# data[].attributes.headline
25 Attention Grabbing Tips for the Classroom - Google Slides

# data[].attributes.subject
25 Attention Grabbing Tips for the Classroom - Google Slides

# data[].attributes.attachment_link.title
25 Attention Grabbing Tips for the Classroom

# data[].attributes.attachment_link.description
25 Attention-Grabbing Tips for the Classroom from the Edutopia Community

# data[].attributes.headline
8 Tips for Dealing With Problem Students - Education Futures: Emerging Trends in K-12 - Education Week

# data[].attributes.subject
8 Tips for Dealing With Problem Students - Education Futures: Emerging Trends in K-12 - Education Week

# data[].attributes.attachment_link.provider_name
Education Week - Education Futures: Emerging Trends in K-12

# data[].attributes.attachment_link.readable_text
Over half of new teachers leave the field within the first 3 years. Why? Many cite the stress of dealing with disruptive and problem behavior in the classroom as the main reasons. If you feel frustrated with the behavior issues that you have to handle, take comfort in the fact that you are not alone-- handling behavior issues comes with the job description.

Follow the strategies that I have included in this article, and you will have no problem managing your students' behavior. Here is how to deal with even your most challenging students.

1. Keep rules simple and easy to follow. Choose no more than five or six of the most important rules. If students have too many rules, they will not remember any of them--and will not follow any of them!

A few other things to note:

Rules should be short. The fewer words in each rule, the greater the chance that it will be remembered and followed.

Be positive. Set a positive tone in your classroom by avoiding negative words like no, not, and never.

Allow the class to help you choose the most important rules. Students are more likely to remember the rules if they help create them. In addition, it will provide them with a sense of control and responsibility to follow the rules since they are the ones that came up with them.

Post them clearly and legibly. Students should be able to remind themselves what the rules are at any moment during the school day.

2. Create effective consequences. Make it a process. Start out with something that doesn't affect them too much and make each consequence that follows a bit more severe. Remember that developing some way of keeping up with behavior and being consistent is a must.

Follow-through is also important, as is providing feedback. Make sure that students know why they are receiving a consequence and that they know how to avoid receiving future consequences. Finally, avoid punishing the whole class. It isn't fair to those who do follow the rules.

3. Create inspiring rewards. Limit tangible rewards. Tangible rewards are typically not approved for purchase with school money. Therefore, the teacher usually provides them out of his own pocket.

Customize the rewards to fit your current class. What are their interests? What motivates them? You also want to make sure you change it up. When you notice students are no longer motivated by the rewards, rethink your rewards system and present it to the class.

Allow the class to help develop the list of rewards for the same reasons they helped you create the classroom rules.

4. Address your chatterboxes. The nonstop talking of a chatterbox can distract other students from concentrating on their work. This is something that you can tackle by giving positive instructions and avoiding negative ones. Rather than using a "no talking" approach, direct instructions to specific students, and ask them to "remain quiet." Follow this with a "thanks" to indicate that your request has been met. If the talking takes place while you are speaking, simply stop speaking. This works as a reminder to students that they are supposed to listen and not talk among themselves.

5. Don't play into power struggles. Some students refuse to concentrate on their work and complete it as a way to pull the teacher into a power struggle. Do not fall into this trap at any time. Give students choices with consequences attached. Let them know that if the work is not completed within a specified time, they will miss free time or face other consequences. This puts the responsibility of their behavior on them and teaches them to make choices at the same time. Make sure to show appreciation to students with a smile or a "thank you," if they make the right choice.

6. Learn to have an effective discussion with an argumentative student. Students who challenge everything the teacher says or does can distract the class by forcing it to focus on secondary issues. It might be difficult not to reprimand a defiant student, however getting defensive or adopting a hostile attitude is not likely to solve the issue. Remain assertive and civil and focus on the primary issue. Repeated instances like these may require and "after class" discussion with the student to explain how the behavior spoils the relationships with you and interferes with learning time of his/her peers.

7. Don't tolerate brooding and sulking. Sulking behavior is also a distraction for the teacher. This is one behavior that needs to be nipped in the bud immediately. Have a private discussion with the student as soon as you observe this behavior. You might have to demonstrate the student's behavior and mannerisms to him in order to clearly explain his behavior. More often than not, brooding students are unable to understand that they are being rude or socially unacceptable.

8. Learn how to best help out your over-dependent students. A student who requests assistance all the time may be doing so out of a need for attention or may genuinely not be able to accomplish the task on his/her own. Assess the reason behind the clinging habit before you address it. Try ignoring the persistent calls to look at the work for a while, and when he/she waits patiently, reward him/her by looking at the work enthusiastically. Another strategy is to have students ask their peers before they speak to you for clarification. Make sure you do your research on what will work best in your classroom.

