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Dance: 2.DA:Pr4 C. Select and apply appropriate characteristics to movements (e.g., selecting specific adverbs and adjectives and applying them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.  

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Dance: 2.DA:Pr4 C. Select and apply appropriate characteristics to movements (e.g., selecting specific adverbs and adjectives and applying them to movements). Demonstrate kinesthetic awareness while dancing the movement characteristics.  

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I like this tool GoNoodle "get moving", it can be used across many grade levels and students can relate to it. This promotes students kinesthetic awareness while dancing to the beat.

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Water Cycle | Songs For Kids | Sing Along | GoNoodle

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Media Arts:  2.MA:Pr5 A. Enact roles to demonstrate basic ability in various identified artistic, design, technical, and soft skills, such as tool use and collaboration, in media arts productions.

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Media Arts:  2.MA:Pr5 A. Enact roles to demonstrate basic ability in various identified artistic, design, technical, and soft skills, such as tool use and collaboration, in media arts productions.

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Creating pixel art is a useful tool for students to demonstrate their creativity and provides student-driven opportunities to enact roles, show their collaboration skills while they produce media art. Integration of various math content strategies also within this resource.

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Pixel art is an easy and fun way to get students started with spreadsheets! Pixel art grids are easy to make in spreadsheets and so fun!

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Music: 2.MU:Pr6 A. Perform music for a specific purpose with expression.

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Music: 2.MU:Pr6 A. Perform music for a specific purpose with expression.

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This blog post contains great circle group games involving music, melodies and movement. I thought about small groups or partners coming up with movements to perform music to their classmates.

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Theatre: 2.TH:Pr6 Contribute to group guided drama experiences and informally share with peers. 

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Theatre: 2.TH:Pr6 Contribute to group guided drama experiences and informally share with peers. 

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Readers theater is a wonderful way for students to engage in guided drama experiences while informally sharing with peers. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills.

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Language Arts

Reader's theater lesson plans (with scripts):

Reader's theater scripts:

Math

Teachers can use reader's theater as an instructional technique for mathematical word problems. This example could be used for a reader's theater about 100's day and the concept of 100 .

Social Studies

Here are reader's theater scripts about America in varying reading levels.

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Reader's theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best reader's theater scripts include lots of dialogue.

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Visual Arts: 2.VA:Pr5 Distinguish between different materials or artistic techniques for preparing artwork for presentation.

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Visual Arts: 2.VA:Pr5 Distinguish between different materials or artistic techniques for preparing artwork for presentation.

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This tool has been wonderful for students to use their creativity in drawing, origami, painting and provides seasonal project resources.

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Art For Kids Hub - Art Lessons - How To Draw For Kids

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Welcome to Art For Kids Hub! Here you’ll find all kinds of art lessons for kids, including how to draw for kids, even painting and origami for kids.

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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Standard 1: Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities

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I like this video on YouTube Kids for students to demonstrate motor skills and movement patterns in a fun and musical way. These skills will be useful when performing various physical activities.

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YouTube Kids provides a more contained environment for kids to explore YouTube and makes it easier for parents and caregivers to guide their journey.

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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Standard 3: Students assess and maintain a level of physical fitness to improve health and performance.

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SHAPE America's, Health Education Assessment Tool (HEAT) is a platform that contains an assessment bank of more than 800 test items, reviewed ready for immediate classroom use!

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The Health Education Assessment Tool (HEAT) Assessment Item Bank is a member benefit of SHAPE America. HEAT contains over 800 reviewed test items for you to use in your classroom! Assessments have been reviewed and revised from the original HEAP assessment item bank and includes different item types that are sortable by health skill and grade level.

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The Health Education Assessment Tool (HEAT) Assessment Item Bank is a member benefit of SHAPE America. HEAT contains over 800 reviewed test items for you to use in your classroom! Assessments have been reviewed and revised from the original HEAP assessment item bank and includes different item types that are sortable by health skill and grade level.

