his / her own behavior patterns for a month a time. Each student can take this monthly report home to get signed by a parent. Bonus: this method doubles as a math lesson about graphs and charts.

Source: Teaching with Love and Laughter

6. Star Bucks

Star Bucks is a fun play on Monopoly Money and Star Wars. Students receive money for good behavior such as good listening or completing specials deeds or services. On the flip side, students must pay the teacher when s/he engages in certain behaviors like talking to a neighbor or blurting out answers. At certain intervals (e.g. every Friday afternoon) students can "shop" with whatever money they have left at the end of the week.

Source: Southern Fried Teaching

7. Classroom Coupons

Class coupons are similar to the Star Bucks but instead of shopping with currency, the coupons are exchanged for certain activities. For instance, a student may have the coupon for "switch seats" in which he could relocate his desk to be near a friend. Other ideas include: wear sunglasses to school, extra computer time, or sit with a friend.

Source: Proud to Be Primary: Class Coupons

8. Daily Behavior Charts

This behavior chart tracks behavior during each subject of the day. What this does is allow each student to "recover" from a low mark and do better in the next segment of the day. Also, the chart doesn't refer to negative behavior ("bad behavior"); instead, behavior is simply rated with a number. Grab this free (and editable!) printable by clicking the link below.

Source: What I Have Learned

9. Bee-havior Punch Cards

Bee-havior punch cards are a cute way to encourage good behavior. Students are rewarded for filling up a whole punch card. It's up to you what happens when the punch card is filled. Maybe you have a little treasure chest that students pick prizes from, or maybe you offer extra free time. Whatever the reward is, your students will look forward to the reward with each punch in the card.

Source: First Grade At Last

10. Team Tables

What better way to track behavior than to encourage a healthy sense of competition. This method involves each table working together to earn points. Not only will this foster community among students but it will also give them the opportunity to practice good sportsmanship. When the table works together as a team, they are rewarded. Print these fun labels and laminate them and you'll be on your way to a happier, more well-behaved classroom.

Source: Proud to Be Primary: Team Tables
Have more classroom behavior chart ideas? Come and share in our WeAreTeachers HELPLINE group on Facebook. And here are a few more of our favorite resources on managing student behavior:

# data[].attributes.attachment_link.title
10 Creative Ideas for Tracking Classroom Behavior

# data[].attributes.attachment_link.description
Looking for classroom behavior chart ideas? You've come to the right place! These behavior charts focus on positive reinforcement.

# data[].attributes.attachment_link.readable_text
Looking for classroom behavior chart ideas? You've come to the right place! These behavior charts for school are teacher-tested and focus on positive reinforcement rather than shaming or punishment.

[You might also be interested in 5 Reasons Why I Won't Use a Behavior Chart, too!]

1.Digital Marbles

The digital marble jar method is good for teachers who do not have a lot extra space in their rooms or who do not want to have a physical jar or marbles in the room. When a student earns a marble, the digital marble is placed in the jar. When the marble jar is filled up, the class received the pre-determined prize. Not into marbles? That's okay. You can also choose digital cookies, sundaes, hot cocoa, and more.

Source: Teaching in the Tongass

2. Blurt Beans

Blurting out answers is one of the speediest ways for a classroom to get out of control. It's a slippery slope from one student blurting out an answer to everyone talking at once. The Blurt Beans is a neat classroom management system that allows students to physically see the effects of their actions. Each day every student is given X number of beans. If they talk out of turn, you simply take away a bean. Students may place their beans (if they have any left) in this jar at the end of the day.

Source: Miss Giraffe's Classroom

3. Behavior Bingo

Behavior Bingo is another behavior tracking method that focuses only on the positive. To make this you need a few rocks (or the small glass gems that are made for vases) with magnets hot glued to the back. The student must place the rock (which has a number painted on it) on the corresponding square. When a line is filled, the class can receive the pre-determined prize or activity. This activity fosters community because the students root for each other to get certain numbers to complete a line.

Source: One Sharp Bunch

4. Personal Clip Chart

There are many classroom management methods that involve clothespins; however, most of them involve putting everyone's clothespins on one chart. The benefit of the personal chart is that each student focuses on his/her own chart. It also gives the student a clear visual warning which may help stop the unwanted behavior in its tracks.

Source: What the Teacher Wants

5. Classroom Data Sheets

Classroom data sheets are fun spin off the old standby behavior chart. This method encourages each student to look at his / her own behavior patterns for a month a time. Each student can take this monthly report home to get signed by a parent. Bonus: this method doubles as a math lesson about graphs and charts.

