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Download PDF Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts By Jo Boaler, Professor of Mathematics Education, co-founder youcubed With the help of Cathy Williams, […]

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Social and Emotional Learning

How to incorporate creative expression and movement in the classroom while building social and emotional learning skills.

Finding opportunities to integrate creative expression and movement throughout the school day is a priority in the development of the whole child. Leveraging creative expression and movement to build core social and emotional learning (SEL) competencies, however, is a relatively new concept.

Creative expression can be achieved through a variety of modalities and provides opportunities to identify, process, and express emotions. Movement can be integrated into the school day in ways that are appropriate for almost any grade level, and movement forms neural connections that help us better understand our own emotions and build empathy for others.

Encouraging Creative Expression

Being creative is an inherently vulnerable process. In order to authentically build SEL competencies through creative expression, teachers need to strive to create a safe space, provide time, and open doors for validation.

Creating a safe and supportive classroom environment: Through a consensual conversation about class norms, teachers work to continually develop a space where students feel comfortable sharing emotions and know that their feelings will be respected, setting the stage for creative expression.

Providing time: Set up daily opportunities to build SEL skills to make emotion identification, expression, and management a daily practice. When a person prioritizes physical health, they don't eat healthy or exercise for one day; rather, they develop an ongoing routine. Strengthening social and emotional well-being is no different.

Opening the doors for validation:Give students time to share and acknowledge each other's emotions. Help students develop affirming statements they use with one another, such as, "I see you, I hear you, and now I better understand you." This will help build empathy and foster a positive classroom culture. Writing and drawing can be nice additions here, as both are outlets that help us identify and process emotions and experiences. Some teachers also use journaling as an emotion management strategy.

Classroom Activities to Bring Creative Expression to Life

There are a number of ways that creative expression and movement can be incorporated to teach and build SEL skills.

Human tableaux. This involves students creating an image that's frozen in time, similar to a snapshot. For this exercise, students work in groups to create images in response to particular prompts. One student in the group is the director and the others are actors. The director places students into a still image that answers the prompt from their perspective. Prompts could include: "What will success look like for you this school year?" and "What is a current challenge you're facing?"You can even use this exercise to have students describe what they did over a school break.

One word, plus movement: Open the school day by asking each student to share one word that describes how they're currently feeling and pair it with a movement. Take this a step further by having all classmates mirror the movement back to show validation. Or have students try on different emotions by using their faces and bodies to depict what happiness, anger, stress, pride, surprise, sadness, etc. might look and feel like.

Gratitude practice: Ask students to close their eyes and think about something they're grateful for. Then tell them to think of a movement they could do that describes how that gratitude makes them feel. Then have them open their eyes and give them time to share their movements with one another. You can do this exercise with other emotions as well-optimism, worry, frustration, joy.

Leveraging technology helps to provide this safe and structured time and guide students through experiential, creative exercises. Here are two videos that walk students through creative exercises:

Incorporating creative expression and movement in the classroom might seem intimidating at first. Providing students with a structured space to engage in creative expression can help them feel more comfortable. And presenting them with clear models and examples that describe what these activities will look like can also encourage them to actively participate.

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How to incorporate creative expression and movement in the classroom while building social and emotional learning skills.

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Culturally Responsive Teaching

An interaction with a student prompts an elementary teacher to revamp her classroom library to make it more inclusive.

The library is the physical and metaphorical center of my classroom. It is a reading world adorned with a carpet, comfy chairs, a lamp, and bins of neatly organized books. When I remember my own childhood, I picture a colorful tapestry woven by the hundreds of worlds I visited through the pages of books.

Imagine my surprise when one of my students commented about what I thought was a magical space, "I'm tired of reading about white kids."

She followed this with a reminder that I, her teacher, am also not white. I was taken aback. More than 60 percent of my students are individuals of color. My library featured white characters almost exclusively. What schema was I helping to create for my students? I decided to make a change.

Start With What You Have

I began by making bins around the subjects I intended to cover. Make the bins you want to fill, even if they have only one book in them.

I already owned some books about characters from diverse ethnic backgrounds, but they were hidden-mixed in with other chapter books in bins marked with reading levels. I pulled every book out of the bins and made a pile on the floor. I weeded out books about people of color written by white authors and books that reinforce stereotypes, like The Indian in the Cupboard.

Look for topics that can be covered by your existing titles. You might need to start without much in the way of cultural diversity. Examples of such topics include Caring for Others, Be Yourself, Accepting Differences, Standing Up for What's Right, and Girls Are Powerful.

Involve Your Students

One student took the first bin and labeled it Books About Asian Americans. It was followed by Books About African Americans. Per student requests, we made bins for a variety of cultural groups and labeled them Chinese American Girls, Native Americans, and Kids Who Recently Moved to the U.S.

Although the majority of bins were focused on ethnicity, students also made bins for themes and topics such as disabilities, different types of families, foster care, and divorce.

Ask your students to suggest books. Keep a list in your library and have students find books they want to read.

Choose Relatable Stories

We're careful when choosing the books for the bins. I want contemporary books written about contemporary issues. I want students to feel proud and accepted-to see other children who struggle to find a voice, and who have dreams and challenges like their own. I carefully distinguish between realistic fiction and historical fiction.

Imagine if the only time you read a book about someone who looked like you, it was about slavery-and it was the only book in your classroom library to represent you. Or the book was about an internment camp. Yes, we need to remember this history. But these historical accounts should not be the only books that a student sees in the library that reflect his or her background.

Continue the Momentum

Creating a diverse library is an ongoing project. I found many diverse books at library sales and at secondhand stores like Goodwill. When I found multiple copies of the same book, I bought them all, including seven copies of Becoming Naomi Leon.

When it was time to replenish books through PTA or classroom funds, I made a concerted effort to buy culturally inclusive books. My library began slowly shifting. There are many resources to find diverse reading materials.

Make your space reflective of your intentions. In your library, get rid of decorations that do not have a function. Hang posters of African American writers, Native American poets, or Mexican American novelists.