What are your tips on dealing with challenging classroom behaviors?

# data[].attributes.attachment_link.title
8 Tips for Dealing With Problem Students

# data[].attributes.attachment_link.description
Over half of new teachers leave the field within the first 3 years. Why? Many cite the stress of dealing with disruptive and problem behavior in the classroom as the main reasons. If you feel frustrated with the behavior issues that you have to handle, take comfort in the fact that you are not alone-- handling behavior issues comes with the job description.

# data[].attributes.attachment_link.readable_text
Creating a positive classroom culture can be a challenge, but it's a crucial element in making a class run smoothly. In the video "New Teacher Survival: Classroom Management" featured below, Dr. Jackie Ancess of Columbia University says you want a classroom to be an "orderly and safe space so that the kids can learn what you want them to learn."

Often this means setting (and enforcing) standards for appropriate classroom behavior. Identifying expectations for students and holding them to those expectations gives them a sense of stability and increases class unity. Classroom management doesn't necessarily mean telling kids, "Don't do that," but rather creating a culture where the class understands, "We do this to be successful learners."

This week, our playlist highlights a mix of techniques for fostering classroom management and a productive classroom culture. Some of these approaches may take a bit of time to set into motion, but several of the videos give tips you can try tomorrow.

Video Resources

1. Using a Number System to Streamline Class Routines

Ms. Ramos uses numbers to teach students accountability and reliability. Her system helps students feel that they have a specific place in the class while minimizing disruptions.

2. Setting the Tone from Day One

This video highlights the importance of setting and enforcing expectations for classroom behavior at the beginning of the school year.

3. Creating a Positive Classroom Culture

In this video, Ms. Saul involves her students in helping manage the class and adhering to goals and expectations that they've set for themselves.

4. Attention Getter: Say the Secret Word

In this classroom, Ms. Ramos has a secret weapon: a secret word that alerts her class to stop what they're doing and listen to her.

5. New Teacher Survival Guide: Classroom Management

This video lays out 7 great tips to help transform a classroom.

6. Caring and Control Create a Safe, Positive Classroom

This is a wonderful look at how to approach discipline from a positive perspective. Ms. Sinclair enforces her class contract not by reprimanding students, but by praising them for their good behavior, making them a model for others. She also performs a quick, daily assessment of students' feelings at the start of class, building trust and providing a sense of catharsis.

7. Ms. Noonan: Managing Transitions

See how Ms. Noonan demonstrates how repetition of key words and phrases can create a tempo and structure for the classroom, signaling to students when something is expected of them. Ms. Noonan's strategy requires students to pay extra attention in the lesson, as the transition prompts change regularly, and are usually questions related to concepts they have just learned.

8. Choreograph Your Classroom

See how Ms. Saul devotes a lot of thought to the flow of her lessons, directing students' movements and ensuring no time is lost with traffic jams or uncertainty over what to do next.

9. The 3 B's: Managing Classroom Interruptions

In this video, Ms. Abdul Wajid very clearly defines boundaries for her students when she is meeting with others either individually or in small groups. These kinds of rules of thumb inspire respect and understanding.
Elizabeth Weiland is Teaching Channel's Advertising and Licensing Account Manager. Follow her on Twitter, @ElizabetWeiland.
[caption id="attachment_95864" align="aligncenter" width="216"] Click the image to find more blogs on staying engaged with your professional development.[/caption]

# data[].attributes.attachment_link.title
Video Playlist: 9 Strategies for Effective Classroom Management

# data[].attributes.attachment_link.description
Creating a positive classroom culture can be a challenge, but it's a crucial element in making a class run smoothly. In the video "New Teacher Survival: Classroom Management" featured below, Dr. Jackie Ancess of Columbia University says you want a classroom to be an "orderly and safe space so that the kids can learn what you want them to learn."

# data[].attributes.headline
Inspirational Teaching Videos: Covering Common Core, Math, Science, English And More

# data[].attributes.subject
Inspirational Teaching Videos: Covering Common Core, Math, Science, English And More

# data[].attributes.attachment_link.title
Inspirational Teaching Videos: Covering Common Core, Math, Science, English And More

# data[].attributes.attachment_link.description
Learn about Teaching Channel Plus for Schools & Districts

# data[].attributes.headline
Classroom Management - Videos, Articles, Resources, Experts

# data[].attributes.subject
Classroom Management - Videos, Articles, Resources, Experts

# data[].attributes.attachment_link.title
ASCD: Professional Learning & Community for Educators

# data[].attributes.attachment_link.description
Using a number of attention getting signals is an effective way to help get students to focus. By incorporating learning topics, like rhyming, you can reinforce topics as well.

