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Common Special Education Terms and Acronyms

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Common Special Education Terms and Acronyms

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Bloom's Taxonomy and Webb's Depth of Knowledge 

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Bloom's Taxonomy and Webb's Depth of Knowledge 

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Webb 7. DOK Compared with Blooms Taxonomy

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*Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.

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Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.

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One of the best, most effective tools for the classroom is anchor charts, although you won't find Anchor Charts 101 on most teacher training programs' syllabi. If you're new to teaching, you may have lots of questions about what anchor charts are, what purpose they serve, how to get started, and when to use them. So we've created this primer to help you out! Also included is a huge list of anchor chart roundups to use as a resource. Once you get started, we're pretty sure anchor charts are going to be one of your favorite go-to strategies.

What is an anchor chart?

An anchor chart is a tool used to support instruction (i.e., "anchor" the learning for students). As you teach a lesson, you create a chart, together with your students, that captures the most important content and relevant strategies. Anchor charts build a culture of literacy in the classroom by making thinking-both the teacher's and students'-visible.

How do I create anchor charts?

You really don't need any special materials or artistic skills-just chart paper and a colorful assortment of markers.

It's easy to incorporate anchor charts into your lesson plans. All it takes is a clear purpose and some pre-planning.

Typically, you will prepare the framework of your chart ahead of time, giving it a title, including the learning objective, and creating headers for the main points or strategies you want to highlight. It's very important not to create the entire poster ahead of time. They are best used as an interactive tool with students.

As you model a lesson or learning strategy and interact with your students through discussion, you fill in the blank spaces of the anchor chart. For an awesome tutorial, check out this blog and template from third grade teacher Michael Friermood.

After your chart is created, it can be displayed as needed-for a short unit, as a one-time reference tool, as something you continue to add to, or as something that stays up all year-like your classroom procedures or behavior expectations.

Posting the charts keeps relevant and current learning accessible to students, reminds them of prior learning, and enables them to make connections as new learning happens. Students can refer to them and use them as they think about the topic, question ideas, expand ideas, and/or contribute to discussions in class.

A few helpful tips:

Make them colorful and print-rich.

Use different colors and bullet points to help students discriminate between strategies and quickly access information.

Keep them simple and neat.

Use easy-to-read graphics and clear organization. Don't allow distracting, irrelevant details or stray marks, such as arrows or overemphatic use of underlining.

Draw simple pictures to complement the words.

The more ways students can access information about a subject, the better.

Don't overuse them.

While anchor charts are a super-useful tool, don't feel as if you need to create one for every single lesson. Choose carefully so the ones you create have the greatest impact.

Don't be afraid to borrow from others.

Teachers always get their best ideas from other teachers. If your teammate has already tackled a topic, use the same format. Just make sure you create your own version from scratch so your students experience the learning as you go. You'll find tons of examples at the links included below.

How do I use anchor charts in my classroom?

Now that you know the how, you may be wondering about the when and why. Here are a few ways to get the most bang for your buck.

Reach maximum engagement.

When students are involved in the process of creating learning tools, they are more likely to comprehend more deeply and remember more of what they learn. Anchor charts trigger connections with the initial lesson.

Bring lessons to life.

If you are studying a topic that lends itself particularly well to a visual aid, create an anchor chart! If you are studying plants, draw a giant flower and label all of the parts of it while you teach about it.

Support independent work.

Anchor charts provide students with a source to reference when working on their own. They support students and also save teachers from having to spend classroom time going over concepts multiple times.

Create a library of reference materials.

To help students keep information straight, you could create charts for each topic. For example, if you're teaching math concepts, you could create a chart for geometric shapes, the difference between perimeter and area, and how to multiply and divide fractions.

Reinforce classroom procedures.

Provide students with a visual to remind them of routines that make your classroom run smoothly. Some examples: how to use centers, how to line up, how to check books out of your classroom library.

Try them in shared writing.

Model how to write an introduction, the parts of a letter, and the proper use of grammar such as quotation marks, commas, etc.

Use them as a companion to read-alouds.

Create an anchor chart as you stop to make observations, ask questions, take note of story elements, or make predictions.

How can I use anchor charts to introduce new skills?

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All posts by Elizabeth Mulvahill, B.A. Liberal Arts, Certified Teacher

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Anchor Charts 101: Why and How To Use Them

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Teachers are incorporating anchor charts into their teaching in all subject areas. But what exactly are they and what are they good for?

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Are you lacking the creative skills to draw your own anchor charts? Don't stress over having a perfectly drawn, colorful anchor chart. This post will show you how to take a PDF anchor chart and make it poster size! It is easy and just as effective!

STEPS TO MAKING A POSTER-SIZE ANCHOR CHART

1. Make sure you are using Adober Reader 10 or above.

2. Choose file > Print.

3. In the Print Pop-up, select Tile All Pages. (If the option is not in the pop-up, it may be your default setting and you don't have to do anything else.

4. Make sure these are NOT selected: Print as an image, For Acrobat Only, or Separations.

5. Set the Scale to 200% to have the poster in 6 pieces. The poster will be approximately 17 X 22 once the edges are trimmed to a one-inch margin all around. If you want it larger, go for it! (The screenshot below shows 8 pages tiled, but it only printed in 6 pages. Hmmmm???? Maybe my printer?)

6. Set Overlap to .3. This will allow you to trim one page and match it up to the next.

7. Select Cut Marks if you want the printer to show you where to cut.

8. Select labels if you want directions printed on the pages telling you the order to put them together. I personally don't use this option.

9. Click Ok to print.

10. Cutting: First, cut the same size margin around all of the outside pieces. When cutting the inside pieces, don't trim both edges that will be glued to each other. Choose one edge so there is an overlap on the bottom to glue one piece onto the next. It will be easier to match it up. For example, choose only left edges and top edges to trim. With .3 of an inch as an overlap, it gives you plenty of space to match up the lines.

11. Glue together and Waaahhhhlaaaa!

Now you are ready to print your own anchor charts!

If you are interested in 80+ writing anchor charts, click on the picture below!

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How to Make Poster-Size Anchor Charts from a PDF

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Are you lacking the creative skills to draw your own anchor charts? Don't stress over having a perfectly drawn, colorful anchor chart.

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When it comes to writing, many kids struggle to get their ideas down on paper. That's why we've rounded up all the best writing anchor charts, to help your students master narrative, transitions, punctuation, editing, theme, and so much more! Try some of these ideas in your classroom to give your kids the writing support they need.

1. Why Writers Write

First and second graders will draw inspiration from this fun-filled anchor chart about why we write. Make this chart applicable to older students by expanding on each aspect with a specific audience or goal. "To share experiences" can become "to share experiences with friends, in a postcard, or with readers of a memoir."

Source: Cara Carroll

2. Expanding Sentences

Show students how a simple sentence can become a real powerhouse by exploring when, where, how, and why, along with adding adjectives. So powerful!

Source: Upper Elementary Snapshots/Expanding Sentences

3. Personal Narrative

Personal narrative is a style that all students practice in elementary school, and writing anchor charts can help keep them on track. Visit the link below for great worksheets to use with your students to prepare them to write their personal narratives.

Source: Rachel's Reflections

4. Hook Your Reader

Want to know how to draw the reader in and make them eager to continue? You need a hook! Teach students how to grab a reader's attention from the get-go, pulling them in with facts, questions, or even sound effects.

Source: Little Minds at Work

5. Point of View

Learn the differences between first person (I), second person (you), and third person (narrator), and talk about when each type is effective.

Source: Oh Boy ... It's Farley!

6. Organized Paragraph

Use a stoplight to help early elementary students understand and write clear paragraphs. As students are editing their work, have them read with green, yellow, and red pencils in hand so they can see how their paragraphs are hooking and engaging readers. See a video of this chart in action here.

7. Practicing Transitions

There are more stoplight writing anchor charts, and this one is perfect for helping students learn and practice their transition words. Draw the stoplight first and invite students to help come up with different words. Then encourage students to put the transition words into practice.

Source: A Happy, Hungry, Healthy Girl

8. Author's Perspective

Sometimes, an author's opinion comes out strongly in their writing, even if they don't state it up front. Use this chart to help students find the clues to an author's perspective.

Source: Crafting Connections/Author's Perspective

9. Author's Purpose Pie

This is a quick and easy anchor chart to help students see different types of writing. It'll also help them do a quick check to make sure their writing aligns.

Source: Literacy Ideas

10. Dig Deeper

Keep going! Sometimes it's hard to express what you mean by certain writing and revision requests, and writing anchor charts can show exactly what you mean. Now students can get a good look at what it means to dig deeper.

Source: Pinterest

11. Alternatives to "Said"

If your students are learning about writing dialogue, an anchor chart like this could really come in handy. Encourage students to try other ways to have their characters respond.

Source: ESL Amplified

12. Understanding Character

Before you can write about character, you first have to understand it. This anchor chart will help your young writers understand the difference between inside and outside characteristics.

Source: Teacher Trap

13. Diving Deeper Into Character

Now that your students understand the difference between inside and outside characteristics, dive deeper into describing a specific character. This anchor chart is a wonderful idea because students can write their idea(s) on a sticky note and then add it.

Source: Crafting Connections/Teach and Task Lessons

14. Six Traits of Writing

This anchor chart is jam-packed with things to help fourth- and fifth-grade writers remember the six traits of writing. Use the chart as a whole-class reference or laminate it to use in small groups. When it's laminated, students can check off each aspect they've included in their own writing. Meaningful dialogue? Check! Problem and solution? Check!

Source: Working 4 the Classroom

15. Writing Realistic Fiction

This anchor chart reminds upper elementary students how to create realistic stories. It really walks your students through the process, so they have all the elements they need to create their own stories.

Source: Two Writing Teachers/Realistic Fiction

16. Sequence of Events

Help early elementary students stay organized with an anchor chart that's focused on order-of-events language. Tactile learners can write their first drafts on sentence strips and use this format to put the events in order before they transcribe their work onto writing paper.

Source: Life in First Grade

17. Informational Text Structures

Focus upper elementary students on the most important aspects of informational writing while keeping them organized. This chart could be used to support paragraph writing or essays.

Source: Teaching With a Mountain View/Informational Text Structures

18. OREO Opinion Writing

This deliciously inspired opinion anchor chart can be used by students in grades 3-5 during writers workshop or when developing an opinion for discussion or debate. To build out student writing, have them "double-stuff" their OREOs with extra E examples. See a video featuring this chart here.

19. Features of a Great Report

Use examples of outstanding student work to make this anchor chart. Keep it relevant by updating the examples with student work throughout the year. In kindergarten, this will also showcase how students move from prewriting and pictures to writing words and sentences.

Source: Joyful Learning in KC

20. Write From the Heart

Sometimes the hardest part about writing is coming up with whom and what you should write about. This is the fun part, though! Use this anchor chart to remind your students that they have lots of good writing options.

Source: First Grade Parade via Cara Carroll

21. Argument Writing

Use this anchor chart with middle schoolers to make sure they're considering all sides of an argument, not just the one that matters the most to them. One way to adapt this chart, as students develop their understanding of argument, is to write each element-claim, argument, evidence-under a flap that students can lift if they need a reminder.

Source: Literacy & Math Ideas

22. Writing Process

This is an anchor chart you'll direct your students to again and again. The writing process has several steps, and it's good to remind students of this so they don't get frustrated.

Source: What's Skow-ing On in Fourth Grade?

23. Writing Checklist

For those young writers in your class, these cover the basics in a clear way.

Source: Kindergarten Chaos

24. RACE for Writing

Use the RACE mnemonic when your students are working on persuasive writing. It reminds them to cite their sources and be sure to answer the question being asked.

Source: @mrspuffer

25. Cause and Effect

Cause and effect will always be an essential part of any story. Help your students come up with different scenarios for cause and effect. In many instances, you could have multiples effects, so challenge your students to identify three to four at a time. This will really give them something to write about!

Source: 2nd Grade Superheroes

26. A Strong Lead

This upper-grade anchor chart gives students lots of ways to start their writing. Update it midyear with strong examples of leads that students have written or that they've found in books. Students could also copy this chart into their notebooks and keep track of the different ways they've started their own writing, seeing if they've developed a signature lead.

Source: Miss Klohn's Classroom

27. Crafting Power Sentences

Inspire students to get crafty and creative with their sentences. Update the moods or keywords with every writing assignment, so students are constantly refining their clauses, verbs, and descriptions.

Source: Teaching My Friends

28. Show, Don't Tell

"Show, don't tell" is a cardinal rule of writing. This anchor chart, best for upper elementary writers, can be used to strengthen scenes in fiction and narrative nonfiction works. Build out this chart for middle school writers with additional ideas and more complex emotions.

Source: Upper Elementary Snapshots/Show, Don't Tell

29. Narrative Organizer

Leave this chart up in your classroom for your students to reference often when they're writing. It really takes them through creating a successful story.

Source: Working 4 the Classroom

30. Expository Writing

This chart makes it easy for students to remember key concepts, both with color-coding and simple metaphors. Give them colored pencils and ask them to underline the corresponding sections in their essays.

Source: Adventures of a Future Teacher

31. Peer Editing

Peer editing teaches kids a variety of skills, and not just with writing. They learn to read closely, offer (and accept) useful constructive feedback, and get more comfortable sharing their writing with others. This chart helps kids through the sometimes-challenging process.

Source: Taleof2Teachers

32. Strong Sentences

Get early elementary students to write longer, more descriptive sentences with this chart. Bonus: Use sentence strips to switch out the examples of strong sentences, based on student writing.

Source: The Good Life

33. Internal Story

This chart gives students the language to add their own thoughts to their writing. Modify this chart by highlighting key phrases for students with special needs. Or have students create different thought-bubble icons to represent each internal dialogue sentence starter.

Source: Totally Terrific in Texas

34. Evidence Supported

Upper elementary students will benefit from reminders on how to refer to and cite text evidence. Use this anchor chart during writing and discussion to help connect the language that we use across domains.

Source: History Tech

35. Publishing Guidelines

Kids are often quick to turn in their papers without making sure they've included all the necessary requirements (like their names!). Use this chart to remind them about the important things to check for before they hand in their work.

Source: Juice Boxes and Crayolas

36. Figurative Language

As you teach your students about figurative language and how to use it, you'll want to have examples. This anchor chart dives into five different concepts. Each of these could actually be its own anchor chart. Perhaps have your students come up with examples on sticky notes and then place them on the chart.

Source: Willow Grove Elementary School

37. Forms of Poetry

Introducing poetry types to your students? This anchor chart covers the basics and helps kids remember that not all poetry needs to rhyme.

Source: ELA Anchor Charts

38. CUPS and ARMS

This is a popular method for teaching kids to revise and edit as well as the difference between the two. Simple acronyms keep the key strategies close at hand.

Source: Amy Lemons

39. Spicy Edits

Encourage your students to think of their writing like a recipe, which they can always tweak and improve. Have them choose one element, or "spice," to add to their work as they revise.

Source: Beyond Zebra/Pinterest

40. Writing Buddies

Sometimes students can get stuck when working with writing buddies, but writing anchor charts can help. This one encourages students to be positive and make good, thoughtful suggestions.

Source: Apostrophe Books Twitter

What are your favorite writing anchor charts? Share your ideas in our WeAreTeachers HELPLINE group on Facebook.

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40 Awesome Anchor Charts for Teaching Writing

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Give your students a leg up on composing, editing, punctuation, and so much more with these terrific writing anchor charts.

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is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool designed to promote group learning. A word wall consists of words that young children frequently see when reading and use when writing. Each week words are added to help children appropriate spelling and sight word recognition skills. Some words help children learn rhyming word families (at, hat, fat, cat, that, etc.), while others do not follow phonetic spelling patterns.The purpose is to help children learn to spell high frequency and vocabulary words and begin to use the in their writing. It is appropriate for kindergarten, and can easily be adapted and used for cildren in higher grades as well.New Word Wall words are introduced by having the students:

Definition:
A word wall

There really are no set "rules" for how to set up word walls and you will find plenty of variations on the idea from classroom to classroom. Some teachers will put words under the alphabet. For those teachers who are short on space, a portable word wall on a shower curtain, a rolling cabinet, folding cardboard, or even individual word walls for each student on tri-fold cards can be used. No matter what method of posting the words, the important thing is that children are exposed to a print rich environment that provides them with the tools they need to read and write more effectively. A variety of activities can be used to help the children learn their words. You can use many of the ideas on the previous page. On this page you will find some more ideas that relate to how you can use the word wall in the classroom to teach new sight vocabulary, and how students can learn to use these words in context.

Introduction of New Words: Clap, Chant, Write

see the word
say the word
chant the word
write the word
check the word

Each student numbers their paper from one to five. The teacher will give clues about one of the word wall words, and each time the children write their guess next to the number. For your first clue, always give the same clue: "It's one of the words on the word wall." The teacher gives successive clues. By the fifth clue, everyone should have "guessed" the mystery word! However, if they can "Read Your Mind" they might be able to guess the word before the final clue.Do the same for each of the five words.

Look, Say, Cover, Write, Check

The children take a paper with 4 columns (they can fold a page in half and then in half again). The teacher will give them 5 words from the word wall which the children will write in the first column The students will SAYeach word and notice the parts of the word as they hear it. Next they will LOOK at the word to notice what it looks like on the paper. After that they will COVER the word and think about how the word looks. After that they will WRITEthe word from memory. Next they will uncover the word and CHECK it with the word written in the first column. Finally they will COVER the word and WRITE it again. This brain-friendly activity is great for getting these words into long-term memory.

The teacher chooses 5 words from the word wall. In our version 5 children (the cheerleaders) hold alphabet letters and face the class. The teacher calls out the first letter of a word. The child holding that card steps forward with his/her letter. Each successive letter in the word is called out until the entire word is spelled. First thwe cheerleader and then the entire class will spell and then say the word as a cheer. The class continues with the remaining word. Try to let each of the children have a turn being the cheerleader.

In this activity new Word Wall words are added to previously introduced words a "Word Jar" (in our class we use a basket). Students pick a word out of the jar. They need to read the word and chant the spelling. This activity is great as a filler when ypou have a couple of free minutes. We use it when dismissing the children. Each of them does a word before he or she can go stand in line.

Start off the game by turning off the lights and pointing the flashlight at a particular word on the Word Wall. The teacher calls on a student to read the word. When the child has read the word, it is their turn to shine the flashlight on a word and call on another student to read. The children really enjoy this because they get a chance to "be the tewcher."

This activity focuses on changing beginning and ending sounds (a visual extension of an open court auditory activity. Each child is given 5 strips of colored construction paper. One child chooses ANY word from the Word Wall. The children write this word on one of the strips.Additional children take turns choosing other words which begin with the last letter of the previous word. this is continued until all the strips have words on them. These are then glued together to make a chain.

This activity is especially helpful for learning word families. The children are given strips of grid paper. They cut off 3 squares. In the middle and last squares they write the ending sound of a word family (such as __a t). The children will write one beginning sound in each successive square. These are cut up and the children can exchange the beginning sounds to make different words bat, cat, fat, hat...and so on. These are used in class and then placed in an envelope amnd sent home with the children

The teacher says a sentence which contains a word that rhymes with one of the Word Wall words and is spelled with the same pattern. Children must decide which word rhymes and how to spell it. For example the teacher might say: "This is a word that begins with m and rhymes with fan" The children write the coorect word. Then as a class we chant the spelling of each of the words.

My students have generally loved this activity. I have usually generate the word search for them using eith the either the Microsouft office classroom tools or online using Discovery School's Puzzlemaker. Another way to make a word search with slightly older children is for each child to make one and then trading with another student. The children highlight each word or color it in with a crayon when they find it,,

Teacher chooses a word from the Word Wall. Say the word, then, using a pointer stick, tap and say several letters in that word but not the whole word: fit f-i-. Call on a student to finish speling the word out loud: "t" If the student correctly finishes spelling the word, that child gets to call out a word, tap and spell the word and call on another student to finish. Do several additional words.

Call out or write out several words that begin with the same letter, such as: went want was what where. Tell students that they will have to decide which word makes sense in the sentence. Say a sentence leaving out one of the words. Students decide which word makes sense. Depending on the age and grade of the children, there are several options: the teacher writes the sentences on the board; A child writes the sentence on the board; All the children write the sentence/

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is a systematically organized collection of words displayed in large letters on a wall or other large display place in the classroom. It is a tool designed to promote group learning. A word wall consists of words that young children frequently see when reading and use when writing.

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New York State Next Generation Learning Standards Now Available

The Board of Regents adopted the newly revised English Language Arts and Mathematics Learning Standards on September 11, 2017. The new standards have been the result of over two years of collaborative work to ensure New York State has the best learning standards for our students. Over 130 educators and parents worked together to make recommendations and revise the standards, resulting in a new set of revised English Language Arts and Mathematics Learning Standards. Additional information about the timeline for implementation in schools is available from Standards and Assessment Implementation Timeline.

Access the New York State Next Generation Learning Standards:

The revised learning standards for English language arts and mathematics are available at the links below.

If you have questions about the revised learning standards, please email us at standards@nysed.gov.

Additional Resources

Early Learning Task Force

The Department convened the New York State Early Learning Standards Task Force to discuss concerns around the P-2 grades, including standards, program decisions, social emotional needs, and how the content areas/domains work together in the early grades. To learn more read the Early Learning Task Force Update May 18, 2017.

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The Board of Regents adopted the newly revised English Language Arts and Mathematics Learning Standards on September 11, 2017. The new standards have been the result of over two years of collaborative work to ensure New York State has the best learning standards for our students.

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Grades 3-8 English Language Arts and Mathematics

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Procedures for Requesting, Shipping, and Storing Materials for the Spring 2024 Administration of the New York State Grades 3-8 English Language Arts and Mathematics Tests and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Tests

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ELA NYS Tests with Questions and Answers 

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ELA NYS Tests with Questions and Answers 

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Grades 3-8 Elementary and Intermediate Tests

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Grades 3-8 Elementary and Intermediate Mathematics Tests

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Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):

Informal / formal

Immediate / delayed feedback

Embedded in lesson plan / stand-alone

Spontaneous / planned

Individual / group

Verbal / nonverbal

Oral / written

Graded / ungraded

Open-ended response / closed/constrained response

Teacher initiated/controlled / student initiated/controlled

Teacher and student(s) / peers

Process-oriented / product-oriented

Brief / extended

Scaffolded (teacher supported) / independently performed

Recommendations

Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.

Encourage students' self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer's work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.

Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.

Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions, where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.

Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.

Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.

Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition, as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here).

Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.

Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and "summarize" expected performance at the beginning of term, providing students with a trajectory and sense of completion.

Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions.

Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course's content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course's ideas and content.

Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.

Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student's term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques.

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these recommendations.

References

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

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Examples of Formative and Summative Assessments Examples of Formative and Summative Assessments Formative Summative In-class discussions Instructor-created exams Clicker questions Standardized tests Low-stakes group work Final projects

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Wisconsin Department of Public Instruction

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Summative Assessment Video

In the video, viewers learn about the critical role that a variety of summative assessments play and the importance of strategic data use. Summative assessments provide cumulative snapshots to evaluate and report on student learning.

Summative data can help illuminate areas of strength and gaps in curriculum and instruction, and especially for student subgroups. Reporting summative results provides information to families and the general public. Summative data should never be used as the only indicator of success for a student or a school.
Key messages from the video:

Summative assessments are designed to evaluate and report on cumulative student learning

Data from summative assessments:

are derived from a variety of sources, not just standardized or statewide tests

can answer whether ALL students have met the standards successfully

should be used strategically with formative and interim data to inform teaching and learning

provides key information for conversations around student learning

# data[].attributes.attachment_link.description
Are All of Our Students Meeting the Standards? Summative assessments are designed to evaluate learning by providing cumulative snapshots, often but not exclusively through standardized assessments that are typically school-, district-, or state-centered, and that answer "are all of our students meeting the standards?"

# data[].attributes.attachment_link.provider_name
Wisconsin Department of Public Instruction

# data[].attributes.attachment_link.readable_text
Formative Assessment Video

In the video, formative practices are used to adjust instruction and promote ongoing reflection for BOTH students and teachers. This deliberate process occurs in the teaching and learning cycle to transform student learning and improve outcomes with these four critical steps:

Gain a deep understanding of learning goals

Envision proficiency in each standard

Designed by teachers

Feedback is used to adjust instruction

# data[].attributes.attachment_link.description
What comes next for student learning? Formative assessment or formative practices play a critical role in strategic assessment systems. They are designed to quickly inform instruction by providing specific and immediate feedback through daily, ongoing instructional strategies that are student- and classroom-centered, and that answer "what comes next for student learning?"

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Teachers handle many issues in a day, from disciplinary and behavior issues to a lack of adherence to the daily schedule cases. Consistently experiencing such challenges can sometimes make the teaching profession feel unrewarding. Luckily, teachers can use various classroom management strategies to inspire compliance among students.

It starts with having a solid classroom management plan that outlines the methods and techniques for running a classroom and each lesson. From there, teachers can also upgrade their classroom management skills through a degree in education and apply these additional 20 strategies to manage their classrooms better.

