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Predictable classroom routines can help re-establish a sense of control and predictability to students who may feel like other aspects of their lives are spiraling out of control. If you plan to change a routine at any time, preview the change and explain the reasoning. Use the language of first/ then “First we finish writing, then we go to lunch…”

Establishing consistent routines supports the classroom in a number of ways. It helps if students know exactly what to expect each day and what is expected of them. Having consistent routines around the transitions, or the start and end of the class, not only provides structure and predictability for students who may lack those elsewhere, but it also allows for a more smoothly functioning classroom and ultimately, more time to devote to building relationships and learning content.

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Students may become overly defensive when given feedback or criticism. ” These students often respond to authoritative behaviors with a fight-or-flight response. As a result, simply changing an authoritative directive into statements with more choice and control can establish trust with a student. This can be as simple as changing the directive to a student from “get a pen from my desk” to “what color pen would you like to use today, green or blue?”  We can give a feedback sandwich, naming one positive thing the student did followed by a suggestion for next time. Instead of “sit in your assigned seat. Now!” Try “it looks like you’re excited to learn, I love that. Find your correct seat please.” Or, instead of assigning one activity to assess a student’s understanding of a concept, provide a menu of assignment options they can choose from to take ownership of their work and feel a sense of control in their choices.
Houghton Mifflin Harcourt

https://www.hmhco.com/blog/trauma-informed-teaching-strategies

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A positive relationship with a student can go a long way. Trauma can affect decision-making or attention, so if the teacher does not first take the time to acknowledge and address that trauma, the student may be distracted and fall increasingly behind, regardless of the quality of curriculum. Building those relationship connections in a classroom is essential. Content matters mightily but students don’t learn from people they don’t like. Challenge yourself to learn all the names of your students OR learn one unique fact about each of them.
Houghton Mifflin Harcourt

https://www.hmhco.com/blog/trauma-informed-teaching-strategies

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Periodically during the semester, especially at the end of a class in which much has happened, take five minutes to have students (anonymously) fill out index cards answering the following question: "What's the most significant thing you heard or the most significant thing that happened in class today?" Let students know that this doesn't just mean something that the instructor has said or done. . Inevitably, this exercise acts as a rudder to move my teaching and learning closer to the learning of the students.
https://www.utc.edu/academic-affairs/walker-center-for-teaching-and-learning/teaching-resources/pedagogical-strategies-and-techniques/teaching-tips

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Prioritize Relationships and Rigor

A positive relationship with a student can go a long way. Trauma can affect decision-making or attention, so if the teacher does not first take the time to acknowledge and address that trauma, the student may be distracted and fall increasingly behind, regardless of the quality of curriculum. Building those relationship connections in a classroom is essential. Content matters mightily but students don’t learn from people they don’t like. Challenge yourself to learn all the names of your students OR learn one unique fact about each of them.

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When a student struggles, we sometimes want to help them “save face”—or help ourselves avoid difficult conversations. So, we choose to punish the whole class, or spend extra time on a topic that only a few kids really need help with. Learn to privately address challenges directly with the student(s) affected. These conversations really do get easier over time and can help you build strong relationships all around.

Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

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Transition buddies are helpful for students who have trouble refocusing their attention as they transition from one academic lesson to the next. Further, verbal or nonverbal teacher cues signaling upcoming transitions help prepare students for changes in activities or lessons.

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Carefully structured cooperative learning groups in which

each student is assigned a role and has clear expectations for desired outcomes are

very helpful for students. The more structured the cooperative activity, the more likely it is that these students will succeed.  Creating a project where each student has a role and a job can work wonders.

Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

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Peer tutoring is one of the more effective strategies for students with

, because it provides many of the same supports as one-to-one instruction. It

facilitates the acquisition of both academic and social skills. Tutors

need to be taught how to be prepared with materials needed for the session and how

to give positive and corrective feedback to their partner. Many times, students will be very open to feedback from a peer. This might also work for reading groups, pair younger reading and more advanced readers. Use student helpers to help your student reach their goals.

https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

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We don’t always need to be problem-solving. Instead, build on the positives, which will then push out the negatives. For example, if you see kids working together to solve something, notice it out loud. “Nice teamwork, you two. Can you share why you decided to do this together instead of on your own?” This way you’ll get to hear their thinking, and other students will get to learn that it’s OK (and encouraged) to do things differently.

Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

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In a post-covid world, student may have trouble attending to drill-and-practice

assignments because of the repetitive nature of the task. Use peer mediated activities, like practice with a partner to allow students the chance to practice, but at a more realistic pace and speed. Use things like flash cards or games, to allow students to drill and practice in a small group.
Center for Technical Development: College of William and Mary: https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf

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Some kids might have trouble organizing their thoughts. Use sentence stems to help the student get started “ My favorite holiday is ___ because_____.” . “All families look different. In my family there is a _______.” The student gets a jump start and then gets to continue.  Provide sentence stems for all students or post the sentence stem somewhere prominent so all have access to it.

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Six ways to support students with dysgraphia-a learning difference that affects a person's ability to produce written work.

©Shutterstock.com/Juriah Mosin

Dysgraphia is a language-based learning difference that affects a student's ability to produce written language. In the early grades, students with dysgraphia may have difficulty with consistent letter formation, word spacing, punctuation, and capitalization. In later grades, they may have difficulty with writing fluency, floating margins, and legible writing.

In the classroom, students with dysgraphia are often labeled "sloppy," "lazy," or "not detail-oriented." But students with dysgraphia are often trying very hard, if not harder than others, just to keep up. Dysgraphia is an invisible disability that often goes hand in hand with dyslexia. Like students with dyslexia, students with dysgraphia are often acutely aware of what they're not capable of relative to their peers.

To simulate the experience of having dysgraphia, try this: Write a paragraph about the best trip you've ever taken. Give yourself two minutes on a stopwatch, and write the paragraph with your non-dominant hand.

How did that feel? Did you try hard? Does the finished product look like you gave it your best shot? Do you feel the work demonstrates your intelligence or gives your audience a full idea of what you wanted to express? Would you feel proud to hang that on a wall beside your peers' work?

Dysgraphia can be remediated with occupational therapy to strengthen fine motor skills, support written expression, and speed up language processing. If a student is struggling with writing in a way that goes beyond what is developmentally appropriate, they should receive an evaluation by an occupational therapist for remediation. Early intervention for orthographic processing, fine motor coordination, and written expression can help alleviate the difficulties that students with dysgraphia face.

6 Tips for Creating a Dysgraphia-Friendly Classroom

While specialists provide key intervention strategies for students with dysgraphia, teachers in the general ed classroom have an important role to play in supporting these students as well. I have a few ideas for curriculum, accommodations, and tools that can help teachers in supporting these students.

1. Teach Cursive Writing: Cursive writing has fewer starting points than disconnected print letters, which translates to improved writing speed, more consistent letter sizing, and neater overall appearance of writing. Watch a free webinar on the importance of cursive writing instruction for students and use cursive writing books from Handwriting Without Tears to teach cursive writing as early as first grade.

2. Teach Typing: Typing can be easier than writing once students are fluent with keyboards. Teach typing skills starting as early as kindergarten and allow for ample typing practice in the classroom. Many schools and districts have typing programs to support their students' budding typing skills. Great online typing programs include Nessy Fingers Touch Typing (which costs money), TypingClub, and the games at Typing.com.

3. Provide Access to Speech-to-Text Tools: Assistive technology accommodations can support students with dysgraphia in their classroom writing tasks in all grades. There are several free, easy-to-use speech-to-text dictation tools. Students can use Google's voice typing function in the Chrome browser, Dragon Dictation, or Apple's Speak Screen functions.