# data[].attributes.headline
Bullying Prevention Month - Collection - US Teacher Lessons - TES

# data[].attributes.subject
Bullying Prevention Month - Collection - US Teacher Lessons - TES

# data[].attributes.attachment_link.description
Teach your kids how to prevent bullying whether it happens at recess or online. With these resources, your students will learn strategies to help them feel safe in any environment.

# data[].attributes.headline
Classroom Management and Behavior Strategies For Secondary Teachers

# data[].attributes.subject
Classroom Management and Behavior Strategies For Secondary Teachers

# data[].attributes.attachment_link.description
Home Attention Signals Bathroom Procedure Book Care Choosing a Just Right Book Check In Check for Understanding Check Out Class Appreciations Computers/Laptops Discussion Protocols Entering the Library Exiting the Library Individual Work Library Centers Procedure Partner Work Passing out/Turning in Materials Place Books on Hold Renew a Book Storytime Transitions

# data[].attributes.headline
"Failure is an option. Fear is not”: Creating a safe intellectual space for learning SmartBlogs

# data[].attributes.subject
"Failure is an option. Fear is not”: Creating a safe intellectual space for learning SmartBlogs

# data[].attributes.attachment_link.readable_text
This month, SmartBlog on Education is exploring classroom design and management - just in time for the new school year. In this blog post, educational leadership professor Maria Boeke Mongillo offers five ideas for "constructing a space that supports possibilities rather than perfection."

Film director James Cameron once said that young filmmakers should adopt the motto "Failure is an option. Fear is not." His point was that in order for new artistry to emerge in his field, filmmakers have to take risks and explore the potential of their medium without worrying about whether the product is successful or marketable.

This struck me as a good motto for classrooms as well. To provide an optimal learning environment for students, teachers must create an intellectually safe space, where risk-taking is celebrated as much as getting the right answer. This type of learning space needs to be deliberately set up at the beginning of the school year and reinforced throughout the year, just as much as classroom layout and other rules and routines. So in getting ready to go back to school, here are some ideas to consider for constructing a space that supports possibilities rather than perfection.

Celebrate process and progress over product. Students in general want to please their teachers and are looking for and will respond to feedback from their teachers. Feedback, particularly during the process, is what drives learning. Students need to know where and how their strategies are effective, and where they are not, not just be given a grade that says whether they were successful or not in the end. Provide opportunities for students to share their solutions to problems, or to allow struggling students to share their work in progress and permit the class to help figure out where the mistakes and misconceptions lie. Be sure students know that constant progress is the goal, and that you will allow, and even expect, revisions.

Remember students need challenge to change. Students cannot learn to overcome a struggle or failure if they are not being challenged appropriately. They also cannot learn to persevere if given assignments that have only one clear right answer. Take time at the beginning of the year to assess your students' ability levels. You can look into the previous year's scores or grades, but students may change over the summer. Also, think about ways to offer students open-ended problems to solve, particularly those that have multiple steps and require time and modification to come to resolution.

Teach who you are. Parker Palmer, in his book "Courage to Teach," states that we teach who we are. While we do have professional and personal lives and personas, they cannot be distinctly different from one another, especially if we are going to be successful and satisfied in our work. Relationships are at the heart of effective learning environments, particularly the teacher-student relationship. So participate in any getting-to-know-you or team building activities that you ask your students to do. Pay attention to their discussions about interests and experiences, and find ways to relate your own hobbies, sports and musical interests to theirs. Use stories from your own experiences to illustrate points or make connections to learning. By opening up, you show your students you trust them and you care. They will trust and care about you and your classroom space in return.

Model and mediate student interactions. Though we would like students to come to our classrooms knowing how to interact in socially appropriate ways, the reality is many do not. Children today spend more time interacting with screens than they do playing and socializing with each other. As a result, teachers need to clearly discuss how working in groups looks and sounds. Students need to see models and role play before they can get to the work of learning. They may also need specific strategies for conflict resolution. Students will feel safer and take risks if they know ridicule from others will not be allowed.

Include and engage. Teachers often include students in classroom rule writing, but how else could students be engaged in designing the learning environment? Consider letting students discuss and decide the classroom procedures for entering and leaving the classroom, turning in work, doing classroom jobs and other routines. Perhaps let students help in determining classroom layout and seating arrangements. Students feel safe in a place where they have ownership and a deep understanding of not only what to do and how to do it, but also the rationale for why they are doing it.

