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Every other day we journal for the first 10 minutes of the class period. Most of the journal questions are "low-risk" questions that students can answer comfortably without revealing anything too personal. Afterward, students can share their entries with the class if they wish. It's interesting to see their responses and gives insight into how the students think and feel.

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My staff and I always say hi and smile at the students that enter the classroom. 

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My staff and I always say hi and smile at the students that enter the classroom. 

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To help guide my students to remain focused and calm, I do morning exercises and stretches with them. Through out the day, we do periods of movement based activities. 

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To help guide my students to remain focused and calm, I do morning exercises and stretches with them. Through out the day, we do periods of movement based activities. 

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I use a greeting chart at the door where students choose how they want to be greeted. I also use a compliment circle where students take turns giving warm fuzzies (compliments) to a fellow classmate. We are always Bucket Filling (being kind and inclusive) based upon the book we read in class. "Are you a bucket filler is my transition to and from the carpet.

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Each morning, I greet students with a high 5, wave or smile.  I also have a morning message to start the day.

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Each morning, I greet students with a high 5, wave or smile.  I also have a morning message to start the day.

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Our class has morning meetings everyday to share what's going on in our lives... good and challenging.

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Our class has morning meetings everyday to share what's going on in our lives... good and challenging.

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I have the students give me the thumbs up / sideways / down to let me know how they are feeling.

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I have the students give me the thumbs up / sideways / down to let me know how they are feeling.

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In class we did Social Emotional self assessments at the end of the week. I introduced one concept at the beginning of the week and Fridays we completed a self assessment post-it.

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In class we did Social Emotional self assessments at the end of the week. I introduced one concept at the beginning of the week and Fridays we completed a self assessment post-it.

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Taking 5 minutes in the beginning of the class to check in with them and ask them how they are doing.

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Morning Greeting- I great students at the door to check in and make sure everyone is feeling ok.

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Morning Greeting- I great students at the door to check in and make sure everyone is feeling ok.

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We talk about their emotions and validating their feelings.

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When my kindergarten students come in from recess they are too excited and over-stimulated to do classwork. I transition them by preparing the classroom with soft, relaxing music and having them come into the classroom quietly and put their heads down for about 5 minutes. This time is well-invested because they are now ready to learn and participate in a respectful and calm way.

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Stand at the doorway to greet each student as they put their backpacks away. Also, stand at the doorway at the end of the doorway to say good bye as each student leaves for the day.

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I try to meet weekly with each student for 5 min or so to just talk..... they always want to tell me something during our group learning times, so I tell them to hold onto those ideas until we meet together individually. Then, when I call them over, our minutes go by quickly! I hear about their families, friends, happy times, sad times, worries, etc....

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When there is a conflict among students in my class, I try to make sure that all voices are heard in the conflict. I have a sentence frame prepared to start the conversation about the wrong that was done and by whom, as well as asking why they did it, and then allowing them a chance to speak. This has helped with conflict mediation, as well as given some students the tools to speak up.

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I've started holding space for Social Emotional Learning.  I've taken ideas from Cotsen Inner Outer series with Arlene Casimir.  We've created a schedule where selected students will share what's in their hearts and thoughts with the class and the others will respond with recognizing what that person is going through.  

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I've started holding space for Social Emotional Learning.  I've taken ideas from Cotsen Inner Outer series with Arlene Casimir.  We've created a schedule where selected students will share what's in their hearts and thoughts with the class and the others will respond with recognizing what that person is going through.  

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We do a community circle at the beginning of the day.  We have a question that can range to a variety of topics.  Each child gets the opportunity to answer the question using the talking stick.

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My students participate in engaging morning meetings at least 3 to 4 times a week. They love sharing and listening to their friends. We often laugh together.

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My students participate in engaging morning meetings at least 3 to 4 times a week. They love sharing and listening to their friends. We often laugh together.

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One piece of anecdotal data I'm able to get regarding sense of belonging (to see if our current strategies in place are working or if they need to be addressed) is inclusion within partner groups in class. I usually use randomizers or pre-formed heterogenous groupings. But sometimes I have kids partner up. I learn a lot from those who are left wandering without a partner. Same goes with choosing partners in advance. Today I asked for students to fill out a Google Form with the names of 4 friends they'd like to work with as writing partners for this unit. Besides helping me form writing partners, I see which kids are not being chosen. These are the kids I need to focus on and really support with feeling included and building friendships.