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Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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Standard 4: Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

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This resource provides a wide variety of tools such as lessons, fitness concepts, principles, and classroom management strategies to improve health and performance.

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PE Central has partnered with S&S Discount Sports to provide a full range of sports and PE products for your program.

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First graders were doing a practice Pacer Test, where I had them run the width of the gym instead of the length. I stopped the CD when they got to 25 laps. After class, they told their teacher they ran 25 miles.

Submitted by Dan Fallon. Conway Elementary. Conway, NH.
More Kids Quotes | Submit a Kids Quote

Finding grants is EASY with our Grant Search tool. Just select your state; program category; type of institution and find grants FAST!
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PE Central | Physical Education Lesson Plans & Activities for PE Teachers

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PE Central provides lesson plans and information about effective physical education practices and programs.

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This resource contains useful strategies, applications, articles, videos, activities and great advise about leadership and what that looks like for teachers and for students.

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One of the membership benefits of Leader in Me is access to Leader in Me Online and the thousands of classroom and professional development resources housed there. These include our ongoing special editions and series produced by our Leader in Me Studios team. We've pulled some sample videos from our library, and invite you to explore and share them!

If you are interested in bringing Leader in Me to your school or district, click here.

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One of the membership benefits of Leader in Me is access to Leader in Me Online and the thousands of classroom and professional development resources housed there. These include our ongoing special editions and series produced by our Leader in Me Studios team.

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This blog post has many tools within to help teachers build positive relationships with students and how these strategies can be used to teach students how to build positive relationships with their peers.

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Students' brains are hard at work every moment of the day, learning skills and connecting new information with old. Those same brains are also constantly processing information when it comes to their relationship with you, their teacher.

Positive student relationships are fundamental to success. When students feel supported, they're more likely to engage in learning and have better academic outcomes. Plus, when students have positive interactions with teachers, they have fewer behavioral problems. These relationships are more important - and more challenging - than ever in uncertain times, like during the coronavirus pandemic.

Neuroscience can help us understand what's happening in students' brains when they feel safe and understood. Here are four reasons why positive teacher-student relationships are important - and how you can build those relationships.

1. Positive relationships build motivation.

This creates a cycle. You provide positive feedback. The student's brain releases dopamine. The student feels good and is motivated to feel that way again. With this increased motivation, students spend more time and attention working on a skill. They build those skills. You give more praise - sparking the release of more dopamine. And the cycle starts all over again.

On the flip side, when students don't receive positive feedback, they're less likely to enter the positive cycle of motivation and learning.

How to do it: To build a positive relationship, you need to have more positive interactions than negative ones. More specifically, researchers recommend having five positive interactions for every one negative interaction. Positive interactions could include greeting students by name as they arrive, giving praise for working hard, or asking about a student's pet.

Students who learn and think differently often have more negative interactions than positive ones. For example, students with ADHD may receive constant reminders from teachers to be on time and stay on task.

This doesn't mean that you should never provide students with corrective feedback and reminders. But make sure the positive interactions outweigh the negative ones. The more you get to know your students, the more you'll recognize when they need praise or encouragement, and when they're open to constructive feedback. You can keep a tally of how many reminders you give a student to complete an assignment. Try to find five times as many positive things to comment on and tally up as well.

2. Positive relationships create safe spaces for learning.

Think about how this applies to your own life. If you have a supportive principal who has established psychological safety in your school, you might be more likely to challenge yourself and try new ideas in your classroom. But if school leaders consistently give critical feedback, you might not feel psychologically safe enough to try something new. It's the same for students.

Building psychological safety is harder with some students than others. Think of the last time you saw a student seeming to overreact. This behavior may result from trauma or chronic stress in the student's life (such as having a learning or thinking difference or growing up as part of a marginalized group). This can cause them to feel threatened in situations that other students find harmless. The brain learns that the environment is not safe and remains on alert to potential danger.