Thomas Edison said, "I have not failed. I've just found 10,000 ways that won't work." Our goal should be to teach our students to view failure in a positive light and as a catalyst for future learning, through our conscious effort to offer opportunities and safe spaces to make mistakes and persevere. This will set our students up for future success both in school and in the world beyond.
Maria Boeke Mongillo is an assistant professor of educational leadership at Central Connecticut State University. She has taught in school-leader and teacher-preparation programs at multiple universities, and facilitates professional development in elementary schools. She began her career as a first- and second-grade teacher, and is passionate about supporting early childhood teachers and leaders through research and advocacy. If you enjoyed this article, join SmartBrief's email list for more stories about education. We offer newsletters covering educational leadership, special education and more.

# data[].attributes.attachment_link.title
"Failure is an option. Fear is not": Creating a safe intellectual space for learning

# data[].attributes.attachment_link.description
This month, SmartBlog on Education is exploring classroom design and management - just in time for the new school year. In this blog post, educational leadership professor Maria Boeke Mongillo offers five ideas for "constructing a space that supports possibilities rather than perfection."

# data[].attributes.headline
5 Quick Classroom-Management Tips for Novice Teachers | Edutopia

# data[].attributes.subject
5 Quick Classroom-Management Tips for Novice Teachers | Edutopia

# data[].attributes.attachment_link.readable_text
Raising our voice to get students' attention is not the best approach, and the stress it causes and the vibe it puts in the room just isn't worth it. The students will mirror your voice level, so avoid using that semi-shouting voice. If we want kids to talk at a normal, pleasant volume, we must do the same.

You want to also differentiate your tone. If you are asking students to put away their notebooks and get into their groups, be sure to use a declarative, matter-of-fact tone. If you are asking a question about a character in a short story, or about contributions made by the Roman Empire, use an inviting, conversational tone.
#2 Speak only when students are quiet and ready
This golden nugget was given to me by a 20-year veteran my first year. She told me that I should just wait and then wait some more until all students were quiet.

So I tried it; I fought the temptation to talk. Sometimes I'd wait much longer than I thought I could hold out for. Slowly but surely, the students would cue each other: "sshh, she's trying to tell us something," "come on, stop talking," and "hey guys, be quiet." (They did all the work for me!)

My patience paid off. Yours will too. And you'll get to keep your voice.
#3 Use hand signals and other non-verbal communication
Holding one hand in the air, and making eye contact with students is a great way to quiet the class and get their attention on you. It takes awhile for students to get used to this as a routine, but it works wonderfully. Have them raise their hand along with you until all are up. Then lower yours and talk.

Flicking the lights off and on once to get the attention is an oldie but goodie. It could also be something you do routinely to let them know they have three minutes to finish an assignment or clean up, etc.

With younger students, try clapping your hands three times and teaching the children to quickly clap back twice. This is a fun and active way to get their attention and all eyes on you.
#4 Address behavior issues quickly and wisely
Be sure to address an issue between you and a student or between two students as quickly as possible. Bad feelings -- on your part or the students -- can so quickly grow from molehills into mountains.

Now, for handling those conflicts wisely, you and the student should step away from the other students, just in the doorway of the classroom perhaps. Wait until after instruction if possible, avoiding interruption of the lesson. Ask naive questions such as, "How might I help you?" Don't accuse the child of anything. Act as if you do care, even if you have the opposite feeling at that moment. The student will usually become disarmed because she might be expecting you to be angry and confrontational.

And, if you must address bad behavior during your instruction, always take a positive approach. Say, "It looks like you have a question" rather than, "Why are you off task and talking?"

When students have conflicts with each other, arrange for the students to meet with you at lunch, after or before school. Use neutral language as you act as a mediator, helping them resolve the problem peacefully, or at least reach an agreeable truce.
#5 Always have a well-designed, engaging lesson
This tip is most important of all. Perhaps you've heard the saying, if you don't have a plan for them, they'll have one for you. Always overplan. It's better to run out of time than to run short on a lesson.

From my own first-hand experience and after many classrooms observations, something that I know for sure: Bored students equal trouble! If the lesson is poorly planned, there is often way too much talking and telling from the teacher and not enough hands-on learning and discovery by the students. We all know engaging lessons take both serious mind and time to plan. And they are certainly worth it -- for many reasons.
Share with us your classroom management experiences: What specific challenges are you having? What strategies have worked well for you and your students? Please share in the comment section below.

# data[].attributes.attachment_link.title
5 Quick Classroom-Management Tips for Novice Teachers

# data[].attributes.attachment_link.description
When it comes to managing a classroom, most of what we learn as new teachers is trial by fire. It's also smart to heed the advice of those who have walked -- and stumbled -- before you. If you are struggling with discipline, here are five tips that you can start using right away.