Source: Teaching with Love and Laughter

6. Star Bucks

Star Bucks is a fun play on Monopoly Money and Star Wars. Students receive money for good behavior such as good listening or completing specials deeds or services. On the flip side, students must pay the teacher when s/he engages in certain behaviors like talking to a neighbor or blurting out answers. At certain intervals (e.g. every Friday afternoon) students can "shop" with whatever money they have left at the end of the week.

Source: Southern Fried Teaching

7. Classroom Coupons

Class coupons are similar to the Star Bucks but instead of shopping with currency, the coupons are exchanged for certain activities. For instance, a student may have the coupon for "switch seats" in which he could relocate his desk to be near a friend. Other ideas include: wear sunglasses to school, extra computer time, or sit with a friend.

Source: Proud to Be Primary: Class Coupons

8. Daily Behavior Charts

This behavior chart tracks behavior during each subject of the day. What this does is allow each student to "recover" from a low mark and do better in the next segment of the day. Also, the chart doesn't refer to negative behavior ("bad behavior"); instead, behavior is simply rated with a number. Grab this free (and editable!) printable by clicking the link below.

Source: What I Have Learned

9. Bee-havior Punch Cards

Bee-havior punch cards are a cute way to encourage good behavior. Students are rewarded for filling up a whole punch card. It's up to you what happens when the punch card is filled. Maybe you have a little treasure chest that students pick prizes from, or maybe you offer extra free time. Whatever the reward is, your students will look forward to the reward with each punch in the card.

Source: First Grade At Last

10. Team Tables

What better way to track behavior than to encourage a healthy sense of competition. This method involves each table working together to earn points. Not only will this foster community among students but it will also give them the opportunity to practice good sportsmanship. When the table works together as a team, they are rewarded. Print these fun labels and laminate them and you'll be on your way to a happier, more well-behaved classroom.

Source: Proud to Be Primary: Team Tables
Have more classroom behavior chart ideas? Come and share in our WeAreTeachers HELPLINE group on Facebook. And here are a few more of our favorite resources on managing student behavior:

# data[].attributes.attachment_link.title
10 Creative Ideas for Tracking Classroom Behavior

# data[].attributes.attachment_link.description
Looking for classroom behavior chart ideas? You've come to the right place! These behavior charts focus on positive reinforcement.

# data[].attributes.attachment_link.title
Using Acknowledgements in a PBIS Framework

# data[].attributes.attachment_link.title
Stratsfor De-escalating Student Behavior in the Classroom

# data[].attributes.attachment_link.title
How to use ClassDojo with PBIS | ClassDojo

# data[].attributes.attachment_link.description
PBIS along with ClassDojo helps create a positive school culture, by encouraging positive behaviors and providing a framework for evidence-based interventions.

# data[].attributes.attachment_link.title
SCTG Webinar December 8, 2021: Equitable Classroom Acknowledgment Systems

# data[].attributes.attachment_link.description
Strategies for fostering relationships with middle and high school students starting on the first day of the school year and then growing them all year long.

# data[].attributes.attachment_link.readable_text
When students are part of the process of creating rules, they have a deeper understanding of them, feel a stronger connection to them, take ownership of them, and hold themselves to a higher standard for following those rules each day. This is why I take time at the beginning of each year to write rules with my students, rather than for my students. I also find great value in revisiting those rules and working together to tweak them throughout the year so a strong environment of respectful and responsible behavior is maintained.

This is an idea I share often in Instagram stories, and one of the most common follow-up questions I am asked is, "How exactly do you create rules with your class?"
This post includes affiliate links for which I may make a small commission at no extra cost to you should you make a purchase.
Well, the answer to that question is quite detailed. So, I've decided to write out the process I use. This process is deeply rooted in the approach I learned when participating in a four-day Responsive Classroom institute, and I tweaked it slightly to meet the needs of my classroom.

As always, I hope reading about the approach I use will provide you with a springboard for creating your own approach that meets the unique needs of your classroom. Classroom management techniques and systems are areas where customization should be a priority because they work best when they are adapted to fit your personality and teaching style.

Day 1: Setting Consequences for the Rules to Come

Quality rule writing is a multi-day process that I don't like to rush. What I do like is to have a strong system for behavioral accountability from day 1in the classroom. Holding off until the class rules are written to introduce consequences leads to a lack of structure in those first days of school when structure is needed most.

To avoid this problem, I introduce our Fix It Ticket system on the first day of school. I have a detailed blog post about the exact steps I use to introduce Fix It Tickets on day 1, along with a toolkit that can help you introduce them in your own classroom, but here's the gist.