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I have students fill out a short form about 5 things that made them smile, 4 things that they were proud of 3 people they connected with, 2 goals they are still working on, 1 gratitude. It's a quick self awareness check in students enjoy doing.

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We do a model writing activity in our class where a child is chosen weekly to tell us a few things about themselves and I model write it for them. This writing is turned into a poster which is titled with the child's name. That child chooses another child to decorate their poster with them. The rest of the children go to their seats and writes/draws their own page for this selected child's class book. Eventually every child in our class has their poster hung in class and take home their class book to share with their family.

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We have morning meeting questions and check ins.  Every student shares.

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We have morning meeting questions and check ins.  Every student shares.

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Use padlet for the morning meeting. Students can share their answer in the circle or just on the screen. Use Mojo stuffed animal as the talking stick when we share out. 3rd grade Dolland

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Voluntarily open classroom doors before school start and snacks time so students could hang out and discuss about their everyday life activities.

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Voluntarily open classroom doors before school start and snacks time so students could hang out and discuss about their everyday life activities.

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We like to start each day with a morning meeting to discuss how we feel and welcome everyone to the classroom with a daily check in and greeting.

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Student work together to encourage one another. They have a sentence frame poster for support. "I believe in you..., You can do it!, Let's try again!" Data collection: They write a reflection on an activity.

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We did the self awareness art activity, I can't live without...

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We did the self awareness art activity, I can't live without...

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It got the students thinking about what is important in life (materials or relationships) and how we can build relationships.

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On Mondays, I start out the week with students and myself sharing how our weekend was. We can share  good things or bad things which helps us find common experiences and build empathy. 

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On Mondays, I start out the week with students and myself sharing how our weekend was. We can share  good things or bad things which helps us find common experiences and build empathy. 

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At the start of class we have our 4 color feelings chart (Red/Upset, Gold/Fantastic, Green/Good and Blue/Sad) where students express how they are feeling before we start our physical warm-up.

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Meeting every student at the door to fist bump and ask how their day is going, checking in with them. If you see a student who seems off, ask how they are and listen.

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Starting the week with good things. Share out.

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Starting the week with good things. Share out.

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In my APE class, I greet my students, then as a group I have them repeat after me, "I am strong, I am beautiful". Then, at the end of class, I have them repeat, "I am smart".

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In my APE class, I greet my students, then as a group I have them repeat after me, "I am strong, I am beautiful". Then, at the end of class, I have them repeat, "I am smart".

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I work with students one-on-one, and I see them as they progress through the school system. I've had students see me starting from 3rd grade all the way until they graduate! Because I work with students for the long term, it's important to build strong relationships and build that trust with the students. It facilitates mutual respect. To do this, I often spend time before a lesson asking about the student's life, what they did over the holidays (if we have just returned from a break), what they think of school, etc. Just a few minutes of building rapport has gone a long way.

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I've been working on restorative practices to help students solve conflict between each other.  They come up with agreements and make commitments to move forward.  The goal is to ensure students can be respectful to each other and co-exist on campus together despite their differences.  

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I've been working on restorative practices to help students solve conflict between each other.  They come up with agreements and make commitments to move forward.  The goal is to ensure students can be respectful to each other and co-exist on campus together despite their differences.  

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Greet students as they line up each day.

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Greet students as they line up each day.

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Every week, I post relationship-building questions in Schoology with images and examples to help identify common interests and hobbies. As their teacher, I am also able to share my own hobbies and interests within the discussion posts.

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I would like to do an "identity activity or self awareness art activity"  - Something I do that has worked in my class is giving the students the opportunity to vote and choose on activities we will work in class.  

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I would like to do an "identity activity or self awareness art activity"  - Something I do that has worked in my class is giving the students the opportunity to vote and choose on activities we will work in class.  

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Teaching APE gives me an advantage of having small groups. I always greet each student, and usually try to give them a positive comment with a smile.

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Teaching APE gives me an advantage of having small groups. I always greet each student, and usually try to give them a positive comment with a smile.

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I took 2 minutes each day to talk to my "problem" students. The more we got to know each other, the less problems they created during class.