# data[].attributes.headline
How Looking at Student Work Keeps Teachers and Kids on Track | MindShift | KQED News

# data[].attributes.subject
How Looking at Student Work Keeps Teachers and Kids on Track | MindShift | KQED News

# data[].attributes.attachment_link.readable_text
"I learn a lot about how well I'm scaffolding a student or where I'm lacking in that," said Edrick Macalaguim, a seventh-grade teacher at High Tech Middle Chula Vista during a Deeper Learning MOOC panel. He prefers to look at student work several times throughout its creation so he can see how well students are able to execute the task and if they are understanding its goals. If he sees that they aren't on the right path, he can take steps to modify the assignment. "It helps me understand what they know and what they can articulate, as well as whether or not I'm doing a good job in the project or lesson design," Macalaguim said.

'I learn a lot about how well I'm scaffolding a student or where I'm lacking in that.'

When discussing projects, educators often jump to examples in English or social studies classes. But this same approach to student work can be taken with math, where it may be even more important that students learn to think divergently.

To do this, the math problem has to be open enough that students can approach solving it in various creative ways. This is not "drill and kill" practice, where the only thing being tested is whether the student learned a specific math rule. Looking at students' math work using this model is instead about identifying their thought processes and following those thought lines to see if there is evidence that the student understands the underlying concepts.

"We want to see the approach they took and really get insight into the way they solved the problem," said Carissa Romero, associate director of the Project for Education Research That Scales (PERTS) at Stanford. If teachers only assess to see if students got the correct answer, she said, they don't get quality information about whether students really understood what was being taught.
STUDENT WORK INSPIRES
Teachers often assign work to students without giving them a clear sense of what a great project would look like. "As teachers we spend a lot of time hoping that students will create great work," said Ron Berger, chief academic officer of Expeditionary Learning with 25 years of classroom experience. "But if we haven't sat down with our colleagues and looked and talked about what we hope for, we don't have a common vision of what we're expecting."

Students might get a rubric describing what's expected of them in a project, but that doesn't mean they have a clear vision of what success would look like. "The main thing for me about student work is it creates a model and a discussion point of what we're aiming for," Berger said. He has created a downloadable "museum of beautiful student work," hand-picked from the thousands of projects he's seen over his career, that educators can use to help inspire their students.

"It's important to compliment people on their work sometimes," said Iza McGawley, a seventh-grader at High Tech Middle Chula Vista. She is inspired when another student's work is held up as an exemplar. It makes her want to work harder so that her work will be recognized, too.

Honoring student work in this way, as well as taking the time to deeply discuss, compliment and critique projects, helps hold them to a higher standard. "It sends the message that the quality of what kids do in school matters," Berger said. "And that's a message that's transformational for kids, to elevate their work as something that's worth being looked at closely."

It's important to recognize that all students have something to offer, even the students having difficulty. Macalaguim said he often holds up a part of a struggling student's work so that he or she can be recognized for the positive aspects before moving on to point out areas of growth more privately. "Using that process with our struggling students helps build their confidence level," Macalaguim said. It also helps make struggling learners feel supported, like they have a learning community.
STUDENTS GAIN PERSPECTIVE
"Every time that I look at someone else's work, I learn about their way of thinking," Iza said. She admits that at first she was offended when her peers pointed out flaws in her work, but she has come to see the process as a helpful way to improve. "I think that I also learn a lot about how it's OK for people to help you out on your work," Iza said.

'Looking at student work, especially during the process, can help move a classroom culture toward the direction that school is for learning.'

As teachers already know, student work can be an important window into their lives. When students share their work with one another, it can build a stronger classroom community. Iza described a writing assignment one of her classmates shared that was very personal to him. "We understood each other more and it helped us build a stronger relationship with one another," she said.

Regularly reviewing one another's work also builds student capacity to give and receive constructive feedback. Educators who regularly utilize this teaching technique often rely on protocols to help structure feedback, asking students to first describe what they see before making any judgments, and offering both positive and constructive insights into the work. It's important to tell students what they are doing well so they can build on that success in addition to pointing out areas for improvement.

Research has also shown that when teachers clearly communicate to students that they are receiving feedback because the teacher has high expectations for the student and wants to be sure he or she can meet them, students are less defensive and perform better, said Romero. She explained this approach worked particularly well with African-American students in the study who were sensitive to critique because they were aware of societal biases.
CHANGING PERCEPTIONS ABOUT WHAT SCHOOL IS FOR
Perhaps one of the most subtle but important benefits of regular showcases of student work is the way it can focus learning on the process, rather than on achieving one outcome. "A lot of students see school as a place you go to be judged, to learn whether you are smart or not," Romero said. Looking at student work brings the focus back to a baseline understanding that all learning starts from somewhere and that improvement and growth are the real goals of school. "It bring the focus back to learning goals," Romero said.

