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I always try to scaffold in empathy where I can in my classroom amongst my students or with the texts we engage with. I also sprinkle in "get to know you" or SEL check-ins to get to know my students more and understand if there is something that may be affecting them that they have not shared with an adult at school yet. I believe the rapport you have with your students is important and can be a model of respect for students that they will in turn show to their peers.

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I tell my students about the power of "yet." When students say they don't know something or they're not good at a particular task, I will say they are not there yet. We will work to get them to achieve and be proficient in their particular skill they struggle with. I also emphasize growth mindset in my classroom.

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In my ELA classroom I try to present material in a variety of ways like having whole group discussions, partner talks, whole class reading, and independent reading of material to name a few. When doing projects, I give them a choice board of options in how they want to present their material as well.

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In Pre-K, emotions are at the center of everything we do, so I intentionally design my environment to help children recognize, name, and manage their feelings. The key emotional skills I scaffold are self-regulation, empathy, and confidence.

We practice self-regulation through calming tools like breathing visuals, soft music, and a cozy corner where students can take a break when they feel overwhelmed. I teach empathy by modeling kind words, reading books about friendship and feelings, and guiding children to notice how others might be feeling. I nurture confidence by celebrating effort, offering choices, and using positive language like, “You’re learning how to keep trying!”

My goal is to create a classroom where emotions are not only accepted but supported—where children learn that feelings are normal and there are safe ways to handle them. When they feel emotionally secure, they are ready to learn, explore, and connect with others.

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In my Pre-K classroom, I try to move away from labeling children as “struggling,” “advanced,” or “behind,” and instead talk about how everyone’s brain learns in different ways. The UDL framework helps me think about learning as a set of flexible, interconnected networks—recognition, strategic, and affective—rather than fixed abilities.

When I talk with my students, I use language like “Your brain is still growing in that area,” or “You found a way that works for you!” This shifts the focus from what a child can’t do to how they are learning. I also model variability by saying things like, “Some of our brains like to listen, some like to look, and some like to move—we all learn in our own ways.”

With families and colleagues, I use similar language: instead of saying “He has trouble focusing,” I might say, “He stays most engaged when movement is built into learning.” That language opens the door to planning supports rather than labeling limitations.

By talking about learning in terms of growth, flexibility, and connection, I help my students see that their brains are unique and capable. It builds a classroom culture where variability is expected, accepted, and celebrated—just like every child who walks through the door.

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In Pre-K, variability is something I see every day — it’s not the exception, it’s the rule! When I think about setting up a “learning buffet,” I picture creating lessons and environments where every child can find a way to connect, explore, and show what they know. Using the UDL framework helps me intentionally plan those options from the start.

For representation, I make sure new concepts are shared in many ways — through stories, songs, visuals, and hands-on exploration. For example, when introducing shapes, we might read a book about shapes, sing a shape song, go on a “shape hunt” around the room, and build shapes with playdough or blocks. This way, each child can access the idea in a way that makes sense for them.

For action and expression, I give my students choices in how they show what they’ve learned. Some may draw or build, others might act out a story or talk about it. Providing different options helps all learners feel successful, no matter their communication style or developmental level.

Finally, for engagement, I focus on creating activities that connect to their interests and emotions. I incorporate their favorite show characters in visuals or using toys in activities that they love to play with. I offer choices, playful challenges, and opportunities to work with friends to keep them invested.

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To bring into the classroom I hope to bring curiosity, self control, perseverance, self worth, caring and friendship. Along with having students feel the classroom is a safe place for all.

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I like to connect the lesson to what they know and have experience in their life. Also what they are learning in other classes.

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You can give many options in your classroom. Give choices of video, read by yourself, partner read, listen to the book audio or even read with the teacher. We all learn in different ways and process the information also.

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I think empathy is important as well as focusing on self control and regulating emotions. But I also think it is important to reflect and make sure to conclude the lessons with an opportunity of self reflection. This allows for a more welcoming and risk taking environment.

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I am using amplify science this year and I love how we focus on the science phenomena. This brings science to life and teaches the concepts more authentically. It is easier for me to then find supplements that even further their understanding and focusing on their interests.

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By keeping in mind student interests and how we can use that to give them choice and an opportunity to use their strengths. Having different options to represent their learning is important by using choice boards, or by offering different ways they can show what they have learned.