4. Use Graph Paper for Math Assignments and Tests: Graph paper helps students with dysgraphia stay in the lines, which becomes increasingly important in the later grades when they're faced with more complex math tasks. Reduce unintended errors by providing graph paper for student tests or as a background for homework assignments. Use the free printable math grids at Do2Learn.

5. Allow for Note-Taking Accommodations: Copying notes from a whiteboard can be a particular challenge for students with dysgraphia. Allow students to take pictures of lecture notes to review later. Students can use a free optical character reader (OCR) like Prizmo Go (for iOS) or Google Keep (for Android) to automatically read text from the photos to review those notes.

6. Be Deliberate About Hanging Students' Written Work: Classroom writing is difficult for students with dysgraphia. Written assignments may take two or three times as long to complete, and often they will look sloppy even if the student has tried to produce their best work. When displaying student work, consider waiting to hang assignments until everyone has finished so students with dysgraphia don't feel shame at having everyone else's work on display while theirs is still in progress. Another option is to hang typed work so students with dysgraphia can be proud of the finished product that hangs alongside the work of their peers.

These are just a few things that may help a student with dysgraphia in the classroom. But mainly it's important to be creative about accommodations and to communicate with students about their individual needs.

When students feel understood and supported in the classroom, the positive social-emotional impact has ripple effects through their whole school experience. Learn more about what dysgraphia is and how to support it at Understood.org.

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Six ways to support students with dysgraphia-a learning difference that affects a person's ability to produce written work.

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 Let the child know what will happen next.

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 Let the child know what will happen next.

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For example, “After you finish the puzzle, it is time to brush your teeth”, or “In five minutes it is time to turn off the computer and start your writing assignment.” For some children it is helpful to set a timer so the child can keep track of how much time is left. So in the example above “In five minutes it is time to turn off the computer and start your writing assignment” you would set the timer for five minutes. Some children need reminders as the time is winding down to 2 minutes, 1 minute, etc. Post the timer on the board, especially to support the students with wrapping up a larger project.

ABA Centers of America https://www.abacenters.com/10-strategies-for-students-with-autism/?utm_source=google&utm_medium=cpc&utm_campaign=TX+-+Performance+Max&utm_term=&gclid=Cj0KCQjwuNemBhCBARIsADp74QT5XD5AtdiChAjYfIufEbWGEGh11uOqDNsD1teMCUXwyTaKYDIKkAUaAks_EALw_wcB

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Many students appreciate having some involvement in decisions about their own scholastic goals. Goal-setting allows your student the benefit of building in their own specific needs and routines to their educational goals.Understanding what the expectations are and how to achieve them helps many students to flourish. Don’t underestimate the value of short term goals. Allow students to create goals for their week or month. ABA Centers of America

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Even with a consistent ASD-support team and IEP (Individualized Education Plan) in place, the transition from one school year to the next can come with its fair share of growing pains. Old behaviors may emerge again and present challenges that impede school success for many students with autism.

One month passes, then another. How soon is too soon to share concerns about whether your student with autism will be flourishing in school this year? Even though this may look daunting, there are lots of ways that caregivers can do help their students to have a smooth transition into a new school year.

We have compiled ten brilliant ways to help you build a bright educational future for autistic children and teens! Read on to find a new technique that might inspire a wonderful year full of growth!

1. Embrace Special Interests

All students do best when they are engaged. This is even more important for students with autism. If your student isn't' connecting to new material in school, you may want to ask yourself, "Are they engaged and not getting it, or are they failing to connect to the learning because they are not engaged?"

Your student might be in the room, but are they engaged enough to be involved in the lesson?

You can help teachers support your student's individual needs by giving them as much information about what special interests your student has. One of the quickest ways to pique the interest of an autistic child is to bring their special interests into the learning environment. If your student isn't involved in a lesson about counting, could they use something they find interesting to count with? A child with a special interest in dinosaurs can quickly become the class math whiz when the assignment involves counting pterodactyls!

Likewise, reading about a favorite topic is still reading! When caregivers, teachers and therapists get creative, they can create lessons that build knowledge for life!

2. Stimulate the Senses

You know your child best, and they need their senses engaged to do their best work. When provided with opportunities catered to their sensory needs, they can excel.

Teachers can gauge a student's sensory needs by developing lessons that stimulate all five senses. Caregivers can also do the same by providing different opportunities for your student to test their senses. Are there some activities that your child prefers? Are there others that your child doesn't prefer? Do they like to look at things that are bright or dark? Are there certain things that they like to feel? Which sounds are too loud or too soft? These are all good activities That will provide you with a lot of information you can use when planning for the educational setting.

3. Get Involved in Goal Setting

Even if your child has an IEP, they may feel disconnected from their academic goals. Do you and your student understand what they are working for and what the expectations are?
Many students with autism appreciate having some involvement in decisions about their own scholastic goals. You might consider working together to come up with a SMART goal. SMART stands for Specific, Measurable, Agreed-upon, Relevant and Time-bound.

Goal-setting allows your student the benefit of building in their own specific needs and routines to their educational goals. For example, a student struggling to learn math facts might set a goal where they use a preferred item to practice doubles facts for five minutes every day to master 0-10 by the end of one month. Understanding what the expectations are and how to achieve them helps many students with autism to flourish.

There may be students who are too young to understand or participate in creating their own goals. That's OK! Teachers and caregivers can help students by telling them what the expectations are and helping them achieve their goals.

4. Make the Choice Clear

Some people shop at the mall because they thrive when given a variety of choices all at one time. Other people can't stand the mall because they immediately become overwhelmed by the choices. Like shoppers, autistic children tend to get overwhelmed when faced with too much choice in a classroom environment.

This overwhelming feeling might be the result of too many activities at Center Time or too many options below a multiple-choice question. If you notice that choice causes your child not to want to participate in activities or increases challenging behaviors, narrowing them may help. Perhaps they can choose between two centers or take a quiz with fill-in-the-blank questions only. Teachers may need to provide visual supports to help students with this choice.

5. Build a Clean Routine

Children with and without an autism diagnosis thrive on routine. Not knowing what comes next can lead to anxiety and hyper fixation. This may cause students to struggle with learning because their minds are already occupied with worry and anticipation.

Teachers can be proactive by planning a clear routine that is followed consistently. When possible, provide a visual schedule so students of all abilities can independently calm their anxieties about the next activity. When the routine needs to change, provide as much advanced notice as possible, including reminders. Provide reinforcement for accepting the change. Let students know that change is OK and is a necessary part of life.

6. Choose the Right Tools

While it should be in their IEP, physical challenges may play a part in academic engagement. A student who struggles to hold a pencil is going to struggle with writing. A student who can't see the book is going to disengage when it's time to read aloud.

Providing students with the tools they need to be successful is a key to quality education. Success might be one adaptive pencil or large-print book away!

7. Make It Visual

Students with autism have a variety of sensory needs that may have a direct impact on their learning styles. Many students with autism do best when given visual cues to help them with transitions throughout the school day. If your student is struggling with a particular routine, providing a visual list of steps can help.

Visual routines are great for non-academic tasks, too. Consider creating a visual routine for hygiene tasks, social tasks or special holiday tasks such as trick-or-treating or opening holiday gifts. It is amazing how independent children can be when given the tools and structure they need to help themselves!

8. When in Doubt, Play It Out

Academic success is not a game, but that doesn't mean that learning can't be fun! At ABA Centers of America, ABA therapy is fun and playful, allowing our clients to make the most progress. Our first-in-class, quality ABA therapy ensures that learning through play is always at the center of our practice.