The Best Classroom Management Strategies Today

The five components of effective classroom management include developing behavioral standards, establishing working relationships with students, valuing your time as a teacher, familiarizing students with teaching methods, and anticipating student behavior.

Teachers should implement the following universal classroom management strategies for the best chance of succeeding at managing their classrooms:

The most effective way for teachers to instill good student behavior is by leading through actions, not words. That's because students' minds are still developing, so they learn more from experiences. Therefore, doing simple things like avoiding electronic use, talking politely, and respecting everyone in the class can have a significant impact on molding better student behavior.

Teachers can manage classrooms better by involving students in rule-making, documenting the rules, and setting consequences for breaking them. Teachers should also reward good behavior and talk more positively about students.

Most humans, from employees to students, comply better to set rules when involved in decision-making. Teachers can use this classroom management technique to ensure willful rather than forced compliance with classroom rules throughout the calendar year.

For the rules to work, students should be able to see them every time they enter the classroom. Teachers should create professional charts with all rules typed and stick them in a visible place to ensure they remain on top of each student's mind.

Teachers should avoid punishing the entire class for a mistake made by several students. Instead, they should identify and call out the bad-behaving students after the class and try to discover the cause of their bad behavior to see if they can come up with a solution.

Teachers should generally be social and approachable human beings. Even on bad days, teachers should try to be the most optimistic in the classroom environment and not let their bad moods radiate to the rest of the class.

In every classroom, some students are gifted in academics while others have strengths in other areas, such as art. Teachers should support learners of all students in areas they show interest and passion.

Students love to feel appreciated when they have put some effort toward doing the right things, and it keeps them motivated toward a good path. Therefore, teachers should regularly acknowledge class or student efforts to encourage positive participation and behavior in the classroom.

Teachers should reward good behavior from the entire class or students from time to time to encourage more of it. Rewards can include special parties, outdoor activities during free time, or treats.

Parents often hear from teachers only when their child has done wrong in school. Teachers should also contact parents with positive information or a good word about the children for better student-teacher and parent-teacher relationships.

Learning can become mundane and boring when it's the same old regurgitated content. As such, teachers should spice up each day's learning experience by setting the tone for an exciting day from the minute lessons start. This way, students will remain excited and expectant throughout the day.

Teachers should get to know their students more personally to be in a better position to help them thrive. Privately, they should learn their students' strengths and weaknesses in academics and life to help them grow.

Students are creatures of habit. As such, teachers should set short- and long-term classroom routines and schedules that allow students to know what is expected of them at each point during the day for more productivity.

Bad behavior should never go unchecked in a classroom or students will become hardheaded. Instead, teachers should have creative ways to deal with bad behavior, such as unwarranted class disruptions, to show others that such behavior isn't acceptable.

Classroom Management Techniques for Colleges and Institutions of Higher Learning

Students in colleges and universities admire teachers who have positive personal relationships with them. They're also more compliant in the classroom for teachers with whom they have a good rapport.

Students capture information better when it's conveyed in various formats instead of one. These can include visual presentations such as graphs and PowerPoint presentations, group work, and takeaway assignments.

The passion and enthusiasm shown by teachers rubs off on students too. Therefore, teachers should always try to be their most excited selves in classrooms to encourage active student participation and response.

Teachers should prepare thoroughly for every class they plan to attend during the day. They should review and improve their notes regularly to make them as easy to understand and enjoyable as possible for students.

Teachers should implement a technology-off policy to prevent students from being distracted while in class. The only exception would be laptops for note-taking, but smartphones and other gadgets should be turned off until the end of the lesson.

Bring These Strategies to Life with UoPeople

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Best Classroom Management Strategies To Ensure Success

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How can a teacher manage a classroom effectively? Here are some tested classroom management strategies to try in your class today.

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Paper airplanes fly across the room. Students race between desks. You can't get a word in, as they yell over you.

Disruptive behavior doesn't have to be this dramatic, like a movie scene you'd watch in a media literacy lesson, but poor classroom management will almost assuredly elevate your stress and burnout rates.

Unfortunately, a 2019 report indicates that teachers overwhelmingly report a lack of professional development support in improving classroom management. Despite this unideal situation, there are straightforward and effective classroom management approaches you can implement by yourself. These approaches can enhance prosocial student behavior and academic engagement, establishing an orderly learning environment.

Available as a downloadable list to keep at your desk, below are 20 research-backed classroom management strategies and techniques.

Use the ones that best appeal to your situation and teaching style.

Universal classroom management strategies for educators

These 20 classroom management techniques have shown to improve classroom behavior, build relationships for a better classroom community, and foster a positive classroom environment where student learning is the number one collective goal.

Try these effective classroom management strategies with your students to become a happier, more effective teacher.

1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many studies show that modelling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation with an administrator, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:

Use polite language

Maintain eye contact

Keep phones in your pockets

Let one another speak uninterrupted

Raise concerns about one another's statements in a respectful manner

After, start a class discussion to list and expand upon the ideal behaviors you exemplified.

2. Let students help establish guidelines

Encourage all students to help you build classroom expectations and rules, as you'll generate more buy-in than just telling them what they're not allowed to do.

This is especially essential for new teachers. Near the start of the school year or during the first day of a semester, start a discussion by asking students what they believe should and shouldn't fly in terms of appropriate behavior.

At what points are phones okay and not okay? What are acceptable noise levels during lessons?

This may seem like you're setting yourself up for failure, but -- depending on the makeup of your class -- you may be shocked at the strictness of some proposed rules. Regardless, having a discussion should lead to mutually-understood and -respected expectations for your classroom culture.

3. Document rules
Don't let your mutually-respected guidelines go forgotten.
Similar to handing out a syllabus, print and distribute the list of rules that the class discussion generated. Then, go through the list with your students. Doing this emphasizes the fact that you respect their ideas and intend to adhere to them. And when a student breaks a rule, it'll be easy for you to point to this document.

You'll likely want to post these rules up in your classroom - if you haven't already - for occasional reference. If you're feeling creative, you can include the rule list in a student handbook with important dates, events and curriculum information, too.

4. Avoid punishing the class

Address isolated discipline problems individually instead of punishing an entire class, as the latter can hurt your relationships with students who are on-task and thereby jeopardize other classroom management efforts.

Instead, call out specific students in a friendly manner. For example:

"Do you have a question?", not "Stop talking and disrupting other students"

"Do you need help focusing?", not "Pay attention and stop fooling around while I'm talking"

This basic approach will allow you to keep a friendly disposition, while immediately acknowledging inappropriate behavior.

5. Encourage initiative

Promote growth mindset, and inject variety into your lessons, by allowing students to work ahead and deliver short presentations to share take-away points. Almost inevitably, you'll have some eager learners in your classroom. You can simply ask them if they'd like to get ahead from time-to-time.

For example, if you're reading a specific chapter in a textbook, propose that they read the following one too. When they deliver their subsequent presentations to preview the next chapter on your behalf, you may find that other students want a bit more work as well.

6. Offer praise

Praise students for jobs well done, as doing so improves academic and behavioral performance, according to a recent research review and study.

When it is sincere and references specific examples of effort or accomplishment, praise can:

Inspire the class

Improve a student's self-esteem

Reinforce rules and values you want to see

Perhaps more importantly, it encourages students to repeat positive behavior. Let's say a student exemplifies advanced problem-solving skills when tackling a math word problem. Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics. Not to mention, you'll motivate other students to do the same.

7. Use non-verbal communication

Complement words with actions and visual aids to improve content delivery, helping students focus and process lessons.

Many differentiated instruction strategies and techniques are rooted in these communication methods. For example, running learning stations -- divided sections of your classroom through which students rotate -- allows you to deliver a range of non-spoken content types. These include videos, infographics and physical objects such as counting coins.

8. Hold parties

Throw an occasional classroom party to acknowledge students' hard work, motivating them to keep it up.

Even if it's just for 20 or 30 minutes, they should be happy with snacks and a selection of group games to play. Clarify that you're holding the party to reward them and they can earn future parties by demonstrating ideal behavior, collectively scoring high on assessments and more.

9. Give tangible rewards

Reward specific students at the end of each lesson, in front of the class, as another motivational and behavior-reinforcement technique.

Let's say a few students are actively listening throughout the entire lesson, answering questions and asking their own. Before the class ends, walk over to their desks to give them raffle tickets. So others can learn, state aloud what each student did to earn the tickets. On Friday, they can submit their tickets for a shot at a prize that changes each week -- from candy to being able to choose a game for the next class party.

10. Make positive letters and phone calls

Keep students happy in and out of class by pleasantly surprising their parents, making positive phone calls and sending complimentary letters home.

When the occasion arises, from academic effort or behavioral progress, letting parents know has a trickle-down effect. They'll generally congratulate their kids; their kids will likely come to class eager to earn more positive feedback. This can also entice parents to grow more invested in a child's learning, opening the door to at-home lessons. Such lessons are a mainstay element of culturally-responsive teaching.

11. Build excitement for content and lesson plans

This one works well no matter the grade level: elementary school, middle school or high school. Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.

As the bell rings and students settle, go through an agenda of the day's highlights for the whole class. These could include group tasks, engaging bits of content and anything else to pique curiosity. For example, "Throughout the day, you'll learn about:"

How to talk like you're a teacher (sentence structure)

Why you don't know anyone who's won the lottery (probability)

What all the presidents of the United States have had in common (social analysis)

The goal of this classroom management technique is to immediately interest students in your agenda and thereby dissuade misbehavior.

Ready to make learning an exciting adventure?

Use Prodigy to boost classroom engagement and excitement with two captivating learning games for math and English!

12. Offer different types of free study time

Provide a range of activities during free study time to appeal to students who struggle to process content in silence, individually.

You can do this by dividing your class into clearly-sectioned solo and team activities. In separate sections, consider:

Providing audiobooks, which can play material relevant to your lessons

Maintaining a designated quiet space for students to take notes and complete work

Creating a station for challenging group games that teach or reinforce standards-aligned skills

Allowing students to work in groups while taking notes and completing work, away from quiet zones

By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.

13. Write group contracts

Help student group work run smoothly and effectively by writing contracts that contain guidelines, having everyone sign.

Group contracts should be based on expectations that students have for each other, and you have for them. You can gather the class's thoughts by holding a discussion about what the ideal group member does, and how he or she acts. Once you've written the contract, encourage students to come up with consequences for violating expectations.

By having them sign a fresh version of the contract before each group task and project, you're empowering them to hold each other accountable.

14. Assign open-ended projects

Encourage students to tackle open-ended projects -- projects that don't demand a specific product -- to allow them to demonstrate knowledge in ways that inherently suit them.

This starts by giving the class a list of broad project ideas, asking each student to choose one. Be sure to provide a rubric for each project that clearly defines expectations. By both enticing and challenging students, you should notice they'll:

Work and learn at their own paces

Engage actively with appropriate content

Demonstrate knowledge as effectively as possible

With these benefits, students may actually look forward to taking on new projects.

15. Give only two scores for informal assessments

Recall a time you saw a big "F" in red ink on your work. You were probably too upset to review mistakes and feedback, and so are your students when they see the same.
So, consider avoiding standard marks on informal and formative assessments.
Instead, just state if a student did or did not meet expectations. Then, provide struggling students with a clear path to improve. For example, pair classmates who didn't meet expectations with those who did, giving them a review and practice activity. When strugglers are confident they understand key concepts, encourage them to tell you. Provide a new assessment, allowing them to prove their competency.

Classroom management strategies for individual students

16. Use EdTech that adjusts to each student

Give students who struggle to process your content opportunities to try educational technology that adapts to their needs.

There are many games and platforms that use adaptive learning principles to detect a given student's skill deficits, serving them content to help overcome them.

For example, Prodigy Math adjusts its content to help students in grades 1 to 8 address their trouble spots. It also offers feedback to help them solve specific mistakes, as they answer questions that use words, charts, pictures and numbers.

The best bit? Teaching tools are all available at no cost to educators and schools.
See the student experience below!
Educators, access at no cost

17. Interview students

Interview students who aren't academically engaged or displaying prosocial behavior to learn how to better manage them.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

What helps them focus

Who they work well with

Their favorite types of lessons

Their favorite in-class activities

Which kinds of exercises help them remember key lesson points

Note their answers to come up with activities and approaches that engage them, thereby limiting classroom disruptions.

18. Address inappropriate or off-task behavior quickly

Avoid hesitation when you must address inappropriate or off-task behavior, especially when a student breaks a documented rule.

Acting sooner than later will help ensure that negative feelings -- whether between students or you and a student -- won't fester. Failure to act can result in more poor behavior, leading to needlessly-difficult conversations.

But keep in mind: It's usually best to talk to the student in private. Research shows that punishing students in front of peers has "limited value."

19. Consider peer teaching

Use peer teaching as a classroom management strategy if you feel your top performers can help engage and educate disruptive and struggling students.

Peer teaching activities, such as pairing students together as reading buddies, can be especially beneficial for students who suffer from low confidence and poor interpersonal skills.

Authoritative research states tutors improve self-esteem and interpersonal skills by giving feedback. Tutees realize benefits because they can ask questions and receive immediate clarification. A later study of at-risk students echoes these advantages. Although you should spend time teaching peer tutors how to properly communicate with tutees, you'll likely find the benefits are worth the work.

20. Gamify personal learning plans

Motivate students on personal learning plans by gamifying those plans, as studies - such as recent research from South Korea - indicate this will continuously engage and incentivize them.

Consider gamification strategies such as:

Adjusting your scoring system -- Give experience points (XP) -- along with traditional scores -- on tests and assignments, setting a goal for the student to reach a certain amount of XP per unit. For example, if a student scores 60% on a quiz, give him or her 6,000 XP. You can also award XP for completing extra assignments, participating in class or anything else that shows effort to learn.

Using stages -- Refer to topics and units as stages. The former terms have clear connotations for you, but students may not see how they fit together. If they're gamers, they'll understand that reaching the next stage requires overcoming precursory challenges. Emphasize this by framing certain tasks as prerequisites to reach the next learning stage.

If these strategies work especially well for individual students, you should see similar success by using them as class-wide student management techniques.

Classroom management strategy FAQs

What is the best classroom management style?

According to Diana Baumrind's work, a clinical psychologist known for her research on parenting styles, some educators believe an authoritative classroom management style may the best one. This type of high control, high involvement classroom management style is characterized by strong expectations of appropriate behavior, clear understandings of why certain behaviors are acceptable and others not acceptable, and warm student-teacher relationships.

However, there is no specific approach that has been proven to be the most effective. So you may wish to review The Classroom Management Book by Harry K. Wong and Rosemary T. Wong which includes a variety of solutions that can be easily implemented. Every group of students has varying needs and will likely need a unique approach to help every student bring his or her best self to the classroom and be ready-to-learn every single day.

What are the four components of classroom management?

Implementing the top four components of classroom management from the start will set you and your students up for success all year long. They are:

Classroom design - be intentional about how you set up your desk, your students' desks, bulletin board displays, devices and other aspects of your classroom. Thoughtful classroom design can help create a safe and welcoming learning environment.

Rules/discipline - to create a safe and caring school community, develop classroom rules your students understand and - hopefully - respect. While it may not be fun, be sure to communicate that breaking classroom rules will have concrete yet fair consequences.

Scheduling/organization - being on time, keeping on task and staying organized will help set up your lessons (and your students' learning) up for success.

Instructional technique - while you may not have the flexibility you'd like when it comes to content and curriculum, you should have the freedom to choose how you teach. For example, 8th grade students may prefer a lecture-style lesson with small group discussions while 3rd grade students may prefer learning math with a digital game-based learning platform. Observe how your students learn best and use the classroom management strategies and techniques to teach your lessons.

Why is classroom management so important?

When done effectively, classroom management is important for three main reasons. It:

1. Creates and sustains an orderly learning environment in the classroom

2. Improves meaningful academic learning and fosters social-emotional growth

3. Increases students' academic engagement and lowers negative classroom behavior

Final thoughts about these classroom management strategies

These class-wide and one-on-one approaches to classroom management largely work across subjects and grade levels. Implementable without admin and parent support, they should empower you to establish an orderly - yet friendly and engaging - environment.

Look forward to better teacher-to-student and student-to-student interactions as a result.

Looking for a fun way to engage and reward your students? Try Prodigy Math! Aligned with curricula for grades 1 to 8, students will practice key skills while also exploring an exciting fantasy world.

Plus, you'll get access to free teacher tools that help you differentiate math content, send assessments and collect student insights - in just a few clicks.

Educators, access at no cost

Paper airplanes fly across the room. Students race between desks. You can't get a word in, as they yell over you.

Disruptive behavior doesn't have to be this dramatic, like a movie scene you'd watch in a media literacy lesson, but poor classroom management will almost assuredly elevate your stress and burnout rates.

Unfortunately, a 2019 report indicates that teachers overwhelmingly report a lack of professional development support in improving classroom management. Despite this unideal situation, there are straightforward and effective classroom management approaches you can implement by yourself. These approaches can enhance prosocial student behavior and academic engagement, establishing an orderly learning environment.

Available as a downloadable list to keep at your desk, below are 20 research-backed classroom management strategies and techniques.

Use the ones that best appeal to your situation and teaching style.

Universal classroom management strategies for educators

These 20 classroom management techniques have shown to improve classroom behavior, build relationships for a better classroom community, and foster a positive classroom environment where student learning is the number one collective goal.

Try these effective classroom management strategies with your students to become a happier, more effective teacher.

1. Model ideal behavior

Make a habit of demonstrating behavior you want to see, as many studies show that modelling effectively teaches students how to act in different situations.

A straightforward way to model certain behaviors is holding a mock conversation with an administrator, other teacher or student helper in front of the class. Talking about a test or other relatable topic, be sure to:

Use polite language

Maintain eye contact

Keep phones in your pockets

Let one another speak uninterrupted

Raise concerns about one another's statements in a respectful manner

After, start a class discussion to list and expand upon the ideal behaviors you exemplified.

2. Let students help establish guidelines

Encourage all students to help you build classroom expectations and rules, as you'll generate more buy-in than just telling them what they're not allowed to do.

This is especially essential for new teachers. Near the start of the school year or during the first day of a semester, start a discussion by asking students what they believe should and shouldn't fly in terms of appropriate behavior.

At what points are phones okay and not okay? What are acceptable noise levels during lessons?

This may seem like you're setting yourself up for failure, but -- depending on the makeup of your class -- you may be shocked at the strictness of some proposed rules. Regardless, having a discussion should lead to mutually-understood and -respected expectations for your classroom culture.

3. Document rules
Don't let your mutually-respected guidelines go forgotten.
Similar to handing out a syllabus, print and distribute the list of rules that the class discussion generated. Then, go through the list with your students. Doing this emphasizes the fact that you respect their ideas and intend to adhere to them. And when a student breaks a rule, it'll be easy for you to point to this document.

You'll likely want to post these rules up in your classroom - if you haven't already - for occasional reference. If you're feeling creative, you can include the rule list in a student handbook with important dates, events and curriculum information, too.

4. Avoid punishing the class

Address isolated discipline problems individually instead of punishing an entire class, as the latter can hurt your relationships with students who are on-task and thereby jeopardize other classroom management efforts.

Instead, call out specific students in a friendly manner. For example:

"Do you have a question?", not "Stop talking and disrupting other students"

"Do you need help focusing?", not "Pay attention and stop fooling around while I'm talking"

This basic approach will allow you to keep a friendly disposition, while immediately acknowledging inappropriate behavior.

5. Encourage initiative

Promote growth mindset, and inject variety into your lessons, by allowing students to work ahead and deliver short presentations to share take-away points. Almost inevitably, you'll have some eager learners in your classroom. You can simply ask them if they'd like to get ahead from time-to-time.

For example, if you're reading a specific chapter in a textbook, propose that they read the following one too. When they deliver their subsequent presentations to preview the next chapter on your behalf, you may find that other students want a bit more work as well.

6. Offer praise

Praise students for jobs well done, as doing so improves academic and behavioral performance, according to a recent research review and study.

When it is sincere and references specific examples of effort or accomplishment, praise can:

Inspire the class

Improve a student's self-esteem

Reinforce rules and values you want to see

Perhaps more importantly, it encourages students to repeat positive behavior. Let's say a student exemplifies advanced problem-solving skills when tackling a math word problem. Praising his or her use of specific tactics should go a long way in ensuring he or she continues to use these tactics. Not to mention, you'll motivate other students to do the same.

7. Use non-verbal communication

Complement words with actions and visual aids to improve content delivery, helping students focus and process lessons.

Many differentiated instruction strategies and techniques are rooted in these communication methods. For example, running learning stations -- divided sections of your classroom through which students rotate -- allows you to deliver a range of non-spoken content types. These include videos, infographics and physical objects such as counting coins.

8. Hold parties

Throw an occasional classroom party to acknowledge students' hard work, motivating them to keep it up.

Even if it's just for 20 or 30 minutes, they should be happy with snacks and a selection of group games to play. Clarify that you're holding the party to reward them and they can earn future parties by demonstrating ideal behavior, collectively scoring high on assessments and more.

9. Give tangible rewards

Reward specific students at the end of each lesson, in front of the class, as another motivational and behavior-reinforcement technique.

Let's say a few students are actively listening throughout the entire lesson, answering questions and asking their own. Before the class ends, walk over to their desks to give them raffle tickets. So others can learn, state aloud what each student did to earn the tickets. On Friday, they can submit their tickets for a shot at a prize that changes each week -- from candy to being able to choose a game for the next class party.

10. Make positive letters and phone calls

Keep students happy in and out of class by pleasantly surprising their parents, making positive phone calls and sending complimentary letters home.

When the occasion arises, from academic effort or behavioral progress, letting parents know has a trickle-down effect. They'll generally congratulate their kids; their kids will likely come to class eager to earn more positive feedback. This can also entice parents to grow more invested in a child's learning, opening the door to at-home lessons. Such lessons are a mainstay element of culturally-responsive teaching.

11. Build excitement for content and lesson plans

This one works well no matter the grade level: elementary school, middle school or high school. Start lessons by previewing particularly-exciting parts, hooking student interest from the get-go.

As the bell rings and students settle, go through an agenda of the day's highlights for the whole class. These could include group tasks, engaging bits of content and anything else to pique curiosity. For example, "Throughout the day, you'll learn about:"

How to talk like you're a teacher (sentence structure)

Why you don't know anyone who's won the lottery (probability)

What all the presidents of the United States have had in common (social analysis)

The goal of this classroom management technique is to immediately interest students in your agenda and thereby dissuade misbehavior.

Ready to make learning an exciting adventure?

Use Prodigy to boost classroom engagement and excitement with two captivating learning games for math and English!

12. Offer different types of free study time

Provide a range of activities during free study time to appeal to students who struggle to process content in silence, individually.

You can do this by dividing your class into clearly-sectioned solo and team activities. In separate sections, consider:

Providing audiobooks, which can play material relevant to your lessons

Maintaining a designated quiet space for students to take notes and complete work

Creating a station for challenging group games that teach or reinforce standards-aligned skills

Allowing students to work in groups while taking notes and completing work, away from quiet zones

By running these sorts of activities, free study time will begin to benefit diverse learners. This should contribute to overall classroom engagement.

13. Write group contracts

Help student group work run smoothly and effectively by writing contracts that contain guidelines, having everyone sign.

Group contracts should be based on expectations that students have for each other, and you have for them. You can gather the class's thoughts by holding a discussion about what the ideal group member does, and how he or she acts. Once you've written the contract, encourage students to come up with consequences for violating expectations.

By having them sign a fresh version of the contract before each group task and project, you're empowering them to hold each other accountable.

14. Assign open-ended projects

Encourage students to tackle open-ended projects -- projects that don't demand a specific product -- to allow them to demonstrate knowledge in ways that inherently suit them.

This starts by giving the class a list of broad project ideas, asking each student to choose one. Be sure to provide a rubric for each project that clearly defines expectations. By both enticing and challenging students, you should notice they'll:

Work and learn at their own paces

Engage actively with appropriate content

Demonstrate knowledge as effectively as possible

With these benefits, students may actually look forward to taking on new projects.

15. Give only two scores for informal assessments

Recall a time you saw a big "F" in red ink on your work. You were probably too upset to review mistakes and feedback, and so are your students when they see the same.
So, consider avoiding standard marks on informal and formative assessments.
Instead, just state if a student did or did not meet expectations. Then, provide struggling students with a clear path to improve. For example, pair classmates who didn't meet expectations with those who did, giving them a review and practice activity. When strugglers are confident they understand key concepts, encourage them to tell you. Provide a new assessment, allowing them to prove their competency.

Classroom management strategies for individual students

16. Use EdTech that adjusts to each student

Give students who struggle to process your content opportunities to try educational technology that adapts to their needs.

There are many games and platforms that use adaptive learning principles to detect a given student's skill deficits, serving them content to help overcome them.

For example, Prodigy Math adjusts its content to help students in grades 1 to 8 address their trouble spots. It also offers feedback to help them solve specific mistakes, as they answer questions that use words, charts, pictures and numbers.

The best bit? Teaching tools are all available at no cost to educators and schools.
See the student experience below!
Educators, access at no cost

17. Interview students

Interview students who aren't academically engaged or displaying prosocial behavior to learn how to better manage them.