Suggest that the school library start a special section for culturally inclusive books. I had many conversations with our school librarian about ways to build a more diverse collection.

Student Engagement and Self-Esteem

It was a big deal when our diverse classroom library began taking shape. Students took care of our bins and worked to find other books that could be included. Books previously unread- Year of the Dog, for example-were suddenly hot commodities. We had a waitlist for books by Pam Muñoz Ryan and Louise Erdrich.

Students began caring for books-holding each other accountable for returning them properly and for taking care of the organizational systems of our library. The classroom library was "our library." It was a place of pride in our individual and collective stories.

"I think it's good," the student told me later when I interviewed her about our library. "It's good except for..." and she pointed to the one book bin that was empty: Books About Girls From Senegal. That was a bin, she assured me with her bright grin, she was going to fill one day.

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Culturally Responsive Teaching An interaction with a student prompts an elementary teacher to revamp her classroom library to make it more inclusive. The library is the physical and metaphorical center of my classroom. It is a reading world adorned with a carpet, comfy chairs, a lamp, and bins of neatly organized books.

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https://www.culturallyresponsive.org/about-dr-hollie/

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Restorative discipline seeks to create an environment in which problem behavior is less likely to occur.

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Classroom Tested Tech Tools Used to Boost Literacy

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Classroom Tested Tech Tools Used to Boost Literacy

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Features

To improve reading skills, many teachers are harnessing the technology they already have

Instead of investing in prepackaged software programs, many teachers are harnessing the technology they already have-such as webcams, audio recorders, blogs, and other Web 2.0 tools-to boost literacy in students.

"With schools being so cash-strapped, we can't go around and buy a new program all the time," says Adina Sullivan, a 4th grade teacher at the 720-student San Marcos Elementary School in California. "You can go with something that you can find a lot easier at no cost and make it work for what you need, rather than [using pre-packaged software.]"

Sullivan, who is a lead technology teacher at her school, works with English-language learners to help build vocabulary and fluency.

"When you start with the learning standard and match the tool to the learning standard and then to the student's level, it's easier if [teachers] have more flexibility. Sometimes prepackaged materials can be a little limiting," she says.

For instance, in her classroom, Sullivan uses photos licensed under creative commons, an alternative to copyright that allows varying degrees of sharing, as a jumping-off point to start a conversation with her students.

"It gives them a mental image to connect to," she says, "a familiar, relatable scene so we can discuss what we see in the photo as a class and build the vocabulary."

Then the students can transition into a writing exercise, says Sullivan.

Sullivan also uses audio recorders to have student-teachers read sets of vocabulary words, then she creates matching PowerPoint presentations with the words and burns them onto DVDs for the students to take home and listen to.

Most students in her classroom do not have computers at home, but they do have DVD players, says Sullivan. And having a variety of student-teachers record the words makes students more adept at recognizing what they are.

Sullivan also uses audiobooks in her classroom.

"Hearing a model reader helps with the fluency and the comprehension," she says.

Recently, her class listened to the audiobook of James and the Giant Peach, and at the end of the unit, only two students did not pass the test-a vast improvement. When Sullivan gave her students a choice of reading their next book out loud or listening to the audiobook, they chose audio.

Webcams and Podcasts

Timothy Frey, an assistant professor of special education, counseling, and student affairs at Kansas State University, has been researching how to use webcams to improve reading fluency and comprehension in elementary school students.

Working with two elementary schools in Kansas, Frey observed 27 2nd through 4th graders over 16 weeks as they used webcams to see themselves reading and then he identified their mistakes.

Within the first five weeks of the experiment, all of the grade levels made at least two fewer mistakes per minute.

"New technologies are making amazing inroads into helping students overcome some of the challenges that have prevented people from keeping up with reading," says Frey. "The technology is just a tool that is engaging and allows [students] to do the instant playback."

Lisa Parisi, a 5th grade teacher in New York's 4,000-student Herricks Union Free School District, on Long Island, and co-author of the forthcoming book Blogging in the Middle Years, places a major focus on her students' reading skills.

"The last two years I really looked at the data to see how the kids were doing using all of this technology, and in both the past two years, I ended the year with no children below grade level in reading," she says. "I do think that technology has a very large part in that."

Parisi uses podcasting to help her students practice fluency.

"One of the really neat things to do is have the kids edit their own podcasts," she says. Then they can literally see the pauses or mistakes they made in the editing program and correct them.

Parisi also uses blogs to engage her students in reading and writing.

"They have contests to see who can get the most comments," she says. And what most students have figured out is that the better their writing is, the more visitors and comments they receive.

Authentic Audience

Hooking her class up with students from other parts of the world also motivates her students to focus on their grammar and pronunciation, says Parisi, especially if the students they are working with are not native English-speakers.

"It just makes them work harder," she says. The Internet allows her students to engage with an authentic audience, says Parisi, which motivates them to record podcasts or write blogs that are more polished than what they might create for just the teacher.

Teaching students to read in an authentic context is a key part of being literate, says Jeffrey Wilhelm, a former middle and high school teacher who is now at Boise State University, where he does research on struggling readers.

"Being literate has always meant the capacity to use a culture's most powerful tools to create and communicate meanings," he says. "If you're not teaching with [technology], you're not only not preparing the kids for the future, you're not preparing them for the present moment."

Technology, such as the Internet and Web 2.0 tools, makes it easier for teachers to tap into students' interests and personalize what they are reading, he says.

For instance, during a unit about satire, Wilhelm had his students post jokes to a wiki. Afterward, the class read through the jokes and identified what made each one funny.

"We were defining satire, pastiche, misdirection," he says, and because it was in the context of funny jokes, the students were engaged.

"Most of the technological [interventions] that I see are decontextualized," he says, "but it's only going to help [the student] comprehend better if [he or she] is inquiring about something [he or she] cares about."

Katie Van Sluys, a member of the Urbana, Ill.-based National Council of Teachers of English and an associate professor of literacy at DePaul University in Chicago, also believes that using technology to connect students with meaningful audiences and resources can promote important literacy skills.