There are lots of different ways to incorporate play into learning. Could you turn a worksheet into a hands-on sorting activity? Can you review vocabulary words using a game of BINGO?

Play is motivating for students with and without autism! Consider creating a few mix-and-match game templates that you can use for any academic topic. They are great to have on hand when any lesson needs a hands-on component!

9. Create a Regulation Station

Students who are feeling upset or overwhelmed cannot learn. When you struggle to communicate, even an average school day can come with a host of frustrations that distract from daily activities. When frustration turns into a meltdown, you might find yourself losing your student's attention for the duration of the school day.

You can prevent overwhelming feelings from escalating by making space for self-regulation in the home or classroom. This should be a physical space that is free from overwhelming sensory input. It might include chairs, books, fidgets or other calming activities that a student can use to help them calm down.

10. Curate a Bag of Tricks

Even if you can't dedicate space to a regulation station, you might consider dedicating a box or desk drawer to calming sensory materials. Having fidgets and calming toys on hand can help you to quietly support a student who appears to need redirection. If a student is working on replacing certain challenging behaviors in ABA therapy, having an alternative ready to go can make this transition much easier.

Scholastic Success Is Possible for Children with Autism

School and autism can be a match made in heaven if everyone on your child's team is working toward the same goals. If your child struggles with a transition to a new classroom, new building, or new routine, any of the above strategies might help ensure a smooth transition. Proactive approaches can lead to a bright educational future for students with autism.

At ABA centers of America, we embrace change as an opportunity to implement our fun, play-based strategies. We have techniques and ideas that can help your child take on any challenge standing in their way. Many of our tried-and-true strategies can make a major difference for students struggling with a new classroom, IEP goal or daily routine. Get in touch with ABA Centers of America today to schedule a free consultation and learn how one of our autism specialists can support your child.

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10 Strategies for Students with Autism - ABA Centers of America

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Students with autism may need different tools than their peers to succeed in the classroom. Here are 10 tips to help your autistic child in school.

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Try collaborative team classroom jobs.
Students gain so much from having assigned duties and being able to meet (or exceed) expectations. For upper elementary students, move away from detailed jobs like Line Leader or Pencil Sharpener. Instead, break your jobs into broader groups, and assign a few students to each team. They can decide on their own who will handle individual tasks. It’s a learning experience, but it can give students a chance to flex the leadership and delegation muscle. . Read more here: https://satcblog.com/team-jobs-in-classroom/

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Be Deliberate About Hanging Students’ Written Work: 

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Be Deliberate About Hanging Students’ Written Work: 

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Classroom writing is difficult for  many students.. When displaying student work, consider waiting to hang assignments until everyone has finished.. Another option is to hang typed work so students with dysgraphia can be proud of the finished product that hangs alongside the work of their peers. Try to highlight many different types of work, not just the ones that are pristine. Quality work might look different from kiddo to kiddo.

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Six ways to support students with dysgraphia-a learning difference that affects a person's ability to produce written work.

©Shutterstock.com/Juriah Mosin

Dysgraphia is a language-based learning difference that affects a student's ability to produce written language. In the early grades, students with dysgraphia may have difficulty with consistent letter formation, word spacing, punctuation, and capitalization. In later grades, they may have difficulty with writing fluency, floating margins, and legible writing.

In the classroom, students with dysgraphia are often labeled "sloppy," "lazy," or "not detail-oriented." But students with dysgraphia are often trying very hard, if not harder than others, just to keep up. Dysgraphia is an invisible disability that often goes hand in hand with dyslexia. Like students with dyslexia, students with dysgraphia are often acutely aware of what they're not capable of relative to their peers.

To simulate the experience of having dysgraphia, try this: Write a paragraph about the best trip you've ever taken. Give yourself two minutes on a stopwatch, and write the paragraph with your non-dominant hand.

How did that feel? Did you try hard? Does the finished product look like you gave it your best shot? Do you feel the work demonstrates your intelligence or gives your audience a full idea of what you wanted to express? Would you feel proud to hang that on a wall beside your peers' work?

Dysgraphia can be remediated with occupational therapy to strengthen fine motor skills, support written expression, and speed up language processing. If a student is struggling with writing in a way that goes beyond what is developmentally appropriate, they should receive an evaluation by an occupational therapist for remediation. Early intervention for orthographic processing, fine motor coordination, and written expression can help alleviate the difficulties that students with dysgraphia face.

6 Tips for Creating a Dysgraphia-Friendly Classroom

While specialists provide key intervention strategies for students with dysgraphia, teachers in the general ed classroom have an important role to play in supporting these students as well. I have a few ideas for curriculum, accommodations, and tools that can help teachers in supporting these students.

1. Teach Cursive Writing: Cursive writing has fewer starting points than disconnected print letters, which translates to improved writing speed, more consistent letter sizing, and neater overall appearance of writing. Watch a free webinar on the importance of cursive writing instruction for students and use cursive writing books from Handwriting Without Tears to teach cursive writing as early as first grade.

2. Teach Typing: Typing can be easier than writing once students are fluent with keyboards. Teach typing skills starting as early as kindergarten and allow for ample typing practice in the classroom. Many schools and districts have typing programs to support their students' budding typing skills. Great online typing programs include Nessy Fingers Touch Typing (which costs money), TypingClub, and the games at Typing.com.

3. Provide Access to Speech-to-Text Tools: Assistive technology accommodations can support students with dysgraphia in their classroom writing tasks in all grades. There are several free, easy-to-use speech-to-text dictation tools. Students can use Google's voice typing function in the Chrome browser, Dragon Dictation, or Apple's Speak Screen functions.

4. Use Graph Paper for Math Assignments and Tests: Graph paper helps students with dysgraphia stay in the lines, which becomes increasingly important in the later grades when they're faced with more complex math tasks. Reduce unintended errors by providing graph paper for student tests or as a background for homework assignments. Use the free printable math grids at Do2Learn.

5. Allow for Note-Taking Accommodations: Copying notes from a whiteboard can be a particular challenge for students with dysgraphia. Allow students to take pictures of lecture notes to review later. Students can use a free optical character reader (OCR) like Prizmo Go (for iOS) or Google Keep (for Android) to automatically read text from the photos to review those notes.

6. Be Deliberate About Hanging Students' Written Work: Classroom writing is difficult for students with dysgraphia. Written assignments may take two or three times as long to complete, and often they will look sloppy even if the student has tried to produce their best work. When displaying student work, consider waiting to hang assignments until everyone has finished so students with dysgraphia don't feel shame at having everyone else's work on display while theirs is still in progress. Another option is to hang typed work so students with dysgraphia can be proud of the finished product that hangs alongside the work of their peers.

These are just a few things that may help a student with dysgraphia in the classroom. But mainly it's important to be creative about accommodations and to communicate with students about their individual needs.

When students feel understood and supported in the classroom, the positive social-emotional impact has ripple effects through their whole school experience. Learn more about what dysgraphia is and how to support it at Understood.org.

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Six ways to support students with dysgraphia-a learning difference that affects a person's ability to produce written work.