While running learning stations or a large-group activity, pull each student aside for a few minutes. Ask about:

What helps them focus

Who they work well with

Their favorite types of lessons

Their favorite in-class activities

Which kinds of exercises help them remember key lesson points

Note their answers to come up with activities and approaches that engage them, thereby limiting classroom disruptions.

18. Address inappropriate or off-task behavior quickly

Avoid hesitation when you must address inappropriate or off-task behavior, especially when a student breaks a documented rule.

Acting sooner than later will help ensure that negative feelings -- whether between students or you and a student -- won't fester. Failure to act can result in more poor behavior, leading to needlessly-difficult conversations.

But keep in mind: It's usually best to talk to the student in private. Research shows that punishing students in front of peers has "limited value."

19. Consider peer teaching

Use peer teaching as a classroom management strategy if you feel your top performers can help engage and educate disruptive and struggling students.

Peer teaching activities, such as pairing students together as reading buddies, can be especially beneficial for students who suffer from low confidence and poor interpersonal skills.

Authoritative research states tutors improve self-esteem and interpersonal skills by giving feedback. Tutees realize benefits because they can ask questions and receive immediate clarification. A later study of at-risk students echoes these advantages. Although you should spend time teaching peer tutors how to properly communicate with tutees, you'll likely find the benefits are worth the work.

20. Gamify personal learning plans

Motivate students on personal learning plans by gamifying those plans, as studies - such as recent research from South Korea - indicate this will continuously engage and incentivize them.

Consider gamification strategies such as:

Adjusting your scoring system -- Give experience points (XP) -- along with traditional scores -- on tests and assignments, setting a goal for the student to reach a certain amount of XP per unit. For example, if a student scores 60% on a quiz, give him or her 6,000 XP. You can also award XP for completing extra assignments, participating in class or anything else that shows effort to learn.

Using stages -- Refer to topics and units as stages. The former terms have clear connotations for you, but students may not see how they fit together. If they're gamers, they'll understand that reaching the next stage requires overcoming precursory challenges. Emphasize this by framing certain tasks as prerequisites to reach the next learning stage.

If these strategies work especially well for individual students, you should see similar success by using them as class-wide student management techniques.

Classroom management strategy FAQs

What is the best classroom management style?

According to Diana Baumrind's work, a clinical psychologist known for her research on parenting styles, some educators believe an authoritative classroom management style may the best one. This type of high control, high involvement classroom management style is characterized by strong expectations of appropriate behavior, clear understandings of why certain behaviors are acceptable and others not acceptable, and warm student-teacher relationships.

However, there is no specific approach that has been proven to be the most effective. So you may wish to review The Classroom Management Book by Harry K. Wong and Rosemary T. Wong which includes a variety of solutions that can be easily implemented. Every group of students has varying needs and will likely need a unique approach to help every student bring his or her best self to the classroom and be ready-to-learn every single day.

What are the four components of classroom management?

Implementing the top four components of classroom management from the start will set you and your students up for success all year long. They are:

Classroom design - be intentional about how you set up your desk, your students' desks, bulletin board displays, devices and other aspects of your classroom. Thoughtful classroom design can help create a safe and welcoming learning environment.

Rules/discipline - to create a safe and caring school community, develop classroom rules your students understand and - hopefully - respect. While it may not be fun, be sure to communicate that breaking classroom rules will have concrete yet fair consequences.

Scheduling/organization - being on time, keeping on task and staying organized will help set up your lessons (and your students' learning) up for success.

Instructional technique - while you may not have the flexibility you'd like when it comes to content and curriculum, you should have the freedom to choose how you teach. For example, 8th grade students may prefer a lecture-style lesson with small group discussions while 3rd grade students may prefer learning math with a digital game-based learning platform. Observe how your students learn best and use the classroom management strategies and techniques to teach your lessons.

Why is classroom management so important?

When done effectively, classroom management is important for three main reasons. It:

1. Creates and sustains an orderly learning environment in the classroom

2. Improves meaningful academic learning and fosters social-emotional growth

3. Increases students' academic engagement and lowers negative classroom behavior

Final thoughts about these classroom management strategies

These class-wide and one-on-one approaches to classroom management largely work across subjects and grade levels. Implementable without admin and parent support, they should empower you to establish an orderly - yet friendly and engaging - environment.

Look forward to better teacher-to-student and student-to-student interactions as a result.

Looking for a fun way to engage and reward your students? Try Prodigy Math! Aligned with curricula for grades 1 to 8, students will practice key skills while also exploring an exciting fantasy world.

Plus, you'll get access to free teacher tools that help you differentiate math content, send assessments and collect student insights - in just a few clicks.

Educators, access at no cost

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20 Classroom Management Strategies and Techniques [+ Downloadable List]

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Paper airplanes fly across the room. Students race between desks. You can't get a word in, as they yell over you. Disruptive behavior doesn't have to be this dramatic, like a movie scene you'd watch in a media literacy lesson, but poor classroom management will almost assuredly elevate your stress and burnout rates.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Addressing students' behavior can be tough, but it's possible to approach them in ways that show compassion and help them feel ready to discuss the issue.

We've read about and witnessed firsthand the mental health crisis and increase in behavioral challenges of students this year. Because of those challenges, which are coupled with a lack of mental health providers in schools, educators often find themselves in a position of having difficult conversations with students around social, emotional, and behavioral struggles. As many teachers report an increase in stress, responding to challenging behaviors and student emotional needs can leave us feeling exhausted.

The four simple steps that follow can assist you when having difficult conversations with students. They can be used as part of a process after a student has escalated, when a student shares about a struggle, or when you are trying to interact with a disengaged student.

1. Start by Checking In

Check the situation: Before you enter a conversation, it's important to first determine if the situation warrants a conversation or requires a behavioral intervention. Ask yourself, "Is this a crisis?" If the student is engaging in behaviors that are unsafe toward themselves or others, attend to the safety issue first, and then once the crisis is over and the student is de-escalated, you can prepare for a conversation.

Check yourself: Before you enter any conversation, do a quick check-in with yourself to see how you're doing and if you're ready and able to engage in a difficult conversation. These are questions to ask yourself: What am I feeling? Am I my best self? Am I calm? Can I think clearly and rationally? If you find yourself feeling anxious, frustrated, or not your best self, take a few minutes to settle your own emotions. There are many great mindfulness exercises that will quickly help you settle your own emotions and help ground you. Remember, you put on your own oxygen mask first before you can help anyone else.

Check the student: Take a few seconds to look at the student and observe their body language, eye contact, and behaviors. See if you can quickly determine any information about whether it's a good time to approach the student by carefully observing their appearance and actions. Perhaps the student is looking disheveled as if they have not showered recently, or they seem tired or hungry. These may be signs that the student's basic needs must be addressed and could also be impacting their behavior.

Check the environment: Make sure that you and the student are in a safe and confidential place before engaging in a conversation.

2. Converse to Understand the Student's Needs

Once you've completed your checks and come to the conclusion that you're emotionally ready to have a conversation, the student is willing and able to talk, and the setting is conducive to chatting, then you can start the conversation. Using restorative practices in the conversation helps you focus on supporting the student.

Engage the student: The first part of any effective conversation involves engaging the student. This can be done through a regular greeting like "Hey" or asking an opening question like "How are you doing?" As you start engaging the student, it's important to focus on the issue at hand. State the facts without any emotions or feeling statements, making comments such as "I have noticed you've been showing up late" or "You seem really tired and have been sleeping in class." If the student doesn't immediately respond to the facts, it's helpful to normalize struggles through compassionate statements such as "It's a hard time for a lot of people right now" or "I know a lot of people are really struggling with... now."

Explore what's going on: Take some time to explore what's going on in the student's life. You can do this by asking open-ended questions to elicit more information, focusing on details such as who, what, when, where, and how. When you find yourself stuck on not knowing what to say next, you can always ask, "Can you tell me more about that?"

Validate, don't fix: When a student starts talking, it's important to provide validation through comments such as "That sounds really rough" or "I think a lot of people would feel the same way in that situation. It makes perfect sense that you felt that way."​ Validation shows that you care about the student. Remember, it's not your job to fix everything. Watch this short video, It's Not About the Nail, for a humorous look at the difference between validating someone and trying to fix the problem.

Confirm your understanding: To ensure that the student feels heard and to make sure you have an accurate understanding of the situation, it's helpful to ask clarifying questions like "When you said..., what did you mean?"​ Paraphrasing or summarizing involves retelling what the student shared and voicing statements such as "It seems like you have a lot going on. You talked about..."​ and "In my understanding, the main challenges here are..." It's helpful to ask, "Was there anything else that I missed?"

3. Make a Sincere Connection

Connect with the student: To let the student know you care, you can say things like "I'm here for you" and "You have a lot of people, including me, who care about you."

Connect potential solutions: To let your student know that they're not alone, use "we" instead of "you" statements, as in "What can we do to make this better?" Instead of simply offering advice, ask the student questions like "What are some options of what could be done?" or "What do you need right now?" If the student is having trouble thinking of ways to help the situation, you can ask, "If your friend had this challenge, what would you say to them?"

Connect to resources: This is the important part of the conversation, where you help direct the student to supportive resources and coping strategies. Through asking questions like "What can you do the next time you're struggling?" "Who else can you talk with about this?" or "What or who can make this better?" you can guide students in exploring and identifying their support systems.

4. End on a Positive Note

Thank the student for sharing​: To wrap up the conversation and reinforce that you care about the student, it's important to thank them with phrases such as "Thank you for talking with me today" or "I appreciate you opening up and sharing with me." It's helpful to think of difficult conversations as a gift and an opportunity to strengthen your relationship with the student.

After conversation, plan to follow up​. Serious conversations aren't simply a onetime thing but are opportunities to continue the topic at later times. To conclude the conversation, you can end it with a statement such as "I want to check in later. Let's plan to talk more tomorrow" or "Next week, I'll follow up with you to see how you're doing with this."

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4 Steps to Discussing Challenging Behavior With a Student

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Addressing students' behavior can be tough, but it's possible to approach them in ways that show compassion and help them feel ready to discuss the issue.

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Strategies for Students with Challenging Behaviors

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Strategies for Students with Challenging Behaviors

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Detention doesn't work. Neither does criticism. Or yelling. In fact, they may actually aggravate and encourage a child's defiance. What does work? These strategies for managing negative ADHD behavior in the classroom - and teaching students better skills for the long run.

Teacher talking to student

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Challenging Classroom Behavior

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Why Do Kids Misbehave?

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What Can Teachers Do?

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1. Make expectations clear.

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2. Have a predictable daily schedule.

teen boy at locker

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3. Explicitly teach routines.

Teacher Asking Question To Class

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4. Be consistent.

Two female students working with teacher in computer classroom

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5. Give better directions.

Teen girl crying on stairs

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6. Teach emotional regulation.

School classroom with desks and blackboard

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7. Create external structure in the classroom environment.

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8. Make consequences immediate.

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9. Make better behavior a class-wide goal.

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10. Provide students with options.

Girl with ADHD high fiving her teacher in classroom

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11. Make good behavior a game.

Teens exercising outside

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12. Allow movement.

Portrait Of Teacher In Class With Pupils

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Teachers Can't Fix Everything

More Articles Recommended For You

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12 Teacher Strategies to Inspire Listening, Learning and Self-Control

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Detention doesn't work. Neither does criticism. Or yelling. In fact, they may actually aggravate and encourage a child's defiance. What does work? These strategies for managing negative ADHD behavior in the classroom - and teaching students better skills for the long run.

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Addressing Behavior Challenges Mistakes and Solutions

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Addressing Behavior Challenges Mistakes and Solutions

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Mistake: Not recognizing how a student's disability or developmental level affects their behavior

Solution: It may be easy to assume a student is misbehaving when they refuse to respond to directions, but other factors related to disability may be keeping them from immediately carrying out the directions. For example, students who have ADHD or are autistic may have executive function challenges and can't attend to directions without supports. Ask yourself these questions:

What is the student's social-emotional level?

Does the student's receptive/expressive language levels affect the behavior?

Can the student process the directions that are given?

Does the student know how to behave in a certain situation?

Is the student's behavior affected by the environment, including the setting, other students, or particular adults?

Are there sensory reasons the student may be misbehaving?

Is the student bringing emotional baggage from a previous situation?

Mistake: Not recognizing the teacher's possible role in student behavior problems

Solution: As educators, we have to be able to thoroughly review our own behavior and determine whether we may be causing or contributing to the student's challenging behaviors. Are members of the education team getting into power struggles with students? Do we become easily agitated with the student, and has the student picked up on that? When there's a problem with a student, we need to start by looking at ourselves. It can be tough for us to admit that we might be part of the problem; however, it's important to analyze and rectify our own behavior if it's contributing to a student's challenges.

Mistake: A one-size-fits-all behavior management approach

Solution: Just like one-size-fits-all clothes do not work for everyone, the same behavioral interventions do not work for all students. Children have individualized needs, and behaviors are complex. That's why it's important to conduct an FBA and design an effective, individualized behavior intervention plan. The academic, medical, and social needs of a student must be fully understood, too.

Research must be done on behavioral interventions, and these interventions should implemented based on the needs of the student. If your chosen interventions aren't having the desired effect, then your team should meet again to review whether the intervention was implemented with fidelity and determine the specific reasons why the intervention may not be working.

Mistake: Ignoring reports or incidents of bullying

Solution: All staff, from teachers to adult playground supervisors, should be trained to report any incidents of bullying. School personnel who observe bullying must intervene right away and must report the incident to an official who is able to take action. If a student with a disability is involved with an incident of bullying, then the IEP team or 504 team must convene to determine the extent to which additional or different services are needed and ensure that needed changes are promptly made (U.S. Department of Education, 2014).

Mistake: Giving a stricter consequence to a student with a disability than a student without a disability

Solution: Before giving any consequence that involves suspension or removal of privileges, carefully check what school policy says would be the consequence for any student. Removing educational field trips is one of the most common problems that occur. Beverley Johns recalls: "I received a call from a parent of a child with a disability protected under Section 504 because of reactive attachment disorder and ADHD. Her child was told that she could not go on a field trip because she had not behaved. My question was whether there was a set of behavior criteria for all students."

It's permissible to have earned field trips for students who meet certain behavior criteria. But educational field trips that are a culmination of a classroom unit are different, and if the student participated in the unit and school personnel deny the field trip, then they are actually suspending the student for that period of time. An alternative would be to provide additional supervision for the field trip so the student could attend.

These are difficult decisions to make because the safety of the group must be considered, but personnel should be careful that they are not denying an educational field trip because of the student's disability. Instead, consider what accommodations could be made for the student to attend.

Avoid these six common mistakes when approaching your students' behavior, and focus on understanding the "whys" and implementing individualized supports. To learn more about developing appropriate behavioral interventions (and ensuring that all your practices adhere to the law), check out the practical, reader friendly book by Beverley Johns, Your Classroom Guide to Special Education Law.
Explore the book

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Addressing Student Behavior Challenges: Solutions to 6 Common Mistakes - Brookes Blog

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Today's post looks at six of the most common mistakes in approaching students' behavioral challenges-along with solutions to guide appropriate action.

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Evaluation of Assessment Based Intervention

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Evaluation of Assessment Based Intervention

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Best Practices in Assessment to Intervention

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Best Practices in Assessment to Intervention

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The Functional Behavior Assessment

Functional behavioral assessment (FBA) is a part of the positive behavioral support (PBS) mandated by IDEA 2004. Good classroom management and structured classroom discipline stop most disruptive behavior, but some students will continue to disrupt. These students need more help so that they can stay in class and succeed.

FBA is a process which describes a student's disruptive behaviors, looks for the reasons behind the behaviors and offers interventions that teach new behaviors to replace the undesired ones. Not all disruptions merit an FBA, which is usually reserved for behaviors that interfere with learning; however, FBAs are available to all students, especially those receiving interventions associated with tier two or tier three of the response to intervention (RTI) framework. For students with disabilities, a FBA may be part of an individualized education program (IEP).

Direct Assessment

To start the FBA process, the FBA team (not defined in IDEA, but typically consists of the student's teachers, and other professionals who have directly observed the child, as well as, the parent) use both direct and indirect means to assess the problematic behavior. Direct assessment typically tracks the frequency of disruptive behaviors and the time of day, often teams will utilize a scatter plot to show clearly the behavior pattern. In addition, the observers track antecedent behavior, which is behavior that precedes the behavior and may indicate the trigger for that behavior. One tool that is used is an antecedent behavioral consequences chart (ABC). An observation note example could be: "The teacher asked the class to get their math books out of their desks. Rick threw his math book. The class was disrupted."

Recording the entire cycle of disruption can provide clues to the trigger or the benefit that the student reaps from the behavior. For our example, you might include on the ABC chart that Jill became more agitated as she tried to work on long division problems, and then shouted at you and stormed out of the room. The ultimate result was she did not complete the assignment. Additionally, when you spoke to her later, Jill reminded you that she could not have finished the long division assignment, since she was in the office without her books. Recording the entire cycle of the behavior from beginning to end can help you understand the reasons that Jill is behaving in this way, as well as provide clues to the function of this behavior (i.e., seeking attention or trying to escape an undesired situation).

Indirect Assessment

Indirect assessment involves interviewing teachers, parents and other adults who have contact with the student, asking questions about the behavior and when and where it occurs. For example, how often does the behavior occur? Who is usually present? Are there times when it doesn't occur? These questions can help the FBA team determine if the issue at hand is due to a performance deficit (the student won't do what is asked of him or her) or a skills deficit (the student cannot do what is asked of him or her). In some cases, it can also be beneficial to interview the student in an informal matter. More than likely the team will collect both types of data in order to get a clear picture of the child's behavioral pattern. If an FBA does not discuss the antecedents, frequency and time of behavior and other trigger patterns, the assessment should be questioned.

Analyzing Behavior

In general, all behaviors serve some function. Although you can't always know exactly what function a particular behavior serves, you can often uncover the meaning behind it by examining the information collected through the assessments and asking strategic questions. Building on the previous example, was Jill getting attention from her peers through her behavior? Was she able to get out of a difficult assignment? Does she know how to do long division? Answering questions like these helps to determine if the behavior is linked to a difficulty in learning, like being unable to perform a skill (long division) or to some other reason, such as being embarrassed that she doesn't understand a skill that may seem easy for other students.

After the data is gathered from the ABC chart, scatter plot and interviews, this information can be condensed and recorded on a data triangulation chart. This chart can give clues to the function of the behavior and will be used in the FBA meeting. Note that these specific tools are being used here as examples of what a quality FBA will consider; there is no provision in the law that requires a school or school district to use them.

As the FBA team discusses the data that's been collected, it forms a hypothesis about possible deficits and causes for the behavior. It then puts this hypothesis to the test by creating variations in the learning requirements and environment to see if and how the student responds.

For our example, you may help Jill develop an indiscreet way to signal her teacher when she is frustrated with her work and needs help. If Jill's disruptive behavior stops after using this intervention, nothing more needs to be done; however, if Jill's disruptive behavior does not subside or even intensifies, the team may create a behavior intervention plan (BIP).

The Behavior Intervention Plan

The BIP targets one to three of a student's undesirable behaviors with interventions that are linked to the functions of the behavior; each intervention specifically addresses a measurable, clearly-stated targeted behavior. A BIP can include prevention strategies, which stop the behavior before it begins, as well as replacement behaviors, which achieve the same function as the disruptive behavior without causing disruption. The environment is considered, and the FBA/BIP team may determine that a change in a student's schedule or in the arrangement of is or her classroom is called for. In addition, the BIP provides a plan for responding to the old behavior that is being replaced and promoting the new behavior.

For students without disabilities, the BIP can be adjusted as the student improves without another meeting; however, frequent monitoring is still required. For students with disabilities, the BIP is a legal document that is a part of an individualized education program (IEP). It must be followed both inside and outside of the classroom and it can't be adjusted without calling a meeting of the admission, review and dismissal (ARD) committee. (Not every state refers to this team as an ARD; a number of states simply call it an IEP team. These terms are generally interchangeable.) This committee reviews the BIP each year and can change it at that time. An ARD meeting can also be called by a teacher or parent any time there is a concern. If the disruptive behavior leads to a student being removed from class a total of 10 or more days, the law requires that the IEP or ARD team meet and conduct a manifestation determination (determining if the behavior being disciplined is a part of the child's disability or not), which may require a change in the BIP.

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Behavior Assessment and Intervention Plans | Special Education Guide

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Functional behavioral assessment (FBA) is a part of the positive behavioral support (PBS) mandated by IDEA 2004. Good classroom management and structured classroom discipline stop most disruptive behavior, but some students will continue to disrupt. These students need more help so that they can stay in class and succeed.

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Planning Intervention for Students with Reading Difficulties 

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Planning Intervention for Students with Reading Difficulties 

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Joseph, L. M. (2000). Developing first grader's phonemic awareness, word identification and spelling performance: A comparison of two contemporary phonic approaches. Reading Research and Instruction, 39, 160-169.

Kim, Y. H. & Goetz, E. T. (1994). Context effects on word recognition and compensatory hypothesis. Reading Research Quarterly, 29, 178-188.

Lerner, J. W. (1993). Learning disabilities: Theories, diagnosis, and teaching strategies. Dallas, TX: Houghton Mifflin.

McCormick, S. (1999). Instructing students who have literacy problems (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Morris, D. Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. The Elementary School Journal, 91, 133-150.

Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading an spelling skills. Reading Research Quarterly, 32, 154-167.

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Nicholls, J. G. (1990). What is ability and why are we mindful of it? A developmental perspective. In R. Sternberg & J. Kolligian (Eds.), Competence considered (pp. 11-40). New Haven, CT: Yale University Press.

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Palmer, B. M., Codling. R. M., & Gambrell, L. B. (1994). In their own words: What elementary students have to say about motivation to read. The Reading Teacher, 48, 176-178.

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Santa, C. M., & Hoien, T. (1999). An assessment of Early Steps: A program for early intervention of reading problems. Reading Research Quarterly, 34, 54-79.

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Stanovich, K. E., & Siegal, L. S.(1994). Phenotypic performance profile of children with reading disabilities: A regression based test on the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.

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Best Practices in Planning Interventions for Students With Reading Problems

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Get an overview of the characteristics associated with reading problems as well as the planning and implementation of effective interventions. Fundamental components of teaching such as scaffolding, connecting to prior knowledge, motivating, and providing opportunities to practice skills should be implemented.

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How To Respond to an MTSS Intervention Plan Showing No Growth

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As the bedrock of a Multi-Tiered System of Supports (MTSS), intervention plans are crucial in aiding all students to master grade-level content.

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What is Progress Monitoring?

How comfortable would you be driving a car without gauges and diagnostic lights? Would you plan your retirement investments without periodic checks to see progress? Car gauges and maintenance are proactive. Maintenance in the education world can be equated to redirecting instruction or remediation services. Further, progress checks are essential in education like most other aspects of life. Maintaining data and evaluating the effectiveness of instructional practices is referred to as progress monitoring. In other words, progress monitoring is used to measure student growth and achievement.

Monitoring educational performance of our students helps ensure that we are using research-based instructional strategies that are working with our students. Progress monitoring can sound impersonal and technical, but it is in the best interest of students. Resources, with time being the most precious, are too scarce in education to waste time on instructional practices that are not producing results for our students. To maintain a student-first approach, it is essential to monitor and reflect upon student performance data. As it would not be wise to drive our car or invest for our future without feedback, it is simply not logical to continue instruction blinded without progress monitoring.

What are the Benefits of Progress Monitoring?

The goal of progress monitoring is to increase student achievement and growth by making informed educational decisions regarding individual students. This strategy is a foundational piece for other educational practices in a data-informed educational environment. Progress monitoring should be used at the classroom, school, and district level. By examining the path of each student, school and district improvement can be achieved and sustained.

Progress monitoring leads to data-driven decision making about further instructional services. Without the use of this strategy, educators are proceeding in a blinded manner or simply guessing about what is best for a given student. Yet when progress monitoring is used effectively, teachers begin to make sound decisions about each student's instructional plan. Teachers will know which students are succeeding and which students need remediation services. Student achievement and growth are increased as instruction becomes more individualized and differentiated based upon data.

How to Use Progress Monitoring Effectively

To utilize progress monitoring effectively, educators first must ensure that assessments that yield the data for progress monitoring are both valid and reliable. Without this consideration, the data would be significantly less valuable. That is, the assessments must be clear and aligned with standards and instruction. Simply put, the tests should measure what they intended to measure in a fair manner.

Having too many assessments can leave teachers frustrated and take away too much instructional time. Effective leadership protects instructional time. As such, an overall assessment plan is a necessary component of progress monitoring. There needs to be enough assessments to provide sound data, but not so much that little instructional time remains.

In addition, assessment methods need to be standardized so that data is not flawed. Many districts that have been successful in using progress monitoring to increase student achievement have implemented district-wide quarterly benchmarks in key academic areas. These assessments should be aligned with pacing guides and standards to ensure they are measuring the desired content.