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Every other Wednesdays I give students a Google Form (I call it a "Check In") where I not only ask students what they are understanding or not understanding with the content but also how they are doing in life in general. I give the opportunity to share "anything new" and make sure they understand it stays between the two of us.

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At the beginning of each class talk about what is on students' minds. We discuss different topics from current events in the news to what is going on at school.

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I greet students at the door and every class I choose a student who I sense needs "extra" attention and will show them that they matter. I also will seat them by a student who will be understanding and will help them.

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I greet students at the door and every class I choose a student who I sense needs "extra" attention and will show them that they matter. I also will seat them by a student who will be understanding and will help them.

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On Wednesdays I let my students do self selected projects OR they work on improving their grades by finishing missing work or redoing assignments. While they are working, I make it a point to talk with each student to ask how they are doing and how can I help them.

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On Wednesdays I let my students do self selected projects OR they work on improving their grades by finishing missing work or redoing assignments. While they are working, I make it a point to talk with each student to ask how they are doing and how can I help them.

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Grades 6-8

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At the start of each class, I ask for students to share out any news they have, or whether they have concerns they would like to address.

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40 Questions
Each student is given a list of 40 questions that they answer about themselves ... favorite ice cream, favorite vacation, # of siblings, etc. Each day they meet up with a different person and share their answers to the same question. Elaboration is encouraged so that students get a chance to see how many connections they have with their peers, and to get students comfortable talking with one another. For example, students may learn that they have both traveled on an airplane, which leads to a conversation about where they have traveled, which leads to a conversation about where they want to travel in the future, and so on and so on. Do this every day until every student has has an interaction with every student in the class. Pretty soon there are no more strangers.

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I like to choose one or two students to demonstrate how to walk to the carpet (for example) when I feel students need to be reminded.

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I like to choose one or two students to demonstrate how to walk to the carpet (for example) when I feel students need to be reminded.

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Showing how we all rely on each other when creating music, but "popcorn singing" our pieces, showing that we can only do well when we are all working together and doing our best.

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When we go to meet students before bringing them inside, I will engage in friendly conversation. Asking them what they did over the weekend, asking about plans they had told me about previously.

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As I greet students at the door each day, I say hello and make a positive comment. Yes, for each student. As I speak with them , I ask how they are doing. Most students are good, but a few have told me that they are not ready for class and need time to figure things out. I give them a quick 5 minutes away from the group, and they always appreciate it. :)

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As I greet students at the door each day, I say hello and make a positive comment. Yes, for each student. As I speak with them , I ask how they are doing. Most students are good, but a few have told me that they are not ready for class and need time to figure things out. I give them a quick 5 minutes away from the group, and they always appreciate it. :)

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In addition to greeting students at the door and complimenting them on silly things, I make time to acknowledge students for acts of service, trying on hard things or being kind to a friend.

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Mood Checks/ Gratitude/ Mindful Breathing

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Mood Checks/ Gratitude/ Mindful Breathing

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Every day students briefly identify their mood from the mood meter chart and think of one way to either get out of a mood or stay in a mood. That's followed by sharing one thing they are grateful for, and a minute of mindful breathing.

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In powerschool as we open a new month, I usually mention the month's birthdays, without telling the specific day, as this is personal information, but it is nice way to get a student smiling if it's their birthday month.

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Daily check-ins and talks about ways to change our current mood

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Daily check-ins and talks about ways to change our current mood

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Ask students if they have anything going on for the day or weekend. Talk about favorite sports teams.

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I just started a Meditation Club before school three days a week. We just gather, quiet down, breathe, be still, breathe, and sometimes reflect after a set time is up. Kids love it so far, but I know as they practice more they will become more and more self aware!

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I regularly talk to my students about myself by answering personal questions they have for me. I model that it is ok to ask me anything, and that usually sparks other conversations with other students around ideas/topics that were brought up in the questions they asked of me.
I also check in on students that have been absent for a lengthy amount of time by sending them a private schoology message.

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Students are asked how much experience they have in a specific sport. During a small group discussion each student is allowed to express the experience they have in that sport and to what level. This allows the teacher to be able to identify skill level to create parity in the class. Students are made aware that we have all levels of skill in the class and that not every student has experience in the different sports that we experience.