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Learn names quickly and correctly through name tents.No student should ever feel invisible.  Use name tents the first few days of school to learn names quickly, with correct pronunciation. Take up the name tents and pass them out each class period until you have learned all of the students’ names.  As an added bonus, if a student asks about the name tents you can make a larger connection to the world, "I'm a professional and professionals always try to learn the names of the folks they work with." OR "I want you to see how to treat others. I hope you will do the same when you are an adult."
Article:
https://www.edutopia.org/article/6-strategies-building-better-student-relationships

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Use a read aloud to send students the message that social emotional learning is a top priority.  Click here for books about social emotional learning  Article: https://www.weareteachers.com/15-must-have-picture-books-for-teaching-social-emotional-skills/

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Help all students understand expectations by pairing big rules with little rules. Every classroom should have three or four main rules, some examples might be “be safe,” “be respectful to  all” and “keep the classroom clean ” Children need help to learn what those big concepts actually mean with big concepts broken down. So, when enforcing the rules, use the “big rule, little rule” strategy. Pair your big rule—”be kind,” for example—with a specific little rule you want them to know: “Be kind---Use a respectful” “Be safe---Walk inside,” “Take care of our classroom--charge iPads at the end of each day." Little rules break big concepts into smaller pieces. Article: https://teachingstrategies.com/blog/5-ways-support-social-emotional-development-early-childhood/

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Supporting children's social-emotional development at an early age builds a solid foundation for their future, preparing children to successfully manage their emotions and behaviors, establish caring relationships with others, follow limits and expectations, and interact in groups. Studies show an increase in student achievement data for children who learn social-emotional skills in their early childhood programs compared to children who do not receive this support.

Teaching Strategies is committed to empowering and inspiring early childhood educators as they teach and care for our youngest learners. Each of these short videos highlights a different social-emotional skill-building strategy-from rules about safety and kindness to ways to build a positive classroom community.

In the videos below, you'll hear from our former CEO, now Vice Chair of the Board at Teaching Strategies, Kai-leé Berke.

1. Use power words.

Some children are able to express their wants and needs effectively during conflict; others need your help. To learn this skill, children must feel empowered to stand up for their rights, particularly when they feel threatened. With younger children, you can begin by teaching short, powerful words and phrases that they can use, such as "Stop!" or "I don't like that." Make sure you use a firm tone of voice to model it. Coupling the phrase with the physical motion of putting a hand up can help children remember the power words and gives them something respectfully physical to do with their bodies in a conflict. Sometimes children resort to physical aggression as a protective, defensive strategy. Using a gesture feels protective without being hurtful to someone else.

2. Help children understand the consequences of behavior.

All behavior has consequences. Using this concept to guide children's behavior allows them to make connections between their actions and what happens in response. It's important to relate the consequence to a child's actions. For example, if a child dumps out a basket of crayons, it produces a related consequence: the child has to pick up the crayons and put them away. To limit power struggles, make sure to use a neutral tone of voice and keep the consequence directly related to the action.

3. Show while telling.

Showing while telling involves talking with children about what they should do as you use gestures and other visual clues to show them. Make sure to stay focused on the positive-the "do" rather than the "don't." For example, you could touch the jackets as you say, "When we have finished putting our jackets on, then we can go outside." You can also use this strategy to draw children's attention to other people's feelings. You could point to and look at Genessa's face as you explain, "Look at Genessa's face. Her frown tells you that she doesn't like it when you push her." Showing while telling is particularly helpful to children who need extra support to understand the meaning of your words.

4. Establish "little rules."

All groups need a few basic rules to help create a safe and caring community. Every classroom should have three or four main rules. I call them the "big rules": "be safe," "be kind," and "take care of property." Young children need help to learn what those big concepts actually mean, and they most certainly will need reminders along the way to follow those classroom rules. So, when enforcing the rules, use the "big rule, little rule" strategy. Pair your big rule-"be kind," for example-with a specific little rule you want them to know: "Be kind. Use a quiet voice in the Library area," "Be safe. Walk inside," "Take care of our classroom. Put the puzzle back in the box when you are finished," or "Take care of your tablet or computer. Put it in a very safe place." Make sure to keep the little rules framed in positive terms so children stay focused on what you want them to do instead of what you don't want them to do.

5. Listen actively and empathetically.

It may sound simple, but the most powerful child guidance tool we have as teachers-and as parents-is active, empathetic listening. A young child experiencing strong emotions needs our attention and our empathy. Here's how to be an active, empathetic listener with young children. First, notice when children are experiencing strong emotions, such as frustration, anger, excitement, sadness, and elation. Move close to the child. Move your body to his or her level. Make eye contact and offer a gentle touch, as appropriate, to let the child know that you're listening. If you are teaching remotely, ask the child to meet with you one-on-one to address the behavior. Repeat back what you hear the child telling you through words and actions in language that she can really understand. Now here's the really important part-reflect the same tone that she is expressing. This lets a child with limited language know that you understand what she's feeling. Your tone and facial expressions are so important in this step, particularly for children whose language skills are still developing. It's your tone of voice and your facial expressions that communicate your understanding of their feelings. It may feel strange or a little uncomfortable the first time you do it, but as soon as it works for you, you won't care what you look or sound like. The child is hearing you and knows that you genuinely understand what she's feeling. When the child calms a bit and seems ready, you can name and explain the feelings. Use words to describe feelings accurately. Once you get the hang of it, this strategy is so easy to use and will be one of the most powerful tools in your tool box.

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5 Ways to Support Social-Emotional Development in Early Childhood

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Each of these short videos highlights a different social-emotional skill-building strategy to implement in the classroom.

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All resources on this page should be 100% cost free. If you have feedback, please reach out to Michael's email: mepstein@eanesisd.net

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Use a read aloud to send students the message that kindness is a top priority—and honor the reality that showing it can take courage, creativity, and persistence. Click here for  22 books about kindness.  Article: https://www.weareteachers.com/kindness-books-for-kids/

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Give students a private way to communicate with you.  Make good teacher-student communication a vital part of your classroom management strategy. The “I Wish My Teacher Knew” Jar is a really cool way to do this. Early in the school year, introduce the jar, and ask all students to write down something they wish their teacher knew about them on a sticky note and drop it in. Then, leave the jar out throughout the year. Let kids know they can drop in a note whenever they have something to share, and check it regularly.
Read more here: https://thecalmishteacher.com/implementing-i-wish-my-teacher-knew/

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Start off  the year on the right foot with 10 Team-Building Games For The First Day Of School. These  games spur critical thinking, establish routines, tone, and expectations. These rules will also help students feel calm and relaxed , increasing the likelihood of a stronger working relationship.

Article: https://www.teachthought.com/pedagogy/team-building-games-first-day/

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by TeachThought Staff

Team-building activities are great-especially for the first day of school or early in the school year,

Not only can they help establish routines, tone, and expectations, they're also fun, and can help learners feel comfortable. Though many older students in high school and college may groan at their thought, they're usually fun, and great ways to help students feel at ease. Before you dismiss them as too juvenile, try one. You might be surprised.

Note that which game you choose, your rules for the game, and any revisions to the rules depend on the nature of the class you're using them with. Certain students may feel overly liberated-especially in middle school-with the idea of a 'game,' and so expectations must be carefully given to younger K-8 learners-and even 9-12-to ensure that every student is set up for success.

10 Team-Building Games For The First Day Of School

1. Me Too!

Ideal Grade Levels: K-20

The first student gives a fact about themselves-I love basketball, I have two sisters, etc. If that statement or fact is true about another student, they stand up and say "Me too!" They can also stay seated, but simply raise their hand and say "Me too!"

2. Park Bench

Ideal Grade Levels: 6-20

Two chairs are placed together to resemble a park bench. Two students volunteer-or are selected-to act out 'what happened' in a fictional news story. They are given one minute to prepare a scene where they discuss the 'event' without ever actually saying what happened. After given time period (1-5 minutes), peers guess 'what happened,' but they must give up all four important details: Who, What, Where, and When, e.g.:

What: College Basketball game

Who: Kentucky and Kansas

When: Early April

Where: New Orleans

3. Fact or Fiction

Ideal Grade Levels: 3-12

In a circle, the first student offers two facts and one piece of fiction about themselves. Others raise their hand or are called on to identify which were facts, and which were fiction. The correct guesser goes next. Play is completed when all students have gone.

