# data[].attributes.headline
What is your topic, and why did you choose it?

# data[].attributes.subject
What is your topic, and why did you choose it?

# data[].attributes.body
My topic is fostering healthy relationships in the classroom. I chose it because creating a positive and supportive learning environment is incredibly important to me. I believe that when students feel safe, respected, and connected to their peers and teachers, they are more likely to thrive academically and emotionally.

# data[].attributes.body
Summary:

This book beautifully illustrates the impact of including or excluding others. Brian, a quiet boy, feels "invisible" at school until a new student arrives and recognizes his presence. Through small acts of kindness and inclusion, Brian begins to feel seen and valued, and his world (and the illustrations!) brighten. This book is excellent for discussing how little actions can make a big difference in making everyone feel like they belong and fostering a truly inclusive classroom.

Questions:

What do you think might happen in a story called "The Invisible Boy"?

What do you think it means to feel "invisible"? Have you ever felt that way? What did it feel like?

# data[].attributes.body
This video offers practical, research-backed strategies like consistent routines and positive reinforcement to create a supportive and respectful classroom culture. It enhances my understanding of how simple, intentional actions can help students feel safe, valued, and motivated to learn.

# data[].attributes.attachment_link.title
How To Build A Positive Classroom Environment

# data[].attributes.body
This video highlights the role of empathy in fostering meaningful teacher-student relationships through listening, validation, and emotional awareness. It supports my future practice by showing how empathy can be embedded into everyday interactions to build trust and community.

# data[].attributes.attachment_link.title
What Empathy in the Classroom Means Today

# data[].attributes.body
Summary:

It's told from the perspective of Auggie Pullman, a boy with facial differences, and his experiences at school. The book emphasizes empathy, acceptance of differences, and the importance of looking beyond appearances to see the "wonder" in everyone. It encourages students to be inclusive, stand up for others, and understand that everyone deserves kindness and belonging, all crucial elements of healthy classroom relationships.

Questions:

Has anyone seen the movie "Wounders"?

Look at the cover of the book. What do you notice about the boy? What do you think this book might be about?

The title is "We Are All Wonders." What do you think that means? What makes someone a "wonder"?

# data[].attributes.body
"Chat and connect: Practicing conversational skills": The objective of this activity is to provide students with practical experience in engaging in meaningful conversations about relationship topics with different peers. Students discuss a series of prompts in short, rotating partner discussions and then individually reflect on their communication strengths and areas for improvement, directly building their interpersonal skills crucial for healthy relationships and a collaborative learning environment.

# data[].attributes.attachment_link.readable_text
Learning Intention

Students learn about the importance of open and respectful communication for building and developing friendships.

Key Outcomes

By the end of the lesson, students will be able to:

identify forms of open communication

understand the role of different relationships in their life

reflect on their own communication skills.

Activity 01

Roundtable activity: The effects of communication 40 min

This activity is designed to highlight the important role of positive relationships for student wellbeing.

1. Write 'What effect does open and respectful communication have on building healthy relationships and personal wellbeing?' on a whiteboard or in a central location.

2. Set up five stations around the room with A3 paper, or virtually with a digital mind-mapping tool. Label each station as follows:

Teacher

Adult family member

Brother, sister or cousin

Friend at school

Friend outside school with whom they share a structured activity (e.g. sport, drama, debating, Girl Guides/Scouts).

3. At each station, ask students to write ways they can communicate openly and respectfully with the person named on the sheet of paper at the station. Encourage students to be specific, rather than general.

4. After a few minutes, ask students to move to a new station in a round robin style, and to record ways they can communicate openly and respectfully with the person named on the sheet of paper at the new station. Each group/student should try to avoid repeating an answer that has already been written.

5. Students repeat the activity until they have visited all five stations.

# data[].attributes.attachment_link.description
Students learn about the importance of open and respectful communication for building and developing friendships. identify forms of open communication understand the role of different relationships in their life reflect on their own communication skills. Activity 01 This activity is designed to highlight the important role of positive relationships for student wellbeing.