I ask my students, "What are some words you hope to use to describe your classroom this year?" They brainstorm their ideas, write them on sticky notes, and add them to our class anchor chart. We discuss any common themes noticed as their ideas come together. Then, they brainstorm answers to the question, "What types of behaviors should we avoid if we are trying to create the type of classroom you've described?" These ideas are also added to an anchor chart and common ideas are grouped together.

Next, we talk about the fact that no one has perfect behavior, and even the most respectful and responsible people make mistakes from time to time. With this idea in mind, I introduce the thought that everyone deserves a moment to take a break when they are struggling with behavior so they are able to cool off, reflect, and move forward in a more respectful way. I introduce the process for taking a break in our classroom - a concept based on the Responsive Classroom approach to teaching and learning. If a student makes a behavior mistake in the classroom, then they are politely asked to take a break, which means:

Step away from their activity and sit in our "take a break spot"

Reflect on their behavior silently without interacting with others

Rejoin the group when they are ready to focus their energy in a productive way

Throughout the first day of school, they each have the opportunity to practice heading to that spot so they all get a feel for taking a break. This practice emphasizes that taking a break is for anyone at any time needed.

Day 2: Introducing the Guiding Principle of R.E.S.P.E.C.T.

On the second day of school, I introduce the guiding principle of R.E.S.P.E.C.T., which acts as a foundation for our rule writing. The second day activities help students build a stronger understanding of what respectful behavior looks like, sounds like, and feels like.

I begin with a read aloud of Do Unto Otters by Laurie Keller. While reading, I point out how the author shows us what respectful behavior is and what it is not. Following this read aloud, our R.E.S.P.E.C.T. acronym makes its debut.

The meaning of each word in the acronym R.E.S.P.E.C.T. is introduced to students, and we brainstorm ways to show respectful behavior in relation to each of those words. Examples include how we show respect to ourselves, to our property, or while collaborating. We then discuss what happens when someone makes the decision not to show respectful behavior.

The consequences include taking a break, followed by the completion of a Fix It Ticket if the student decides to continue making disrespectful behavior decisions within the same day, followed by a conference with the student and his/her parent/guardian if those behaviors continue. Each day, students get a fresh start, and best intentions are always assumed.

We end day 2's classroom management session with the completion of the R.E.S.P.E.C.T. contract. This contract:

Summarizes everything students have learned about our behavior routines and expectations

Communicates these expectations to families

Emphasizes the importance of what has been discussed so students know they will be held accountable for their behavior and provided with support for making respectful decisions throughout the year

The contract is taken home to be signed by parents/guardians and due the following day.

Day 3: Setting Intentions for Our Rules

On the third day of school, we work as a class to create hopes and dreams for the year. After all, if we are going to work together to write rules that are relevant and meaningful, then we need some context as to what we're going to be doing each day and why we are doing it. To set the tone for this conversation, I begin with a read aloud of School's First Day of School by Adam Rex, and then I pose the question, "Why do we come to school?".

Students share their ideas aloud as I record them on a class anchor chart. After about fifteen minutes of recording ideas, the first part of our brainstorm session comes to a close. I invite students to continue thinking of ideas to add to the chart so we can put the finishing touches on our list after lunch that day. The anchor chart is hung in a prominent spot at the front of the room and revisited after lunch, when we continue to add ideas for an additional five minutes.

After this, I invite students for another read aloud as we gear up for drafting our hopes and dreams for the school year. This time we read Miss Rumphius by Barbara Cooney. We briefly discuss the hopes and dreams of Miss Rumphius before launching into a conversation about our own hopes and dreams for the year. This step of the rule writing process continues to build context for the rules and helps students feel that their interests, ideas, hopes, and dreams are valued in their new classroom community.

To help students think seriously about realistic hopes and dreams for the school year, I share my own hopes and dreams about what we will accomplish, how we will treat one another, the fun we will have, and the time we'll spend getting to know one another. As I think aloud, I refer to the "Why do we come to school?" anchor chart to help inspire my ideas.

I then introduce another anchor chart with the question, "What are your hopes and dreams for the school year?" We begin with a class discussion where ideas are shared verbally but not recorded. Quick thinkers and eager sharers often have lots to say during this portion of the brainstorm. Hearing these ideas is helpful to students who need a bit more time to dream up their dreams. Students then head to their seats, where they find a sticky note waiting for them. They record between 1-3 hopes and dreams for the school year on their note, and then they come back to the carpet prepared to share the idea they'd like to add to our anchor chart.