4. Green Door

Ideal Grade Levels: 5-20

A leader chooses a topic, but keeps it quiet, only saying that "You can bring a ____ through the green door." Students are then forced to deduce the topic by asking if other things can be brought through the green door as well, e.g., "Can I bring a _____ through the green door?"

The leader can only reply yes or no. When a topic is identified, topic resets. Topics can be content-related, such as parts of speech, colors, geometric figures, historical figures, etc.

5. One Minute Talk

Ideal Grade Levels: 5-20

Students are chosen to give 60-second talks on anything, from self-selected topics they are passionate about, have specific expertise in, etc., to topics given from teacher. Classmates can then follow-up with one thing-no matter how innocuous-that they can 'connect' to or is somehow related to their life.

6. Count to Ten

Ideal Grade Levels: 3-20

All students stand in a circle. The first student says '1,' or '1, 2.' The next student picks up where that student left off and can say a maximum number of 2 numbers. The movement continues clockwise until it gets to 10, where that student has to sit, and the game starts back over at 1 at the next student.

Note that there can be no pausing or silent counting-any pauses or indications the student is counting/calculating forces them to sit. Also, pouting or talking during counting results in elimination from future rounds. The big idea is to count strategically so that you can keep from saying '10.'

You can read more about How To Play The Count To Ten Team-Building Game.

7. I Never

Ideal Grade Levels: K-20

Students form a circle. The first student says something they've never done. Each student that has done the thing the other student has not steps briefly into the center. The game continues until every person has stated something they've done.

8. Magic Ball

Ideal Grade Levels: K-20

Students form a circle. The first student is 'given' an imaginary magic ball. The student sculpts an imaginary ball into a new shape, handing it to the person to their right. The activity is silent. Any talking/noise results in student sitting. After the game, guessing may be done to predict what 'sculpture' was.

9. Silent Line

Ideal Grade Levels: K-8

Students are given criteria, and must silently put themselves in a line as quickly as possible, to meet a goal, compete against other classes, or receive some reward (free reading time, no homework, etc.) The criteria can simple (birthdays), or slightly more complicated (alphabetical order of college or career ambition).

10. Inside-Outside Circle

Ideal Grade Levels: 3-20

Students form a circle within a circle with (ideally) an equal number of students in both circles. Inside circle members pair with outside circle members. Activity leader (usually teacher, but can be a student) presents a topic, prompt, or question.

Partners share for 10 seconds (or less), the leader asks inside the circle to move clockwise a certain number of spaces to collaborate with new partners directly across from them. This is usually content focuses and helps spur quick discussion on content-related topics, or even current events.
10 Team-Building Games For The First Day Of School; Source 'The Advisory Book' by Linda Crawford

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10 Team-Building Games For The First Day Of School

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Team-Building games for the first day of school include Green Door, I never..., Me too!, Fact or Fiction, and Count to Ten.

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Teach students to solve problems with peer mediation. This requires a lot of advanced work but it can help students be more driven and independent.

article: https://www.youtube.com/watch?v=rpJbht1URSw

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How to Teach Students to Manage Their Own Conflicts

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Train your students to be peacemakers. Teach students to be peer mediators. Students can be taught to solve their own problems and regulate their own and their classmates' behavior.

https://www.ascd.org/el/articles/teaching-students-to-be-peer-mediators

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Build relationships while building a class playlist. Ask students to co-create a playlist with you. You can play these songs during special times of focused work time. Ensure songs are school appropriate by asking a colleague for feedback. When are asking for song suggestions, use this as a bridge to deeper relationships with the students. Ask students about the songs they suggested.

Article and examples: https://themanylittlejoys.com/kid-friendly-songs-for-your-next-family-dance-party-that-will-get-adults-rocking-out-too/

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Teach students about useful  thoughts. Show students images from this article: https://99percentinvisible.org/article/uncomfortable-by-design-a-series-of-deliberately-inconvenient-everyday-objects/
Ask: Why are some of these objects so uncomfortable ? (Exemplar: there is a chain on one of the forks, that makes it very difficult to use). What makes an object useful?

Direct teach: Thoughts can be like objects, some are more useful than others. Some thoughts push us forward and some might hold back.  We can decide which thoughts are uncomfortable and which are useful. We can observe our own thinking and label thoughts as useful or not useful.

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Post exemplary student work and refresh it often . Remind students that you value their work. Highlight excellent work in a prominent place in the classroom. The work does not need to be perfection;  consider student effort, creativity and intention. Ensure you are featuring a work from a rich variety of students. If you are concerned about overlooking some lower performing students, feature group projects that feature of true mix of ability.  By highlighting student work, you are teaching students that their work is valuable and hard work has merit.

article: https://www.edutopia.org/article/6-strategies-building-better-student-relationships

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Check out systems for students.

https://www.youtube.com/watch?v=MyPUY38blZQ

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Check-In / Check-Out: Providing a Daily Support System for Students

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Teach students a team building activity. These activities  allow students the chance to build their relationships and practice effective communication.

article: https://www.edutopia.org/article/team-building-activities-help-students-reconnect-classroom

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Team-Building Activities to Help Students Reconnect in the Classroom

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As students return to school after a tumultuous year, here are tips to help them re-engage and ease back into the classroom.

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Use anchor charts to teach social-emotional skills. Teach the skill, habit or mindset directly and then reference the anchor chart throughout the week.

Article: https://blog.schoolspecialty.com/social-emotional-learning-anchor-chart-ideas-classroom/

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Start every day with a morning meeting. Ground yourself in authenticity and relationships.

article: https://www.edutopia.org/practice/morning-meetings-creating-safe-space-learning

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A compliment card system will teach students the power of their words. A compliment card system will give students opportunity to practice using their words for encouragement  https://www.inspiredelementary.com/compliment-box/

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Teaching students the power of their words is so important, especially early on in the elementary years! Giving students an opportunity to practice using their words for encouragement, kindness and to bring others joy is something that we as teachers can so easily build into our day. The Compliment Box is one of my favorite ways to do this!

WHAT YOU NEED: To set up your own Compliment Box, all you need is a small box (I used a leftover tissue box and painted it) and some Compliment Cards printed on ASTROBRIGHTS paper.

WHEN IT'S DONE: Students can leave compliments for each other if they finish a task early, at the beginning of recess, or right after school.

HOW IT'S DONE: Students (or teachers) take a Compliment Card and fill it in. Some students leave their names and others are anonymous. At the end of each day, pull two or three Compliment Cards and read them aloud. After reading to compliment card, give the card to the student being complimented, so they can take it home and share it with their family.

Having a Compliment Box in your staff lounge is a great way to promote community and kindness among the staff at your school site, too!

I would love for you to tag me over on Instagram and let me know if you use a Compliment Box in your classroom!

Here are some free Compliment Cards to get you started!

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Teaching students the power of their words is so important, especially early on in the elementary years! Giving students an opportunity to practice using their words for encouragement, kindness and to bring others joy is something that we as teachers can so easily build into our day.