Using the Internet to go over the daily weather report with kindergartners, for example, or reading through current events with middle school students can engage children with authentic, personalized information, she says.

And using technology also provides an opportunity to teach other kinds of literacies, such as digital and media literacy, says Van Sluys.

"You have to be a savvy reader and consumer-perhaps even more so because of the types of information and the amount of information you can access," she says. "You need to be able to say, 'What does this mean for me? What does this mean for the world?' That's part of the reading curriculum."

'Thoughtful' and 'Intentional'

Internet resources can also help teachers in other content areas incorporate literacy lessons into their classrooms.

For instance, Teachers' Domain, an online repository of free media resources for teachers run by the Boston-based WGBH Educational Foundation, provides multimedia-rich science and social studies curricula infused with literacy lessons.

"It's really designed to give content teachers who do not necessarily know literacy strategies ... some simple guidelines on comprehension skills and building vocabulary," says Carolyn Jacobs, the national accounts manager for Teachers' Domain.

The lessons include a glossary of terms, videos, interactive Flash activities, and text boxes for students to submit answers in.

So far, there are about 15 lessons, with plans to create 25 more in 2011, says Jacobs.

Technology can help "extend a teacher's reach" says Gail Lovely, a former K-8 teacher who started her own company, Lovely and Associates, to help teachers integrate technology into curriculum. However, teachers need to be careful to integrate it thoughtfully and intentionally, she says.

"My bias is that a caring adult will always read a book aloud better than a computer can," she says. "We have to be thoughtful about where the technologies fit best."

Using VoiceThread, for instance-which allows users to create collaborative, multimedia slide shows with images, documents, and videos-is an innovative Web resource that can be used in a thoughtful way, says Lovely. And another Web resource, Storybird, allows students to tap into a library of illustrations to create digital books, says Lovely.

"One of the cautions is that it's not about doing the same thing with new tools. It's about doing new things or difficult old things with tools that make it easier," she says. "We want to use these tools in intentional ways to make a difference."

Published in Print: February 9, 2011, as Boosting Literacy

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Classroom-Tested Tech Tools Used to Boost Literacy

# data[].attributes.attachment_link.description
Features Instead of investing in prepackaged software programs, many teachers are harnessing the technology they already have-such as webcams, audio recorders, blogs, and other Web 2.0 tools-to boost literacy in students. "With schools being so cash-strapped, we can't go around and buy a new program all the time," says Adina Sullivan, a 4th grade teacher at the 720-student San Marcos Elementary School in California.

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Social & Emotional Learning (SEL)

The rose and thorn check-in is a quick strategy for building community and developing student voice.

At the start of a recent class, my students gathered a bouquet of good news: a trip to Ireland, an end to recent car troubles, an upcoming visit with a friend. These were highlights they shared during our start-of-class routine, the rose and thorn check-in.

In this quick activity, students participate by sharing roses-something positive going on for a student that day-and thorns, which are negative, or at least less than positive.

Students can choose their level of vulnerability: A rose can simply be "the weather is nice today." A low-stakes thorn might be "I feel tired." Yet many students choose to share more personal items: "My rose is that even though I'm stressed out, I got all my homework done" or "My thorn is that my dog is sick and I'm really worried about her."

Going around the classroom, each student states one rose and one thorn. I share mine too. The whole process takes five minutes or less. Yet though this fast activity may seem simple, the rose and thorn check-in is an essential part of my classroom community-building.

Benefits of the Check-In

Students know that every voice matters: The rose and thorn check-in gets every student's voice into the room at the start of each class. Although students can always say "pass" instead of sharing, each student has the opportunity to be heard, every single day. The check-in is also a great opportunity to practice active listening, turn-taking, and following group norms.

Students develop awareness of others' emotions-and how to respond to them: When students share their roses and thorns, they give their classmates a snapshot of their emotional state. And if I hear a student say that their thorn is "I didn't sleep much last night" or "I feel like I can't focus today," I can adjust my interactions with that person accordingly.

Students increase their comfort with vulnerability: Rose and thorn check-ins are opportunities for students to practice being emotionally vulnerable with their peers. This comfort level translates directly into the ability to share opinions and take academic risks in other contexts.

Facilitation Tips

Acknowledge each person's contribution: My colleague John Milton Oliver, who also uses this strategy, suggests saying "thank you," followed by the student's name, and then turning your attention to the next person in the circle. This models acceptance while also keeping things moving.

Discuss how emotions impact learning: Before or after the check-in, invite students to consider how their roses and thorns might affect their ability to participate in class that day. Ask students to brainstorm how they might support a classmate who shares a big thorn or how to celebrate a friend's exciting rose.

Model authenticity: While remembering your role and professional boundaries, try to authentically share: "My rose is that my class last period went really well," or "My thorn is that I'm a little behind on giving feedback on your papers, and it's stressing me out." Show students that it's OK to be vulnerable.

Practice, practice, practice: Depending on the skill level and existing cohesiveness of your group, it can take many tries to get the hang of the routine. Don't give up-and make sure to keep it quick and consistent.

Monitor time: My younger students are often eager to negotiate with me: "Can I please have three roses and two thorns?" Give students think time to write or draw what they will share.

Make a plan for following up on concerns: Occasionally, students may share something concerning. Make a plan for how you and the class will respond. Many times, this simply means following up individually with a student to offer support. For topics that could use a whole-class discussion, consider building in opportunities for group processing, such as a weekly community-building circle.

Tending to Challenges

Here are some tips for making this activity go smoothly:

Help Your Garden Grow

When your class gets the hang of the rose and thorn check-in, feel free to modify it. For example, I taught one group of students who reframed it as Harry Potter and Voldemort. Let your students take ownership over how to make the check-in feel meaningful to them.

As students get better at sharing, you can add a third part to the share: the rosebud, something that they're looking forward to in the near future. Students can develop other variations or components as well.