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Working with second grade this year it's a lot of teaching and guiding with emotional feelings, how to regulate those feelings. Helping them to understand the feelings they may feel and how to work through them. We do a lot of reminding of how to treat others, being remindful of their feelings as well. Being a support friend in and out of class is important.

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I am always encouraging the students to try their best. Stop double guessing themselves. Making mistakes are how everyone learns and that we all make them. When the students see the growth percentage wise when practicing say their digraph or with math facts on a chrome book game it's an amazing feeling to see and share that they have the ability just need to grow the confidence within.

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In the class I work in this year the teacher adds in songs that go along with the lessons being thought. In ELA we play a song about diagraphs then go into the lessons and in math she plays a song that goes with the lesson. We do slideshows to go along with our lesson for how we will solve the math facts. For an example is it double fact, in the middle fact problem, or is it a plus one fact problem. We play games with a partner, we do boom cards on chromes. This is just some of what we add into the learning process for the class. They have a fun time doing these.

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On some days it just teaching the students to get along. Manners, kindness, support each other, look for the positive about each others.

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Just have talks about thing that interest the students. Like books, movies and everyday life.

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You can read the book and then find a video that goes along with that book. Let the students have input on the books that are read.

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I will scaffold emotional skills such as self regulation and self control. In the special education classroom these are things that every student can benefit from. Currently, we do the Positivity Project and a Mindfulness Meditation program to help us learn breathing strategies to connect us to learn self regulation and self control strategies. I can improve on teaching all aspects of this!

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I could definitely shift language to a more student-positive language. When my students struggle in our ELA curriculum the language to describe their proficiency focuses more on weakness than strength. I will shift language to focus on their strengths and not highlight their struggles. I can shift the written feedback to students to consider their background knowledge, thoughts and feelings on the work they produced.

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In my special education classroom I must provide individualized education to everyone constantly. We use a large variety of technology, teacher-created resources, and set up a true "learning buffet" every day by using the Daily 3 and Daily 5 of learning experiences that allow accommodations, modifications, and accessibility to everything. Students can listen to reading on SORA, use text-to-speech technology, watch prerecorded videos of tests and quizzes, and I incorporate visuals as much as possible.

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I think it's important to constantly gauge self regulation, and regulation of the students when teaching. In addition, balancing structure with empathy and acceptance is important.

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In working with all the students in the school, I don't always have background knowledge on a student, but when I do, I use it. Typically for students that struggle to engage, I learn their interests to connect. Sometimes I'm able to engage about family or friends to help bring relevance to the topic. I can always find a way to connect why the learning is relevant to school/home success. I talk about growth mindset-strengths/weaknesses and growing our brains in different areas rather than more rigid terms like learning labels.

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For my lessons I have multiple ways that I deliver information. I do individual sharing, listening to stories or presentations, videos, group work and other activities.

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I always try to use different modes of learning with my students. I do a lot of group work and individual work. I also provide students with choices as to what task they want to complete first. This offers them the opportunity to choose how they want to learn first.

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I always focus on the progress made, no matter how small or the amount. Every child can show progress and should be celebrated. I make sure to use positive self-talk in my room. I will call out a student when I hear something like, "I can't do this", or " I'm stupid". I encourage them to change that thought process from negative to positive.

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I work on Social-Emotional Skills during our scheduled flex time every other day. In my classroom, I always strive for my students to have empathy, self regulation, coping skills and self control/management. Having each of these skills can create a positive overall learning environment.

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I am a huge supporter of visuals, they seem to reach the students in a fun way. I have a lot of kids who prefer hands on as opposed to reading a lesson. I want to keep learning fun and a lasting memory for these kids. I always have 2 options and sometimes I will ask which they prefer, but usually I don't even have to ask, I already know.

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I am with Abbey on this, constructive criticism is a great way to help students directly and when they are working with their peers. We are in a time where people get offended by so many things, criticism is a part of life and learning, building your self esteem. You have to be prepared to handle criticism. Showing students "how" to say something honestly without insulting is a great stepping stone to adulthood.

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I explore more with empathy, self regulation and self awareness. I also include the accountability factor. I feel with the lack of parenting going on, accountability has gone out the window as well. Teaching the kids what it means and why its important is huge.

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We learn to develop empathy, self-control, and healthy communicate skills to create a supportive and safe environment in our first grade classroom.