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Create a  daily affirmation of the day. Displaying  a positive affirmation in your classroom  and referring to it often will help students remain rooted in hope.

https://www.rainbowskycreations.com/post/the-impact-of-positive-language-in-your-classroom

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Utilizing a morning message is the perfect way to engage your students the minute they walk through the door. Students will be given the chance to articulate their own views and values. Morning messages bring the class community together to connect on a deeper level.

https://www.weareteachers.com/morning-message-ideas/

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Role play exercises give students the opportunity to practice and act out a given situation. Role plays engage students in real-life situations that can be stressful or overwhelming.
Role play exercises are generally short and rooted in practice.

Article: https://www.niu.edu/citl/resources/guides/instructional-guide/role-playing.shtml

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Create a positive vs negative language anchor chart. This will help you keep your language positive. It will also help you model positive language for students.

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Here are three essential tips for using positive language with children. Any enhancements you make in your language will do much to help children choose positive behaviors.

https://www.responsiveclassroom.org/want-positive-behavior-use-positive-language/

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Want Positive Behavior? Use Positive Language

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It feels so good to be reminded of how important is to use positive language, reinforce students' beliefs that they are capable and using a tone of voice that will help to promote positive behavior. All this is so important to achieve a positive communication that will create an environment of learning and cooperativeness.

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Teach students to use positive self talk. Unlike some strategies, this does require planning and direct instruction.
Teach students about self talk, much like in this video below.

https://www.youtube.com/watch?v=8AQQqJEwkjw

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Teach students to use I messages. I messages (also called I statements) are considered the best way to get a point across in a clear, transparent, and honest way without evoking defensiveness or confusion. An example might be: I think ________ (your thoughts about the situation) that makes me feel_________

Article: https://extension.usu.edu/relationships/research/effective-communication-skills-i-message-and-beyond
Video: https://www.youtube.com/watch?v=vWTsH7rBffI

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Focus on your words and transform the landscape of the classroom.

Article:  https://www.weareteachers.com/positive-language-in-the-classroom/

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As educators, we're expected to be a lot of things to a lot of people. We're teachers, coaches, caretakers, custodians, and so much more. To our students, we don't just tell them what they need to learn, we show them in the way we, ourselves, behave.

In the middle of a chaotic classroom or other stressful situation, it can be hard to find the kind of mindfulness and positive language we hope to model. Here are a few ways we can do that with just some small adjustments to our words. Plus, g et a FREE PDF of our Your Words Matter chart to share with your teachers or school.

Instead of "Be quiet."

Try "Can you use a softer voice?"

School days are full of noise ... so much noise! There are lots of creative ways to quiet down students. If you're working with older kids, simply asking them to use a softer voice can do the trick. Often, when we're excited, we may not even realize how loud we've really gotten. With younger children, try incorporating a familiar animal ("Show me what a sleeping cat looks like"). You can also add an element of friendly competition ("Who can be the quietest mouse?") to help positively reach the desired noise level even faster.

Instead of "What a mess!"

Try "It looks like you had fun. How can we clean up?"

Anyone who works with kids knows that with great learning can come great messes. Art projects alone can leave your room looking scary, especially if you're a teacher brave enough to use glitter. But be careful not to focus on the negative because it can quickly turn a happy, fun experience into a sad, disappointing one.

Instead of "You need to ... "

Try "Together let's ... "

Life can be overwhelming. With so much going on, even the most simple, direct, and even heartfelt advice can be hard to process. Help a student stop, think, and focus on the absolute first thing they need to do to take a step in the right direction-and let them know they don't have to do it alone. It may seem small, but it can actually be a huge help.

Instead of "Do you need help?"

Try, "I'm here to help if you need me."

Educators are caretakers-some of the best there can be. We want to help, and offering it is second nature. However, we have to be careful how we do it. Using closed-ended questions, or not asking at all before we jump right in, takes away a student's chance to work through challenges on their own. A gentle reminder that you're there to help, on the other hand, reinforces your support for the student while giving them the room, and perhaps confidence, to explore the many possible ways they can reach success on their own.

Instead of "Let me do it."

Try "I believe you can do it."

It doesn't matter what age you are or what situation you're in: There are few things in life that feel better than hearing someone say they believe in you. Being the person who motivates and inspires children-especially when they need it most-can be as priceless to you as it is to them.

Instead of "I explained how to do this yesterday."

Try "Maybe I can show you another way."

It can be tough when, after trying so hard in so many ways, a student might not have grasped or retained a lesson. It could be for any number of reasons, so before we try reminding or repeating, perhaps take a moment to consider another approach altogether. This can be especially helpful at the beginning of building a relationship with a student, since you're both learning how to communicate with each other most productively. Using a phrase like this, or even a version that uses an open-ended question, shows your student that you're in this together!

Instead of "Do I need to separate you?"

Try "Could you use a break?"

When you just can't handle the struggle of letting the on-again-off-again couple of the moment process another challenge on their own, it's time to play moderator. This type of phrase articulates reminders, expectations, options, and choices in a way that makes everyone feel like they have a little more control of how things move forward.

Instead of "Stop crying."

Try "It's okay to cry."

We've all had one: The kid who cries. All. The. Time. Some years you have a class full of them. If we let them, they take a huge amount of attention, and the rest of the class is left wondering and waiting. Luckily, we can still give care with this gentle and reassuring phrase, while returning focus to the lessons at hand for the whole class.

Instead of "Look at what you've done."

Try "How can we fix this?"

Show and tell might get the class's attention, but it's not enough to get what you really want: a solution. Try asking a question like this instead to get the kids' wheels turning about what needs to happen next. As they start brainstorming and thinking through options and processes, you may even find chances to practice social-emotional skills, like asking for help, offering assistance, and working together to achieve a common goal.

Instead of "Do you have any questions?"

Try "What questions do you have?"

Nothing stops a conversation before it starts like closed-ended questions. With just a tiny tweak in how we ask, we might just keep the door open in a way that students feel more comfortable walking through. The more they ask, the more engaged they become, and the more they learn!

Instead of "You're OK."

Try "How are you feeling?"

So many of us were told that we were OK, fine, or all right when we were kids. As adults, we often repeat this statement without much thought. However, if a child is crying, yelling, or giving us other signals that they are, in fact, not OK, we should probably believe them. Once we do, we can help them help themselves.

Instead of "It's not that hard."

Try "You can do hard things."

Hearing something's not that hard, or even that it's actually pretty easy, can make that voice inside of our heads start spewing doubt left and right. Having someone acknowledge that something is hard AND that we can do it anyway? Now that's a way to inspire trust and confidence.

Instead of "You need to listen."

Try "I want to help you."

Whether you're one on one with a student or trying to herd a whole class, getting students to listen sometimes feels impossible. No matter the odds, letting them know that you are first and foremost there to help them can hopefully get (and keep) their attention, while continuing to build a stronger relationship.

Instead of "We don't talk like that."

Try "Please use kind words."

The sad truth is that some of the environments kids are in outside of the classroom are places where they actually do hear plenty of "talk like that." It's not ideal, but shaming them about it isn't either. Instead, try pointing them in a positive direction about expected behaviors by giving them a great example of being kind with a friendly reminder about using kind words.

Instead of "Calm down."

Try "Breathe. I'm here to help."

Rarely in the history of the world has telling someone to calm down resulted in anyone actually calming down! But if you can get them to take a moment to focus on slowing their breath, they will naturally begin to calm down. Doing it while reassuring them that support is all around? That can make it happen even faster and make the effect even stronger.
Love this chart and want to share it with your teachers or school? Get a FREE PDF of it right here. Come and share your ideas for promoting positive language in ourWeAreTeachers HELPLINE group on Facebook. Plus, get our free kindness posters.

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15 Ways to Bring More Positive Language into Your Classroom and School

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Want to bring more positive language to your classroom? Here are a few ways to start. Small adjustments can really make an impact on your students.