For these students, when something is perceived as a threat, a region of the brain called the amygdala sets off an alarm. The amygdala is known for its role in detecting threats in the environment. Its job is to keep us safe and alive. Think of an animal that must decide whether to run or freeze when it sees a predator.

The amygdala triggers the release of cortisol (also called the stress hormone) and epinephrine (also called adrenaline). This sends extra energy throughout the body. The muscles tense up and the heartbeat quickens, preparing for fight or flight. When the threat detection system in the brain is highly activated, learning cannot happen. This is the opposite of psychological safety.

In students, this might look like:

Avoiding assignments

Putting their head down

Yelling or making negative comments

Walking out of the classroom or leaving a live video lesson

Acting out physically or aggressively

While building psychological safety may be even more difficult with these students, it is especially important for them. That's because oxytocin also helps keep the amygdala's threat detection system quiet. Over time, when students are surrounded by people they trust, their threat detection system is less likely to activate, and they're better able to learn.

For students who are at risk for a fight-or-flight reaction, your approach will need to differ slightly. Use strategies like when-then sentences so they can know exactly what positive outcome to expect when they complete a task, while giving students the power of choice. Expect that they may overreact sometimes, and provide the space and time needed to calm down. By remaining calm, you're not only reminding yourself to react to their behavior as a form of communication and respond appropriately. You're also building psychological safety and trust.

3. Positive relationships build new pathways for learning.

As you teach the new information, new neural pathways connect the old information with the new. If students don't understand the context or aren't able to link the new information to anything they currently know, they'll have a hard time understanding the lesson.

Ask students to share what they know about a topic. Every student has a different set of background knowledge. For example, if you know a student is a talented artist, you can leverage their knowledge of different kinds of paintbrushes to explain friction. Or you can make an analogy about the relationship between the characters in a student's favorite book and the domestic strife in the Civil War.

4. Positive relationships improve student behavior.

Neuroscience research has started to uncover why this imitation happens - and how it can be used to encourage positive behaviors. Studies have shown that when people observe an action being performed, it activates some of the same neural pathways that would be active if they actually performed the action. This is called the mirror-neuron system.

Essentially, our brains are practicing the action that we're seeing, even though our bodies don't move. Studies show that when people see an action first, they are able to perform the action more quickly than if they had not seen the action.

How to do it: Start by thinking through what behaviors and social skills you're modeling for your students. For example, you likely already model social skills like turn-taking, cooperation, and empathy on a daily basis. You can take it a step further and explain the behaviors you're modeling. The next time you're feeling frustrated, tell your students how you're feeling. Talk about how you deal with frustration, such as taking a few deep breaths.

For younger students, use pre-correcting and prompting as a classroom management strategy. It allows you to explicitly tell, show, and remind students how to approach tasks or situations.

Young children are even more likely than adults to imitate the behaviors they see. That's because they're still learning social skills and appropriate behavior. Plus, the prefrontal cortex (the part of the brain that allows us to choose where to direct our attention and to regulate our behaviors and emotions) isn't fully developed until we're in our 20s. Childhood is a prime time to model behavior and social skills for students.

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Building Relationships With Students: What Brain Science Says

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Brain science tells us why positive student relationships can lead to their success.

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Emotional Regulation: Stress Management 

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Emotional Regulation: Stress Management 

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I found this resource helpful when needing activities that we can utilize that will help our students in reducing stress.

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This resource provides various tools throughout the book that will help educators motivate their students to believe in themselves and achieve anything they desire.

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Bring growth mindset strategies into the classroom with this easy-to-follow guide for teachers to empower learning through grit and resilienceCreat...

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https://www.whatihavelearnedteaching.com/4-ideas-to-get-started-with-student-goal-setting/

I felt that these two links were of importance when getting starting with goal setting. These tools help students and teachers set smart attainable realistic goals that will promote students motivation across all content areas.