When implemented effectively with the intent to increase student achievement, these assessments can provide the necessary student data to make informed decisions about the next step in the educational plan. Further, these assessments provide formative data so that summative high-stakes assessment results do not become surprises.

In addition, the data must be approached in an unbiased manner. Educators should view the data as formative feedback on student progress. If educators take the data too personally, they might become defensive, justify not making changes, or feel defeated. If the data shows a course of action is not working, simply remediate or reteach with different instructional strategies. Progress monitoring should provide formative feedback to the teacher, school, and district. Most importantly, the data should be used to help individual students make significant growth toward educational goals by redirecting instruction when needed.

It is imperative to note that data collection does not equate to progress monitoring. Far too often schools and districts collect a multitude of data, but do not use it effectively. To use progress monitoring effectively, the data must be used and reflected upon. That is, the teacher must use the data to drive future instruction for each student.

Moving upward in the organizational hierarchy, the school should use the data to evaluate school performance toward school strategic goals. Finally, the district uses the data from each school to assess the district's performance toward its own strategic plan. When the focus is aligned and the data is used, students will ultimately benefit. Progress monitoring is simply using data effectively to promote student growth and achievement.

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What is Progress Monitoring and How to Use it Effectively - TeachHUB

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How comfortable would you be driving a car without gauges and diagnostic lights? Would you plan your retirement investments without periodic checks to see progress? Car gauges and maintenance are proactive. Maintenance in the education world can be equated to redirecting instruction or remediation services.

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Classroom Management Apps and Websites | Common Sense Education

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Classroom Management Apps and Websites is a list of 28 apps, games, and websites curated by Common Sense Education editors.

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Academic Progress Monitoring Tools Chart

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Use the briefs to evaluate academic interventions available on the academic intervention tools chart across the seven dimensions of the Taxonomy of Intervention Intensity.

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Poor classroom management can have adverse consequences on both teachers and students. For teachers, it results in the loss of instructional time, unnecessary stress, and feelings of inadequacy. Students, on the other hand, are unable to reach their full potential during this crucial learning phase.

When faced with a disorderly and disengaged classroom, the first thing that may come to mind are classroom management strategies. True, they can certainly help, but they are not one-size-fits-all solutions nor magical potions that can generate instant results. They often need to be thoughtfully integrated into classroom management plans, which encompass classroom procedures, rules, engagement strategies, and more to ensure comprehensive and holistic classroom management.

As such, this is a challenge that is not exclusive to new teachers. According to this research, teachers across all levels express feelings of being ill-prepared for classroom management. Worse still, available resources are often laden with jargon and unnecessary complexity, rendering classroom management an enigmatic realm of its own.

Fret not, as we have prepared this comprehensive yet practical guide to walk you through the step-by-step process of creating a classroom management plan. Additionally, we would like to offer you a free, easy-to-use classroom management plan template that you can readily implement in your day-to-day teaching practice. How does that sound?

What is A Classroom Management Plan?

According to education researcher Teodora Popescu, a well-managed classroom typically encompass these elements:

Optimal utilization of time and physical resources.

Strategies that empower students to make positive choices rather than exerting control over their actions.

Successful execution of instructional techniques.

On top of that, effective classroom management plan ensures a highly engaged classroom, as well as academic, social, and emotional development in the students. Hence, if you haven't already, it is crucial for you as an educator to establish a robust classroom management plan to ensure the attainment of these essential teaching outcomes.

Classroom Management Plan Template

Download our Classroom Management Plan template here to get started. 👇

How to Create A Perfect Classroom Management Plan

Want to create an effective and foolproof classroom management plan? First it is important to understand the components of effective classroom management strategies.

Drawing from an extensive compilation of 150 research studies, the National Council on Teacher Quality has advocated five core component of classroom management strategies that have received robust backing from research:

Rules: instructing and reinforcing expected classroom conduct.

Routines and Procedures: instilling and practicing classroom and school procedures.

Praises and Rewards: offering specific and affirmative recognition of desired and appropriate student behaviors.

Engagement: implementing classroom activities and strategies that encourage active student participation.

Misbehavior: implementing consistent intervention strategies for inappropriate student behaviors.

As such, an effective classroom management plan should include all of these essential elements of effective classroom management strategies.

In this guide, we will cover both universal classroom management plans as well as targeted classroom management plans, plans, drawing inspiration from a response-to-intervention (RTI) framework that is recommended for both general and special education teachers.

A RTI framework is a tiered system of support whereby each tier provides varying levels of intervention intensity and support to students in classroom management.

Universal Classroom Management Plans: Tier 1 approaches of universal support, rules and procedures applied to everyone.

Targeted Classroom Management Plans: Tier 2 approaches targeted towards students who do not respond adequately to universal strategies and misbehave.

Targeted Individualized Classroom Management Plans: Targeted towards students who continue to struggle despite Tier 2 interventions, providing even more intensive, individualized support.

Universal Classroom Management Plan Components

Classroom Rules

Classroom rules are a set of rules that students are expected to obey and adhere to at all times. The general rule of thumb is to phrase the rules in dos rather than don'ts to encourage a positive and motivating learning environment.

Recommendation 🔥: Involve students in the rule creation process to enhance students' sense of ownership over their actions.

Classroom Procedures

Classroom procedures are routines that you want your students to follow at different times or scenarios. There are various categories of classroom procedures, ranging from morning procedures and end of school day procedures, to transition procedures, homework procedures, emergency procedures, and more.

Recommendation 🔥: Highlight the significance of regular practice of classroom procedures to establish these procedures as ingrained habits for students.

Here are a list of 40+ classroom procedures you can steal and implement in your classroom.

Engagement Strategies

Engagement strategies are strategies to encourage active involvement and participation in the classroom. Some of the popular tried and tested engagement strategies include:

Recommendation 🔥: Name Picker and Timer are great companions for these classroom engagement activities.

Praises and Rewards

Praises and rewards are the positive reinforcers you want to provide your students when they have performed desired or appropriate behaviors in the classroom. This approach cultivates a classroom atmosphere where students willingly follow rules, rather than complying based on fear. There are different types of praises and rewards you can provide your students with:

Behavior-Specific Praises - Praises given upon completion of certain tasks or accomplishment of certain skills.

Reinforcers - Tangible rewards or non-tangible rewards such as special privileges, free time, or removal of undesirable tasks.

Token Economy - Positive behavioral reinforcement through tokens.

Recommendation 🔥: Devise a leaderboard in the classroom to encourage healthy peer pressure, motivating students to perform better for greater rewards.

Targeted Classroom Management Plan Components

Misbehaviors and conflicts do happen from time to time in the classroom. Recommended classroom misbehavior intervention strategies include:

Planned Ignoring

Planned ignoring means not paying attention to the unwanted behavior and focusing on encouraging desired actions. This is suitable for dealing with minor misbehaviors that aren't causing much disruptions.

Signal Interference

Nonverbal signals or special cues, like a stop/go card to communicate with students.

Interest Boosting

Rather than punishing students for not following assigned tasks, teachers can change things up to match the student interests better, for instance, offering alternative tasks or activities.

Restructuring/Regrouping

Rearrange and regroup the classroom to ensure classroom order.

Proximity Control

Just being nearby when a student is acting up, without saying anything, can often make them think twice or correct their behavior.

Antiseptic Bouncing

Giving students a short break or task to shift their focus when they're getting overwhelmed can prevent potential conflicts.

Hurdle Help

Offering help before a student gets upset or makes negative comments can defuse conflicts.

Tension Decontamination (Humor)

If students know and trust you, humor can be a great way to ease tension when discussing challenging topics.

Diversion

Redirecting a student's attention from potential conflicts or upsetting situations by offering a fun alternative activities.

Removal of Seductive Objects

Keeping distractions at bay by limiting access to unnecessary items on the desks or in the classroom.

Direct Appeal

Sometimes, it's as simple as privately and calmly asking a student to stop a minor and infrequent behavior without making a big deal out of it.

Offer Choices

Giving students positive choices and allowing them time to think can empower them and encourage cooperation.Top of FormBottom of Form

Error Correction

A brief, specific, and teacher-provided statement given in response to inappropriate behavior, informing the student of the correct behavior to follow.

Student Conference

Address frequent or intense behaviors through discussion, and teach the student the desired behavior. Best conducted when students are calm, not when they're upset.

Physical Restraint

Using physical restraint should always be a last resort and should only be done by trained individuals.

Loss of Privileges

Removing specific privileges or rewards as consequences for undesirable behavior.

Time Out

Temporarily removing a student from a reinforcing environment or activity following problematic behavior, allowing them a break from potentially disruptive situations.

Behavioral Contracts

Written agreements outlining expectations and rewards or consequences for behavior, helping students work towards specific goals.

Group Contingency

Applying a reward or consequence to a group of individuals based on the collective behavior of the group.

Get a free copy of the Classroom Management Plan template with classroom rules, procedures, reward systems, engagements strategies and intervention plans. 👇

10 Extra Considerations for Creating a Classroom Management Plan

In addition to the components mentioned above, here are some additional considerations to take into account when drafting a classroom management plan:
#1 A Plan is Nothing Without Goals
Review the goals and objectives behind creating a classroom management plan initially. This process enables you to strategize and prioritize management plans and classroom management styles that align most effectively with these goals.

For instance, if your aim is to establish a more orderly classroom environment, your priorities would lean towards emphasizing behavioral reinforcement and intervention in your plans. Conversely, if your objective is efficient and productive teaching, your priorities would shift, emphasizing classroom engagement and time management in your plans.
#2 Beyond Extrinsic Motivations

On top of a system of extrinsic rewards, consider implementing Meaningful Engaged Learning (MEL) activities focusing on learning by doing, real-world connections and higher-order thinking in your classroom management plan.

MEL is an education approach where students are actively engaged in the learning process, construction of knowledge, and in making connections to real-world contexts. Unlike praises and rewards, MEL often promotes intrinsic motivation through stimulating the natural desire to learn and explore.

#3 Students as Diverse Individuals

A universal classroom management plan may not work perfectly for everyone considering that students are humans with diverse needs and learning styles. Hence, it is important to recognise the needs and preferences of your students and tailor the plans towards specific individuals when necessary.

#4 Don't Forget Students with Special Needs

In the same vein of thought, teachers should always consider the needs of students with disabilities or special needs when drafting classroom management plans, and make necessary adjustments and accommodations.

For instance, you may need to revisit your classroom procedures that may not be friendly for students with dyslexia. Adjust classroom procedures for reading time by providing extended time, assistive technology, or even individualised goals for students with dyslexia is a great example of practicing inclusivity in your classroom management plans.
#5 Are You Culturally Sensitive?
As teachers, you should be mindful of cultural differences and sensitivities in your classroom, and adapt your classroom management plan to respect diverse backgrounds and perspectives.

For instance, ensure that classroom rules and expectations are culturally inclusive and avoid rules that may inadvertently discriminate against certain cultural practices or beliefs. So instead of having a rule that states "No head coverings in class,", create a rule that promotes respectful attire: "Please ensure that any head coverings are worn in a way that does not obstruct visibility or disrupt the learning environment.
#6 You Need A Crisis Management Plan

Crisis management plan should be put in place for handling serious or disruptive behaviors in school that could potentially be a threat to the safety of all students and staff. Consider including the following in your crisis management plan:

Criteria of defining crisis behaviors

Steps and procedures to follow when a crisis arises

Emergency contacts

Safety Measures

De-escalation techniques

Documentation

Training and drills

Or simply download our Classroom Management Plan to have a copy of the Crisis Management Plan. 👇
#7 Data Is King
Without monitoring and tracking student behaviors, you wouldn't be able to measure the success of your classroom management plan.

So, devise a system for tracking and monitoring student behavior with behaviorcharts, anecdotal recording, or behavior management tools. And regularly review the data to identify trends and address any emerging issues.

#8 Two-Way Communication

Even though the task of devising a classroom management plan lies in the hands of the teacher, teachers should encourage student feedback and reflection on classroom management periodically and make adjustments based on the feedback.

Involving students in the process of shaping the classroom environment and procedures naturally fuels collective responsibility and ownership towards their actions.
#9 Factor in School Policies
Of course, it would be unwise not to consider school policies when crafting your classroom management plan. Always align your classroom management plan with school protocols to ensure consistency, not only within your classroom but also throughout the entire school environment.
#10 Legal and Ethical Considerations
Lastly, you wouldn't want legal issues to obstruct your efforts. Ensure that your classroom management plan aligns with and complies with legal and ethical considerations, including student rights and confidentiality.

Tips to Successfully Implement A Classroom Management Plan

Once you have drafted your classroom management plan, follow the tips below to successfully implement the plan in your classroom:
Introduce the Plan as Early as Possible
Ideally, present your management plan on the first day of classes to establish consistency in procedures, penalties, and rewards. The earlier the introduction, the quicker students understand what is expected of them and your will have a higher success rate of integrating these expectations into their habits and daily routines.
Reinforce the Plan With Visuals and Quizzes

Consider crafting visual aids like a poster that prominently displays classroom rules and procedures and position it at a visible spot within the classroom. And regularly reinforce these rules and procedures using interactive quizzes or polls to help students remember them.

You can also use brainstorming tools like Word Cloud to gather more ideas or feedback from students to further refine and make adjustments to the classroom management plan.
Be Transparent In Your Communication
Following the creation of the classroom management plan, it is essential that you communicate the expectations clearly and ensure that students understand the rationale and consequences behind each of the rules, guidelines and procedures.
Involve Parents and Guardians
Once you have the classroom management plan in place, consider further engaging with parents and guardians by sharing a copy of the plan with them. Parents often value being provided with clear guidelines for classroom behavior can facilitate future discussions about any behavioral issues.
Build Relationships
A classroom management plan is simply a guideline to assist you in teaching and student management. Fostering meaningful relationships with your students remains the cornerstone of effective classroom management, encouraging students to respond positively to your strategies.

Download this Classroom Management Plan template to start using now to see the results in your classroom! 👇

Additional Resources
Response-to-intervention approach to classroom management Classroom Management Research by National Council on Teacher Quality Surface Management Techniques for Misbehaving Students Meaningful Engaged Learning (MEL) Behavior-Specific Praises Classroom Reinforcers
Conclusion

With numerous components supporting one another, it's clear that effective classroom management is a multifaceted endeavor that requires thoughtful integration of strategies into a comprehensive plan.

Our comprehensive guide and user-friendly classroom management plan template have provided you with the necessary tools to create a well-structured plan designed for success. Remember, in addition to implementing the recommended strategies, procedures, and rules, always prioritize the development of meaningful relationships with your students.

This approach will help you establish a classroom environment that is not only well-managed but also fosters enduring trust, cooperation, and positive learning experiences among your students.

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Classroom Management Plan: The Most Practical Guide and Ready-to-Use Template | ClassPoint

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Explore this practical, no-nonsense guide to creating a perfect classroom management plan, and get a free comprehensive classroom management plan template for free.

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Student Progress Monitoring: What This Means for Your Child

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Progress monitoring can give you and your child's teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child.

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When teachers and/or parents think of how they can support the sensory needs of their students or child, they often have ideas of elaborate sensory rooms that boast expensive fancy equipment. I am here to tell you that while this is a fantastic option, it is not the only option! You can provide meaningful sensory experiences using regular household and or classroom stuff. If you haven't read part one of this series: Sensory Processing Skills Unveiled and Explained be sure to do so. Having an appreciation of what sensory processing difficulties are and what it might look like is paramount before implementing any type of sensory strategy for children. Understanding the why behind behaviors is the key to handling it, and may I say, how to keep your cool when managing it.

First, I must emphasize that some children have sensory needs that are beyond the scope of this post. Children with sensory processing disorders often require the expertise of an occupational therapist to develop a specialized sensory program designed to meet their needs. This post is not intended to replace specialized individualized care, but rather to provide generalized insight to the sensory needs of children. I will also cover how sensory supports can be implemented at school or home. If you have sensory concerns about your student or child, you should consult with an occupational therapist.

A child may gravitate to one or several types of sensory input based on their individual needs. All children are different and therefore will have unique sensory preferences. Here I will break down the various types of sensory input and how you can support both over-responsive (think sensory avoiders) and under-responsive behaviors (think sensory seekers).

Remember the behaviors that you see in children with sensory processing difficulties have a purpose. They are trying to regulate themselves but do not know how to do so appropriately. Providing meaningful and appropriate sensory experiences will teach children how to safely and effectively get what they need to regulate themselves.

For example, let's say a child is seeking oral motor input by chewing on pencils throughout the day. You want to replace this behavior with a healthier and safer sensory outlet. You may provide the child with alternatives such as a chewy necklace that can be worn daily. Also, you may offer hard and crunchy foods at snack time that will provide intense oral motor input. Explain why you are offering alternatives to the child so he/she will gain insight on how to appropriately self-regulate. The hope is that they will be able to make better choices on their own eventually.

This is my favorite part of this series. What can you do to help a child with sensory needs? Here I will discuss each type of sensory input and share activities, tools, and environmental modifications that can be provided to give the child the type of input they need.

Vestibular Input (Movement)

The word vestibular can be intimidating. Vestibular input is any activity that causes a change in the movement, position, or direction of the head. To keep it simple, just think movement. Children need to move! What types of activities can you do to support the vestibular system? This is dependent upon whether or not the child is over-responsive or under-responsive to vestibular input. If you believe your child has a compromised system that may be impacting his or her ability to function, seeking the expertise of an occupational therapist is highly recommended. Sensory integration is a type of treatment offered by occupational therapists to help those who struggle with processing sensory information, including vestibular input. Every child's needs are unique and call for a treatment plan that is designed to meet their specific and individual needs. Providing information to meet child-specific needs is beyond the scope of this post. Generally speaking, for those who are over-responsive or hypersensitive to vestibular input, introducing movement in a slow rhythmic pattern following a horizontal plane is a good start. Gradually progressing to movement in a vertical plane and finally rotational movement. Children who are under-responsive may benefit from lots of movement throughout the day.

Some ideas are:

trampoline (you do not need to invest in a large backyard trampoline, mini trampolines, like in the image above, work great as well)

playground swings

rocking horses or rocking chairs for older kiddos

Sit-and-spin

bouncing on an exercise ball

spinning on an office chair

wheelbarrow walks

jogging in place

jumping jacks

running, jumping, skipping, galloping

wiggle cushion

hanging upside down or sitting upside-down on the couch

Go Noodle

somersaults or cartwheels

yoga poses like downward dog

jump rope

sensory paths

Visual Input

Visual input is anything that we capture with our eyes, our sight. Visual input is the light, color, or movement that we see in our environment. Lighting is very important as it can be very overwhelming to a sensory vulnerable child. Natural lighting is ideal. Choose artificial lighting that best mimics natural light. Avoid lights that flicker or make a buzzing noise. This can be hard to pick up on if it doesn't bother you, but some lighting, particularly fluorescent lighting, can be very hard to tolerate because of this. You can buy filters for fluorescent lighting that will reduce the harsh effect

Dim rather than bright lighting is often the best choice. When decorating, avoid overbearing paint colors on the wall or furniture. Red, for example, can be too intense for someone with sensory sensitivities. Instead, opt for calming neutrals and blues. Try to keep your classroom or home organized and clutter-free. Having excess items in the home can be overwhelming and distracting.

Visual sensory tools:

limit visual distractions by using a study carrell like in the image above (or you can make one by using cardboard or manilla folders)

I-spy

Spot It

timers

vision bottles

visual prompts

colored overlays

fidget spinners

reading strips

colored paper

DIY Vision Bottle: Vision bottles are super easy to make. Don't toss your empty water bottle in the recycle bin, instead fill it about one-third full with water. Add a few drops of food coloring, whatever color the child fancies. Swirl thefood coloring to mix it well with the water. Add a few fun items like small toys, beads, really anything that you think the child will like that will fit inside the bottlenose. Then fill the rest of the bottle with baby oil. Seal the lid with a hot glue gun or superglue. There are so many variations of vision sensory bottles. You can make them using wet or dry materials (i.e use a funnel for dry materials such as different colors of kinetic sand). They can be a hit with visual sensory seekers.

Here are a couple of videos that share great ideas:
Autism Speaks DIY: Sensory Bottle How to Make Calm Down Sensory Discovery Bottles
Tactile Input

Tactile input is anything that we touch or anything that touches us. The tactile system registers temperature, pressure, tickle, itch, vibration, as well as pain. Tactile input or touch can be light or firm, wet or dry. It is the feel of various textures.

There are several ways to provide sensory opportunities for tactile seekers:

sensory bins (fill a large container with flour, sugar, sand, rice, pasta, beans, water; hide small toys/items in the contents and have the child try to find them using their hands)

touch fidgets: items with varying textures (bumpy, smooth, hard, soft, rough, sticky, coarse, slimy) of fabrics, paper, feathers, sandpaper

Play-doh, clay, finger paints, Kinetic Sand

tactile play: play in dirt or sand, cooking, gardening

vibration: vibrating toys, massagers, Squiggle Wiggle Writer Pens

poppers

stress balls

textured fidgets

pencil toppers

Auditory Input (Hear)

Auditory input is sound or anything that we hear.

How to provide auditory sensory supports:

Noise-canceling headphones or earbuds to filter out ambient noise and make it more bearable

Some children respond well to auditory input as a calming and organizing method. Classical music, mindfulness playlists, ocean sounds, etc. can be used to facilitate calm. Listening via headphones or ambient sound are options based upon the child's preference.

Olfactory Input (Smell)

Olfactory input is anything that we smell.

Some olfactory sensory supports are:

Oil diffuser

Scented markers/crayons

Essential oils

Scented lotions

Proprioceptive Input

Proprioception is our sense of body awareness. It is the ability of our body to know how it is moving and where it is in space. Children who have a poor sense of body awareness have trouble knowing where their body is or how it is moving in space. Proprioception is also an intimidating word. Think of deep pressure input or any type of activity that involves pushing or pulling. Proprioceptive input provides our bodies with the information needed to modulate. In other words, proprioceptive input helps to improve body awareness. It helps children process sensory information and deliver an appropriate response.

Some activities for classroom and home are:

mini trampoline

wall push-ups

wipe the board clean

squeezable/squishy fidgets

resistance bands on chairs

Kinetic Sand/Play-Doh

chair dips

body sock

weighted lap pad

carry a weighted backpack during transitions (not to exceed 15-20% of the child's body weight)

Oral Motor/Gustatory Input

When we think of oral input most of us think of taste and flavor. But there are actually three different types of sensory input received orally. Of course, taste is one of them. We also receive tactile input, anything that touches our oral cavity, meaning our lips, tongue, teeth, inner cheeks, and gums. The joints that move our mouth, our jaws, also receive sensory input known as proprioception. Chewing on something hard for example provides a lot of proprioceptive input orally. Sucking is another way of gaining this type of input.

There are several ways to provide oral motor input to our sensory-seeking kiddos.

chewy tubes, necklaces

hard crunchy snacks such as pretzels, carrots, and celery sticks

intense flavors like sour lemons, Lemon Heads, Sour Patch Kids candies

lollipops

hard candy

sucking beverages through a straw

chewy snacks like Twizzlers candies

I LOVE the chewable pendants available at Munchables. They offer such a wide selection, and the chewables look like actual jewelry, so it doesn't stand out or look different. Click on the link to check out their online store!

Therapist Tip: Provide Choices Visually

Helping children learn how to self-regulate is the ultimate goal. Children with sensory needs tend to be visual learners, so providing information visually is often successful. Children can see what their options are and make choices. The picture below is a sample of a visual choice board that can be posted in your classroom or home. Break cards are a great way of involving children in the self-regulation process. This way the child may choose their sensory break and also develop an awareness of the sensory tools they need to self-regulate.

In the picture above, the child would choose their sensory break by pulling off the visual and placing it on their break card. The adult would determine how to structure the break based on the child's needs and the setup of the classroom or home. For example, setting the timer for a 3-minute trampoline break. Once done, the child would move the sensory choice to the "all done" side of the break card. Sensory breaks should be offered throughout the course of the day as a naturally occurring event.

Sometimes the entire classroom may demonstrate the need for a movement break. In this case, have all the students take a time out Research has shown that all kids benefit from movement breaks, so giving the entire classroom a movement break is always a winner. Go Noodle is a great source for movement breaks. Of course, you would not need to utilize the break cards under these circumstances. The break cards are designed to support individual student's needs.

Feeling like this is too much information to absorb at once? I completely get that! Here is a helpful infographic that summarizes each sensory system along with the corresponding list of sensory tools.

Fun Strokes Freebie: Sensory Smart Tools at a Glance

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Hey OTs!

Do you have kids on your caseload who need and will benefit from sensory breaks and/or supports incorporated into their day? Of course, you do!

Ever had trouble getting teachers and/or staff to invest their time and effort in implementing your suggestions for sensory breaks and strategies?

Do you need a tangible solution that structures your sensory consultation in a way that is easy to understand and carry out?

Look no further, the Sensory Smart Toolkit is your answer! Provide insight into your student's sensory needs and how to address them in a way that flows with natural classroom or home routines. Choices are categorized by the type of sensory input. This allows you to quickly and easily recommend solutions that are based on the sensory needs indicated in your clinical observation, assessment, or sensory questionnaire. This low-prep packet offers 60 options for sensory breaks and strategies that are super easy to implement!