Each child either reads the words from their sticky note themselves before posting it to our anchor chart or asks me to read it for them before posting it. This public sharing of hopes and dreams emphasizes:

Everyone's hopes and dreams are valued

We will all help each other achieve those hopes and dreams

Knowing everyone's hopes and dreams will help us write strong rules the next day

Day 4: Drafting Our Class Rules

Now that we understand the importance of R.E.S.P.E.C.T in our classroom and have heard the hopes and dreams of our classmates, it is time to begin drafting our class rules. I pose the question, "What classroom rules will help our hopes and dreams come true?"

As students share their ideas, I record them on individual sticky notes. If someone mentions a rule that is similar to one already recorded, we put a star on that sticky note to emphasize the fact that multiple people value that rule. I ask students to phrase their rules using positive language. Rather than saying, "Don't touch other people's belongings," we use positive language like, "Keep your hands away from your classmates' belongings," or "Ask permission before touching other people's belongings." If students have trouble phrasing their rule using positive language, then we work together to make that happen.

Using positive language when writing rules helps to create an environment where children believe you trust in their ability to cooperate, show respect, and be their best selves. When they feel you believe this of them, they begin to believe this of themselves. In time, students build a more positive identity and develop more awareness and self-control.

At the end of this brainstorm session, our anchor chart is filled with student-created class rules. This anchor chart is hung in a prominent location in the room, and students are asked to continue thinking of any rules they may want to add over the course of the day.

Day 5: Categorizing Rules

Before school begins on the fifth day of our rule writing process, I take time to sort the rules students drafted the day before into categories. This is when writing the rules on sticky notes really comes in handy. I can simply move them around on the anchor chart without the need to rewrite them on a new chart. Typically, the rules fall into three or four categories from year to year. After sorting is complete, I do not label each category, as students will work together to do that.

I let the sorted rules chart hang at the front of the room until our rule writing session for that day. My students typically notice the rules have been grouped before the session begins, and some even ask why the anchor chart looks so organized. I respond by asking them to think about why I would have put the rules into groups. This helps warm them up before beginning today's task of categorizing the rules.

When the session officially begins, I talk about how impressed I am with all the strong rules we have written together but how I'm also feeling like all these rules are a lot to remember. Of course, the students agree. I then challenge them to think of overarching rules for each of the groups they see on our chart. As students share their ideas for overarching rules, I jot them down on my whiteboard, and then we vote on which of the rules mentioned should be our final overarching rule for each category. This leaves us with 3-4 overarching rules for the year.

These overarching rules are written as a heading for each group of rules on our anchor chart.

Day 6: Publishing the Rules

On the final day of our rule creation process, we make our class rules official by signing our names and publishing our rules in a prominent place in our classroom. This looks different from year to year, but it's always a very special moment of celebration after all those days of working hard to create rules that we agree on and value. Here are some of the ways our rules have been published:

We all sign our names at the bottom of our anchor chart

We all sign our names next to our favorite rule on the anchor chart

Our rules are typed, and a piece of paper with all our signatures is hung beneath the rules.

Our rules are posted on the wall, and everyone writes their name in a creative way to hang around the rules.

Day 7 and Beyond: Revisiting Our Rules Throughout the Year

Regardless of how our rules are published, all the anchor charts we created during this process are saved in a safe place and brought out multiple times throughout the year as needed. I find that revisiting the rule creation process and refocusing our attention on the rules we created together has an undeniable power in helping students realign their behavior. Some of my favorite times to revisit our class rules include:

After several days of indoor recess

Before a field trip

Before a special event or an assembly

After a long school break

When spring fever begins to make an appearance

Ready to Create Rules with Your Students?

If you are ready to teach students who:

Have a deeper understanding of the class rules

Feel a stronger connection to the rules

Take ownership of the classroom and the rules

Hold themselves to a higher standard for following the class rules each day

Then it's time to give this process a try. These are the resources I mentioned throughout this blog post that can make prepping for your rule writing sessions a breeze (affiliate links included):

I'd love to hear about your rule writing experience, or any questions you may have, in the comments below. For more information about my classroom management approach, be sure to follow along on Instagram or check out the Classroom Management section of this site.

This post contains Amazon Affiliate links to make it easier for you find the supplies shared in this post. To see all my favorite Amazon finds, visit my Amazon Influencer page here.

# data[].attributes.attachment_link.title
How to Write the Best Classroom Rules with Your Students

# data[].attributes.attachment_link.description
When students are part of the process of creating rules, they have a deeper understanding of them, feel a stronger connection to them, take ownership of them, and hold themselves to a higher standard for following those rules each day.