If your group is too big to do a full share, my colleague John suggests a lightning round, in which the roses and thorns are condensed to two or three words: "Thorn: sick dog! Rose: sunshine!" You could instead create small groups of three or four students each who share their full check-ins with one another instead of the whole class.

As teachers know, there's never enough time in a class period to accomplish everything we'd like to. The rose and thorn check-in may feel like "one more thing," but I see it as an investment in my classroom community. Making time to hear each student's voice demonstrates that I care enough to prioritize listening.

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A Simple but Powerful Class Opening Activity

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The rose and thorn check-in is a quick strategy for building community and developing student voice.

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https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=100028

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We are excited to announce that a new module, Augmentative and Alternative Communication (AAC) and Autism, has been launched. This module focuses on selecting and implementing AAC to support autistic learners in their ability to effectively express themselves, develop and maintain relationships with others, and engage in their community.

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Dealing with Defiant Students

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"When Using Consequences, Offer Limited Choices Once a child has become defiant, you may decide to use consequences. Remember, though, that children who struggle with defiance are often seeking power.

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Prompting students to use physical gestures like high fives in the classroom helps build a sense of community.

All good teachers strive to build a sense of community in their classrooms, and they know from experience that creating and strengthening bonds between students isn't a one-time event. In the real world and in school, fellowship and mutual respect among peers are fostered-or frayed-over days and months, not during the first week.

Because class time is precious and passes too quickly, strategies that leverage small moments in instruction have great potential for helping students gel as a community.

Group Salutes

One quick, low-prep, high-impact approach to cultivating community is something we call Group Salutes. A salute is a gesture of recognition or respect when people meet or say goodbye. In the classroom, a Group Salute is a teacher-prompted social or physical gesture shared between two or more students at the beginning or end of an interaction. Group Salutes can be used with students of all ages, including ones who are shy or struggle with social skills, and English language learners.

At the outset of an interaction, Group Salutes help break the ice and lead students to connect in a non-academic way. At or toward the end of a dialogue or task, they provide a sense of closure or accomplishment.

Opening Group Salutes

Have students introduce themselves: "Tell your partner your first, middle, and last name" or "Share your birthday with the group."

Ask them to share favorites: "Before starting, share your favorite ice cream flavor" or "To begin, tell your group mates how spicy you like your salsa."

Give them options to choose from: "Rainy days-thumbs up or down?" or "Poll your group: pizza or tacos?"

Closing Group Salutes

Remind them to say goodbye: "Say, 'See ya real soon!'" or "Say goodbye in [another language]. Here's how: ________."

Ask them to express gratitude: "Finish by saying, 'Thank you for working with me.'"

Have them wrap up the lesson: Have group leaders end a discussion with "So, in summary, we think _____."

Invite them to celebrate: "Whisper to your team, 'We did it!'" or "Turn to your partner and say, 'Good job, partner!'"

Group Salutes can also involve physical interactions such as handshakes, fist bumps, one- or two-handed high fives or low fives, or hand claps. Variations that don't involve contact include an actual salute, a wave, or a quick individual dance move ("When you're done, face each other and dab or floss").

Combining oral and physical responses works too. For instance, ask students to huddle up and put their hands in the middle, like a sports team, and repeat a phrase or chant. Or say, "Raise your pen or pencil in the air" and follow with a teacher- or student-led toast. Teachers should use prompts that make sense with their own and their students' personalities.

Benefits of Group Salutes

Group Salutes are not simply clear signals for starting and stopping activities-they're a subtle and effective strategy for teaching students how to exercise courtesy, be cordial, and use good manners. In fact, the Latin root of salutation, salutare, means to "pay one's respects to," which is essentially what the teacher is asking students to do through words and gestures.

Evidence from real-world situations suggests that Group Salutes can contribute to team success. A study produced by the University of California, Berkeley, found that the NBA teams whose players touched the most (via high fives, fist bumps, etc.) in an early-season game had the best records for the season. The researchers attributed this to the increased trust, goodwill, and camaraderie experienced by the players.

And Google's Project Aristotle found that the company's most successful teams were those with a sense of psychological safety-those whose team members trusted one another enough to take risks without fear of judgment. In the classroom, Group Salutes are a concrete step toward establishing that kind of trust.

We're not suggesting that every interaction between students should involve a Group Salute. Students of all ages appreciate a balance of predictable and novel routines. Responding to the same social or physical cues day in and day out can get stale or feel robotic.

For that reason, consider using Group Salutes frequently with tasks that involve short interactions in the beginning of the school year; later on you can reserve them for tasks that involve more sustained or in-depth peer interaction or collaboration. Or do the opposite: Use Group Salutes sparingly at the beginning of the year and ramp up to launching or closing most quick connections (turn and talks, or Think-Pair-Shares) with them.

We recommend keeping Group Salutes brief, fresh, and age-appropriate. This might involve giving a time limit ("You have 10 seconds each to share whether you've seen and liked any Star Wars movies"), asking students to contribute ideas for prompts, or having a volunteer tell the class what to do or say.

The long-term goal is for students to use Group Salutes on their own, without prompting. When they transfer the underlying social and affective skills to their everyday interactions, we can be confident that we're building a community.

# data[].attributes.attachment_link.description
Prompting students to use physical gestures like high fives in the classroom helps build a sense of community.

# data[].attributes.attachment_link.readable_text
Prompting students to use physical gestures like high fives in the classroom helps build a sense of community.

All good teachers strive to build a sense of community in their classrooms, and they know from experience that creating and strengthening bonds between students isn't a one-time event. In the real world and in school, fellowship and mutual respect among peers are fostered-or frayed-over days and months, not during the first week.

Because class time is precious and passes too quickly, strategies that leverage small moments in instruction have great potential for helping students gel as a community.

Group Salutes

One quick, low-prep, high-impact approach to cultivating community is something we call Group Salutes. A salute is a gesture of recognition or respect when people meet or say goodbye. In the classroom, a Group Salute is a teacher-prompted social or physical gesture shared between two or more students at the beginning or end of an interaction. Group Salutes can be used with students of all ages, including ones who are shy or struggle with social skills, and English language learners.