# data[].attributes.body
This video emphasizes that strong student-teacher relationships are foundational to academic success and emotional well-being. It helps me recognize that investing time in connection isn’t a distraction from learning; it’s a key driver of it.

# data[].attributes.body
This discussion strategy encourages thoughtful dialogue by ensuring every student’s voice is heard, promoting respect and active listening. It supports my classroom goals by helping students engage in reflective conversations that build empathy and peer understanding.

# data[].attributes.attachment_link.readable_text
This discussion strategy helps students practice being both active speakers and active listeners in a group conversation.

Advisory

Civics & Citizenship

English & Language Arts

History

Social Studies

Most teachers are willing to tackle the difficult topics, but we need the tools.

- Gabriela Calderon-Espinal, Bay Shore, NY

# data[].attributes.attachment_link.description
This discussion strategy helps students practice being both active speakers and active listeners in a group conversation.

# data[].attributes.attachment_caption
ChatterChance Conversation Starter for Teens

# data[].attributes.body
This card-based activity includes fun, low-pressure prompts that spark conversation and connection among students. It will serve as a relationship-building tool in my classroom to foster community and encourage students to learn about one another in a relaxed, engaging way.

# data[].attributes.attachment_link.title
ChatterChance Conversation Starter for Teens | Exciting, Fun Conversation Games with Question Cards That Spark Connection & Understanding | Thought-Provoking Card Games for Teens with 80 Questions

# data[].attributes.attachment_link.description
Introducing the ChatterChance Conversation Starter for Teens, a fun and exciting way for teens to communicate and share their feelings effectively. This card game is an excellent resource to help build confidence, self-esteem, and social skills while improving their listening and communication ab...

# data[].attributes.body
Teaching healthy relationships is important because it goes beyond academics, equipping students with essential life skills. It helps them develop empathy, effective communication, and conflict resolution, which is important for success not only in school but also in their personal lives and future careers. A classroom built on healthy relationships also reduces bullying and promotes a sense of belonging for every student.

# data[].attributes.headline
How would you teach this topic in your future classroom?

# data[].attributes.subject
How would you teach this topic in your future classroom?

# data[].attributes.body
I plan to teach this topic through multiple different lessons, integrating relevant picture books and social-emotional learning activities like the ones under the lesson plan topic, and consistent modeling. I'd use discussions, role-playing, and collaborative projects to help students practice communication and empathy. I also want to create some sort of reward system to regularly celebrate positive interactions and reinforce our classroom values.

# data[].attributes.headline
What are 3 questions or concerns you have about teaching this topic?

# data[].attributes.subject
What are 3 questions or concerns you have about teaching this topic?

# data[].attributes.body
One concern is how to effectively resolve conflicts when they start, especially if they start from deeper issues or outside influences. I also wonder about finding enough room in an already jam-packed curriculum to dedicate the time these healthy relationships in the classroom lessons truly need without feeling rushed. And finally, I'm curious about the best ways to make sure all students, including those who are more introverted or have different learning styles, feel comfortable participating and growing in this area.

# data[].attributes.body
"The Respect Circle" (Page 67 - Youth to Adult section): The main objective here is to deepen students' understanding of what respect truly means in various contexts, including self-respect, respect for others, and respect for the community. Through discussion and reflection within a "respect circle," students are encouraged to articulate and commit to respectful behaviors, directly shaping a classroom culture built on mutual understanding and consideration

# data[].attributes.body
"Healthy Relationships from Advocates for Youth": This lesson helps build a healthier classroom by giving students a clear picture of what positive interactions truly involve. When students identify desired qualities and warning signs in relationships, they gain the language and critical thinking skills needed to create and champion a respectful, safe peer environment. It also encourages personal reflection on reciprocal respect, prompting students to consider "how I would want to be treated."