# data[].attributes.attachment_link.title
Positive Behavior Support Quick Tips Handout

# data[].attributes.attachment_link.title
EDITABLE VERSION - Rules for Tools Mini Posters

# data[].attributes.attachment_link.title
Voice Volume Meter Teaching Resource - Watson Institute

# data[].attributes.attachment_link.description
Try using a voice meter as a visual aid to help children understand appropriate levels of voice volume in community settings.

# data[].attributes.attachment_link.description
The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

# data[].attributes.attachment_link.title
Mindfulness Resources for the MCPS Community

# data[].attributes.attachment_link.readable_text
The idea of implementing a social-emotional learning (SEL) curriculum into your school building or district may feel daunting. While all 50 states have social-emotional learning standards, oftentimes these standards don't include tangible steps for school leaders interested in cultivating a community of SEL in their school buildings.

Why Social Emotional Learning in schools?

Research tells us that both the physical environment and the psychological environment of a school building have an impact on student achievement. The physical environment of a school building includes anything from classroom size to lighting, to accessibility, while the psychological environment is related to classroom climate and student-teacher interactions. When we take SEL beyond the classroom we not only emphasize the importance of these skills, attitudes, and behaviors to our students but also increase the likelihood of mastery.

Let's explore five easy ways to start creating a community of SEL in your school now:

5 ways to create an SEL community:

1. Encourage teachers to incorporate into their lessons.

Some SEL topics include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. It's helpful if teachers share the concepts and language they're using related to the topic with other staff members in the building, including specialty teachers. This will help everyone to get on the same page and use consistent language and concepts with students in their interactions.

2. Use morning announcements to promote relevant SEL topics.

Morning announcements are a great opportunity to spread awareness and provide reminders to students and staff about relevant SEL topics.

3. Make SEL fun and engaging for students.

SEL lessons don't have to be boring or static. Use videos, games, and small group activities to engage students and encourage their interactions with members of their classroom community.

4. Communicate with families.

Go beyond the school building and invite parents and guardians to participate in SEL with their kids. Sending home relevant goal posters is an easy and effective way to keep families informed about what their students are learning at school.

5. Utilize visual supports in the classroom and hallways.

Visual supports, like posters and bulletin board displays, are a fun and creative way to carry SEL concepts beyond the classroom environment and into the school community. Check out some of our free donwloadable Everyday Speech bulletin displays here:

Using SEL to create a community within your school building can help foster feelings of unity among students and staff. It can help create a stronger sense of collective identity that spans grade levels and includes every staff member and student in the building. It can help your school community feel as though they are a part of something bigger than themselves.

Related Blog Posts:

"Everyday Speech is easy to use and includes most topics that I discuss with my students with social language difficulties. The videos are the BEST! Easy to watch and for kids to relate to. They generate the best discussions."
- Ann-Marie Small, M.S. CCC-SLP

# data[].attributes.attachment_link.title
How to Cultivate an SEL Community at Your School | Free Bulletin Boards

# data[].attributes.attachment_link.description
The idea of implementing a social-emotional learning (SEL) curriculum into your school building or district may feel daunting. While all 50 states have social-emotional learning standards, oftentimes these standards don't include tangible steps for school leaders interested in cultivating a community of SEL in their school buildings.

# data[].attributes.attachment_link.title
Mystery Motivator in Special Education - Watson Institute

# data[].attributes.attachment_link.description
Learn new motivation strategies for special education students. See how the mystery motivator reinforces good behavior.

# data[].attributes.headline
Examples and Videoclips for Preschool Environments

# data[].attributes.subject
Examples and Videoclips for Preschool Environments

# data[].attributes.body
Click on the first module to access these materials.

# data[].attributes.attachment_link.title
CSEFEL: Center on the Social and Emotional Foundations for Early Learning

# data[].attributes.attachment_link.description
The National Center for Effective Mental Health Consultation (CEMHC) addresses the needs of Early Head Start/Head Start (E/HS) staff and families for practical guidance on effective ways to promote young children�s social and emotional development and reduce challenging behaviors.

# data[].attributes.attachment_link.title
Teacher establishes routines, procedures, transitions, & expectations for student behavior - Ex 1

# data[].attributes.attachment_link.title
Teacher establishes routines, procedures, transitions, & expectations for student behavior - Ex 6

# data[].attributes.attachment_link.readable_text
Teachers have long known that feeling safe and secure in school helps students focus their energy on learning. And the research bears that out: A 2018 study found that when teachers deliberately foster a sense of belonging by greeting each student at the door of the class, they see "significant improvements in academic engaged time and reductions in disruptive behavior."