At the outset of an interaction, Group Salutes help break the ice and lead students to connect in a non-academic way. At or toward the end of a dialogue or task, they provide a sense of closure or accomplishment.

Opening Group Salutes

Have students introduce themselves: "Tell your partner your first, middle, and last name" or "Share your birthday with the group."

Ask them to share favorites: "Before starting, share your favorite ice cream flavor" or "To begin, tell your group mates how spicy you like your salsa."

Give them options to choose from: "Rainy days-thumbs up or down?" or "Poll your group: pizza or tacos?"

Closing Group Salutes

Remind them to say goodbye: "Say, 'See ya real soon!'" or "Say goodbye in [another language]. Here's how: ________."

Ask them to express gratitude: "Finish by saying, 'Thank you for working with me.'"

Have them wrap up the lesson: Have group leaders end a discussion with "So, in summary, we think _____."

Invite them to celebrate: "Whisper to your team, 'We did it!'" or "Turn to your partner and say, 'Good job, partner!'"

Group Salutes can also involve physical interactions such as handshakes, fist bumps, one- or two-handed high fives or low fives, or hand claps. Variations that don't involve contact include an actual salute, a wave, or a quick individual dance move ("When you're done, face each other and dab or floss").

Combining oral and physical responses works too. For instance, ask students to huddle up and put their hands in the middle, like a sports team, and repeat a phrase or chant. Or say, "Raise your pen or pencil in the air" and follow with a teacher- or student-led toast. Teachers should use prompts that make sense with their own and their students' personalities.

Benefits of Group Salutes

Group Salutes are not simply clear signals for starting and stopping activities-they're a subtle and effective strategy for teaching students how to exercise courtesy, be cordial, and use good manners. In fact, the Latin root of salutation, salutare, means to "pay one's respects to," which is essentially what the teacher is asking students to do through words and gestures.

Evidence from real-world situations suggests that Group Salutes can contribute to team success. A study produced by the University of California, Berkeley, found that the NBA teams whose players touched the most (via high fives, fist bumps, etc.) in an early-season game had the best records for the season. The researchers attributed this to the increased trust, goodwill, and camaraderie experienced by the players.

And Google's Project Aristotle found that the company's most successful teams were those with a sense of psychological safety-those whose team members trusted one another enough to take risks without fear of judgment. In the classroom, Group Salutes are a concrete step toward establishing that kind of trust.

We're not suggesting that every interaction between students should involve a Group Salute. Students of all ages appreciate a balance of predictable and novel routines. Responding to the same social or physical cues day in and day out can get stale or feel robotic.

For that reason, consider using Group Salutes frequently with tasks that involve short interactions in the beginning of the school year; later on you can reserve them for tasks that involve more sustained or in-depth peer interaction or collaboration. Or do the opposite: Use Group Salutes sparingly at the beginning of the year and ramp up to launching or closing most quick connections (turn and talks, or Think-Pair-Shares) with them.

We recommend keeping Group Salutes brief, fresh, and age-appropriate. This might involve giving a time limit ("You have 10 seconds each to share whether you've seen and liked any Star Wars movies"), asking students to contribute ideas for prompts, or having a volunteer tell the class what to do or say.

The long-term goal is for students to use Group Salutes on their own, without prompting. When they transfer the underlying social and affective skills to their everyday interactions, we can be confident that we're building a community.

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Prompting students to use physical gestures like high fives in the classroom helps build a sense of community.

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The National Education Association (NEA) is more than 3 million people-educators, students, activists, workers, parents, neighbors, friends-who believe in opportunity for all students and in the power of public education to transform lives and create a more just and inclusive society.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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For children who have adverse childhood experiences (ACEs), co-regulation is at the heart of teaching-and of discipline. These children need assistance regulating their nervous system before they can learn new coping strategies and understand the consequences of their choices and decisions.

We don't hesitate to teach our students the reading or math skills they need to be successful, and emotional and behavioral skills should be no different. Students with ACEs may come to school having little experience with impulse control and emotional regulation. They may struggle with paying attention. These are executive function skill sets our students need to be academically, socially, and emotionally successful.

The strategies described here are Tier One strategies in a Response to Intervention model for discipline and engagement. Co-regulation is beneficial for all students, and these brain-aligned preventative strategies aid all students in regulating their responses and developing relationships. They can be a part of our procedures, routines, morning meetings, and bell work, easing all transitions throughout the day.

Strategies for Helping Young Students Regulate Their Responses

1. Incorporate rhythm. Our hearts beat in rhythms, we sleep and live in rhythms, and our breath has a cadence that can regulate our nervous systems. When these rhythms are missing, our sensory and motor systems can be compromised.

At the center where I work, we model rocking movements before rest or naptime or during transitions. Children follow the teachers as we sway back and forth to soft music or to the sound of a quiet voice. These rocking exercises help the children quiet down and refocus or prepare for quiet time.

We also bring in rhythm by having the children mimic the pattern set by a leader using paint sticks or drumsticks. We can vary this drumming from soft to loud, slow to fast, and even move our bodies as we drum together.

Children can also listen to the beat of a piece of music and use crayons to draw how they visualize and imagine the beat with colors and shapes of different sizes.

2. Have students take a sensory bath. This is a class favorite. In the mornings, we gather a group of three or four children in one area of the room with their own bath loofahs, a large beach towel, and a tube of lotion. Students can take their loofah and press on their arms and legs, pretending to scrub and clean, or they can choose an adult to give the sensory bath.

I model this activity by pretending to step into a tub. Then we sit down and sing, "We're taking a brain bath, a brain bath, a brain bath, / We're taking a brain bath to help us feel _____," and students choose different words to fill in a sensation or feeling: happy, bubbly, fresh, clean, peaceful, etc. Once we pat the loofah up and down our arms and legs, we pretend to carefully step out of the tub.