"I also believe that we should collect the early drafts of work so we can talk about the fact that all great work starts out with struggles and problems," Berger said. "Students can see that we all make mistakes in process."

That message is coming across clearly to students at High Tech High Chula Vista. Iza said her class motto is "fail to prevail," and she candidly acknowledged that every student encounters times when she doesn't understand everything. That's the point from where she starts learning.

"Looking at student work, especially during the process, can help move a classroom culture toward the direction that school is for learning," Romero said. "We want to be making mistakes and we're working together towards better work all the time." And when students make mistakes it often illuminates big misperceptions, that when resolved, can help a learner make the huge conceptual leaps that feel like breakthroughs.

# data[].attributes.attachment_link.title
How Looking at Student Work Keeps Teachers and Kids on Track

# data[].attributes.attachment_link.description
"I learn a lot about how well I'm scaffolding a student or where I'm lacking in that," said Edrick Macalaguim, a seventh-grade teacher at High Tech Middle Chula Vista during a Deeper Learning MOOC panel.

# data[].attributes.headline
How to Cultivate a Bully-Free Community | Edutopia

# data[].attributes.subject
How to Cultivate a Bully-Free Community | Edutopia

# data[].attributes.attachment_link.readable_text
1. Recognize that bullying and conflict are not the same thing.

The community that Malcolm is describing is not a place without conflict. Disagreements happen, feelings are still hurt, words are still powerful, and kids are still learning how to navigate the complex world of friendships. Odyssey is not a paradise in which human nature is checked at the door. Conflict is a natural part of our human story, and conflict resolution is a skill that children and adults alike need practice navigating with grace.

Conflict, however, does not equal bullying. Bullies are built by repeated and unresolved conflict. Bullying behavior is a strategy learned and repeated because it works to satiate unsatiated needs: power, insecurity, attention, or revenge. However, with conflict, real resolution is achievable without creating the chain of abuse that has so befuddled educators.

2. To break the pattern, you need to talk. Compassionately.

In fourth grade, Malcolm had some conflict with another student -- let's call him "John." He felt what most would call bullied by John: belittled, teased, and often interrupted during classwork. To address this pattern, his classroom teachers facilitated intentional conversation. In describing this process, Malcolm said, "We just talked -- without being mean."

Malcolm's mother, Emmy Bethel, reflected, "What was striking to both of us was the compassion [of teachers and other students] toward this little boy who had clearly been taught to behave that way. Instead of using normal punitive avenues, there was compassion there." In her words, Malcolm and his classmates were working on "the ability to see the needs of this other person and to speak clearly about them."

Teachers at Odyssey Community School are trained in Marshall Rosenberg's Compassionate Communication, which is a model of navigating interpersonal relationships built on a foundation of empathy -- recognizing and honoring another person's basic needs. Odyssey's goal is to educate the community so that everyone from parents and administrators to students and teachers use Rosenberg's four steps of stating a request in conflict resolution -- whenever conflict arises:

1. Make an observation without judgment.

2. Identify your feelings.

3. Explain your needs.

4. State your request.

3. Conflict resolution belongs in curriculum.

Bully prevention programs often include awkward PSA videos played over classroom televisions, laughable role-play scenarios, and forced "discussions" coaxed by teachers who are ill-prepared and unsupported. Students are hard pressed to avoid laughing at their school's administrative attempt to shed the briefest light on the darkest challenge. Top-down efforts to approach a grassroots problem never seem to do the job.

Odyssey classrooms hold weekly class meetings for collaborative problem solving, in addition to councils that are heart centered and intended for exploring rather than solving emotional experience to improve awareness and acceptance of emotional life. As day-to-day conflict arises, students as well as teachers can request mediations, and they make time for them between or even during class when it's necessary -- because it is necessary.

As simple as Rosenberg's model sounds, it can be challenging to use when emotions are triggered. The type of environment that can make discussion effective requires slow cultivation and dedicated time, neither of which public school teachers have time or support to practice. So little time is left to them after testing that regular and real conversations about bullying -- its digital character, nuances of innocence and guilt, cycles of cause and effect -- can be terrifying and challenging in the best of circumstances. As with any skill, from persuasive writing to solving algebraic equations, students need to be taught conflict resolution with scaffolding, vocabulary, guided practice, and real purpose.