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Students are asked how much experience they have in a specific sport. During a small group discussion each student is allowed to express the experience they have in that sport and to what level. This allows the teacher to be able to identify skill level to create parity in the class. Students are made aware that we have all levels of skill in the class and that not every student has experience in the different sports that we experience.

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I use the WEB activity called My World at the beginning of the year.  The WEB leaders have 6th graders fill out this form with one partner. I have modified it by allowing students to mingle around the room and collect data about as many peers as possible.
Grade 6

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2 or 3 times a week, the students compliment another student.

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2 or 3 times a week, the students compliment another student.

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I wrote the students a positive note from the teacher on a bookmark for the students to use during independent reading.

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I wrote the students a positive note from the teacher on a bookmark for the students to use during independent reading.

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Greet students as they come in the door. Single out 2-3 students daily for a mini check-in.

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Greet students as they come in the door. Single out 2-3 students daily for a mini check-in.

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I greet students as they come in each day (smiling beneath my mask) and engage in conversation about how they are doing, etc. and give them a warm parting as well; conference with students re: their progress and goals and engage in personal interactions to help them feel valued and listened to.

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Students write something GREAT that happened to them during the week and then they read it aloud.

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We have study partner in class as well as a study group. Students can check in and update their student science notebooks with their partner or group. This helps them keep their materials updated, have someone that may answer quick questions, and someone to discuss class concepts with. Moving forward on designated days students will study specific notes for 5 minutes in class then test their partner with a question they make up so that students learn to reflect, utilize their notebook, , and make sure their notes are complete.

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In PE I will ask students to find a partner. I then ask each pair of students to seek out someone they don't know and add them to their group(this will leave the class with groups of  3 students). During the process I am able to identify the students that did not find a partner. I will complete the small groups or teams by combining the groups of 3 to make the team complete. The students are then asked to come up with a team name. This helps students create a sense of belonging and community.

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In PE I will ask students to find a partner. I then ask each pair of students to seek out someone they don't know and add them to their group(this will leave the class with groups of  3 students). During the process I am able to identify the students that did not find a partner. I will complete the small groups or teams by combining the groups of 3 to make the team complete. The students are then asked to come up with a team name. This helps students create a sense of belonging and community.

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When I work with my small groups, I invite students to share their ideas and experiences and really listen to them. I try to be very honest and accepting and know I have their trust when they can joke with me (I can hardly wait to do spelling!) and then dive in and do what I ask of them.

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When I work with my small groups, I invite students to share their ideas and experiences and really listen to them. I try to be very honest and accepting and know I have their trust when they can joke with me (I can hardly wait to do spelling!) and then dive in and do what I ask of them.

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Every morning we do a check in with the mood meter to share how they are feeling.

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Morning meetings are a nice way to get our morning started and build relationships and classroom community.

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Everyday during Calendar, we talk about our feelings and choose a GIF we relate to. The GIF really motivates that students to choose how they are feeling.

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Everyday during Calendar, we talk about our feelings and choose a GIF we relate to. The GIF really motivates that students to choose how they are feeling.

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In our first grade class we have discussions we call "counsel". One person speaks at a time and holds a talking piece. They understand this routine implies respect for the individual speaking and the rest of the group acknowledging they are listening with the active intent of understanding what is being said. We've been using this model to address conflict/problem/resolution, when students need a safe space to speak out, and/or bring attention to an important issue.

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Any time I begin to plan to give a concert, I start by choosing about eight (8) pieces of music that I myself would love to study and perform. I then post a listening assignment, have students listen to professional recordings of each piece, and vote on their three favorites. By choosing the top three voted-upon pieces, we can decide what pieces to program together, and consider our audience, so that we can try to play 'something for everyone!'

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As music teachers, we have a unique opportunity to really get to know our students over multiple years. This allows us to develop a close relationships as they grow and develop.

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During small group instruction we make time to explore the personal connections that we connect to during our learning  to strengthen relationships.

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During small group instruction we make time to explore the personal connections that we connect to during our learning  to strengthen relationships.

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I ensure I greet each student wherever I see them throughout the campus. It makes a huge difference to them when you acknowledge them and they begin to also ensure they greet me or at least wave from a far.

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Each week, the students get paired up and they write a letter to each other. They love it! This activity helps them build strong friendships.

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Each week, the students get paired up and they write a letter to each other. They love it! This activity helps them build strong friendships.