The Sensory Smart Toolkit contains everything you need to provide sensory supports for your little one's today! And get this, I'm offering the entire packet for only 3.99!

This packet is not intended to be used as a prescribed sensory diet but rather as informal sensory supports that can be implemented by teachers and parents to facilitate optimal learning and focus in children under your consultation. Use clinical judgment to determine appropriate use.

Disclaimer:

All information on the Website is for informational purposes only. It is not a substitution for medical advice from your physician or pediatrician. Please consult with an occupational therapist or medical professional if you are concerned about any medical or developmental issues with your child. The information on the Websites does not and is not intended to take the place of the therapist and client relationship that would be provided in a one-on-one treatment session. The Website does not and is not intended to replace an individualized plan of care that would be offered based on a professional evaluation. The information provided on the Website is provided "as is" without any representations or warranties, express or implied.

All medical information on the Website is for informational purposes only. Do not rely on the information on the Website as a replacement for guidance from your medical professional or healthcare provider. You should never delay seeking medical advice, disregard medical advice, or discontinue medical treatment as a result of any information provided on the Website.

Fun Strokes is not liable for any injury when replicating any of the activities found on the Website. The activities shared on the Website are intended for completion with adult supervision. Be sure to use your judgment and do not provide objects that could pose a choking hazard to young children. Never leave a child unattended while he or she is engaged in these activities. Please comply with all age recommendations on all products used in these activities.

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How to Create a Sensory Smart Classroom or Home

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When teachers and/or parents think of how they can support the sensory needs of their students or child, they often have ideas of elaborate sensory rooms that boast expensive fancy equipment. I am here to tell you that while this is a fantastic option, it is not the only option!

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Creating Sensory Smart Classrooms [Chaves, Jamie, Taylor, Ashley] on Amazon.com. *FREE* shipping on qualifying offers. Creating Sensory Smart Classrooms

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At our 'Ohana OT pediatric clinic we see over 100 children per week with Sensory Processing Disorder. Most of these children are overly sensitive to light, visual clutter, sound, and touch. This oversensitivity triggers a neurological flight/flight/freeze/or shut down reaction similar to suddenly discovering a spider on your body. You might smack it off of you (fight), panic and run out of the room (flight), panic and not be able to move (freeze), or completely shut down /pass out. Your students who have sensory processing disorder are reacting in this way to ordinary environmental stimulation in the school setting. They are unable to control this neurological reaction and it looks exactly like naughty behavior (e.g. hitting, running away, hiding, yelling, not answering you, not paying attention, staring). Here are some simple things that can be done to help to create an ambiance in your classroom that will reduce this neurological reaction and promote learning.

1) Turn off florescent lighting and replace with natural lighting and lamps whenever possible. Sensory kids hear the buzzing and see the flicker that we do not notice and it stresses them out all day leaving their nerves frazzled. In our clinic we see the positive effects of turning off florescent lighting everyday. You can also decrease the brightness of florescent lighting with light covers such as the one below.

2) Reduce visual clutter. Make sure there is some part of your classroom where the eyes can rest. Leave some areas blank with nothing on the wall. Sensory kids will also benefit from having an "office" made from taping two folders together to make a visual block from their peers when needing to focus on their work. This is a great tool for all kids.

3) Reduce noise in the classroom with sound absorbing rugs, curtains and furniture such as bean bags and an upholstered chair. Sensory kids have supersonic hearing and it is as if the volume of every sound is turned way up.

4) Have noise reduction headphones available hanging on a hook for student to use whenever they need to. This is especially helpful when there is a fire alarm (which tends to be very traumatic and painful for sensory kids) and anytime where there is too much noise for the student (e.g. assemblies). Here are the ones we use in our clinic

5) To avoid unexpected touch, allow your sensory kids to be first or last in a line and at the end of a row of desks. Also do not seat them near the noisy parts of the classroom such as by the door or near a fan.

6) Create a safe cozy spot in the classroom to retreat to in order to get away from the light, noise and other children. This could be created with bookshelves in a corner, a folding pup tent, or a sheet draped above the area for "shade" from the lights. Put in a soft rug and some big pillows and you have a place for your kids to feel comfortable when they are feeling over stimulated. It is important that sensory kids can have access to this space when they need it.

In Parts 2 and 3 I address how to provide the body with calming sensory input in the classroom and tricks for smooth transitions.
Blog Article: Sensory Smart Classroom Secrets Part 2 - Calming the Student's Body Blog Article: Sensory Smart Classroom Secrets Part 3 - Transition Tips and Tricks
Next Step:

If you need additional help contact us at (509) 888-7435 or at marykostka@ohanacenter.com to set up a Skype consultation and pay here.

Mary Kostka is a Pediatric Occupational Therapist specializing in Sensory Processing Disorders at her private practice, 'Ohana Occupational Therapy, LLC, in Wenatchee and Leavenworth Washington, USA She has over 29 years of experience with assisting teachers with making their classrooms sensory friendly.

OhanaOt.com
'Ohana Occupational Therapy, LLC
1139 N Princeton Suite B
Wenatchee, WA 98801
Ph: 509-888-7435
Fax: 509-888-7674

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Sensory Smart Classroom Secrets Part 1 - Classroom Environment - Ohana OT Pediatric Therapy in Wenatchee

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At our 'Ohana OT pediatric clinic we see over 100 children per week with Sensory Processing Disorder. Most of these children are overly sensitive to light, visual clutter, sound, and touch. This oversensitivity triggers a neurological flight/flight/freeze/or shut down reaction similar to suddenly discovering a spider on your body.

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Promoting your child's success at school can be a challenging task, particularly for parents of children with sensory processing difficulties. Communication between parents, teachers and school personnel is critical for establishing a safe, supportive and enriching environment. Children with sensory integration difficulties may have enormous problems in the classroom, not because of a lack of intelligence or willingness to learn, but rather resulting from difficulty coping with a neurologic system that isn't organizing and responding appropriately to a variety of sensory stimulation from the external world.

A well- organized sensory system is important for everything a child does, especially when it comes to maintaining focus and attention in the environment of a classroom. While the child with sensory integration difficulties can benefit from a sensory-smart classroom, so can every child. All children benefit from a calm, distraction free classroom where they can feel more in control, and in turn, improve their schoolwork and social skills.

The following is a compilation of sensory strategies for use in the classroom to promote the learning potential of every child, including those with sensory processing challenges:

Provide "Heavy Work" Opportunities:

Heavy work gives necessary input to the child's body, helping him develop an improved body awareness and regulating his system. Allow the child to take responsibility in the classroom by completing specific "jobs."

Carry books to the library, or to another teacher

Hand out papers to the class

Watering plants in the classroom

Push/pull heavy items in the classroom, i.e., chairs, boxes, class supplies

Erase the board

Empty wastebaskets or recycling

Seating Modifications:

Providing movement opportunities on the child's seat, or at his desk is a great way to provide necessary sensory input many children crave, while also helping to increase their attention during stationary, table top tasks.

Tie a Theraband around the front legs of the child's chair

Provide a wiggle seat to place on the chair surface

Allow time for "chair push-ups," especially before seated writing tasks

Keep Those Hands Busy:

Many children with sensory processing challenges have a need for tactile input, resulting in constant touching of objects, and other classmates. For these kiddos, maintaining an optimal arousal level with regular (and non-distracting) tactile input is important.

Place a Velcro strip on, or inside of the child's desk, or on the edge of his seat

Give the child a small bottle of lotion (with a calming scent, such as lavender) to place in his desk, or in his back pack, for those times when he needs to move his hands

Experiment with fidgets in a variety of forms: worry stone, paperclips, squeeze ball, necklace fidgets, bracelets, zipper pull fidgets, etc. (For some children, however, these items may be too distracting. If the object is decreasing attention, opt for the sensory input as noted above with Velcro placed on the desk itself.)

Movement Breaks:

All children need frequent breaks from work to get up and stretch and move their bodies. Frequent gross motor breaks help to "wake-up" the body and reset the brain, increasing arousal levels, resulting in improved attention and a calm body

Provide simplified yoga routines

Try jumping jacks, or marching around the classroom (or at the desk)

Try "animal walks," such as bear walk, crab walk, or frog jumps

Recess time with active play including running, jumping and climbing

Reducing Visual and Auditory Stimulus:

For those children who become overwhelmed with too much visual input, or noise in the classroom, try the following strategies to help them maintain attention and focus.

Use low light, or natural light as much as possible versus fluorescent lighting

Provide a "quiet space" in one corner of the classroom where children can complete work with less distractions (adding beanbags to sit in this space would be a great addition as well)

Play quiet, rhythmic music

Eliminate clutter on bulletin boards

Place a curtain or sheet over open shelves containing games, art materials, toys that may be distracting

Snack Time:

Chewing, biting, or sucking on hard, crunchy items can be very regulating and calming for kids with sensory challenges.

Parents can pack chewy food items such as a bagel, or dried fruit to provide great oral proprioceptive input

Teachers may want to allow a water bottle with a thick straw to be kept at the desk (adding a little lemon to the water may help arousal levels as well)

Parents can pack a wide-mouth straw for eating items such as yogurt and applesauce

Provide crunchy fruit and veggie snacks such as apples, carrots and celery

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Top Sensory Strategies for Use in the Classroom - North Shore Pediatric Therapy

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This blog is a compilation of sensory strategies for use in the classroom to promote the learning potential of children, including those with SPD.

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Description

Details: 17-page PDF digital download File Size: 8.6 MB Language: English

Hey OTs!

Do you have kids on your caseload who need and will benefit from sensory breaks and/or supports incorporated into their day? Of course you do!

Ever had trouble getting teachers and/or staff to invest their time and effort in implementing your suggestions for sensory breaks and strategies?

Do you need a tangible solution that structures your sensory consultation in a way that is easy to understand and carry out?

Look no further. The Sensory Smart Toolkit is your answer! Provide insight into your student's sensory needs and how to address them in a way that flows with natural classroom or home routines. Choices are categorized by the type of sensory input. This allows you to quickly and easily recommend solutions that are based on the sensory needs indicated in your clinical observation, assessment, or sensory questionnaire. This low-prep packet offers 60 options for sensory breaks and strategies that are super easy to implement!
This packet is not intended to be used as a prescribed sensory diet but rather as informal sensory supports that can be implemented by teachers and parents to facilitate optimal learning and focus in children under your consultation. Use clinical judgment to determine appropriate use.
Want to learn more about creating a sensory smart classroom or home? Check out my blog post: How To Create a Sensory Smart Classroom or Home.

Only logged in customers who have purchased this product may leave a review.

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Sensory Smart Toolkit (Digital Download)

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Details: 17-page PDF digital download File Size: 8.6 MB Language: English Hey OTs! Do you have kids on your caseload who need and will benefit from sensory breaks and/or supports incorporated into their day? Of course you do! Ever had trouble getting teachers and/or staff to invest their time and effort in implementing your suggestions...

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Working with Schools with Raising a Sensory Smart Child

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Working with Schools with Raising a Sensory Smart Child

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Most kids with mild sensory problems and no other issues do just fine learning and socializing at school with a bit of understanding, extra support, a sensory diet, and a few simple accommodations. You may be able to work this out informally with your child's school. However, a child with sensory processing disorder (SPD) may need more help to thrive in the classroom and elsewhere at school (the cafeteria, gym, art class, etc.).

If your child qualifies for special education services, he will receive an IEP (Individualized Education Plan), created cooperatively by you and the school, that spells out how the school will meet his unique needs, providing a free and appropriate education (FAPE) in the least restrictive environment (LRE). In plain English, that means that children cannot simply be placed in a special education classroom that doesn't meet their needs. The object is to figure out how to help the child function in a less-restrictive, appropriate classroom. As a parent or professional, you can help tremendously if you develop your sensory smarts, and use good observation skills and creativity to make the school environment and the child's needs a better match.

504 plans

If your child with sensory issues doesn't receive special education services, he can still get help through a 504 plan. A 504 plan is a formal document that states what accommodations must be made for your child, such as allowing her to eat lunch somewhere other than the noisy cafeteria, having more time allotted for taking tests, and so on.

IEPs

If your child receives special ed services, his IEP will spell out specifics such as school accommodations (preferential seating, sensory diet activities and others), assistive technology, therapeutic and educational goals, and mandates for related services such as OT, physical therapy, and speech therapy. A wonderful book for helping you understand the IEP process and your rights, deal effectively with the school system, and resolve disputes is The Complete IEP Guide: How to Advocate for Your Special Ed Child by Lawrence M. Siegel. You may also want to check Wrightslaw for articles, information, and a blog on special education rights.

Avoiding Sensory Overload at School

There's a big difference between "bad behavior" and "sensory overload." You can help the school recognize and manage this by describing what overwhelms your child, what overloaded behavior "looks like," and what actually helps to avoid getting overloaded in the first place. Doing so get school staff more invested in supporting beneficial activities, ideally for all students. While needs vary from child to child, opportunities to obtain the sensory input a child's nervous system craves and to avoid noxious sensory experiences should be provided across the board. We all need to "wake up" by moving after sitting for a long time, and an occasional break from the intense sensory stimuli in noisy, busy environments such as school, but for kids with sensory issues, brief respites may be crucial in order to remain focused, calm, and attentive throughout the school day.

A sensory diet at school might include:

Walking. Taking a brief walk at specified intervals, perhaps accompanied by an aide.

Brushing. Going to the bathroom, where he can enter a stall and brush himself using the deep touch pressure technique for sensory defensiveness taught by his occupational therapist.

Listening to calming music. Using an iPod or other audio player, the child can listen to music that helps him regain his composure: nature sounds, classical music, or even rock n' roll-whatever effectively organizes his unique nervous system.

Fidgeting with objects. Fidgets such as a Koosh ball, fabric tab sewn in to a pocket, or even a hair band can keep a student's hands busy so she can focus better. b Desk accommodations. A band of stretchy material around front chair legs that he can push his shins and ankles against may help. A carpet square or piece soft cloth he can touch attached to the underside of the desk or an inflatable cushion to sit on can make attending for long periods easier for every child.

Objects for chewing. Objects to chew on such as a Pencil Topper, ChewEase, or Chewable Jewel can provide soothing oral input to keep a student focused on learning rather than sensory cravings.

Push-ups and jumping jacks. Jumping jacks or just jumping in place, and push-ups done in a chair or against a wall provide organizing proprioceptive input at school.

Stretching. Stretching wakes up the body after a quiet activity. Everyone can benefit from stretching after sitting, but it's even more important for a child with sensory issues.

Playground and gym opportunities. All children-especially those with sensory challenges-need opportunities to move before, during, and after school: hang from monkey bars, throw or push objects, run, jump, and pull objects. Otherwise, it can be quite difficult to settle in to quiet classroom activities and obey school rules about "no throwing" and "no running." More progressive schools incorporate movement experiences such as Brain Gym, yoga, or other fun activities into classrooms to keep students on track and ready to learn. The best gym teachers let kids run laps around the gym to blow off pent-up energy before asking requiring them to sit down and listen to instructions for the day's gym class.

A sensory smart OT can help you identify activities that will be most helpful before, during, and after school. If your child's body needs movement to stay tuned in, make sure that recess and gym are never withheld as a punishment, and get this added to your child's IEP.

Appropriate demand for eye contact. A child with sensory issues may need to "block off" his visual sense in order to listen more effectively. He should not be required to maintain eye contact when answering a question requiring concentration. If increasing eye contact is a goal, it should be worked on at other times, not, for example, when he is making a nerve-wracking oral presentation.

Prepare for intense sensory experiences. The sensitive child should be warned in advance about fire drills, for instance, so she can be prepared for the intensity. She should be permitted to wear earplugs or sound blocking earmuffs during such a sensory onslaught.

Special place in line. When lining up with other children, the child should always be at the front or end of the line so she isn't disturbed by other children crowding or bumping into her. (You might ask the teacher to appoint her "line monitor" so this doesn't seem like a punishment.)

Special seating. A sensitive child needs a well-considered seat location in the classroom and other rooms such as art, music, and computer lab. The best spot varies from child to child and the parent, teacher, and OT may need to collaborate to determine the best location in a given room. Children with sensory issues often do best in the front of the classroom close to the teacher, away from distractions such as direct sunlight and vents and noisy radiators. A student may also need to sit where she can't see out the door or windows, or next to a wall for a sense of security.

Trouble at Circle Time and Listening Time

Most schools require children of all ages to sit still, be quiet, and listen for increasingly long periods as they mature. This does not come easily for many children, especially those who are sensory seekers. Accommodations might include:

An inflatable cushion that allows kids to wiggle a bit while remaining seated on a chair or the floor.

Hand fidgets that keep hands busy and out of trouble, such as poking the child next to him.

A Time Timer can help students "keep it together" by giving them a visual cue about how much longer they are expected to be quiet or focus on a given task.

A weighted lap pad or weighted vest. Weighted wearables provide calming sensory input as well as a physical cue to stay in place. Please see Raising a Sensory Smart Child for wearing recommendations and precautions.

Help the sensitive child to not feel singled out! Most kids resist looking "different" from peers, so be sensitive to the desire to fit in. Ask your child for ideas about how he can self-calm. Perhaps gum chewing helps, but the school won't allow it. An appropriate item to chew, such as a Pencil Topper placed on the pen, might work instead. Provide several of these for the classroom so your child isn't the only one with "funny pencils."

Tests, Classroom Assignments, and Organization

Test accommodations. A child with sensory challenges may need to take tests in a separate room with fewer children around (to reduce distractions), be given extended time (if she processes information slowly), and be allowed to record answers in any manner (for example, answers may be typed or dictated to someone else).

Accommodations for instructions. A child may need instructions or the day's schedule to be provided verbally and visually, either written on the board or in writing. This is particularly true for students with auditory and visual processing difficulties.

Organizational help. Children with poor sensory processing are often disorganized in terms of time, space, and objects. Providing accommodations to help him stay organized is not "enabling" him any more than giving a nearsighted child prescription eyeglasses. Over time, the child can be taught, step-by-step, how to become better organized. In the meantime, he may need more help than the average child to stay organized so he can get his schoolwork done on time, according to the directions. Here are some tips:

Backpack and homework check. The teacher or aide helps your child to check his backpack at the end of the day to be sure no items are left behind. He's given an assignment notebook, which is broken down by subject matter and has room for short notes between teacher and parent. Both teacher and parent sign off on the assignment notebook daily.

Back ups. Your child is able to keep a second set of books at home. If the teacher has an online class page, she can upload the directions for multipart assignments with multiple deadlines. At the beginning of the year, obtain phone numbers and email addresses of other parents who may be able to lend books or provide assignment directions in a pinch.

Concentration accommodations. Your child may sit at a desk by himself instead of a table when working on multi-step, complex assignments, for better concentration.

Visual accommodations. Your child may wear any prescribed eyewear, including colored lenses and sunglasses indoors, that has been determined necessary. He is to be provided with written directions, in a form he can easily read (for example, black on white paper rather than colored markers on a white board).

Help from School-Based Occupational Therapists

School-based OTs often have ingenious ways to help your child thrive at school. A school-based OT may provide direct services to your child simply be available on a consultation basis. The mode of service delivery must be specified in your child's IEP. Here are some of the ways in which school-based OTs help kids in the classroom, lunchroom, playground, gym, art room, music room, computer lab and elsewhere at school.

Handwriting ("graphomotor") difficulties, often due to decreased hand strength and stability or impaired proprioceptive processing (pressing too hard or too lightly). Poor writing can also be related to visual processing problems and/or motor planning issues (difficulty developing and carrying out a sequence of movements).

Transition difficulties, such as going from the noisy cafeteria or playground into a quieter activity, can be very challenging for kids with sensory issues.

Playground and physical education issues, including how to use equipment appropriately. An OT may help your child build core strength and endurance, and may show a student how to calm down and transition to quiet activities after intense movement input such swinging or participating in sports makes her wired.

Focusing, attending, and staying organized. A sensory smart OT can help a child learn how to calm and organize his system so that he can better focus and attend to learning.

Difficulties with specialty classes. The routines and environments in special classes such as physical education, art, music, and computer lab can be challenging. Such classes often involve extra background noise (e.g., classmates talking and moving at once) as well as unpleasant odors (e.g., arts and craft supplies) or irritating sounds (e.g., musical instruments or off-key singing). An OT can help a student and specialty teacher develop solutions to these issues, and we provide many suggestions in Raising a Sensory Smart Child.

If your child receives OT at school, check where service takes place. If the service is "pull out," it means the OT removes your child from the classroom to work in a separate location. That's great for working on skill development and doing more intense sensory diet work. Be sure, however, to ask the OT visit your child in the classroom too so she can identify and address any needs in the actual room where most of the day is spent. If your child is mandated for "push in" OT services, it means the OT works with your child in the actual classroom. Ask the OT whether she is able to effectively build your child's skills while in the classroom, and how she can help your child to not feel singled out. Keep in mind that the school-based OT really does want to hear from parents. She would love to hear what you've already discovered works well for your child!

Previous (Sensory Diet Activities)

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How to advocate for your child with sensory issues at school.

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While many educators report that student behavior issues are on the rise, consider that some of these students may be seeking a unique sensory need. Sensory rooms in a school setting are intended to be a therapeutic place students can visit to calm, regroup, and refocus themselves. Students can visit for a few minutes when needed or have scheduled time in the sensory room to explore, imagine, and burn off some curious energy. Many schools that have created a sensory room (or a sensory space) have noticed a dramatic decrease in behavior referrals. Ready to create one at your school? These must-try sensory room ideas will make your space the most efficient (and coolest) place in your school!

By the way, we know sensory room equipment costs add up, so consider writing a grant to your local school district, community organizations, or online support sites to get help with funding your sensory room.

1. Go for a swing

Swinging is a calming motion for children. When a child is anxious or overly stimulated, the swinging motion can release endorphins in the body, allowing children to get calm and feel a sense of comfort or relief. While it may seem like a child is just running around the general education classroom or swaying side-to-side in a chair, they could be expressing a physical need. Take them into the sensory room to find a sense of calm on the swing.

Buy it: Swinging Monkey Giant Mat Platform Swing at Amazon; Outsunny Rectangular Tree Swing at Oriental Trading

Image: Li Herald

2. Regroup in a comfort chair

Though egg chairs can be quite pricey, there are plenty of other cost-efficient alternatives that can serve your students' needs in your Sensory Room. When a child is expressing sensory overload or is in need of a sensory outlet, sometimes seclusion can be beneficial. Students can grab a book, use a fidget, or take a short rest in the comforting chair to regroup before they continue with their day.

Buy it: Hanging Basket Chair at Amazon; Mainstays Faux Fur Saucer Chair at Walmart

Image: Diaka Melendez Twitter

3. Walk, crawl, or lie on a sensory mat

Sensory mats can be used in a variety of different ways. Students can push on the mat to relieve emotions of anger or distress. They can walk or crawl on the mat to embrace the tactile comfort that can be associated with different surfaces. Students can lie or roll on the mat to enjoy the pressure the mat can bring to their bodies.

Buy it: Sensory Mat Module Set of Massage Mats at Amazon

Image: Sunflower Speech Twitter

4. Sway in a hammock

Looking for more sensory room ideas for kids who love to swing? Hammocks are another great tool to include in the sensory room at your school. Students can sway side-to-side to relax, roll themselves up to feel comfort, or lie in the hammock to calm themselves and their emotions. Hammocks are a cost-efficient tool to include in your room. (Tip: Consider shopping the spring/summer or other seasonal sales for an affordable find!)

Buy it: Grassman Hanging Hammock at Amazon; Best Choice Brazilian Style Cotton Hammock at Walmart

Image: Spectrum News 1

5. Bounce on a breathing ball

For some students, the chaos of the school day can be a lot to handle. We know that focused breathing helps calm the nervous system and is a great tool to help those who are anxious, upset, or angry. Simply telling students to "just breathe" is not enough. Consider having visuals or tangibles, like a breathing ball, in your sensory room to help students while they breathe and relax.

Buy it: Expandable Breathing Colorful Ball at Amazon

Image: Hundred

6. Gaze at a lava lamp

Lava lamps were all the rage in the 1990s, and there is a reason why: They are just so cool to look at! I would stare at my lava lamp for hours watching the bubbles move around and the light reflecting off each droplet. It brought a sense of relaxation over me, and it can have the same effect on your students. Bring back this oldie but goodie to your sensory room and watch your students get mesmerized!

Buy it: Lava Lamp - Lava Lite at Target; Lava Life Lamp at Walmart; Liquid Motion Bubbler for Kids at Amazon

Image: Noah's Ark Childcare

7. Play in a sand or water table

Sand tables are wonderful for children of all ages. They encourage students to engage and play all while strengthening their fine motor skills, cognitive skills, tactile experiences, and proprioception. Adding a sand (or water) table to your sensory room will allow your students to explore and can be an area where students work on communicating and sharing with one another.