Edutopia covered that study last year, and we've shared many other ideas from teachers for ensuring that every student in the classroom feels like they belong.

Some of the activities below take less than five minutes. They're divided up among the grades, but many can apply across all of the years from kindergarten to 12th grade.

Elementary School

Shout-Outs: This is a quick way for students to celebrate each other for doing a job well or for attempting something difficult. Shout-outs can be incorporated at any point in a class. First-grade teacher Valerie Gallagher of Providence, Rhode Island, rings a chime when she wants to get the class's attention to ask who has a shout-out.

"It's not just me as the teacher saying, 'You're doing well'-it's a way for them to interact with each other and celebrate positivity," says Gallagher.

Friendly Fridays: Elizabeth Peterson, a fourth-grade teacher in Amesbury, Massachusetts, uses Friendly Fridays as a simple way for students to lift each other and themselves up. Peterson has her students write a friendly, anonymous note to a classmate, practice using positive self-talk, or use storytelling to give a peer a pep talk.

Sharing Acts of Kindness: Fifth-grade teacher Marissa King, of Tulsa, Oklahoma, shares two activities that encourage kindness. In the first, the teacher gives students secret kindness instructions, such as writing an anonymous note to a peer who is struggling in one of their classes.

The second activity revolves around noticing others' acts of kindness: When a student sees a peer tidying up in the classroom, for example, they can post a thank you note on a shared digital "kindness wall." Both activities coach students to be kind to their peers in the hope that they'll begin to practice kindness unprompted.

Middle School

Paper Tweets: To build community in her seventh-grade classroom, Jill Fletcher of Kapolei Middle School in Kapolei, Hawaii, created a bulletin board modeled on Twitter. Students use a template to create a profile, and they enlist at least three followers-a friend, an acquaintance, and someone they don't interact with much.
Courtesy of Jill Fletcher
When the class does this activity-which takes about 45 minutes to set up the first time-Fletcher has them respond to prompts about their current mood or new things happening in their lives, and then their followers respond.

Class Norms: Bobby Shaddox, a seventh-grade social studies teacher at King Middle School in Portland, Maine, has his students develop a set of norms for themselves-adjectives that describe them as a community of learners. Having students come up with their own norms creates "a pathway toward belonging for every single student in that class," says Dr. Pamela Cantor, founder of Turnaround for Children.

"Instead of a top-down list of rules that a teacher gives a class, these are words that we generated together," says Shaddox. "It helps us own the behavior in the classroom."

Group Salutes: A moment shared between two or more students at the beginning or end of an activity, a Group Salute is a teacher-prompted interaction that is a quick, low-prep way to cultivate community. The shared gesture can be physical-like a high five-or social-a teacher could ask students to express gratitude to their group members.

There's some interesting data supporting this idea: Researchers found that NBA teams whose players touch the most early in the season-high fives, fist bumps, etc.-had the best records later for the season.

High School

Morning Meetings: Morning meetings have long been a staple of elementary classrooms, but they can help students in all grades transition into class. Riverside School, a pre-K to 12th-grade school in Ahmedabad, India, uses a version of morning meetings at every grade level as "a pure relationship-building time." Bonding exercises led by teachers or students include physical or social and emotional activities, or discussions of sensitive topics like bullying.

Appreciation, Apology, Aha: As a quick, daily closing activity, students gather in a circle and share an appreciation of one of their peers, an apology, or a light bulb moment. The teacher models the activity by sharing and then asks for volunteers to speak.

"Those types of appreciations and community recognitions can go a long way toward building bonds," explains Aukeem Ballard, an educator with Summit Public Schools in the San Francisco Bay Area.

"A low-stakes thorn might be 'I feel tired.' Yet many students choose to share more personal items, like 'My thorn is that my dog is sick and I'm really worried about her,'" writes Alex Shevrin Venet, a former school leader at a trauma-informed high school.

Snowball Toss: Students anonymously write down one of their stressors on a piece of paper, crumple it up, gather in a circle, and throw their paper balls in a mock snowball fight. When that's done, they pick up a snowball and read it aloud.

"The idea is that we're moving around. We're able to have fun, laugh, scream, be loud, and then have that discussion about stress," says Marcus Moore, an advisory leader at Urban Prep School in Chicago.

# data[].attributes.attachment_link.description
These community-building ideas for the classroom can help teachers ensure that students in every grade feel like they belong.