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Music classes are an excellent vehicle for creating a sense of belonging for all students. We establish this environment through the establishing of procedures and expectations and that the learning in class is done by all students participating and being engaged. Sense of belonging is created by them all contributing to the music and understanding that their contribution in important.

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Once a week we share one thing we are grateful for. We also write a compliment to a friend/classmate and put it in their Compliment Pocket Card. (Students are blooming and some are amazed by the compliments they get...the kids are learning how to give and accept compliments.)

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I use Google forms. Students can turn in late work and have an opportunity to explain what is going on, why their work was late and catch up.

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I use Google forms. Students can turn in late work and have an opportunity to explain what is going on, why their work was late and catch up.

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Students and staff high five hello when entering the classroom in the morning!

J Pooley SPED Pre-K Foster Rd.

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Supervise students while they play soccer.

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Greet students at the door and compliment them with something positive that I saw them doing in their general education class.

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We begin our day by having our Morning Meeting embedded in our Morning Routine. The students are able to share their thoughts and stories with the class. We also use the “Zones of Regulation” that helps students identify their current feelings and emotions. They are also given time to ask questions. We then discuss our Agenda/Schedule for the day and other important announcements so the students can anticipate and be ready for what’s about to happen for the day.

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Each month has a different bulletin board theme that the students set goals to achieve. This month is gratitude. What are they grateful for? What do they take advantage of? and How are they lucky?

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I have bee choosing one of my struggling students weekly and focus on their academic, SEL, and behavioral successes for a week. I have one kiddo who has gone from an F student to an A or B student. The relationship has been built and he is more communicative with me in the class and outside.

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Our Kindergarten students are excellent at giving each other (and teachers) compliments. This is an indicator of an overall classroom environment that supports community.

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School Model, we begin our day welcoming all our friends in class. We then proceed with school model to help students get excited about learning!

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We have a self assessment of how the students are feeling before they enter the classroom each day by showing a thumbs up, side thumb or thumbs down. 

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We have a self assessment of how the students are feeling before they enter the classroom each day by showing a thumbs up, side thumb or thumbs down. 

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Sometimes as a fun warm-up we'll have a discussion board where we "Make a Meme" or "Wrong Answers Only." For "Make a Meme" I'll post a funny picture (see attached) and ask students to turn it into a school-appropriate meme. For "Wrong Answers Only," I'll post a picture of a famous scene from a movie and ask students to post the name of the movie, but only provide wrong answers. It allows students to be create and witty as well as share their talents with others. It's a good way to start the class laughing and building a sense of camaraderie among the students (and teacher).

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I thought this was a cool resource to help students understand/identify/ and regulate their own emotions. As our staff read in the book titled, "Teacher's Guide to Trauma", it is necessary that we teach our students why they are behaving a specific way so that they can self-regulate.

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Every day, after going over expectations for that class period. I taught a mini lesson about the day’s “National Holiday” (e.g. National Fast Food Day, National Dog Day, etc.) Then I would try to find a way to link academic skills with that day’s mini lesson, such as a writing assignment about what pet they would prefer to have for National Dog Day. It engages the students, but it also makes learning fun.

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After a test or chapter or difficult lesson, I like to have students play games: 4 corners, heads up 7 - up, mind trap (not to be confused with Minecraft), etc. that require interaction with other kids - It builds some repoir and gives the kids something fun and positive to do.

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Providing and practicing language for feelings is so important for our students with autism who are non verbal. Not only do students learn to label their feelings, but they also learn that their feelings (happy, sad, or mad) are accepted and validated by having someone actually understand them. 

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Providing and practicing language for feelings is so important for our students with autism who are non verbal. Not only do students learn to label their feelings, but they also learn that their feelings (happy, sad, or mad) are accepted and validated by having someone actually understand them. 

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At least twice a week we have a morning discussion, where they can share anythin on their minds. This provides an opportunity to build a sense of value and belonging, as well as practice being active listeners.

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During Morning Meetings and academic lessons, taking time to let the students voices be heard. Giving the students an opportunity to share information about themselves, their home life, feelings, etc.

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Greeting students at the door and greeting them by their name.

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Greeting students at the door and greeting them by their name.

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We use our Second Step folders to point to pictures of how we feel. The students also welcome their classmates by singing a song and waving hello.