One at a time, we wrap each child tightly in the beach towel while rocking back and forth or side to side and continuing to sing. This time we sing about drying off and feeling ready for the day. Students can then opt to get a drop of hand lotion to massage on their hands before leaving the area with three deep breaths as they enter their day of learning.

Addressing the sensory and motor systems of these young children helps them regulate their nervous system so learning can occur.

3. Use a singing bowl. Patterned, repetitive activity that works with our body's rhythms and senses is calming to a child's nervous system. The Tibetan singing bowl is a part of our morning circle time-students listen to the sound the bowl creates and we collectively try to match that sound.

We follow this with three deep breaths and then take turns playing the bowl, matching the sound and increasing our breaths to five or six long inhales and exhales. Sometimes we play the bowl and students close their eyes and listen to the tone until they can't hear it any longer. When this happens, they raise their hands in the air.

Some children may be sensitive to these sounds, so it's important to pay close attention to each child's response and adjust this activity as needed.

4. Walk the lines. Movement and breath calm the nervous system. We've created an adjustable labyrinth of colorful lines, shapes, and mazes with various types of foot work and animal walks that the children follow-walking, hopping, crawling, or skipping as indicated. We model the crab walk along the purple line, for example, and then the students follow. The students love to lead this exercise and often design patterns of movement that we mimic.

This regulation strategy gives us a deep look into students' balance and gross and fine motor skills. We're also able to see their levels of frustration and how they respond to mistakes by redirecting their movements.

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Teaching Self-Regulation in the Early Grades

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For children who have adverse childhood experiences (ACEs), co-regulation is at the heart of teaching-and of discipline. These children need assistance regulating their nervous system before they can learn new coping strategies and understand the consequences of their choices and decisions.

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https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=100028

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Bed Time Math: A grade level daily math problem that involves deep thinking.

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Bed Time Math: A grade level daily math problem that involves deep thinking.

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Estudios han demostrado que el ser bilingüe tiene muchos beneficios. Personas que hablan dos idiomas disfrutaron de exámenes con más altos resultados que las personas que solo hablan un idioma. Además, estudiantes que aprenden dos idiomas en la escuela tienden a desempeñarse mejor académicamente. Ser Bilingüe le da también ventajas profesionales.

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The dunce cap, a ruler on the knuckles, kneeling on rice: modern teachers wouldn't think of using these methods to correct students' behavior. But for all the progress that schools have made in understanding and implementing effective discipline, teachers can still fall into bad habits that sabotage their own efforts to stay in command. In his recent edWebinar "Classroom Management Mistakes That Undermine Your Authority," Shannon Holden, Assistant Principal at Republic Middle School in Missouri, explained the importance of establishing the teacher's control from the first day of school and the common mistakes educators make when trying to maintain a productive educational environment.

1. Not having a seating chart on day one: This is the teacher's opportunity to exercise their authority from the beginning while also learning students' names and the dynamics of the room.

2. Not having a discipline plan on day one: Similarly, teachers need to immediately show students that misbehavior won't be tolerated and how poor choices will be treated. Except for severe cases that require a heightened response, all cases should follow the same hierarchy. For instance, a first offense might be a verbal warning, while a second offense would be a student-teacher conference. Every discipline plan should have a severe behavior clause for extenuating circumstances.

3. Listing unacceptable consequences: Discipline should be commensurate with the behavior and should not belittle or ridicule the student.

4. Getting creative with consequences: When teachers stray outside of typical discipline, one parent can easily protest and discredit the teacher. Teachers need to have the parents on their side, so the measures need to be something parents can understand and support.

5. Making threats without authority to follow through: Most teachers, for example, cannot expel a student, and the kids know it. If teachers make empty threats, the kids won't respect them.

6. Getting emotional when talking with parents: If an issue escalates and the teacher needs to call the parents, the teacher should stick to the facts and make no judgments about the child. Simply inform the parents about the student's choices that led to the phone call. More important, if possible the teacher should try to contact the parents before the student can plead their case.

7. Not being 100% certain that the named student committed the offense: Teachers should not invoke the steps of the discipline policy unless they know without a doubt the student(s) involved.

8. Sending students to the office without documentation: Sending students to an administrator should always be the last step in the plan. If a student arrives without documentation or it's unclear exactly who was involved, the administrator may send the student back to class with a lesser punishment.

9. Punishing students for the act that was the tipping point and not the breadth of discipline issues: First, the student's overall behavior needs to be addressed-not a single incident. Moreover, the punishment may not fit the actions, or the administrator may think the teacher is overreacting, if he or she does not understand the scope of the student's actions.

"The focus shifts when you make disciplinary mistakes...from what the student did wrong to what you did wrong," said Holden. "The temptation after you go through some sort of a traumatic event like that...is to say, 'You know what, I am just going to quit disciplining students, and I am going to let them do what they want because that's just going to make my life easier.' That is a recipe for disaster. Disciplining the correct way keeps administrators, parents, and students on your side."

This broadcast was hosted by edWeb.net.
WATCH THE EDWEBINAR RECORDING
This article was modified and published by eSchool News.
About the Presenter
Assistant Principal at Republic Middle School in Missouri, Shannon Holden has been a high school and middle school administrator and teacher in Texas and Missouri for 20 years. Shannon presents frequently to teachers and administrators about classroom management, maintaining positive relationships with parents, instructional strategies that engage students, and implementing technology in the classroom.He is the host of the Teacher HELP! and TechTools for the Classroom communities on edWeb.net. Follow him on Twitter @newteacherhelp.
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Teacher HELP! is a professional learning community that helps teachers get advice, support, and share experiences about teaching.

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Common Classroom Management Mistakes and How to Avoid Them - edWeb

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The dunce cap, a ruler on the knuckles, kneeling on rice: modern teachers wouldn't think of using these methods to correct students' behavior. But for all the progress that schools have made in understanding and implementing effective discipline, teachers can still fall into bad habits that sabotage their own efforts to stay in command.

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60-Second Strategy: Cooperative Learning Roles

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Giving students randomly assigned roles in their group work helps ensure that they all participate.