Buy it: Step2 Naturally Playful Sand Table at Amazon; Word Formation Sand Tray at Oriental Trading

Image: Field Museum

8. Take a walk down a sensory path

Children are wiggle-worms-it is part of their nature! Sensory paths are a wonderful resource in a sensory room or in other areas of your school. Place sensory paths in the hallway to encourage students to release energy in their simple movements (like walking in a line) around the school. When you have a student who needs a minute to let off some steam, have them venture down the sensory path. A quick few minutes will help them regroup and allow them to return to the classroom refreshed and ready to learn.

Buy it: School Floor Sensory Path at Etsy; Really Good Stuff EZ Stick Sensory Path for Hallways at Amazon

Image: Shelby County Reporter (Helena Elementary School)

9. Watch LED bubble tubes

There are many sensory room ideas that involve mood lights. LED bubble tubes satisfy the visual stimulation some students crave. Similar to a lava lamp, students watch the bubbles, highlighted by LED lights, move around the tube. These LED bubble tubes can be large or small in size, depending on your environment. These eye-catching beauties will not disappoint!

Buy it: Playlearn Sensory LED Bubble Tube at Amazon

Image: SplashLearn

10. Hold water beads

Have you ever been to a wedding and seen colorful beads filling the flower vases? Mesmerizing, aren't they? Water beads are a great asset to your sensory room as they can fill a sensory bin for your students to explore. Students can dig through the beads to find objects, sort by color, or simply play with them in their hands. Water beads will hold students' attention and distract them from their daily worries.

Buy it: Sensory Water Bead Bean Bags at Amazon; Water Beads by Creatology at Michaels

Image: Someone's Mum

11. Jump on a crash pad

Instead of creating pillow forts for students to topple into, consider a crash pad! Crash pads are just that: a place for a students to jump and "crash" into. Some students may be doing this to let out energy or to reenact something they've seen. Other students are doing this to fulfill a sensory need. So let them jump! Let them run! Let them crash (safely, of course)!

Buy it: Milliard Deluxe Crash Pad at Amazon

Image: The New York Times

12. Jump on a trampoline

Students come to school with a variety of needs daily. Some kids may come to school having too much energy they need to let off. Other students simply need a physical sensory outlet. A trampoline is a great, cost-efficient tool to meet these student needs. It is the perfect addition to your sensory room.

Buy it: Costway Kids' Trampoline w/Handrail at Target; Little Tikes 3-foot Trampoline at Walmart

Image: I'm 4 Students

13. Press on gel pads

In need of more sensory room ideas and hands-on sensory items? Consider gel pads! They come in a variety of shapes and sizes depending on their intended usage. You can have students use these for sensory satisfaction while they push the pads and watch the gel move around. You can also incorporate academic learning by having students form letters, numbers, and shapes in the gel. It will be a student favorite in your room.

Buy it: Liquid Fusion Activeplay Centers at Amazon

Image: Your Kids Table

14. Lounge in a sensory pea pod

Deep-touch pressure provides a calming effect to the body. If you need some flexible seating ideas for your sensory room, try sensory pea pods-large cushions with a hole in the middle for students to sit in. They can relax, complete their learning, have conversations, etc., while sitting in the pea pod. This great addition to your sensory room allows students to unwind and regroup during the school day.

Buy it: Hakla Hug Autism Sensory Chair at Amazon

Image: Stephanie Di Fazio Twitter

15. Look in the mirror

Sensory rooms are intended to be a place where students can go to relax, let out their overstimulation, or have life-skills learning time. A simple yet wonderful tool you can add to your list of sensory room ideas is a mirror. Students can use the mirror to look at themselves, their bodies, and their facial features. Mirrors can also be used as a teaching tool to learn about emotions and expressions. A helpful (and inexpensive) find for your school's sensory room.

Buy it: Mainstays Rectangle Door Mirror at Walmart; Handheld Mirrors at Dollar Tree

Image: Fun & Function

16. Build foam play structures

Students love to jump, crawl, lay, throw, and topple over objects. Purchase some foam play structures for students to do just that in your sensory room. Foam play structures come in a variety of sets, shapes, and colors. They are soft and safe for students to use and hard for them to destroy. These can get a bit pricey but will pay off in the long run.

Buy it: Softzone Foam Indoor Play Structure at Oriental Trading; Climb & Crawl Foam Activity Play Set at Amazon

Image: Abilities.com

17. Balance on a yoga ball

Occupational therapists use yoga balls to help people strengthen their balance and range of motion. Yoga balls can also be used in a sensory room to help students exercise their vestibular needs. Not only is it a fun tool to use, it will greatly benefit your students' gross motor skills.

Buy it: Merrithew Kids' Stability Ball at Target; Thick Yoga Ball Chair at Walmart

Image: Playstreet - Therapy Ball

18. Crawl through a tunnel

The ability to crawl is a gross motor skill milestone we look for with babies. As children get older, they need to exercise their gross motor skills in a variety of ways, and a tunnel is a great tool to use. Placing fun, colorful tunnels in the sensory room allows students to crawl and explore in their protected world. This is an affordable resource you can find at a variety of stores.

Buy it: Toy Time Kid's Pop-Up Tunnel at Target; Spark Create Imagine Pop-up Tunnel at Walmart

Image: A Little Pinch of Perfect

19. Stick sensory decals on the wall

Sensory wall decals are similar to a sensory path. These vinyl decals can be placed on a wall (either in your sensory room or in the hallway) for students to use to exert their sensory need. Students follow the directions on the decal as they push, slide, jump to, or poke the provided decal. Students will have so much fun, they will not even realize this is a tool to aid their emotions!

Buy it: Lazy Breathing Wall Decal at Etsy; High-Five/Push Wall Decal at Etsy

Image: Filter Free Parents

20. Touch fiber-optic lights

Students who typically visit the sensory room are curious and looking to discover new things. Lights tend to catch young students' attention, and using fiber-optic lights is a great way for students to explore with lights in the sensory classroom. Not only are they fun to look at, they are safe for students to touch and use in their sensory play.

Buy it: LED Multicolor Changing Fiber Light at Amazon; Fiber Optic Curtain Light Kit at Amazon

Image: The Rompa Winslow Blog

21. Hang out in a ball pit

Ball pits are one of our favorite sensory room ideas. They are popular at children's play venues because they provide a variety of learning benefits. Students can use their fine motor skills by picking up and throwing the balls and socialize with one another through play in a ball pit. They can learn about shapes and colors while exploring and have fun while doing it! The pressure of sitting in the ball pit can also bring comfort to your sensory-friendly students in the same way a weighted blanket can.

Buy it: Ball Pit Kit at Oriental Trading; Ball Pit with Balls Mini Playspace at Target

Image: Cobb Schools (Chalker Elementary School)

22. Explore textures

Exploring with the senses is good for both the body and mind. Sensory exploration helps build nerve connections and can assist a child in the development of both their fine and gross motor skills. Consider adding a touch-and-feel wall to your sensory room. Students can feel a variety of textures including soft, hard, smooth, bumpy, slimy, and furry surfaces.

Buy it: Playlearn Textured Floor Mat Puzzle at Oriental Trading

Image: Soo Today

23. Focus on light projections

Most students that venture (or need to take an adventure) to the sensory room have a strong sense of curiosity. Let students explore this sense of curiosity with light projectors. Students can gaze at lights along the classroom ceiling or watch the lights as they move around the room. These will not only appeal to students but to teachers as well as this device can easily transform your sensory room into a calming world.

Buy it: Peroptimist Kids Night Light Projector at Walmart; LED Party Projector at Target

Image: Spectrum Sense for Moms

24. Cover up with a weighted blanket

Weighted blankets have been used to bring comfort to both kids and adults with anxiety. As an adult, they have brought a sense of comfort over me when I start feeling overly stressed/upset. You can purchase 3- to 6-pound weighted blankets for your students to use in the sensory room at your school (keep in mind they should be a comfortable weight, not too heavy for children). Students can snuggle under a blanket to de-stress, look at a book, or simply relax.

Buy it: 6lb Waterproof Removable Cover Weighted Blanket at Target; Sivio Kids Weighted Blanket at Amazon

Image: Northwest Arkansas Democrat Gazette (Siloam Springs School)

25. Play on a padded floor

Consider having padded mats, cushions, or floors in your room to help students whose bodily movements are a bit intense or extreme. These padded mats can be spread across the whole room or only be positioned in areas where students could possibly get hurt. Purchasing these mats will be a sound investment for your sensory room.

Buy it: Stalwart Foam Mat Floor Tiles at Walmart; ProsourceFit Puzzle Exercise Mat at Amazon

Image: Courier Express

26. Snuggle with stuffed animals

Young children tend to enjoy stuffed animals. Cuddling a plush stuffed animal brings warmth and a sense of comfort to a child. Consider having stuffed animals in your sensory room for students to have access to if they need a hug, comfort, or just a furry friend.

Buy it: Bulk Mini Stuffed Animal Assortment at Oriental Trading; Fuzzy Friends Plush Animals at Dollar Tree

Image: Capcon Quiet Room

27. Sensory bottles

No list of sensory room ideas would be complete without classic sensory bottles. They can be modified for use by students of all needs and are popular as they can be filled with a variety of different materials to allow students to explore in a non-messy way. You can purchase pre-made sensory bottles (bottles for the seasons, weather, emotions, and more), or create your own sensory bottles for your students' specific wants/needs.

Buy it: Express Your Feelings Sensory Bottles at Amazon; Tornado Spin & Watch Bottle at Amazon; Empty Plastic Juice Bottles at Amazon (to create your own sensory bottle)

Image: Tea in the Wild

28. Fiddle with fidgets

Though fidgets have become a new toy trend, consider their initial purpose and usage. Fidgets are tools intended to calm and relax oneself. Fidgets can come in a variety of shapes and sizes, from squishy balls, Pop-Its, and slime to squeeze beans, puzzles, and more. Use a tub that includes a variety of fidgets in your sensory room as a resource for your curious, upset, and wiggly little students.

Buy it: Fidget Toys Sensory Kit at Amazon; Stress Balls at Oriental Trading

Image: ADDitude: Inside the ADHD Mind

29. Wear noise-canceling earmuffs

As adults, we have days that we want to tune out the world or have some peace and quiet. If you're looking for sensory room ideas for little humans who want this grace too, try noise-canceling earmuffs. They help your students who are sensitive to noise and/or can provide added comfort to a student trying to de-stress and relax. These are essential to have on hand for students in any educational setting.

Buy it: Prohear Kids Ear Protection Noise-Canceling Headphones at Amazon; Amplim Hearing Protection Ear Muffs at Walmart

Image: Headphonesty

30. Chew on a sensory necklace

Have you ever had a student who constantly chews on pencils, erasers, or crayons? They may have an oral sensory need they are trying to satisfy. For some kids, chewing is a way to calm and de-stress. Instead of punishing this behavior, provide them with safe resources to satisfy this need. You can find a variety of chewable necklaces in cool shapes and designs for your students.

Buy it: Chew Necklaces at Amazon; Munchables Sensory Chew Necklaces at Etsy

Image: Kindercare

Have other sensory room ideas to share? Post them in the comments below!

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30 Must-Try Sensory Room Ideas for Schools

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While many educators report that student behavior issues are on the rise, consider that some of these students may be seeking a unique sensory need. Sensory rooms in a school setting are intended to be a therapeutic place students can visit to calm, regroup, and refocus themselves.

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More

Schools can be noisy, busy places. For some, the sheer volume of stimuli can all get too much, making the school environment a stressful and disturbing place at times. The creation of sensory rooms in schools is a practical and effective way to provide calming and safe spaces for pupils with autism and other special educational needs.

WHAT IS A SENSORY ROOM?

A sensory room is a quiet space dedicated to stimulating, developing and relaxing the senses. Unlike a school classroom, where children are usually expected to watch and listen to the teacher, a sensory room allows pupils the freedom and autonomy to explore the environment for themselves, in their own time, using all of their senses. The décor of a sensory room might include low lighting and adjustable lighting projections, fibre optics, mirrors and bubble tubes. It will typically contain a choice of comfortable places to sit, a variety of interesting objects to examine, and it might also feature sounds and soft music.

Sensory rooms in schools are still far from the norm, especially in mainstream schools, but they have an important role to play for many children.

They provide a therapeutic environment for children with autism and other special educational needs

Sensory equipment can be used to develop a range of physical skills

The sensory room can act as a calming space for pupils experiencing emotional or behavioural difficulties

Sensory rooms can help children learn to manage their emotions in a controlled environment, without feeling they are being isolated or punished

Sensory rooms are also an ideal location for ELSA sessions and for therapy and counselling.

WHICH PUPILS CAN BENEFIT FROM A SENSORY ROOM?

Schools need to weigh up the benefits of providing extra resources such as sensory rooms. To many, they might seem like an optional extra - the cherry on the cake, rather than an essential teaching aid. But while there may be many worthy candidates for consideration when dividing up the (limited) budget and allocating space, the case for sensory rooms in schools is in fact a strong one, especially if the school has a significant number of pupils with special educational needs.

CHILDREN ON THE AUTISM SPECTRUM

There are an estimated 1 in 100 people on the autism spectrum in the UK - so a school with 500 pupils is likely to have 5 or more pupils with autism at any one time. While autism affects every individual differently, difficulty processing sensory information is a common characteristic of the condition. Sensory issues can either involve hypersensitivity - where too much stimulus is difficult to cope with - or hyposensitivity, where pupils don't experience the same level of intensity as others. Sensory rooms in schools can help autistic children to deal with all kinds of sensory sensitivities in a relaxing and calming yet stimulating environment.

STUDENTS WITH LEARNING DIFFICULTIES

Learning doesn't just have to happen in the classroom. In fact, for many pupils with learning difficulties, that's an environment highly unsuited to absorbing and digesting information. A sensory room, on the other hand, can enable pupils to develop at their own pace. Furnished with equipment such as mirrors, bean bags, cushions, mats, lights and tactile toys, a sensory room can provide a unique and stimulating learning environment that allows many children to thrive.

All of us have different learning styles: some might understand new information better if they can absorb it visually, while others might require a more hands-on approach (tactile learning). Because of its multi-sensory approach, a sensory room can cater for all of these individual learning styles, providing education that is tailored to students' needs.

CHILDREN WITH DEVELOPMENTAL DELAYS OR SENSORY IMPAIRMENTS

With 11.6% of the school population on SEN support, every school has a responsibility to support this diverse group of students, providing the facilities they need to get the most out of their education. Special education needs come in many forms, but sensory rooms can adapt and cater for a wide range of learning needs and physical requirements.

A sensory room provides physical and mental stimulus for children with physical disabilities, developmental delays and sensory impairments. For children with physical disabilities, interaction with sensory stimuli can help them to develop their sight, sound, touch and hearing, as well as encouraging independence.

The use of sensory equipment can help children to develop and practise a range of skills including:

hand-eye coordination

fine and gross motor skills

colour recognition

communication

sensory skills

PUPILS WITH BEHAVIOURAL ISSUES

Dealing with behavioural issues can be a challenge, but sensory rooms in schools are an effective and chilled-out way to work with children on regulating their behaviour. The calming environment allows pupils to work through any difficult emotions in a safe and supportive space, together with a member of staff. Handling behavioural issues in this way improves focus in the classroom, which has a knock-on effect on the rest of the school population. In this way, sensory rooms in schools are beneficial for everyone.

Schools don't have to wait until behaviour is a problem before resorting to the sensory room, of course. The sensory room can be a place with positive associations that is available for use by all pupils, whether they're developing their skills or simply seeking a place to chill. A sensory environment is also the ideal place to provide emotional support to the whole school population and help young people to develop their emotional intelligence, perhaps in timetabled ELSA sessions.

Finding a suitable space

Most schools are short of space. So where can a sensory room be situated? An ideal solution is a quiet, separate outdoor modular building, based away from the noise and activity of the main school building. Quick and practical to install on existing school grounds, modular sensory rooms can enable every school to accommodate autistic students and others with SEN through the installation of sensory environments.

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HOW SENSORY ROOMS IN SCHOOLS CAN HELP STUDENTS

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More Schools can be noisy, busy places. For some, the sheer volume of stimuli can all get too much, making the school environment a stressful and disturbing place at times. The creation of sensory rooms in schools is a practical and effective way to provide calming and safe spaces for pupils with autism and other special educational needs.

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What is a Sensory Room?

In the bustling environment of a school, filled with activity and noise, it can sometimes become overwhelming for certain learners. This is particularly true for students with autism spectrum disorder and other special educational needs. To address this, many schools have turned to the creation of sensory rooms, providing a safe haven of calm and control within the school's lively setting.

A sensory room is a specially designed environment that caters to the sensory needs of a student, facilitating their participation in learning. It is a controlled, sensory-focused space that is intentionally created to support the unique needs of each student.

These rooms are not just alternative environments for children with sensory disorders, but they also serve as therapeutic spaces for facilitating other types of interventions, such as Lego therapy.

The benefits of sensory rooms are manifold. They provide a tranquil space where students can retreat from the sensory overload of the typical school environment. This can significantly reduce stress and anxiety, thereby enhancing the overall quality of life for these students.

Moreover, sensory rooms can also be used to develop a student's sensory skills, such as visual development and visual stimulation.

For instance, a sensory room might be equipped with blackout curtains to reduce visual stimuli, or filled with soft music to provide auditory comfort. The room could also include various tactile objects to engage the student's sense of touch.

Each element within the room is carefully chosen to cater to the specific sensory needs of the student, thereby creating an accessible environment that promotes positive effects on their learning experience.

In essence, sensory rooms are a powerful tool in the educational landscape, particularly for students with special educational needs. They offer a unique approach to learning, one that is tailored to the individual student, promoting not just academic growth, but also personal development and well-being.
Key Insights:

Sensory rooms are specially designed environments that cater to the sensory needs of students, particularly those with autism spectrum disorder and other special educational needs.

They provide a tranquil space where students can retreat from the sensory overload of the typical school environment, reducing stress and anxiety.

Sensory rooms can also be used to develop a student's sensory skills, such as visual development and visual stimulation.

Each element within the room is carefully chosen to cater to the specific sensory needs of the student, creating an accessible environment that promotes positive effects on their learning experience.

Sensory rooms offer a unique approach to learning, promoting not just academic growth, but also personal development and well-being.

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What is present in a sensory room?

A sensory room is a calm space devoted to relaxing and developing the senses. Unlike a regular classroom, where each pupil is mostly expected to listen to the teacher, a sensory room provides children with the autonomy and freedom to analyze the self environment using their senses in their time.

The internal calm environment of a sensory room may include special lighting. It has a Bubble Tube Seating Area, sensory lighting and Bubble tube fibre optic mirrors. A regular sensory room has a soft seating arrangement and a wide variety of interesting things to assess, and it might also contain multi-sensory equipment such as a musical touch wall beanbag chair and soft music.

Equipment items to consider:

Interactive wall panels

Sensory lighting

Beanbag chair

Infinity tunnel

Sensory bathrooms

The ability to transform the room into a dark space

Activity mats

Art equipment

Building blocks creating tactile experiences

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9 Therapeutic Ways of Using Your Sensory Room

Incorporating a sensory room into the school environment can have a profound impact on students with special educational needs. Here are nine therapeutic ways of using a sensory room:

1. Sensory Integration Therapy: Sensory rooms can be used to provide sensory integration therapy, a form of treatment designed to help children with sensory processing issues. This therapy involves specific activities that challenge the child's ability to respond appropriately to sensory input.

2. Emotional Therapy: Sensory rooms can also be used for emotional therapy, especially for children with autism. The calming and engaging environment can help manage emotional outbursts and reduce anxiety.

3. Visual Stimulation: The use of lights, colors, and patterns in a sensory room can provide visual stimulation, aiding in visual development and focus.

4. Cognitive Skills Development: Sensory rooms can be equipped with puzzles, games, and interactive displays that challenge and develop a child's cognitive skills.

5. Communication Skills Enhancement: Interactive elements in a sensory room can encourage non-verbal students to communicate their preferences, promoting the development of communication skills.

6. Motor Skills Development: Sensory rooms often include equipment that promotes physical activity, helping to develop gross and fine motor skills.

7. Relaxation and Calming: The calming environment of a sensory room can provide a safe space for overstimulated children to relax and regain control.

8. Social Skills Development: Group activities in a sensory room can encourage interaction and cooperation, fostering social skills development.

9. Individualized Learning: Sensory rooms can be adapted to meet the specific needs and preferences of individual students, providing a personalized learning environment.

As Dr. A. Jean Ayres, an occupational therapist and clinical psychologist, once said, "Sensory integration is a normal, neurological, developmental process which begins in the womb and continues throughout one's life." Sensory rooms, when used effectively, can significantly contribute to this process, enhancing the overall learning experience for students with special educational needs.

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What are the advantages of building sensory rooms in a school?

The presence of Sensory rooms in mainstream schools is not a common practice, but they play an important role for many children. For example:

A sensory room offers a therapeutic space for children and adults with autism and other special needs.

Choices of equipment can be used to improve a variety of physical and cognitive skills.

The calm environment of a sensory room may help students with behavioural difficulties.

Students learn to self-regulate emotions in a controlled environment, without the feeling of being punished or isolated.‍

Sensory rooms provide a perfect place for ELSA sessions and counselling and therapy.

However, within the safe space of a classroom, sensory interventions (resources/activities) are preferred over the sensory rooms.

Also, a sensory room is not required at all schools, and not every pupil will benefit from it. Considering that the Sensory Spaces' construction, maintenance and operation can take much time, funds and resources, every school needs to critically reflect on its necessity for a Safe Environment of a sensory room.

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Sensory integration therapy

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Which students can benefit from a sensory room?

Schools need to assess the advantages of offering additional resources like sensory rooms. Some people feel that sensory rooms are an extra facility instead of a crucial teaching resource.

In the UK, approximately 1 in 100 persons are on the autism spectrum. Therefore, a 500 students school will possibly have 5 or more students with ASD. Even though autism affects every individual differently, facing problems in processing sensory information is a common aspect of the health care condition.

People with autism or any other sensory problems may either involve hypersensitivity (in which students do not feel the same degree of intensity as others) or hypersensitivity (in which students cannot cope with too much stimuli. Using a comfortable space to design age-appropriate activities for students is one of the ways that a sensory room can be utilised most effectively.

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Using Bubble Tubes in Sensory Rooms

A common component of Sensory Spaces is a bubble tube. It is frequently kept in one corner with two bubble tube mirrors put in to give the illusion of three tubes rather than one. In most cases, a platform is created surrounding the tube such that pupils may sit close and touch the tube. There are many reasons for installing Bubble tubes in sensory rooms:
1. Sensory Stimulation
Bubble tubes provide visual sensory stimulation. They often have LED lights that change colours and watching the bubbles float up through a variety of lighting effects provides sensory input. Some bubble tubes also have a vibrating component that allows for a multi-sensory experience.
2. Calming visual focal point
It is a widespread calming activity is to find a place to focus while relaxing one's mind. Most learners will be motivated to keep their focus on their heartbeat, breath, or "visualize" an object. Most of the times, it is easier for the learners to focus their attention on something external. The harmonic motion of the bubble tube offers a calming, concrete, visual focal point.
3. Meeting IEP or learning goals
Some bubble tubes come with switches that allow students to change colours, turn them on and off, or change light patterns. Teachers will use these switches to teach a variety of IEP goals including cause and effect, colours, or other attributes such as on and off).

In schools, Sensory Spacesallow children with autism to deal with all sorts of sensory emotions in a calming and relaxing yet provocative environment.
4. Sensory stimulation
Bubble tubes may give rise to visual sensory stimulation. Bubble tubes mostly have colour-changing LED and watching the bubbles drift through a wide range of effects of lighting offers sensory input. Many bubble tubes encompass vibrating component that facilitates a multi-sensory experience.

Sensory Spaces offer mental and physical stimuli for individuals with sensory impairments, developmental delays and physical disabilities. For those with physical disabilities, interaction with Multi-Sensory Environment may help to develop touch, sound, sight, hearing, and autonomy.The use of sensory equipment may enable children with Developmental Disabilities to build and apply various skills, including:

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How do children with special needs benefit from sensory rooms?

Spending time in a calming environment of a sensory room has a positive impact on fine and gross motor skills, as well as, tactile, auditory and visual processing. By offering a sense of comfort and calmness, calming space of a sensory room enables learners to self-regulate their negative behaviours, which eventually improves focus.

Occupational therapists (OTs) have been using the concept of a sensory room for years, but the advantages of "Multi-Sensory Environments of sensory rooms" are so tremendous that a lot of people are building a calming environment of a sensory room in their schools or homes as well.

It is suggested that certain children with special needs might benefit from spending at least half an hour in the sensory environment under the supervision of a physical therapist, occupational therapist and educator. The educator, occupational therapist and physical therapist will work together to create lesson plans and care programmes for those with special needs.

Learning does not take place only in the classroom environment. In fact, for a lot of students with learning difficulties, the environment of a regular classroom is not suitable for learning and digesting information. However, the environment of a sensory room may allow these students to learn at their own pace.

Equipped with things such as bean bags, mirrors, mats, cushions, lights and toys, the stimulating learning environment of a sensory room may offer an opportunity for each student to thrive. Every person has a unique learning style: some may grasp new information better when they are provided with the information visually, whereas, some may prefer a more hands-on strategy (tactile learning). The multi-sensory strategy of a sensory room makes it suitable for all the students with different learning styles, offering education tailored to fulfil all of the student's needs.