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Create and display student goals.  Encourage students to name their own goal. Feature these goals in a prominent place of honor.

Read more here: https://www.3rdgradethoughts.com/2014/11/working-on-weekly-class-smart-goals.html

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Create and display student goal banner.
Read more here: https://teachinglifeandeverythinginbetween.blogspot.com/2014/08/back-to-school-banner-freebie.html

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Introducing a problem+ solutions poster  during a class meeting during class time will help students be more independent. Each week  introduce three new problem-solving techniques.  In a few weeks, your students will have nine to twelve techniques that can help them solve their own problems.  These posters can be centered around behavior or content.

https://pocketofpreschool.com/peek-at-my-week-week-6-problem-solving/

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Utilize a whole group visual schedule to help everyone stay together and on task. A  whole group schedule creates structure for your day.

Article: https://www.simplyspecialed.com/whole-group-schedule/
video: https://www.youtube.com/watch?v=9sCu7W-QPI4

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Make grades meaningful
Upper elementary students sometimes do not understand their grades. We set students up for success if they know what is expected of them. This anchor chart that helps kids interpret their scores as more than just letters or numbers.
Read more here: https://www.teachertrap.com/2014/01/50-shades-of-grades.html/

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This collection of visual supports. Visual supports are particularly helpful for students who have been diagnosed with autism. However, many students find these visual supports helpful.

https://www.iidc.indiana.edu/irca/resources/visual-supports/behavior-and-emotions.html

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Give  students an anchor chart that clearly outlines expectations. Teach directly and reinforce throughout the day.
5 Tips for Establishing Respectful Group Work Routines
https://www.pinterest.com/pin/283445370277210897/

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5 Tips for Establishing Respectful Group Work Routines

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Aug 8, 2016 - When I first began to have students work in groups I gave it up immediately. Like literally, gave it up during the first activity I ever tried. As a new teacher I felt like half of the students were not paying attention to the task, kids were arguing, there was noise and chaos and I…

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The Mystery Motivator Reward is a behavioral reward system that delivers a special mystery reward for desired behaviors. On days when the class meets its behavior goal, a student in the class will spin a spinner for a chance to earn a class wide  incentive.

Article: https://www.theteachertoolkit.com/index.php/tool/mystery-motivator-reward

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The game of This or That allows students to express their own ideas and preferences.

Use the game as a way to split the class for smaller projects or tasks. If you need to split the class in half, rather than counting off the students or doing random assignments, play a round or two of This or That. "Hey everyone. When I say go, stand up and push in your chairs. Go! Do you prefer ice cream or cake? If you prefer  ice cream, go to the right side of the classroom. If cake is for you, go to the left side of the classroom."  *You can push this further and turn it into a writing assignment. After students make their selection, ask students to write about what they love about their selection.  *Make a connection with a student after the game and ask them about their selection, "Hey there, I noticed you prefer cold weather over warm weather. Tell me more."

https://conversationstartersworld.com/would-you-rather-questions-for-kids/

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Support learning and learners with a You May Board
If students finish work early, provide them with options for what they can do next.

https://comprehensibleclassroom.com/2012/04/24/fast-finisher-system/

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I learned this strategy from my mentor teacher, Nina Bonito-Romine.

Activity and Purpose

I have 49 colored, laminated file folders that have worksheets glued inside with answer keys on the back for students to work on if they finish any given classwork assignment early. This is so that they always have something to work on and do not distract classmates or otherwise disrupt the class.

Creating the folders

Gather ALL kinds of different worksheets in Spanish-logic puzzles, short stories with questions, geography, grammar drill/verb conjugation, vocabulary practice (weather, time, clothes, etc.), critical thinking problems, etc. Here are the Fast Finisher activity packs that I have for sale on TpT, and here is a Pinboard with Printable activities in Spanish that could work for this purpose.

Gather a bunch of file folders (colored or manila).

Glue the worksheets into the inside of the folder.

Write in or glue any information that the students might need to complete the worksheet on the inside of the folder as well-for example, if the activity has to do with weather vocabulary, glue a weather vocab list on the inside cover. That way, students can complete it even if you haven't learned weather vocab. If it's a list of verbs to conjugate in the preterite, write down the preterite verb endings...etc., etc., etc.

Write or glue an answer key on the back of the folder.

Number all of your folders on the tab (mine are cero-cuarenta y nueve).

Laminate the folders.

Create a chart that contains all of the numbers of the folders that you have, along with a place for students to write their names.

Copy the number chart.

Using the folders

1. Whenever students finish work early, they grab a file folder, a dry erase marker, and an eraser.

2. They return to their seats and work on the activity.

3. Whenever they finish one of the activities, they check their own work (against the answer key on the back of the folder).

4. Students show me the completed activity.

5. I put a sticker over the number of that folder on the sticker chart to show that they have already done it so that they can keep track of which folders they have yet to do. (See my simple sticker chart here.)

6. Students erase the folder and get a new one.

7. If we move on to a new activity before they finish, they write their name on the outside of the folder and put it in a separate "in progress" bin until the next time they do folder work.

Academic Integrity

Although I encourage my kiddos to complete the activity before they check the answers, I don't really care if they cheat a little bit as long as they stay busy. There is no reward for filling in the sticker chart, so it doesn't really matter. If I notice that they are going through them really quickly and obviously just copying the answers, I address that issue.

Posted in and Tagged Classroom Management #top_posts

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Fast Finisher System - The Comprehensible Classroom

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I learned this strategy from my mentor teacher, Nina Bonito-Romine. I have 49 colored, laminated file folders that have worksheets glued inside with answer keys on the back for students to work on if they finish any given classwork assignment early.

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Encourage self-assessment
Take your turn-in bin to the next level by asking students to self-assess when they drop off their work. (If you’re worried about privacy, use a set of drawers instead of open bins.) This will allow you to focus on kids who feel like they’re struggling, and also give you a better idea of kids’ confidence levels. Read more here: https://www.instagram.com/p/BtwvNbDlG7h/

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The antiseptic bounce helps all students see success. When you see small early signs of off-task behavior or indications that a student might be headed toward an anxious or overstimulated emotional state, give that student something to do—maybe ask them to return a book to the library or take a paper to the office—something that will get them out of the classroom for just a few minutes to reset independently. This is not the same as asking a student to sit in the hallway; this is giving a meaningful action as a replacement. You can even make something up, maybe set up an agreement with another teacher in advance that any time a student brings a copy of  books to their room, they are actually on an antiseptic bounce and that teacher should act like they were expecting the book.  Read more here: https://www.cultofpedagogy.com/edutips/edutip9/https://www.cultofpedagogy.com/edutips/edutip9/

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Self-Assessments give students the power to grade their own work. If their work is lacking, let them revise.

The choice can manifest as allowing students to score their own work OR scoring 2-4 examples of previously submitted assignments.  Once they’ve done so, they can either meet with a partner to discuss their findings or corroborate their analysis with the teacher.

Article: https://www.edutopia.org/practice/mastering-self-assessment-deepening-independent-learning-through-arts

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Choose the Order is a strategy where the teacher assigns several small tasks but allows students to choose the order they complete the tasks. Example: "Please write your reader's response, finish your nature poem and write a review for the class novel. You may complete these tasks in any order you like."

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A portfolio is a meaningful collection of student work that showcases student effort and achievement.