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All Posts

No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds.

Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

To augment their understanding and responsiveness, this involves:

Empowering students to share thoughts

Integrating diverse work and study practices

Understanding student learning needs and styles

Emulating culturally-significant instruction styles, such as oral storytelling

To help you plan and deliver lessons that resonate with a diverse classroom, we'll explain what culturally responsive teaching is and how it is implemented.

We also put together 15 culturally-responsive teaching strategies and examples that will resonate with diverse students and foster an inclusive classroom environment.

These strategies are available as a downloadable list below for quick reference so you can reference them during classroom instruction.

Let's start with some simple explanation of what culturally responsive teaching actually means.

What is culturally responsive teaching?

Culturally responsive teaching (CRT) is a pedagogy that acknowledges and embraces students' cultures, languages and experiences - and relates them to classroom learning.

Culturally responsive teachers are actively aware of the various cultural backgrounds present in their classrooms, and act as a facilitator of lessons that can resonate with each.

It is not an easy task - creating this learning environment requires not only a high level of cultural competence, but also an intentional effort to learn about students' backgrounds and cultures.

It can be majorly beneficial to closing achievement gaps between students of different backgrounds and addressing inequities in the classroom. You can also create stronger partnerships with your students by fostering a learning environment where they are represented clearly.

Conditions for creating a culturally-responsive classroom

Reflected in the 15 strategies and examples in the next section, there are four conditions any teacher must fulfill to establish a culturally-responsive classroom, according to an authoritative academic book about the subject called Diversity and Motivation.

As you prepare and deliver any lesson, strive to:

Establish inclusion

This starts by highlighting how the topic you're teaching may relate or apply to students. For example, many societies and cultures have fireworks festivals.

While such a festival runs, you could teach how to calculate speed using fireworks in sample questions. Establishing inclusion also involves regularly grouping students with different classmates, encouraging discussion to solve problems. In doing so, they can share unique perspectives and diverse background knowledge.

Develop positive attitudes

This further focuses on relating content to students. A popular method is allowing them to choose between activities and assessments that let them showcase their values, strengths and experiences.

For example, while providing clear learning goals and evaluation criteria, encourage students to submit their own project ideas.

Enhance meaning

You can bolster lesson content by drawing connections with real-world issues, asking students to use opinions and existing knowledge to address them.

For example, when teaching about government, you could contextualize concepts through municipal political issues. When appropriate, use student jargon to clarify these issues or improve communication in general.

Foster confidence

Make the assessment process less intimidating by offering different ways to demonstrate skills and understanding. For example, avoid handing out quizzes that are purely multiple choice or fill-in-the-blank.

Among other question types, mix in problems that involve writing short- and long-form answers. After, give students time to assess their own progress and performance, helping them focus on growth.

Meeting these four conditions largely relies on using specific approaches, such as the 15 explored below.

15 Culturally-responsive teaching strategies and examples

1. Learn about your students

At the start of the year or semester, demonstrating a desire to adapt your teaching style to students can help them feel valued. Because open communication should uncover their learning needs and preferences, try:

Distributing questionnaires, asking about interests

Handing out surveys, gathering information about learning styles

Holding open discussions, allowing students to talk about positive experiences from past classes

Once you've gathered enough information, tell the class you'll focus on adjusting your teaching approach to help them learn as best as they can. Students should quickly warm up to you.

2. Interview students

You'll build a stronger understanding of students' values and habits - as well as strengths and weaknesses - by individually asking them questions. While running a large-group exercise, pull each student aside for a few minutes. Ask about:

Hobbies

Their favourite lessons and activities

Which kinds of exercises help them remember lessons and improve skills

Note what each student says to identify themes and different preferences. Then, when possible, relate content to their interests and deliver lessons that appeal to shared strengths.

3. Integrate relevant word problems

Many students will take a greater interest in math if you use word problems to contextualize equations. Working with 41 7th grade students throughout an academic year, a study published by the Canadian Center of Science and Education used such contextual learning strategies to increase test scores by more than 44%. Create culturally-relevant word problems by:

Including student names to make subject matter relatable

Linking to student interests, such as by measuring the shot distance of a famous soccer player

Referencing diverse cultures, such as by determining the diameter of a specific ethnic food platter

Using these word problem tips will not only help you establish a culturally-responsive classroom, but engage students more than by using abstract questions.

4. Present new concepts by using student vocabulary

Delivering relatable content goes beyond math class. In any subject, you can grab and keep student attention by using their vocabulary to build understanding before moving to academic diction. Let's say many of your students are sports fans with family from soccer-crazed nations. Use a soccer example to demonstrate metaphors in language arts class:
Andrea Pirlo is an eagle on the pitch, armed with vision sharp enough to detect the smallest openings and recognize opportunities his opposition can't.
This kind of culturally-responsive language should open the door to presenting challenging skills and concepts, engaging students while doing so.

5. Bring in guest speakers

Guest speakers can bring context and passion to history, geography and social studies lessons, capturing student interest.

A war veteran could deliver a vivid narrative of his or her experiences. A mountaineer could give a striking recount of scaling Lhotse. Both could answer questions many teachers would struggle with, while engaging students much more effectively than a slideshow.

Plus, according to a study by the Economics of Education Review, students are often encouraged to work harder when they share a background with an educator. So, diverse guest speakers may inherently engage and motivate students who share a culture with them.

6. Deliver different forms of content through learning stations

Whether due to culture, socialization, preference or learning needs, students respond differently to different types of content. You can provide a range of material to each student by setting up learning stations. Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

Playing a game

Creating artwork

Watching a video

Reading an article

Completing puzzles

Listening to you teach

After going through each station, you can help students further process the material by holding a class discussion or assigning questions to answer.

7. Gamify lessons

Want another way to consistently diversify content and its delivery, appealing to different learning styles? Gamify some lesson elements. Easy-to-implement practices include:

Offering rewards, such as badges, for completing specific tasks or achieving certain scores

Setting a clear learning goal for the lesson, charting progress throughout the class to motivate students

Creating an "instruction manual" for a project, which contains the rubric and best practices for earning a high grade

Plus, gamifying your lessons is a way of making connections with contemporary gaming culture - helping students within this culture process and demonstrate understanding of content.