# data[].attributes.attachment_link.readable_text
Educational professionals know that feeling safe and secure within the school environment can help students to focus their energies on learning. A study from 2018 backed this up with research. It found that if teachers can create a feeling of belonging in their classroom by simply greeting every student by name at the start of class, they can see great improvements in terms of engaged academic time and reduced disruptive behavior.

Of course, this is one example of an easy change that teachers can introduce into their everyday practice to foster a strong community vibe. With this in mind, here are some more fun community-building activities that are quick and simple to implement but can have a significant positive impact on student engagement and learning.

3 community building ideas for elementary school students

It's never too early to make your classroom feel like a connected, welcoming community. The following activities can prove very valuable in helping even the youngest children to develop a feeling of belonging.

1. Shoutouts

This is a quick and easy way to allow students to celebrate each other's achievements when they succeed in overcoming a challenge or completing a task to the best of their ability. You can incorporate shoutouts at any time during your lesson by simply sounding an alert or ringing a bell. By asking students to praise their fellow classmates, you promote interactions between students and celebrate their positivity.

To give your class an easy way to send and view positive messages to their peers try using Classcraft's Kudos tool. It's a great way of harnessing the power of gratitude to improve student behavior and motivation. Students can give each other shoutouts, which are then visible to the entire class (after you've reviewed and approved it.) By encouraging social recognition, Kudos can create a continuous loop of positivity that spreads good vibes throughout the classroom.

2. Friendly Fridays

Students can play a key role in helping to raise each other's self-esteem. The idea behind Friendly Fridays is that students write an anonymous, positive note to one of their classmates, practice talking positively about themselves, or use stories as a way of instilling positivity in a classmate.

3. Shared acts of kindness

Encouraging students to notice and share each other's kind acts is a great way to promote positivity and inspire compassion. If, for example, one student notices a peer helping a struggling classmate with a challenging task or taking the initiative to tidy up, they can then post a note of thanks on a shared Wall of Kindness for everyone to see.

3 community-building activities for middle school students

As children get older and progress into middle school, it's time to build on the positive classroom environment fostered during the elementary stage and to continue encouraging students to support each other. Here are some of the best activities for community building to suit this age group.

1. Paper tweets

Building on the connection that young people have with social media platforms, this activity helps to build a sense of community in your classroom by mimicking Twitter profiles. Each student should have a minimum of three "followers." One must be a close friend, another must be an acquaintance, and the third must be a classmate that they rarely interact with. Although the initial setup for this activity may be time-consuming, it's well worth implementing this idea since it allows students to respond to prompts about the new events in their life or their mood at the present time. This also gives followers a chance to react.

2. Class norms

Rather than relying on the teacher's list of classroom rules, have students develop their own set of class norms - adjectives that describe a positive learning community. When students set their own norms and expectations, they create a stronger feeling of belonging for everyone. It also gives students a chance to take responsibility for their own behavior within their learning environment.

This teacher-prompted interaction is a speedy, preparation-free way to get your students to appreciate each other. At the end of an activity, have your students congratulate each other for their efforts using an agreed-upon expression of gratitude, such as a handshake or high-five, or some other social interaction, such as verbally thanking the other members of their group.

4 community building ideas for high school students

The high school environment can be one of the most challenging when it comes to fostering a sense of community. It is at this stage in life that students can begin to feel most disconnected from their classmates. And as young people begin to develop their own distinct personalities, they run the risk of feeling increasingly isolated from their peers. This is why it is especially vital for high school educators to include community-building activities in their everyday practice. Here are some of the top suggestions for activities that are best suited to young people on the verge of adulthood.

1. Morning meetings

Although morning meetings are a regular feature in the elementary classroom, they tend to fall by the wayside as students grow older. By reintroducing this everyday activity once more in a high school setting, teachers can facilitate bonding between classmates. Holding a daily morning meeting helps students from every grade to transition into class through a teacher or student-led bonding exercise, which can include social, emotional, or physical activities, such as discussions of challenges that students may be facing or sensitive topics such as bullying.

2. Appreciation or apology

At the close of each day or lesson, the Appreciation or Apology activity encourages students to come together within a circle to share their appreciation of a classmate or an apology for something that they feel was inappropriate. Alternatively, they can share their own "aha!" moment from the lesson where they gained a greater understanding of the subject matter. When necessary, the teacher can model this activity by sharing their own appreciation, apology, or aha moment before asking a volunteer from within the group to discuss their own experience. This type of appreciation and recognition within the school community can really help to foster strong bonds within the class.