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I try to focus on each of my first grader's individual strengths. I focus on what they can do. I find myself highlighting each of my student's skills and abilities.

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I always offer my first graders with several options to help them learn. When we are learning about math, they can grab a number grid, a number line, counters, or a ten frame chart. In phonics , they may use their sound chart, their magnetic boards, or their trick word cards.

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Some skills I always try to incorporate into my lessons are empathy, self-regulation, and non-judgmental listening. I want students to feel comfortable within my setting and find that it's a safe space to share and try new things.

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I could shift my language to provide more helpful feedback such as complimenting them on strategies used as opposed to just telling them they are "smart". I could explain to them what they are doing that made me feel that way and praise their skills.

I could also help them to see why the topic is relevant to the world around them instead of just teaching them the content. I can help them use the language to apply the concept to every day life.

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Some options I could use during my lessons include different books, videos, or hands on activities/games. I could also let students work in pairs, groups, or on the computer as opposed to just individually or paper/pencil.

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Understanding that a lot of children struggle with math and math skills and understanding that that can come with some big emotions and the student shutting down. I always tell my students that I am there to help them in any way they need even if I have to explain the same question 10 times I will be there to help them until they understand the material.

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When doing a lesson, I always have a conversation with the children and ask how they are doing on this topic. Some get them right away and some need to be shown different ways. I also will use real life examples. For example, when doing fractions, I will use the concept of baking and or cooking, many of my students are taking a home economics class and can relate it back to what they already know.

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In my Math AIS class, I use different way to help practices the skills they need to achieve. I do practice sheets, with them on the board along with having them do it on their own. I also use games and other forms of media to help them achieve these goals.

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I try and help my students understand self control and self regulations. A lot of our students don't have someone teaching them these things, and if they aren't taught, they won't be applied. Our students need to feel safe and know how to express themselves and that will only help build a positive relationship with learning.

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I think if we as educators change the way we say things, we will see a better outcome and less students shutting down. If we offer support and different options to learn, we are setting all students up for success.

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As a TA, I can offer a different seating option for my student to work, I can help design a hands on activity to help them better understand, I can look at the goals for my students and adjust where I need to so I can ensure they will understand.

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In the classroom, I encourage empathy and listening to understand versus listening to respond. Students are encouraged to monitor their interactions and behavior, and explore how they impact others.

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In my classroom, I praise students for their effort and honest attempts. In doing so, I make sure to support and lift up students who respond with an honest answer but are incorrect.

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Students can interact with the material in a variety of ways. Some students respond better to hands on learning, and some need visual work. Students are encouraged to find what works for them and express their ideal method of learning.

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I want my students to feel supported, heard, and seen. For my ELLs they means seeing themselves in the curriculum and seeing their cultures represented. I also work to scaffold perseverance, empathy, and self-regulation. For my ELLs, this means helping them feel safe to take risks with language and modeling how to manage frustration when learning something new.

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To better support my ELLs, I focus on using language that highlights growth and possibilities instead of fixed labels. I also connect language skills to different subjects and real-life situations so students can see how English learning is part of everything they do, not a separate or a fixed ability.

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In my lessons I like to offer visuals, videos, sounds, hands-on activities and more to reach all learners to make it a learning buffet. When possible I like to try to do learning with senses and try to incorporate the five senses working with something in particular that you can do that with.

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Mindfullness, empathy, self awareness and regulation are emotional skills that I teach with my students.

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Learning labels are used in one type of enviroment with one type of student. They do not work in today's educational setting. By incorporating effort in place of wrong is one way to show progression in learning.

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Adapting to various learning techniques is being prepared for all students. Whether is listening, reading, or hands on learning.

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I try to work on self-control and understanding with my students. They learn that there are rules and expectations in my classroom so they cannot be up doing whatever they want. They also know that if something is wrong of they are scared to do something wrong that my room is a safe space for them to talk about what is going on and that they are here to grow and learn.

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I try to stay away from telling a student they did a good job and just leaving it at that. Instead I will explain to them what they did right so they can continue to grow and improve that skill.

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I design my lessons based on the goals of my students and where they are at when it comes to completing those goals. If a student needs a direction repeated then I will do that or if a student needs more visuals I will provide them. I also make sure students are able to receptively understand something we are learning and can expressively show me they understand (example of this would be pointing at something vs. naming something).