8. Call on each student

Call-and-response - the practice of asking students frequent questions while giving lessons - usually keeps them engaged, but also enables them to share thoughts and opinions. Involve everyone by:

Encouraging the sharing of personal perspectives, when a question allows for it

Calling on students without their hands up, acclimatizing them to speaking amongst peers

Asking a question after each new point or thought, having a student teach back the concept you just spoke about

By lesson's end, this call-and-response approach should allow each student to speak at least once.

9. Use media that positively depict a range of cultures

Children process content more effectively when their cultures and languages have places in the curriculum, according to an oft-cited academic book about teaching in multiracial schools.

Using media, such as books and movies, that positively depict a range of cultures and are relevant to your syllabus can partially address this need. Finding options through databases such as IMDB or American Literature isn't a tough task.

As a bonus, using different media should boost engagement levels.

10. Offer different types of free study time

Free study time typically appeals to students who prefer solo learning, but many cultures prioritize learning in group settings. You can meet both preferences by dividing your class into clearly-sectioned team and individual activities, such as the following:

Provide audiobooks, which play material relevant to your lessons

Create a station for group games that teach curriculum-aligned skills

Keep a dedicated quiet space for students to take notes and complete work

Allow some students to work in groups while taking notes and completing work, away from the dedicated quiet space

Presented with these options, free study time should appeal to a wider range of learners.

11. Encourage students to propose ideas for projects

By asking students to submit ideas for their own projects, the benefits of choice extend beyond free study time. Specifically, they should build confidence by showcasing their strengths and existing background knowledge.

So, encourage them to pitch ideas for taking a project from concept to completion. A student must show how the product will meet academic standards in his or her pitch. If the idea falls short, give the student ideas to refine it. If the student can't refine the idea, he or she can choose a project from a list of options you provide.

Not only will you be pleasantly surprised by some pitches, but you may generate ideas for future culturally-responsive exercises and assessments.

12. Experiment with peer teaching

There'll almost always be some student vocabulary and communal practices you never pick up on. But you can fill these gaps through peer teaching. Relatively-simple exercises include:

Students who read and discuss story passages with peers recall more content and score higher on assessments, according an Ohio University pilot study. And, according to a science education study, students who work in pairs and groups typically perform better on tests that involve reasoning and critical thinking.

Such results are largely achieved due to students discussing and rationalizing concepts in their own words, many of which belong to contemporary cultural lexicon and are not academic.

13. Establish cooperative base groups

Cooperative base groups - which come from collaborative learning pedagogy - allow students to regularly learn and process content together.

Your role consists of creating groups of three or four, scheduling meeting times and detailing agendas for them. Filling knowledge gaps and encouraging communication is also involved. Students' roles focus on supporting each other while striving to meet learning goals over the year.

While working in base groups, students can:

Review lessons

Take on guided research

Address each other's questions

Complete in-class assessments

The connection to culturally-responsive teaching is the same as peer learning: cooperative base groups encourage students to make sense of concepts you've taught by using their own words and thoughts.

14. Run problem-based learning scenarios

The flexibility of problem-based learning lends itself to culturally-responsive teaching. This is because, when presenting a relatable real-world problem for your students to solve, two cultural connections will typically occur.

1. First, there will likely be a cultural link in the question, whether it's explicit or students make it themselves.

2. Second, because they can apply different approaches toward problem-solving, they may use unique cultural perspectives.

But if you want to create a scenario with explicit cultural ties, consider:

Encouraging students to take historical, sociological and anthropological viewpoints

Framing the problem using ethnic events - for instance, solving logistical challenges of running a heritage festival - in the area

Regardless, the student-centred nature of problem-based learning will allow your class to use culturally-relevant examples and information when appropriate.

15. Involve parents by using take-home letters

Involving parents in their child's learning is a core part of almost any culturally-responsive teaching approach -- they act as the main educators in many societies and can provide cultural context. When starting a new unit or trying out an education tool for the first time, consider sending a letter home to parents.

For reference, here's the letter Prodigy provides to its teachers. This opens the door to parent participation. While not all parents will be subject matter experts, most should be able to provide guidance.

Downloadable list of culturally-responsive teaching strategies and examples

Click here to download and print a simplified list of the 15 culturally-responsive teaching strategies and examples to keep at your desk.

Interested in other teaching strategies to deploy in your classroom?

Culturally-responsive teaching strategies overlap in important ways with many other pedagogical approaches. Consider researching other teaching and instructional strategies to help bolster your approach, or combine different elements of each strategy!

Active learning strategies empower, engage, and stimulate your students as they put them at the center of the learning process.

Experiential learning activities, in contrast to traditional learning activities,aim to develop knowledge and skills through direct, firsthand experience.

Project-based learning involves an open-ended approach that sees students work alone or collectively to work on engaging, intricate curriculum-related questions or challenges..

Inquiry-based learning is broken down into four categories, all of which emphasize student questions, ideas and analyses.

Adaptive learning focuses on changing - or "adapting" - content for each student on an individual basis, especially with the help of technology.

Social emotional learning activities help students build social skills, establish healthy relationships and manage their emotions.

Final thoughts about culturally-relevant pedagogy

Delivering culturally-responsive lessons can not only help you engage students, but allow them to make personal connections with content.

Student populations across your school district are comprised of different races, backgrounds, cultural identities and socioeconomic statuses - it's important that teaching practices reflect and embrace these differences.

Greater student investment should lead to other benefits, such as more rigor and motivation. A happier, focused classroom is the ideal outcome.

Prodigy is a digital game-based learning platform that delivers a range of culturally-relevant math content through engaging word and scenario-based problems. Standards-aligned, it's used by millions of teachers and students across the world.

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Culturally Responsive Teaching: Examples, Strategies & Activities for Success

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All Posts No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds. Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

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