4. Grassroots problems need grassroots solutions.

According to Leah R. Kyaio, the author of The Top 5 Reasons Bullies Bully, bullying happens because the system is modeled by adults. As well intentioned as they may be, top-down efforts from administrators -- the ones that often evoke as much eye-rolling from faculty as from students -- is a form of managerial bullying. Rather than imposing stock lessons during Anti-Bullying Week (as if we're really going to address this epidemic in one isolated week), communication and emotional literacy should be cornerstones of daily curriculum, as much as it is used and modeled by adults in a practical way.

Malcolm and John are not what anyone would call friends. If he were honestly asked, Malcolm might say that he doesn't even like the kid all that much. He might say that he understands him, however, and that he's at peace with what happened between them. Having gone through that experience last year, now he feels even more confident about how to approach conflict.

5. Seek restoration, not retribution.

As students mature, conflict can become more complicated, and students become more cognitively developed in their awareness of personal responsibility and culture. To address this progressive shift and to engage older students in creating a culture of accountability and citizenship, students and teachers in Odyssey's middle and high school classrooms use Dominic Barter's Restorative Justice Circles.

Within our Fairness Committees (Odyssey's school-age modification of Barter's Circles), students work together to uphold community values set by students, practicing reparation when conflict arises and using the fundamentals of Compassionate Communication in every meeting. Rather than merely uttering an apology or receiving suspension or detention, Fairness Committees get creative in their solutions to repair harm, sometimes asking the "author" to bake food, make a film, or otherwise take action to rebuild the relationship that was broken. In avoiding punitive measures, we empower students to empathize with their own experience and with others, and to create the community culture that we all intuitively desire.

# data[].attributes.attachment_link.title
How to Cultivate a Bully-Free Community | Edutopia

# data[].attributes.attachment_link.description
The community that Malcolm is describing is not a place without conflict. Disagreements happen, feelings are still hurt, words are still powerful, and kids are still learning how to navigate the complex world of friendships. Odyssey is not a paradise in which human nature is checked at the door.

# data[].attributes.headline
A Media Specialist's Guide to the Internet: 32 Resource Links on Cyberbullying

# data[].attributes.subject
A Media Specialist's Guide to the Internet: 32 Resource Links on Cyberbullying

# data[].attributes.attachment_link.readable_text
The Internet has created a new place where bullies can go and anonymously taunt others. With last year's suicide of Rutgers freshman Tyler Clementi, (and many others) it has become more apparent that we need to help our students be more cyber smart and learn about why bullying is something to be taken seriously. It is never too early to educate our kids about the dangers of cyberspace. Here are 32 places you can use:

Chat Rooms
Chat Danger- information on how to stay safe when you use chat rooms, IM and cell phones

Cyber Bullying
Cyber bullying- this site is part of the TeensHealth web site, with information on cyber bullying, why people bully and what happens when someone is bullied.

General Internet Safety Sites
CyberAngels- world's oldest & largest Internet safety organization

Cyber Safety- this site is hosted by Rob Nickel, who is an expert on cyber safety. In addition to a listing of tips for teens, parents and educators, there are videos you can download. (PSAs, interviews)

CyberSmart!-how to deal with cyber bullies, a list of proper manners while online, and social networking sites.

LMK Life Online- sponsored by the Girl Scouts and Microsoft; education for young girls

iSafeSurf- sections on social safety, netiquette, acronyms, emoticons, peer-to-peer file sharing
NetSmartz Teens- they have a section of videos, downloadable activity cards and free multimedia presentations for Windows and Mac computers.

Own Your Space- eBook is 16 chapters and free to download; excellent information about protecting your stuff and yourself online

SafeTeens.com- learn about chat room safety, teen safety on the Internet, cell phone safety tips and more.

Safety Tips for Tweens and Teens- this is a government site, with information on staying safe while you are online, including: trusting your instinct, only divulging information you are comfortable with, a reminder that once something is posted it is always there.

Webonauts Internet Academy- for elementary school kids; interactive learning about being safe online; when missions are completed, the Webonauts graduate with a certificate.

Wired Safety- this site claims to be the "world's largest Internet safety, help and education resource." Sections include cyber crime, cyber stalking, Internet predators, social networking and privacy and security.

X-Block- you'll find chat rooms, learn about cyber safety and their iMentoring program.

# data[].attributes.attachment_link.description
The Internet has created a new place where bullies can go and anonymously taunt others. With last year's suicide of Rutgers freshman Tyler Clementi, (and many others) it has become more apparent that we need to help our students be more cyber smart and learn about why bullying is something to be taken seriously.