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One of the things I always remember is that teaching a group of students is not a "one size fits all" strategy. Even though I may anticipate how students may accept the instructions there will always be students who struggle to grasp the concepts or directions. I have to remember to have patience with them and use empathy in my approach for me and them to not get frustrated.

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One of the things we can do is to model that type of language for our students, and then ask them to apply that learning to some of their activities. One of the things I work on with my students is constructive criticism. Sometimes they have to peer edit other classmate's assignments and we work on how to say something they need to improve out without being insulting. So I model for them on their comments and they can see how they can apply that when they are dissecting their peer's work.

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One of the ideas I have used over the last few years are choice boards. I started by using them for final projects at the end of our units, but have began to adapt them to every day lessons from time to time. When students have a choice they can complete tasks they feel they can excel in and that, in turn, builds their confidence as learners.

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I always let students know that it is okay to make mistakes, as long as they tried. I do not mind if they get something "wrong" as long as they are trying their best. They know that this is how they will learn and make more growth.

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Prior to working where I currently am, I was in a 6:1+2 program so I am very heavy on social emotional skills. A coworker and I have talked about finding a time where we can choose one skill a week to discuss and work on with the kiddos. However, currently I stress that idea of understanding our kiddos and the lives they have. My aides know on certain days we may not push kiddos the way we normal would to get their work done, depending on the situation. However, at the same time, we are still pushing our students to learn more self control.

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I try my best to use multiple methods of learning for the kiddos. We also change this day to day depending on how I feel. Some days we may verbally explain our answers, use whiteboards, use letter tiles, work as a team, play games, etc. Other times we may read, use videos, or just simply discuss the topic and take a quiz.

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Our district focuses on the Positivity Project, and each week we focus on a character trait. I tie that trait into library window displays, book displays, and daily lessons. I also do a five-minute meditation with my classes on Fridays. We all agree that it is hard for them to quiet their minds and look inward and focus on self-care. The kids like doing it, and each week they get a little bit better at settling into the meditation.

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I agree with Ruth-Anne about acknowledging effort and struggles in students. I try to emphasize progress, not perfection.

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As a librarian, I can promote reading for pleasure using SORA, Learning Ally, Bookshare, and Libby. For struggling readers who might need various reading options, the resources listed above would support hi/lo interests.

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It is always best to get to know your students each year and build relationships. Working on empathy and self-awareness are good skills to remember.

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I can try to shift my wording to be use more language that focuses on what supports learning rather than defining a student by a deficit. For example, "She's a low reader," I can say, "She benefits from visual supports when reading."

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I can offer a variety of learning styles for my students such as audio, video, music, etc... Students also seemed engaged when I turn learning into a game or use technology to help reinforce their learning.

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I focus on building emotional skills like self-awareness, self-regulation, empathy, and persistence. These help students manage emotions, work well with others, and stay motivated, creating a classroom where they feel safe to take risks and grow as learners.

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I avoid labels like “good” or “struggling” and focus on how students’ brains build connections. I use language about effort and strategies, helping students see differences in learning as normal and encouraging them to keep trying and growing.

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In biology, providing options such as readings, visuals, labs, and simulations so every learner can connect with the material in a way that fits their strengths. I also give choices in how students demonstrate understanding, through models, written responses, or digital presentations.

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I always try to link Algebra to real life. Sometimes it takes 3-4 times of explaining a concept in different ways until you get that ah-ha moment.

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Understanding and remembering a lot of these kids are coming from a rough home life. Using that knowledge to be compassionate and emphatic while still expecting them to work and be respectful.

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For intervention, I use fun activities sometimes with coloring included, Boom Cards, working in pairs or individually, paper and pencil or the dry erase desks. They have the option to what works best for them.

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Empathy, self control/management, and coping with strong emotions are key components of things I teach as a school counseling. Along with teaching about having a growth mindset these emotional skills contribute to creating a successful learner and human.

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Starting a lesson with connecting material to current events or personal experiences in order to help make the new material relevant to the learner. Along with presentations, videos, written notes, hands on activities, and use of computers to support learning for all students.

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In my lessons I can bring videos, books, and activities that reinforce the skill I am teaching in order to plan for variability in learners. Some may love the video while others enjoy or connect with the game or activity.