3. A rose and a thorn

At the beginning of every class, the students and teacher should take their turn at sharing a rose and a thorn. The rose represents something positive that they'd like to share, while the thorn may be something negative that they want to express. Although this may sound time-consuming, it can take as little as five minutes to carry out this activity since there's no need to go into depth about the emotions and feelings expressed. Students may express something as low-stakes as feeling tired or bored, or they may share something a lot more personal, such as concerns about a sick relative or a personal problem. When classmates understand more about each other's emotional and personal lives, they can begin to support each other through the challenging times that they face.

4. Snowball toss

Each student anonymously writes something that's causing them stress or worry on a piece of paper. They then crumple it up, stand in a circle, and throw the paper balls at each other as if they were in a snowball fight. Then students choose one of the snowballs and read what's written aloud. The concept behind this is that students can have fun, scream, laugh, move around, and make noise while also having the chance to express something that stresses them out in a low-stakes environment.

Building a community will have a positive impact on your school

These ten fun community-building activities give students the opportunity to foster better interactions with their classmates while also expressing themselves, their emotions, and their problems. By sharing positive messages, students can develop stronger working relationships within their learning community. And by sharing their own problems and worries, students can begin to develop a better understanding of their classmates on a more personal level. As a result, the school community as a whole can build on its strengths, minimize issues with misbehavior and a lack of learning engagement, and help to curb the problem of bullying.
Photo: Google Edu

# data[].attributes.attachment_link.title
10 fun community-building activities - Classcraft Blog

# data[].attributes.attachment_link.description
Educational professionals know that feeling safe and secure within the school environment can help students to focus their energies on learning. A study from 2018 backed this up with research.

# data[].attributes.attachment_link.readable_text
The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students.

What needs to be in place before I can expect these strategies to work?

The effectiveness of these classroom strategies are maximized when (a) implemented within a school-wide multi-tiered behavioral framework (MTBF), such as school-wide positive behavioral interventions and supports (PBIS) ( www.pbis.org); (b) classroom and school-wide expectations and systems are directly linked; (c) classroom strategies are merged with effective instructional design, curriculum, and delivery; and (d) classroom-based data are used to guide decision making.

There are three main parts to this guide on classroom strategies:

1. Interactive map with corresponding tables, tools, and tips: The interactive map provides the links to the document with the content to support the implementation of the essential features of these classroom strategies.

2. Self-Assessment and decision-making chart: these tools are intended to help guide the user to the parts of the document that will be most useful.

3. Scenarios: Two scenarios are provided to extend learning and provide concrete examples of using these classroom strategies and how to use many of the tools suggested in this document in consortium.

# data[].attributes.attachment_link.title
Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers

# data[].attributes.attachment_link.description
The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students.

# data[].attributes.attachment_link.title
Five Tips for Managing Power Struggles in the Classroom - Simply Special Ed

# data[].attributes.attachment_link.description
The dreaded power struggle. How can they be avoided in the classroom? Here are five tips for managing power struggles in the classroom.

# data[].attributes.attachment_link.title
Behaving With Cowley - Classroom Routines

# data[].attributes.attachment_link.title
Reinforcement System Tutorial for Children with Autism

# data[].attributes.attachment_link.title
Behavior-Specific Praise: Elementary School Example & Non-Example

# data[].attributes.attachment_link.title
Behavior Specific Praise Practice (PBIS Teacher Training Companion Video)

# data[].attributes.attachment_link.readable_text
The last year and a half brought a lot of lessons, maybe the most important of which is the way we build relationships with each other. Now is the perfect time to talk about going beyond welcoming students and start creating radically welcoming classrooms.

In this episode of Expert Instruction, our guest is Saki Malose, a research assistant from the University of Oregon's College of Education. Saki is an experienced educator and scholar. In her current project, the Inclusive Skill-building Learning Approach (ISLA), Saki works as part of a team of researchers helping schools implement an instructional approach to exclusionary discipline practices like suspension and expulsion. She shares how she creates classrooms that welcome students and offers up the strategies she teaches so others can do the same.

For more information about radically welcoming spaces, check out Dr. Christopher Emdin's conversation from the Lincoln Center for the Performing Arts' Activate Series.

# data[].attributes.attachment_link.title
PBISApps | Expert Instruction Podcast-Ep. 11: Creating a Welcoming Classroom

# data[].attributes.attachment_link.description
The last year and a half brought a lot of lessons, maybe the most important of which is the way we build relationships with each other. Now is the perfect time to talk about going beyond welcoming students and start creating radically welcoming classrooms. In this episode of Expert Instruction, our guest is Saki Malose, a research assistant from the University of Oregon's College of Education.

# data[].attributes.attachment_link.title
Effective strategies to engage students in learning