Article:
https://www.teachstarter.com/us/blog/tips-and-tricks-for-creating-a-student-portfolio-and-for-making-student-handover-easy-us/

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Learning Scavenger Hunt

For content related practice questions (like multiplication practice), use task cards.  Tape the task cards up around the room and students can complete questions however they choose.  Students might answer questions in a logical order, students might answer questions in a random order. If students encounter a question they cannot answer independently, encourage students to ask for help from a peer or a teacher.

http://thesciencepenguin.com/2015/03/9-simple-ways-to-provide-choice-in-your-classroom.html (option #8)

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A choice board is  a graphic organizer that allows students to choose different ways to learn about a particular concept.

https://theartofeducation.edu/2012/07/11/how-to-use-choice-boards-to-differentiate-learning/

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Build relationships with students by communicating high expectations.
Language that promotes partnership and connection is another way to change the mindsets of both teachers and students while communicating our expectations. High expectations are expressed using specific language that draws students in, which can be referred to as “Toward Language.”

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With Procedure and Expectation Cards, you can anticipate frequently asked questions you may be asked the first week of school. Write these out in advance and ask students to read them during the first days of school. This allows you to anticipate the questions that students may ask.

Read more here: https://teacherthrive.com/simple-way-teach-classroom-procedures-expectations/

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Use a goal setting check list to determine whether students understand and  display the behavioral expectations you have taught them.

article: https://app.classroomcheckup.org/api/resources/file/public/Teaching_Behavior_Expectations-Goal_Setting.pdf

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Help students develop a Growth Mindset. Students need to believe that reward comes from effort and attention to details.

Too often, we fall into a slump of believing that success or failure is outside of our control. We blame other things, like that our tools were broken or our teacher doesn’t like us.
Instead, we should be reinforcing to our students on a daily basis that they are capable of success if they put the effort in.

The concept of ‘growth mindsets’  will ensure students know that the expectation is that everyone in the class needs to work hard and coasting along is not acceptable.
https://www.youtube.com/watch?v=rUJkbWNnNy4

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Teach classroom expectations with a  Back-to-School Read-Alouds to Teach Classroom Rules and Expectations

The beginning of a new school year ushers in a critical opportunity to set classroom rules and expectations. Keep the teaching of rules and expectations crisp and engaging  with a read aloud.
Find some suggestions here: https://blog.edmentum.com/10-back-school-read-alouds-teach-classroom-rules-and-expectations

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Flipping for good behavior is a strong behavior management strategy.  Begin with the word flipped upside down, and turn over a letter each time you catch your class exhibiting a positive behavior.  If you witness any unwanted behavior, you might turn a letter back over.  Once all of the letters have been turned right side up, the class claims their reward!

Read more here: https://onesharpbunch.com/2015/07/classroom-management-tips-tricks.html

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Use a Wireless Doorbell to Get Your Students’ Attention. Wireless doorbells have become a huge teacher favorite, and they’re a must-have for classroom management.

Read more here: https://www.weareteachers.com/classroom-doorbell/

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Have you jumped on the classroom doorbell bandwagon yet? If not, what are you waiting for? After all, classrooms today are usually a hive of activity, making it hard to get your students' attention. Attention-getters and clapbacks are great, but it's nice to have another tool in your toolbox. Plus, there are so many ways to use a classroom doorbell! Here's how to make this versatile gizmo work for you.

(Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!)

1. A classroom doorbell is so easy ... and affordable

Wireless doorbells are so easy to use. You plug the receiver into an outlet, set the tune and volume, and away you go! Teachers especially love the SadoTech Model C as a classroom doorbell. The basic model is less than 20 bucks and has 52 different chimes to choose from. Plus, it comes in an array of colors.

Buy it: SadoTech Model C

2. It makes transitions a breeze

Changing from station to station, or transitioning from group work to quiet time, can involve a lot of shouting. Get students' attention with your classroom doorbell and teach them to follow a routine when they hear it.

3. You can use different chimes for different activities

SadoTech's multiple remote model comes with five (yes, five!) remotes in different bright colors. Program each to play a different chime and teach kids the correct responses when they hear them. (Can't find this model in stock? Buy several doorbells in different colors, and set each to a different ring.)

Buy it: SadoTech Classroom Buzzer Set

4. They make awesome game buzzers too

Playing a game? Use the different remotes as game buzzers! Make sure each is programmed to a different tune, so you'll know who rings in first.

Learn more: Time 4 Kindergarten

5. A classroom doorbell is good for getting the teacher's attention too

What can we say? Sometimes learning is loud! Get a wireless classroom doorbell with two remotes and attach one outside your door for visitors. The SadoTech CX wireless doorbell comes with two remotes, and you can set each to ring a different chime.

Buy it: SadoTech CX Wireless Doorbell

6. It's great for keeping conferences on schedule

This is a great way for parents to signal they are ready, without interrupting your conference entirely.

7. The remote is small and easy to carry with you

Once you fall in love with your classroom doorbell, you'll always want the remote nearby. You could stick it in your pocket, but someone discovered that these little remotes fit perfectly into the jelly wraps meant for mini hand sanitizer bottles. Clip it to your lanyard, and you're always set.

8. You can also attach the remote to your teacher ID

As always, Velcro is a teacher's best friend. One teacher says, "So, I was not a fan of using the hand sanitizer holder for my wireless doorbell. It was too bulky for me and weighed down my lanyard. Instead, I thought to use Velcro! It's less invasive and it stays secured to the back of my school ID!"

9. You can add a clothespin and clip it anywhere

This is so brilliant! Just be sure not to accidentally glue the battery compartment closed.

Learn more: Kindergarten Smorgasboard

10. A classroom doorbell lets you show off your teacher personality

With so many tunes to choose from (even this bargain model comes with 38 options), you can change up your chime to suit your mood. And the jelly wrap options available out there (check out dollar stores or your favorite bath-and-body chain) are so much fun!

Buy it: BO YING Wireless Doorbell

11. You can even buy custom doorbell remote cases

Want a little splurge that's so much fun? Try a custom doorbell holder! You'll find several Etsy sellers who specialize in them.

Buy it:

12. Students really get into the spirit of it

"My students came up with an idea ... they told me that the student with the most Class Dojo points at the end of the week can pick the chime/music for the following week. What a great idea!"

13. It can help make special days even more special

Is it someone's birthday today? Change the remote to play "Happy Birthday"! Or choose a special chime to indicate that it's the day before winter break, or even just a Friday.

14. Subs will love your "magic quiet button"

Make substitute teacher life a little easier by letting them in on the secret.

15. It's not just for elementary school

Seriously, a classroom doorbell is a real game changer. This is the year to try one!

Want to find great deals on wireless classroom doorbells and other teacher supplies? Join the WeAreTeachers Deals Group on Facebook.

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15 Reasons Why Teachers Love Their Wireless Classroom Doorbells

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A classroom doorbell is amazing for behavior management! Save your voice and use one of these inexpensive gadgets instead.

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Support all learners by posting expectations around the room.

From the first day of class, the expectations for academic and social success should be publicly visible. Make sure that all students can see the expectations from wherever they are in class. Expectations cannot  be a "one and done" thing; they hold up the entire class culture.

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With the Marble Jar, teachers can frequently and easily reward desired behavior. Use the Marble Jar at any time during a lesson to encourage desirable behaviors.

https://www.theteachertoolkit.com/index.php/tool/marble-jar-rewards-system

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Work toward a class goal
Older kids shouldn’t need as many rewards to behave well in the classroom, but you’ll still want to work them in from time to time. Group rewards are a way to build a sense of community and teamwork. We love this simple option where sticky notes with stated goals cover a group reward. Simply remove a note each time they meet a goal, and when all the notes are gone, your class earns the reward hidden beneath.

Read more here: https://www.instagram.com/p/BZ2WQSgnXR6/

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