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How can schools use sensory rooms to provide therapeutic learning environments?

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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How to Set Up a Sensory Room in Your School: 8 Easy Steps

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Sensory room Setups help students with issues that hamper their learning & social development. Here's how sensory rooms will help your students learn better!

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What is a sensory room?
Sensory rooms are now common in schools, hospitals and community centers. These rooms use sensory equipment to create a controlled sensory-focused environment. These environments allow sensory experiences to be individually tailored to meet the specific needs of an individual.

Good sensory rooms are well structured so that the amount and intensity of a sensory experience can be easily controlled and monitored. This is essential when using a sensory room to manage overstimulation and stress or to provide sensory integration therapy to individuals with sensory processing challenges.
What is the purpose of a school sensory room?
These rooms can serve multiple purposes. They can promote self-organization, be a calming area, provide leisure, help with sensory integration, or act as skill training centers. They also provide great inclusion spaces that all students can explore together.
Who do sensory rooms help?
A well designed room can also serve people of all ages, multiple disabilities, as well as facilitators, teachers, parents, caregivers, and therapists.
Why have a sensory room?
Those with multiple disabilities often have sensory impairments. By controlling sensory input in the room it is possible to eliminate distractions and assist people to attend to specific objects that may help them make sense of their external environment.

A sensory room can also provide these additional benefits:
- Modulate the environment so that you can reduce the opportunity for over-stimulation.
- Creates a safe space with tools students can use to self regulate and manage anger, over-stimulation and stress.
- You can create a controlled space to assess the type of environment a student is most comfortable in and the sensory activities a person is most responsive to.
- You can create a comfortable space for students to relax in to help them interact with others.
- Provide a safe crisis and de-escalation area.
What is the research on sensory rooms?
Research on sensory rooms is ongoing. So far studies have shown they are useful for reducing and managing stress and aggression. Therapists have also used the room for "supporting reflective learning during critical incident debriefing" 1, 2, 3, 4, 8 They can also reduce stereotyped/repetitive behaviors in adolescents and adults. 3, 5, 6 Use of the room can also increase attention and focus. 8
How do schools and mental health facilities use sensory rooms?
- Reduce Stress
- Reduce Stereotyped/repetitive Behaviors
- Reduce Aggression (9)
- Increase focus
- Motivate Learning
- Increase interaction
- Assist with sensory integration therapy.
How do you set up a sensory room?
Before designing the room it is important to consider:

1. The individual needs of the clients who will use the room. What are the ages, abilities, and needs of the individuals who will use the room?

2. How many individuals will need to use the room at the same time?

3. How the room will be used. Will the room be a calming area? Will it be used for therapy sessions including occupational therapy, speech, sensory integration therapy, or one on one instruction?

4. Keep in mind the long term use of the room. If all of your equipment is static, students can become bored. A good goal is to create a flexible space that allows you to create different scenes or moods depending on the emotional, cognitive, and physical needs of the students. How will the room be adapted to meet changing needs and keep it interesting?

Common Components of a Sensory Room Why Do Sensory Rooms Have Bubble Tubes?
A common component of many sensory rooms is a bubble tube. It is often placed in a corner with two mirrors installed to give the illusion that there are actually three tubes instead of one. Usually a platform is built around the tube so that students can sit near the tube and touch it.

Bubble tubes are installed in sensory rooms for a variety of reasons:

Sensory stimulation- bubble tubes provide visual sensory stimulation. They often have LED lights that change colors and watching the bubbles float up through a variety of lighting effects provides sensory input. Some bubble tubes also have a vibrating component that allows for a multi-sensory experience.

Calming visual focal point- A common calming activity is to find somewhere to place your attention while you relax and center your mind. Often students will be prompted to focus on their breath, heartbeat, or "visualize" something. Often students have an easier time focusing their attention on an external object. A bubble tube's rhythmic bubble motion provides a concrete, calming visual focal point.

Meet IEP or learning goals- some bubble tubes come with switches that allow students to change colors, turn on and off, or change light patterns. Teachers will use these switches to teach a variety of IEP goals including cause and effect, colors, or other attributes such as on and off.

Do you have to have a bubble tube in a sensory room?
Most assume that if you are going to have a sensory room you must have a bubble tube. This assumption is not true. A bubble tube should be placed in a room based upon the goals of the facility.
What color to paint the room?
Traditional thought is to paint a sensory room white. This allows different visual effects to show up better when they are projected on a wall. A note about an all white room. Some sensory rooms are completely white with white walls and white soft flooring. This can be a challenge for those with visual impairments. It limits the number of visual cues making it difficult to differentiate between the walls, floor, door, and doorframe. Also this can make keeping the room clean difficult!
More Set up Tips

Make sure that you have adequate space between equipment so that students can move freely. Quiet and uncrowded spaces are essential for managing overstimulation and stress. (10)

Before ordering equipment make sure you have budgeted money for installation. Check to make sure the room is set up with adequate electrical outlets. Depending on the equipment you order, you may need to include a contractor and/or electrician in your budget.

When designing the layout of your room pay attention to where the electrical outlets are located. You can save a lot of money by simply placing equipment near an existing outlet.

Smaller areas within a larger sensory room can be created that give students an opportunity to explore objects and people close to them. You can divide up the space using sound sponge dividers or hanging curtains with different materials.

Windows may need to be darkened if light effects are going to be used. You can cover them with dark paper, use blackout curtains, or install blinds.

Think about your floor coverings. Some room designs cover the entire floor with wall to wall mats. However, this creates an unstable surface that can be difficult for some individuals to move independently and may limit wheelchair access.

Carpet: go for plain colors if the floor is highly patterned it will detract from other features in the room and could cause overstimulation. For those prone to sensory overload it is important to provide a blank place to look at.

Any equipment with a heat source should be positioned where there is plenty of ventilation so that the equipment does not overheat.

Staff Training is a Must
Unfortunately, chaotic and unpredictable environments are sometimes created when a room is poorly designed or personnel are not trained how to properly use the room. It is essential that the support personal understand how to use the room itself, not just the equipment inside it.

It is more important how you use the space not what you have in it. One of the most common mistakes is to go into a sensory room and turn on every piece of equipment. This can be very over stimulating for some. If used incorrectly students can exhibit self-injurious or aggressive behavior. Remember the equipment is only as good as the person using it.

National Autism Resources would love to help you set up your next sensory room. Please call us toll free at 877-249-2393 for a free consultation.
References:

1. Brosnan J, Healy O (2011) A review of behavioral interventions for the treatment of aggression in individuals with developmental disabilities. Research in Dev. Disabilities, (2):437-46.

2. Champagne, T & Stromberg, N (2004). Sensory approaches in inpatient psychiatric settings: Innovative alternatives to seclusion and restraint (CE Article). Journal of Psychosocial Nursing, 42(9), 35-44.

3. Forsyth AS, Trevarrow R (2008) Sensory strategies in adult mental health: A qualitative exploration of staff perspectives following the introduction of a sensory room on a male adult acute ward. Int J Ment Health Nursing, (6):1689-1697.

4. Novak T, Scanlan J, McCaul D, MacDonald N, Clarke T. (2012) Pilot study of a sensory room in an acute inpatient psychiatric unit. Australas Psychiatry, (5):401-6.

5. Hill, Lindsay; Trusler, Karen; Furniss, Frederick; Lancioni, Giulio (2012) Effects of Multisensory Environments on Stereotyped Behaviours Assessed as Maintained by Automatic Reinforcement. Journal of Applied Research in Intellectual Disabilities, v25 n6 p509-521.

6. Novakovic N1, Milovancevic MP2, Dejanovic SD3, Aleksic B4. (2019) Effects of Snoezelen-Multisensory environment on CARS scale in adolescents and adults with autism spectrum disorder. Res Dev Disabil. Jun;89:51-58.

7. Case-Smith, J. (2009). Relationships among Psychology, Stress, Behavior, and the Environment. OTJR: Occupation, Participation and Health, 29, 146-147.

8. Thompson, C. (2011). Multi-Sensory Intervention Observational Research. International Journal of Special Education , 26, 202-214.

9. Price O, Baker J, Bee P, Lovell K. (2018) The support-control continuum: An investigation of staff perspectives on factors influencing the success or failure of de-escalation techniques for the management of violence and aggression in mental health settings. Int J Nurs Stud. Jan;77:197-206.

10. Oostermeijer, S., Brasier, C., Harvey, C., Hamilton, B., Roper, C., Martel, A., ... & Brophy, L. (2021). Design features that reduce the use of seclusion and restraint in mental health facilities: a rapid systematic review. BMJ open, 11(7), e046647.

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What is a sensory room? Sensory rooms are now common in schools, hospitals and community centers. These rooms use sensory equipment to create a controlled sensory-focused environment. These environments allow sensory experiences to be individually tailored to meet the specific needs of an individual.

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Increasing on Students Engagement and Motivation Strategies 

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Increasing on Students Engagement and Motivation Strategies 

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Teachers can motivate middle and high school students by providing structure while also allowing them some control over their learning.

A 2018 Gallup study found that as students get older, they become less engaged, or " involved, enthusiastic, and committed." The study contained some alarming findings: In fifth grade, most students (74 percent) report high levels of engagement with school. However, by middle school, only half of students are engaged, and by high school the number of engaged students shrinks to about one-third.

Student engagement continued to be a pressing concern for parents and educators during and after the pandemic. Approximately half of parents (45 percent), 77 percent of administrators, and 81 percent of teachers said that keeping students engaged was difficult during remote learning. In addition, 94 percent of educators considered student engagement to be the most important metric to look at when determining student success. Gallup found that students who are engaged with school not only report achieving higher grades but also feel more hopeful about their future.

Student motivation

Engagement and motivation are separate, related, but often confused. Motivation is the driving force that causes a student to take action. Engagement is the observable behavior or evidence of that motivation. Motivation is necessary for engagement, but successful engagement could also help students to feel motivated in the future.

In my book The Independent Learner, I discuss how self-regulated learning strategies help students to increase their motivation and willingness to engage in learning because they create feelings of autonomy, competence, and relatedness. According to research by Ryan and Deci, these are the three components that facilitate motivation:

Autonomy is a "sense of initiative and ownership in one's actions."

Competence is a "feeling of mastery" and a sense that with effort a student can "succeed and grow."

Relatedness is when the school setting "conveys respect and caring" that results in the student feeling "a sense of belonging and connection."

Motivating students in the classroom

It is important not to confuse engagement with entertainment. In an EdWeek survey, researchers found that the entertaining activities that teachers expect to engage students are not necessarily working. While the majority of teachers who had increased their use of digital games assumed that games would engage students, only 27 percent of students reported feeling more engaged when digital games were involved. In addition, 30 percent of students said learning was actually less engaging.

So what creates engagement? Gallup found that students who strongly agreed with the following two statements were 30 times more likely to report high levels of engagement with school:

My school is "committed to building the strengths of each student."

I have "at least one teacher who makes me excited about the future."

In other words, engaged students recognize that they have the support of caring adults who are willing to partner with them in their learning.

Not all classrooms create these conditions. Controlling classrooms lower autonomy and motivation and increase student frustration. In controlling classrooms, students avoid challenges because they are afraid of failure. They work toward external rewards or to avoid possible anxiety or shame caused by mistakes. The teacher controls the answers and learning materials and uses language like "should" or "have to," and students feel pressured to behave and achieve.

In contrast, creating classroom environments where students feel autonomy, competence, and relatedness helps students to maintain motivation and increase their engagement in school activities. Classrooms that foster motivation and increase engagement are high in structure but low in top-down control. These classrooms have the following qualities.

Supportive: Teachers support autonomy by listening and attempting to understand and respond to students' perspectives. They look at what a student can currently do and where they need to go to reach the standard or objective, and they help the student by building scaffolds or supports to bridge the gap. This makes achievement toward grade-level content possible, even for learners who are not quite there yet.

Personal and individualized: Students feel like they are able to customize their assignments in order to explore their own interests. Students can also be taught to make their own connections to what they are learning through creating their own hooks for a lesson.

Recognizing students' unique qualities and special talents, getting to know what interests students and incorporating these interests into lessons or assignments, and reaching out to parents with a note or email when a student does something well are all strategies that I use to make learning personal and increase relatedness in the classroom.

Structured and goal-oriented: When teachers give students strategies, provide frequent feedback, and show them how to use those strategies effectively, students are motivated by observing their own progress. Teachers can provide a rationale or standard and guide students in setting short-term mastery goals for each required task. They can also help students to align their daily actions and effort with the results they are hoping to achieve by making a process plan.

I have found that when students graph their own progress or use their process plan as a checklist, this makes growth visual and allows students to see the steps they are accomplishing each day toward their goal. In addition, clear expectations, consistency in classroom structure, clear rules, and set routines are all important.

Collaborative: Teachers provide students with choices and opportunities to partner with the teacher in their learning experiences and show ownership in the tasks that are assigned to them. When teachers encourage students to begin to make choices and take responsibility for their own learning, students see a purpose in school activities.

One way to do this is through using self-assessment to prompt reflection on strategy use. I have students analyze their graded assignments to decide what strategies to keep and what to do differently next time. When students see errors as a signal that they need to reflect on the process and learning strategies they used, they realize there are no real mistakes, just opportunities for learning.

Although the pandemic has been difficult, the majority of students (69 percent) report feeling hopeful about the future. Students who are hopeful and engaged are less likely to get suspended or expelled, have chronic absenteeism, skip school, or drop out of school. When educators put effort into the goal of creating a school environment guided by student engagement, motivation, and autonomy, students can see their own growth. This creates an excitement for learning that helps students to maintain hope for the future even through difficult circumstances.

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To Increase Student Engagement, Focus on Motivation

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Teachers can motivate middle and high school students by providing structure while also allowing them some control over their learning.

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Engagement Strategies to Motivate Learners

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Engagement Strategies to Motivate Learners

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Engaged learners are motivated, inspired, and willing to invest effort in learning. In other words, they are a dream to teach. Luckily, while there are almost as many barriers to learner engagement as there are benefits, they can be eliminated with a few smart learner engagement strategies.

So, here are a few general tips for increasing learner engagement and keeping learners motivated, no matter the course or the target audience.

5 simple ways to engage and motivate learners

There are five key learner engagement tactics that can make a huge difference to boosting a learner's enthusiasm for new knowledge and skills. What's great about these tactics is that they can be applied across different courses. In fact, these learner engagement tips can be considered as best practices for motivating every learner, no matter the type of training content.

1. Set clear learning goals

Learners perform better when they know what exactly is expected of them. Setting and communicating clear learning goals in a language that they can relate to is one of the key learner engagement strategies for capturing an audience's attention right from the start.

Understanding your learners' development needs and how they relate to broader business goals is an important first step. That could involve simple surveys asking learners about their previous learning experiences. Light testing also helps determine the gap between current skill levels and those required by business standards.

Invest some time in understanding the unique needs of each learner. In any eLearning course, there should be some overlap between the goals of a course and the personal goals of the learner. For example, a communications course should take into account the personal goals of a learner who seeks to improve their self-confidence in high-pressure communication scenarios, such as salary negotiations.

To really encourage learners to invest emotionally in the course from the get-go, consider opening the course with a personal goal-setting activity. For instance, learners could be asked to outline their expectations of their upcoming learning experience.

2. Make learning convenient

Convenience is no longer just a nice-to-have. Today, keeping learners engaged and motivated is a necessity. A quality LMS is one of the most important tools for creating courses that can be accessed anytime, anywhere.

Choose an LMS that provides access to learning material on mobile devices, both online and offline. Combining a quality LMS with just-in-time learning principles that focus on giving learners what they need, when they need it most, can be a powerful learner engagement strategy.

Structure content in small, manageable chunks that are easy to digest. Then, consider the types of quick-access resources that learners want to engage with frequently. These could be templates, tools, short videos, checklists or even infographics that summarize a procedure.

Do the same with assessment activities. When an assessment takes less than fifteen minutes to complete, completion rates always increase.

3. Get creative with course content

Boredom is a catalyst for causing learners to be disengaged. Stop learners from losing interest in a course by using active engagement strategies. Deliver learning content that is creative and fun to interact with. Just remember that fun is a means to an end, not the end goal itself.

Content formats that keep learners coming back for more include infographics, short, sharp video content, and scenario-based training activities that simulate real-life high-stakes decisions.

Combine creative learning material with microlearning principles to deliver the most important content up front (do not make learners dig for it), and refer learners to quality online resources, like YouTube videos.

4. Reward learners for engagement

As far as learner engagement strategies go, acknowledging the effort learners have invested in learning looks like an obvious choice. But how often is it actually applied?

Start by understanding the things that motivate and inspire learners to keep bettering themselves. Is it a friendly competition with peers? Is it a personal progress bar that provides a visible measure of improvement from one assessment to the next? Or is it, perhaps, acknowledgment from the course instructor or a subject-matter expert?

Leaderboards, badges, and certificates are simple but effective ways to incorporate reward cycles into learning experiences.

One learner engagement tactic is to offer a badge for each activity or piece of content completed. Another is to use a leaderboard to showcase high achievers. Certificates can be the most meaningful of rewards when it comes to motivating adults to learn, because they not only want to build their skills, but also to have something to show for it. Consider how completion and achievement can be acknowledged through certificates. If possible, have certificates signed by an authority figure, such as the instructor, a higher education institution, or the CEO.

Take acknowledgement a step further by having instructors share learner success stories in a meeting or through a short video. Here, they can highlight insightful observations made by learners, remarkable improvements, and other noteworthy achievements.

5. Create open communication channels

Many of the common barriers to learning can be resolved with improved communication. Design courses so that open communication channels are prioritized from the start and make sure that learners understand how to use them. Design these channels to allow feedback and opinions to be shared and make clear that each opinion is valued and heard.

As a strategy to promote learner engagement, online communication can involve casual group discussions, guided peer learning or informal spaces for asking questions. Both structured conversations (e.g., instructor-led) and unstructured conversations (e.g., learner-initiated) can contribute to a sense of community and open communication.

Learner engagement strategies for corporate learners

Corporate learners have additional needs next to their general needs as learners. The following learner engagement strategies are great for addressing these needs and improving the learning experience.

1. Offer real-life rewards for successful training and improved performance

Besides the types of acknowledgment mentioned earlier, corporate learners are also motivated by rewards that impact their everyday work life.

These rewards can include:

Certifications

Promotions

Job expansions

Paid time-off

Performance bonuses

Discounts in favorite stores

Gym memberships

Other forms of reward can be more personal and employee-specific. For example, some employees are motivated by the opportunity to train other employees and share their knowledge and skills.

Public praise can also be a successful learner engagement tactic for corporate learners. Consider announcing the training courses' highest achievers in a team or company meeting, so that the others are aware of their colleagues' dedication and success.

2. Use on-the-job training and relatable simulations

Corporate learners are especially focused on translating their learning experiences into improved job performance. They are likely to be more engaged when asked to deal with real-life workplace issues like the ones they encounter in their job roles frequently.

Use practical ways to motivate learners, such as simulations, case studies and scenario-based activities that ring true to experience. That will keep corporate learners interested. Where relevant, design part of the course in a more practical way to incorporate job shadowing or other forms of on-the-job training. That gives learners an opportunity to practice their new skills and deal with tricky situations first-hand.

Supporting strategies to increase learner engagement and motivation

In this chapter, we discussed some practical tips and tactics for motivating and engaging learners. These strategies are important for all types of learners, including employees. However, these strategies are only achievable when supported by the most suitable LMS solution that comes with rich features and advanced flexibility.

In the next chapter, we will take a closer look at such features and how an LMS can be used to motivate and engage learners.

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7 Successful Learner Engagement Strategies to Motivate your Learners

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Looking for ways to engage and motivate learners? Look no further! We've gathered seven top learner engagement strategies for 2018 to hook your trainees!

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Relationship Between Student Engagement and Motivation 

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Relationship Between Student Engagement and Motivation 

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Ample education research shows the impact of student engagement in academic success. Teachers play a vital role in creating a learning environment that motivates students to learn and cultivates engagement. This post takes a closer look at the relationship between student engagement and motivation and suggests strategies and activities educators can use to keep students engaged and motivated.

The Importance of Engagement and Motivation

Engagement and motivation are distinct yet related. Teacher, columnist, education center director, and author Nina Parrish defines motivation as the driving force that causes a student to take action, while engagement is the observable behavior or evidence of that motivation. Student motivation is necessary for engagement to occur, and engagement helps students feel more motivated (and more likely to continue engaging) into the future.

Student engagement remains a pressing concern and trending topic in education, with one Gallup study finding that students become less engaged, involved, enthusiastic, or committed as they age. While 74 percent of the study's fifth-graders reported high levels of engagement with school, that figure dropped to roughly 50 percent by middle school and fell to about one-third by high school.

Motivating students is one of the major challenges teachers can face daily. Two main types of motivation drive students in the classroom. Intrinsic motivation, or internal motivation, is a personal passion and desire to learn that comes from within oneself. Students with a passion for reading, for example, will likely be more motivated to engage with learning grammar rules or new vocabulary words to help them explore more (and/or more challenging) books.

Extrinsic motivation, alternatively, comes from exterior influences such as rewards or punishments. Some extrinsic motivation-such as a class-wide, progress-tracking reward system, for example-can be beneficial in motivating students to engage in their learning and reach performance goals. However, if their extrinsic motivation is just to avoid punishment or disappointment, students may feel discouraged or afraid to even make an effort to engage for fear of failure. Identifying what motivates your students and understanding how motivation influences student engagement can help you personalize approaches for encouraging engagement in the classroom.

Tips to Motivate and Engage Students

Create a sense of autonomy. Parish writes that self-regulated learning strategies can help increase students' motivation and willingness to engage because they create a feeling of autonomy by offering choices that provide a sense of initiative, ownership, and control over their learning. In addition to working collaboratively, giving students opportunities to work autonomously develops their sense of competence and can result in increased intrinsic motivation and elevated performance. Teaching self-regulation skills lowers dependency on teacher intervention and helps students develop self-efficacy. If students can make choices in their learning, they'll be inclined to become more self-disciplined, responsible, confident, and engaged.

Be generous with praise. In several educational studies focusing on classrooms teaching English as a foreign language, researchers concluded that positive communication behaviors, including praise from a teacher toward their efforts or successes, result in feelings of happiness and pleasure. A sense of enjoyment is of high importance for motivating and engaging students. Those feelings leave learners much more motivated to actively take part in classroom activities and the learning process.

Stay positive. Without even trying any specific strategies or classroom management tactics, your personality and individual teaching style can play a vital role in students' motivation and engagement. Research has found that a teacher's enjoyment of and confidence in their teaching positively impacts student engagement and motivation. Teachers with high confidence and self-efficacy in their teaching are more likely to have positive, proactive, and solution-focused relationships with their students-leaving learners more motivated to engage.

Practice SEL. Social learning experiences and classmate interactions can boost students' motivation to learn and allow them to apply what they've learned to new settings outside the classroom.

Raise the bar. Activities and assignments that are too easy aren't as effective at engaging students as ones that challenge them to reflect on and evaluate subjects in a new way or make connections between new ideas.

Provide targeted and timely feedback. Giving prompt, constructive, and actionable feedback helps form positive relationships, shows students you care, and motivates them to keep working toward their goals.

Consider student preferences when decorating. Ensure your classroom environment is warm, welcoming, and accepting of students from all cultures, backgrounds, and ability levels.

Be open to trying new things. Keep up with new trends and findings in educational research, and seek out proven strategies and teaching techniques.

Discover More Strategies to Motivate Students and Creative Ways to Engage Students with Avanti

Through brief, on-demand instructional videos and accompanying downloadable resources, Avanti members have access to hundreds of proven and field-tested strategies for building relationships, motivating, and engaging students of all grade levels. Get started with a seven-day free trial to begin expanding your teacher's toolkit today.

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The Relationship Between Student Engagement and Motivation - Avanti

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This post takes a closer look at the relationship between student engagement and motivation. We also share activities to boost student engagement.

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15 Strategies for Increasing Student Motivation and Engagement 

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15 Strategies for Increasing Student Motivation and Engagement 

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15 Actionable Strategies for Increasing Student Motivation and Engagement

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By Terri Eichholz - Here are 15 ideas for educators to help encourage students to develop their own intrinsic motivation to learn and succeed.

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Faculty Focus | Higher Ed Teaching & Learning

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When you reflect on any class you've instructed, does this roster resonate? Each factor plays a role in shaping various academic achievements:

Prior knowledge of the subject matter

Motivation and engagement

Learning goals

Learning strategies

Prioritization of the course

Outside responsibilities

College students take a course for various reasons, for example, to meet a major or minor requirement or for personal interest. Some students prioritize their academic work and decide how much effort to put into a certain course, thus the same student's motivation in different subjects may range from less motivated to highly motivated.

As instructors, we want to motivate and engage the whole class and bring everyone to mastery of the course. How can we do that? The answer is: through course planning and by adopting teaching approaches and assessments conducive to student motivation and engagement. This article will focus on the latter and highlight some field-tested approaches and assessments for maximizing instructional effectiveness to improve student achievement.