# data[].attributes.headline
Classroom Management Tips For New Teachers Classroom Management Tips

# data[].attributes.subject
Classroom Management Tips For New Teachers Classroom Management Tips

# data[].attributes.attachment_link.title
New Teacher Survival Guide: Classroom Management

# data[].attributes.attachment_link.description
Classroom management tips for new and old teachers alike. Watch a video showcasing 7 classroom management techniques any teacher can use.

# data[].attributes.attachment_link.title
900+ Best Classroom management ideas in 2025 | classroom management, classroom, classroom organization

# data[].attributes.attachment_link.description
From classroom management to classroom, find what you’re looking for on Pinterest!

# data[].attributes.headline
Reducing bullying and cyber bullying | eSchool News

# data[].attributes.subject
Reducing bullying and cyber bullying | eSchool News

# data[].attributes.attachment_link.description
As in many states, K-12 teachers in Massachusetts now have new responsibilities to respond to, report, and address bullying and cyber bullying. The Massachusetts Aggression Reduction Center (MARC) ...

# data[].attributes.headline
~ Educational Technology and Mobile Learning

# data[].attributes.subject
~ Educational Technology and Mobile Learning

# data[].attributes.headline
How To Build A Positive Class Culture Through Tribes

# data[].attributes.subject
How To Build A Positive Class Culture Through Tribes

# data[].attributes.attachment_link.title
Tribes: Agreements for Learning Together

# data[].attributes.attachment_link.description
Learn about a classroom agreement that bonds students and builds a positive class culture. Through attentive listening, showing appreciation, right to pass or participate, and mutual respect, Tribes can be used throughout an entire school district.

# data[].attributes.headline
Adding Content Into Classroom Management Techniques: Managing Transitions

# data[].attributes.subject
Adding Content Into Classroom Management Techniques: Managing Transitions

# data[].attributes.attachment_link.description
By adding content into your transitions, you can improve classroom management. See how one elementary school teacher adds content to transitions to enhance learning in the classroom.

# data[].attributes.headline
Video Playlist: Building Relationships With Students

# data[].attributes.subject
Video Playlist: Building Relationships With Students

# data[].attributes.attachment_link.readable_text
In these videos, you'll find tips to help build authentic relationships with your students and define your classroom culture.

1. Creating a "Comfortable" Classroom Environment: Middle school can be a sensitive age where students may start feeling anxious about belonging in their communities. Mr. Van Dyck puts students at ease with verbal and nonverbal indicators, and encourages students to be themselves around him.

2. Advisory: Check-In and Support and Building Student-Advisor Relationships: Having a time and place where students can talk about their lives and receive support from peers and teachers can go a long way in creating a positive class culture. Advisories can be helpful in both small groups or one-on-one with educators and students.

3. Making it Personal in the Classroom: Ms. Koch shows how sharing personal anecdotes makes students feel safe and more inclined to open up to her about their lives.

4. Star Student of the Day: Ms. Laurance builds community by regularly featuring a student in her class as the "Star Student of the Day." This student gets interviewed by his or her peers, allowing the class to learn about each other and share their similarities and differences.

5. Inquiry-Based Teaching: Supporting Quieter Students and The Wingman: Engaging Reluctant Students: Drawing out quiet students can be a challenge, particularly in class discussions. This video demonstrates how to raise student confidence, and proposes ways teachers can ensure students' voices are heard, in and out of the classroom.

6. Build Relationships: Teach More than "Just Math": Ms. Warburton uses simple gestures to learn about her students and show her appreciation for them on a daily basis.

Have more ideas? Share them in the comments section below.
Elizabeth Weiland is Teaching Channel's Advertising and Licensing Account Manager. Follow her on Twitter, @ElizabetWeiland.

# data[].attributes.attachment_link.title
Video Playlist: Building Relationships With Students

# data[].attributes.attachment_link.description
In these videos, you'll find tips to help build authentic relationships with your students and define your classroom culture. 1. Creating a "Comfortable" Classroom Environment: Middle school can be a sensitive age where students may start feeling anxious about belonging in their communities.

# data[].attributes.headline
Resources to Fight Bullying and Harassment at School | Edutopia

# data[].attributes.subject
Resources to Fight Bullying and Harassment at School | Edutopia

# data[].attributes.attachment_link.title
Resources to Fight Bullying and Harassment at School

# data[].attributes.attachment_link.description
Discover websites, organizations, articles, planning guides, lesson plans, and other resources dedicated to preventing bullying and harassment.

# data[].attributes.headline
ASCD EDge - 4 Classroom Management Tips to Hang Your Hat On

# data[].attributes.subject
ASCD EDge - 4 Classroom Management Tips to Hang Your Hat On

# data[].attributes.attachment_link.title
ASCD EDge: A Professional Networking Community for Educators