Part 1: Pedagogical approaches
Backward design
Set the course goals and lesson objectives, then plan activities, assignments, and evaluations/assessments that align with the goals and objectives.

In lecture-based classes, combine lecturing with interactive activities such as Q&A sessions, pair/group work (two to four students) to go over muddy questions, summarize key points, or draw an infographic to demonstrate understanding of what was just covered in smaller segments throughout the class. For example, pause for one or two of the above activities after lecturing for eight to 10 minutes. Depending on students' interest in the subject, it is best not go longer than 10 minutes due to attention span limitation.

Provide variety in assignments. Below are some examples:

Assign a pre-lesson digital reading discussion on a reading text, in which students write comments and ask thoughtful questions.

Assign a pre-lesson oral or written summary of a reading text or video clip.

Use apps such as Padlet, Flip, or course management systems like Canvas for students to post short videos, audio, or text. Allow them access to their peers' work as well as to provide constructive feedback.

Assign a group project that follows the project-based learning design principles. A team project (two to four people) usually consists of different stages: choosing an essential question related to the topic(s) of the course; conducting research and finding information on the question; periodic mini reports on new knowledge the group has learned and their overall progress; meeting(s) with the instructor to clear up any confusion and get timely feedback on progress; and finally, presentation of the final project.

The benefits of a group project include community building where students feel connected with one another as they collaborate to finish a project and apply how what they learned led to deeper understanding. Additionally, they will utilize engagement skills in solving an authentic and meaningful problem to create a final product.

Regardless of the type of assignment, assignments should be designed with clear objectives: What do we want the students to achieve in relation to the lesson or course goal? For example, does a pre-class digital reading discussion help the students prepare for in-class discussion? Does a two- to three-minute student-made video require them to demonstrate understanding of a new key concept? By setting an objective for an assignment, students understand that their work ties into the lesson and helps them master the content. They will less likely deem the assignments as meaningless "busy work."

Part 2: Assessments that provide constructive feedback while helping students take responsibility of their own learning
Formative and summative assessment
Assessments used in the classroom usually consist of two types: formative assessment and summative assessment. The latter is usually a high-stake assessment, such as a test, exam, oral presentation, or written report, that is graded and carries weight in the final course grade. Just like what was previously discussed about assignment design, the same is true of giving summative assessments: assess what is important, meaningful, and useful to a unit, a lesson, and a course.

Formative assessment, on the other hand, is low stakes. Its goal is to provide checkpoints for understanding throughout a lesson. The assessments are usually not graded, but if needed, completion points can be awarded. For example, students get a 10/10 for answering pre-reading questions regardless of if they are correct. Formative assessments should be used regularly in the classroom and more than one tool should be used. In addition, formative assessments are not only used to check student understanding throughout the instruction process, but also can be used to inform an instructor about any adjustments needed in their own instruction. Formative assessments offer prompt feedback to enhance student learning, engagement, and instructional effectiveness for students and instructors.
Commonly used formative assessments:
In the last couple minutes of class, students write about what they have learned in the class period and questions they still have. Students can also be asked to answer a few key questions. This can be done digitally or on paper.

Exit checks benefit both the students and the instructor. The tickets prompt students to check for understanding, apply the new ideas they have just learned, and inform their instructor of any muddy points they may still have. For the instructor, students' responses cue them about the lesson delivery, such as pace, focus, and clarity. Instructors can choose to reteach concepts to address any confusion. Exit checks aim to enhance both instruction and student engagement.

Our students grew up with iPads, computers, smart phones, tablets, and video games. Straight traditional lecturing for the entire class period can be a challenge for them. To prevent tuning out, instructors may use apps like Kahoot, Zoom, and Poll Everywhere to check for pre-lesson preparation, background knowledge, and comprehension of new material. It could also be used as an interactive group activity. To make it low stakes, tell students that the game scores will not be recorded as a grade and that they may use appropriate nicknames.

There is one key step: Let students see the visual results of their responses and the correct answers. This instant feedback lets each student know how they are performing without any embarrassment, even if they score low (make sure actual student names are not shown).

Students care about their grades and many of them want to know how they are doing as they progress through a term. Timely grade reporting by the instructor benefits students who aim to enhance their grades with extra effort.

Fostering a welcoming and stimulating class atmosphere encourages active student involvement. Initially reserved students tend to open up after a few weeks, and those less engaged become more willing to participate, while dedicated learners find themselves appropriately challenged. By the course's conclusion, everyone makes academic strides.

Hong Jiang is a professor of instruction at Northwestern University, where she teaches Mandarin Chinese.

References:

Buck Institute for Education. https://www.pblworks.org/what-is-pbl/gold-standard-project-design.

Edutopia. https://www.edutopia.org/

McTighe, J. (2021, January 28). 8 Quick Checks for Understanding. https://www.edutopia.org/article/8-quick-checks-understanding/

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How to Motivate and Engage the Whole Class

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As instructors, we want to motivate and engage the whole class and bring everyone to mastery of the course. How can we do that?

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What Works and How to Put It Into Action

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What Works and How to Put It Into Action

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Getting students at all grade levels motivated and engaged in their education is paramount as schools work to make up for the unfinished learning that happened over the past few years. It's a task made more difficult by the damage the pandemic did to students' social-emotional skills.

But figuring out how to solve that motivation puzzle is not easy. To begin with, there seems to be a disconnect between how motivated students currently say they are and what teachers think about student motivation. According to exclusive survey data from the EdWeek Research Center, 86 percent of students ages 13-19 say they feel motivated to do their best in school, while 67 percent of teachers said their students were motivated to work hard.

That raises the question: How can schools identify what motivation strategies are most effective and put them to work for all students?

This special report tackles that question by examining by how mentorship programs can drive student engagement, what it takes to get elementary students excited about learning, how work-based learning experiences help high school students see the relevance of the classes they take in school, and the traits of teachers who are consistently successful in motivating students.

Coverage of whole-child approaches to learning is supported in part by a grant from the Chan Zuckerberg Initiative, at www.chanzuckerberg.com. Education Week retains sole editorial control over the content of this coverage.

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Student Motivation & Engagement: What Works and How to Put It Into Action

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Explore strategies and tactics for motivating and engaging all students to see the value of working hard in school.

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Motivating Students Vanderbilt University 

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Motivating Students Vanderbilt University 

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Cite this guide: Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu//cft/guides-sub-pages/motivating-students/.

Introduction

Fostering student motivation is a difficult but necessary aspect of teaching that instructors must consider. Many may have led classes where students are engaged, motivated, and excited to learn, but have also led classes where students are distracted, disinterested, and reluctant to engage-and, probably, have led classes that are a mix. What factors influence students' motivation? How can instructors promote students' engagement and motivation to learn? While there are nuances that change from student to student, there are also models of motivation that serve as tools for thinking through and enhancing motivation in our classrooms. This guide will look at three frameworks: the expectancy-value-cost model of motivation, the ARCS model of instructional design, and self-determination theory. These three models highlight some of the major factors that influence student motivation, often drawing from and demonstrating overlap among their frameworks. The aim of this guide is to explore some of the literature on motivation and offer practical solutions for understanding and enhancing student motivation.

Expectancy - Value - Cost Model

The purpose of the original expectancy-value model was to predict students' achievement behaviors within an educational context. The model has since been refined to include cost as one of the three major factors that influence student motivation. Below is a description of the three factors, according to the model, that influence motivation.

Expectancy refers to a student's expectation that they can actually succeed in the assigned task. It energizes students because they feel empowered to meet the learning objectives of the course.

Value involves a student's ability to perceive the importance of engaging in a particular task. This gives meaning to the assignment or activity because students are clear on why the task or behavior is valuable.

Cost points to the barriers that impede a student's ability to be successful on an assignment, activity and/or the course at large. Therefore, students might have success expectancies and perceive high task value, however, they might also be aware of obstacles to their engagement or a potential negative affect resulting in performance of the task, which could decrease their motivation.

Three important questions to consider from the student perspective:
1. Expectancy - Can I do the task?

2. Value - Do I want to do the task?

* Intrinsic or interest value: the inherent enjoyment that an individual experiences from engaging in the task for its own sake.

* Utility value: the usefulness of the task in helping achieve other short term or long-term goals.

* Attainment value: the task affirms a valued aspect of an individual's identity and meets a need that is important to the individual.

3. Cost - Am I free of barriers that prevent me from investing my time, energy, and resources into the activity?

It's important to note that expectancy, value and cost are not shaped only when a student enters your classroom. These have been shaped over time by both individual and contextual factors. Each of your students comes in with an initial response, however there are strategies for encouraging student success, clarifying subject meaning and finding ways to mitigate costs that will increase your students' motivation. Everyone may not end up at the same level of motivation, but if you can increase each student's motivation, it will help the overall atmosphere and productivity of the course that you are teaching.

Strategies to Enhance Expectancy, Value, and Cost

Hulleman et. al (2016) summarize research-based sources that positively impact students' expectancy beliefs, perceptions of task value, and perceptions of cost, which might point to useful strategies that instructors can employ.

Research-based sources of expectancy-related beliefs

Expectancy source

Definition

Research-based sources of value

Research-based sources of cost

Sources:

Barron K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. International Encyclopedia of Social and Behavioral Sciences, 8, 503-509.

Hulleman, C. S., Barron, K. E., Kosovich, J. J., & Lazowski, R. A. (2016). Student motivation: Current theories, constructs, and interventions within an expectancy-value framework. In A. A. Lipnevich et al. (Eds.), Psychosocial Skills and School Systems in the 21st Century. Switzerland: Springer International Publishing.

ARCS Model of Instructional Design

The ARCS model of instructional design was created to improve the motivational appeal of instructional materials. The ARCS model is grounded in an expectancy-value framework, which assumes that people are motivated to engage in an activity if it's perceived to be linked to the satisfaction of personal needs and if there is a positive expectancy for success. The purpose of this model was to fill a gap in the motivation literature by providing a model that could more clearly allow instructors to identify strategies to help improve motivation levels within their students.

ARCS is an acronym that stands for four factors, according to the model, that influence student motivation: attention, relevance, confidence, and satisfaction.

Attention refers to getting and sustaining student attention and directing attention to the appropriate stimuli.

Relevance involves making instruction applicable to present and future career opportunities, showing that learning in it of itself is enjoyable, and/or focusing on process over product by satisfying students' psychological needs (e.g., need for achievement, need for affiliation).

Confidence includes helping students believe that some level of success is possible if effort is exerted.

Satisfaction is attained by helping students feel good about their accomplishments and allowing them to exert some degree of control over the learning experience.

To use the ARCS instructional design model, these steps can be followed:

Define

Classify the problem

Analyze audience motivation

Prepare motivational objectives (i.e., identify which factor in the ARCS model to target based on the defined problem and audience analysis).

Design

Generate potential motivational strategies for each objective

Select strategies that a) don't take up too much instructional time; b) don't detract from instructional objectives; c) fall within time and money constraints; d) are acceptable to the audience; and e) are compatible with the instructor's personal style, preferences, and mode of instruction.

Develop

Prepare motivational elements

Integrate materials with instruction

Evaluate

Conduct a developmental try-out

Assess motivational outcomes

Strategies to Enhance Attention, Relevance, Confidence, and Satisfaction

Keller (1987) provides several suggestions for how instructors can positively impact students' attention, perceived relevance, confidence, and satisfaction.

Attention Strategies
Incongruity, Conflict

Introduce a fact that seems to contradict the learner's past experience.

Present an example that does not seem to exemplify a given concept.

Introduce two equally plausible facts or principles, only one of which can be true.

Play devil's advocate.

Concreteness Variability

In stand up delivery, vary the tone of your voice, and use body movement, pauses, and props.

Vary the format of instruction (information presentation, practice, testing, etc.) according to the attention span of the audience.

Vary the medium of instruction (platform delivery, film, video, print, etc.).

Break up print materials by use of white space, visuals, tables, different typefaces, etc.

Change the style of presentation (humorous-serious, fast-slow, loud-soft, active-passive, etc.).

Shift between student-instructor interaction and student-student interaction.

Humor Inquiry Participation
Use games, role plays, or simulations that require learner participation.

Relevance Strategies
Experience Present Worth
State explicitly the present intrinsic value of learning the content, as distinct from its value as a link to future goals.
Future Usefulness

State explicitly how the instruction relates to future activities of the learner.

Ask learners to relate the instruction to their own future goals (future wheel).

Need Matching Modeling Choice

Provide meaningful alternative methods for accomplishing a goal.

Provide personal choices for organizing one's work.

Confidence Strategies
Learning Requirements Difficulty
Organize materials on an increasing level of difficulty; that is, structure the learning material to provide a "conquerable" challenge.
Expectations Attributions

Attribute student success to effort rather than luck or ease of task when appropriate (i.e., when you know it's true!).

Encourage student efforts to verbalize appropriate attributions for both successes and failures.

Self-Confidence
Satisfaction Strategies
Natural Consequences Unexpected Rewards

Reward intrinsically interesting task performance with unexpected, non-contingent rewards.

Reward boring tasks with extrinsic, anticipated rewards.

Positive Outcomes

Give verbal praise for successful progress or accomplishment.

Give personal attention to students.

Provide informative, helpful feedback when it is immediately useful.

Provide motivating feedback (praise) immediately following task performance.

Negative Influences Scheduling
Source: Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10, 2-10.

Self-Determination Theory

Self-determination theory (SDT) is a macro-theory of human motivation, emotion, and development that is concerned with the social conditions that facilitate or hinder human flourishing. While applicable to many domains, the theory has been commonly used to understand what moves students to act and persist in educational settings. SDT focuses on the factors that influence intrinsic and extrinsic motivation, which primarily involves the satisfaction of basic psychological needs.

Basic Psychological Needs

SDT posits that human motivation is guided by the need to fulfill basic psychological needs for autonomy, competence, and relatedness.

Autonomy refers to having a choice in one's own individual behaviors and feeling that those behaviors stem from individual volition rather than from external pressure or control. In educational contexts, students feel autonomous when they are given options, within a structure, about how to perform or present their work.

Competence refers to perceiving one's own behaviors or actions as effective and efficient. Students feel competent when they are able to track their progress in developing skills or an understanding of course material. This is often fostered when students receive clear feedback regarding their progression in the class.

Relatedness refers to feeling a sense of belonging, closeness, and support from others. In educational settings, relatedness is fostered when students feel connected, both intellectually and emotionally, to their peers and instructors in the class. This can often be accomplished through interactions that allow members of the class to get to know each other on a deeper, more personal level.

Continuum of Self-Determination

SDT also posits that motivation exists on a continuum. When an environment provides enough support for the satisfaction of the psychological needs of autonomy, competence and relatedness, an individual may experience self-determined forms of motivation: intrinsic motivation, integration, and identification. Self-determined motivation occurs when there is an internal perceived locus of causality (i.e., internal factors are the main driving force for the behavior). Integration and identification are also grouped as autonomous extrinsic motivation as the behavior is driven by internal and volitional choice.

Intrinsic motivation, which is the most self-determined type of motivation, occurs when individuals naturally and spontaneously perform behaviors as a result of genuine interest and enjoyment.

Integrated regulation is when individuals identify the importance of a behavior, integrate this behavior into their self-concept, and pursue activities that align with this self-concept.

Identified regulation is where people identify and recognize the value of a behavior, which then drives their action.

When an environment does not provide enough support for the satisfaction of autonomy, competence, and relatedness, an individual may experience non-self-determined forms of motivation: introjection and external regulation. Introjection and external regulation are grouped as controlled extrinsic motivation because people enact these behaviors due to external or internal pressures.

Introjected regulation occurs when individuals are controlled by internalized consequences administered by the individual themselves, such as pride, shame, or guilt.

External regulation is when people's behaviors are controlled exclusively by external factors, such as rewards or punishments.

Finally, at the bottom of the continuum is amotivation, which is lowest form of motivation.

Amotivation exists when there is a complete lack of intention to behave and there is no sense of achievement or purpose when the behavior is performed.

Below is a figure depicting the continuum of self-determination taken from Lonsdale, Hodge, and Rose (2009).

Although having intrinsically motivated students would be the ultimate goal, it may not be a practical one within educational settings. That's because there are several tasks that are required of students to meet particular learning objectives that may not be inherently interesting or enjoyable. Instead, instructors can employ various strategies to satisfy students' basic psychological needs, which should move their level of motivation along the continuum, and hopefully lead to more self-determined forms of motivation, thus yielding the greatest rewards in terms of student academic outcomes.

Below are suggestions for how instructors can positively impact students' perceived autonomy, competence, and relatedness.

Strategies to Enhance Autonomy, Competence, and Relatedness

Autonomy Strategies

Have students choose paper topics

Have students choose the medium with which they will present their work

Co-create rubrics with students (e.g., participation rubrics, assignment rubrics)

Have students choose the topics you will cover in a particular unit

Drop the lowest assessment or two (e.g., quizzes, exams, homework)

Have students identify preferred assignment deadlines

Gather mid-semester feedback and make changes based on student suggestions

Provide meaningful rationales for learning activities

Acknowledge students' feelings about the learning process or learning activities throughout the course

Competence Strategies

Set high but achievable learning objectives

Communicate to students that you believe they can meet your high expectations

Communicate clear expectations for each assignment (e.g., use rubrics)

Include multiple low-stakes assessments

Give students practice with feedback before assessments

Provide lots of early feedback to students

Have students provide peer feedback

Scaffold assignments

Praise student effort and hard work

Provide a safe environment for students to fail and then learn from their mistakes

Relatedness Strategies

Share personal anecdotes

Get to know students via small talk before/after class and during breaks

Require students to come to office hours (individually or in small groups)

Have students complete a survey where they share information about themselves

Use students' names (perhaps with the help of name tents)

Have students incorporate personal interests into their assignments

Share a meal with students or bring food to class

Incorporate group activities during class, and allow students to work with a variety of peers

Arrange formal study groups

Convey warmth, caring, and respect to students

Sources:

Lonsdale, C., Hodge, K., & Rose, E. (2009). Athlete burnout in elite sport: A self-determination perspective. Journal of Sports Sciences, 27, 785-795.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford.

Additional Strategies for Motivating Students

Below are some additional research-based strategies for motivating students to learn.

Become a role model for student interest. Deliver your presentations with energy and enthusiasm. As a display of your motivation, your passion motivates your students. Make the course personal, showing why you are interested in the material.

Get to know your students. You will be able to better tailor your instruction to the students' concerns and backgrounds, and your personal interest in them will inspire their personal loyalty to you. Display a strong interest in students' learning and a faith in their abilities.

Use examples freely. Many students want to be shown why a concept or technique is useful before they want to study it further. Inform students about how your course prepares students for future opportunities.

Use a variety of student-active teaching activities. These activities directly engage students in the material and give them opportunities to achieve a level of mastery.

Teach by discovery. Students find it satisfying to reason through a problem and discover the underlying principle on their own.

Cooperative learning activities are particularly effective as they also provide positive social pressure.

Set realistic performance goals and help students achieve them by encouraging them to set their own reasonable goals. Design assignments that are appropriately challenging in view of the experience and aptitude of the class.

Place appropriate emphasis on testing and grading. Tests should be a means of showing what students have mastered, not what they have not. Avoid grading on the curve and give everyone the opportunity to achieve the highest standard and grades.

Be free with praise and constructive in criticism. Negative comments should pertain to particular performances, not the performer. Offer nonjudgmental feedback on students' work, stress opportunities to improve, look for ways to stimulate advancement, and avoid dividing students into sheep and goats.

Give students as much control over their own education as possible. Let students choose paper and project topics that interest them. Assess them in a variety of ways (tests, papers, projects, presentations, etc.) to give students more control over how they show their understanding to you. Give students options for how these assignments are weighted.

Sources:

Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.

DeLong, M., & Winter, D. (2002). Learning to teach and teaching to learn mathematics: Resources for professional development. Washington, D.C.: Mathematical Association of America.

Nilson, L. (2016). Teaching at its best: A research-based resource for college instructors (4th ed.). San Francisco, CA: Josey-Bass.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Chelsea Yarborough and Heather Fedesco Print Version Cite this guide: Yarborough, C. B., & Fedesco, H. N. (2020). Motivating students. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu//cft/guides-sub-pages/motivating-students/. Introduction Expectancy - Value - Cost Model ARCS Model of Instructional Design Self-Determination Theory Additional Strategies for Motivating Students Introduction Fostering student...

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A look at how to adapt a well-established technique for boosting student motivation in distance learning or hybrid classrooms.

Tapas Biswas / Alamy Stock Photo

Whether in person, virtually, or in some blended or hybrid model, many teachers are finding it more difficult than ever to keep their students motivated to learn. If you're a new teacher this year, student motivation can be an even tougher nut to crack. I've found it helpful to revisit ideas I explored during my teacher training, and one that has been helping me through today's unprecedented circumstances is the ARCS Model. Developed by educational psychologist John Keller, ARCS highlights the importance of attention, relevance, confidence, and satisfaction in stimulating learners and maintaining their focus during learning activities.

For educators looking to improve student motivation, evaluating whether these elements are present in learning is a good place to start. From there, small steps can be taken to apply each element with the help of both tech-based and traditional tools, which can make a notable difference in motivating students and improve outcomes.

Like all of us, students are more willing to invest their time and focus when they are interested in a topic. Likewise, sitting through the same routine lesson structure day after day can quickly lead to disinterest.

Perceptual arousal: Capture interest with the element of surprise or uncertainty. Storytelling, humor, and active learning experiences are proven ways of grabbing students' attention, but what about entering text upside down or in code on a slide, posing the opposite point of view from what is expected, or changing the environment, like switching up your Bitmoji classroom background? Give students a jolt of educational caffeine when their attention wanes.

Interest arousal: Stimulate an attitude of inquiry by posing challenges or novel ideas. Project-based learning fits in here, as students are often driven by the desire to solve problems, explore, and create. Explore using shorter-term thinking challenges and brainstorming events that push kids to consider ideas beyond the ones you present.

Variability: Following the same structure day in and day out can quickly lead to boredom, so mix it up. With kids on devices for much of the day, opportunity for variation is at their fingertips. Have them experiment with a new tech tool you've been hearing about, or ditch tech altogether and give kids a screen break from time to time with interesting paper-based instruction or projects.

In order for students to want to learn, they must feel that what they're learning matters to them. Understanding how a new skill or information is applicable to or will help them now or later on in life can make a big difference in motivation.

Relate to goals: Be explicit in connecting what students are learning with when, why, or how they can use this in the world beyond the classroom. Help students consider and define their own goals, and support them in making connections between their goals and what they're learning.

Match interests/familiarity: When possible, allow learning methods to align with students' interests. Author and professor Christopher Emdin, creator of the #HipHopEd social media movement, has integrated science and hip-hop to motivate high school students with great success. Understanding students is key to ensuring relevant instruction for them.

Confidence

When students believe they can succeed and feel positive about their achievements and potential, their confidence increases and motivation improves. Clear directions, useful guidance, and consistent formative feedback help students know what is expected and how to make progress.

Success expectations: Build a positive expectation for success. Enable students to take knowledgeable ownership of their progress by providing them with the steps they need to take to succeed.

Success opportunities: Facilitate successful learning by supporting or enhancing students' belief in their competence. Help students strike a balance between effort and results by giving the opportunity to achieve success through varied and challenging experiences that build upon one another.

Challenge students to find success while thinking outside the box with a digital escape room. Explore the many great ones (including some that are free) from Breakout EDU or create your own.

Personal responsibility: Provide students with personal control over their success. When people feel their success is based on their own efforts and abilities, rather than on external factors like luck or the decisions of others, their confidence improves. Present choices when possible so that students can select the path for which they feel most prepared.

Satisfaction

To sustain optimal motivation, learners need to have positive feelings about their learning experiences and accomplishments. Satisfaction can come from a sense of achievement, value, or inherent joy in the act of learning; from external reward systems or praise; or from the belief in a sense of fairness.

Intrinsic satisfaction: Provide opportunities to apply new learning in personally meaningful ways and foster personal recognition. Allow students to showcase their efforts to increase a sense of accomplishment and share the positive benefits of their learning.

Rewarding outcomes: Positive reinforcement and motivational feedback can lead to extrinsic motivation that many students desire. Grades, privileges, certificates, and other tokens of achievement can provide motivating recognition for efforts. Likewise, feedback from peers, teachers, parents, and members of the community at large can be highly satisfying for students who have put forth effort and want others to know.

Fair treatment: To feel satisfied, students must feel that there was equity in the objectives, activities, and grades in a learning activity. If they suspect favoritism, bias, or unfairness, students are more likely to be turned off and lose the motivation to learn.

Try this: Elicit student feedback often. Create a quick feedback survey with Google Forms to share with students regularly or to include with major projects. Surveys-anonymous or not-can often give quieter voices a forum in which to be heard and can tune teachers and other students in to perspectives other than their own.

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A Powerful Strategy for Fostering Student Motivation

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A look at how to adapt a well-established technique for boosting student motivation in distance learning or hybrid classrooms.