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Advancing the science and practice of character development so that all students can reach their full potential

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Curiosity is wanting to learn more. Showing interest, seeking novelty, and being open to new experiences.

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Self-control is controlling your actions, thoughts, and feelings so they align with your goals.

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Search by age, content and competency

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In their 2006 book, Treating Explosive Kids: The Collaborative Problem-Solving (CPS) Approach, Dr. Ross Greene and Dr. Stuart Ablon describe ...

The Ripple Kindness Project for Schools is an Australian, universal, social and emotional curriculum for the whole school that is ...

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UBC SEL Resource Finder SEL Resources - Apply

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In their 2006 book, Treating Explosive Kids: The Collaborative Problem-Solving (CPS) Approach, Dr. Ross Greene and Dr. Stuart Ablon describe ... The Ripple Kindness Project for Schools is an Australian, universal, social and emotional curriculum for the whole school that is ...

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Resilience Curriculum - 33 lessons by age groups

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Resilience Curriculum - 33 lessons by age groups

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Resilience, Rights, and Respectful Relationships

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The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students' social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing. It also reduces antisocial behaviours including engagement in gender-related violence.

The Resilience, Rights and Respectful Relationships (RRRR) learning materials cover eight topics of Social and Emotional Learning across all levels of primary and secondary education: Emotional Literacy; Personal Strengths; Positive Coping; Problem Solving; Stress Management; Help Seeking; Gender and Identity; and Positive Gender Relationships.

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Resilience, Rights and Respectful Relationships

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The Resilience, Rights and Respectful Relationships learning materials have been designed for teachers in primary and secondary schools to develop students' social, emotional and positive relationship skills. Efforts to promote social and emotional skills and positive gender norms in children and young people has been shown to improve health related outcomes and subjective wellbeing.

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NESCA Director of Behavioral Services and "Behavior Code" author, the very formidable (and famous) Jessica Minahan, created this incredible list of 150+ helpful apps for kids with social/emotional and other needs, including;

Self-regulation

Self-monitoring

Behavioral data collection

Executive function support

Mood tracking

Depression

Biofeedback

Positive thinking

Social Skills

Meditation

Self-calming

We'd have been downright negligent not to share it!
SELF-REGULATION

Self-Regulation Training Board
Teaches self-regulation skills in physical, emotional, and cognitive domains.

Zones of Regulation
Helps students categorize their emotions and levels of alertness into "zones" and teaches skills for self-regulation.

Breathe, Think, Do
App developed by Sesame Street; helps students calm down and solve everyday problems by helping a monster take big breaths, think of a plan, and try it out.

The Feelings Book
Teaches emotional identification, understanding, and regulation. Has three developmental levels.

Autism 5-Point Scale EP
Helps users with Autism Spectrum Disorders and other disabilities to communicate and regulate in emergency situations.

SuperBetter
Tool created by game designers to build personal resilience. Aims to build physical, mental, emotional, and social strength during difficult times or life changes.

Tactical Breather
Provides training and practice at gaining control of stress responses, including heart rate, emotions, and concentration.

Sōsh/Sōsh Lite
Self-regulation tools including The Shredder ("shreds" negative thoughts or feelings) and Voice Meter (light that gives students visual feedback on the volume of his voice).

The Shredder
App with only the Shredder tool from Sōsh.

Unstuck
Helps user get "from stuck to unstuck," no matter what the problem is, by identifying what kind of stuck moment the user is having and suggesting how to proceed.

Worry Box---Anxiety Self-Help
Creates a "worry box" to "put worries away", list steps to manage worry, or find coping statements to think about the worry differently.

Stop Panic & Anxiety Self-Help
Tools to help people with panic disorder, including a diary and audio clips for emotion training audio for calming, relaxation, and panic attack assistance.

MindShift
Mobile anxiety coach, includes strategies to deal with anxiety-producing situations.

At Ease
Relieves anxiety and worry through meditation, mental exercises, and journaling. Goal is deep, lasting change.

PTSD Coach
Provides information about PTSD and tools for screening, symptom tracking tools, and symptom management.

Digital Problem Solver
Learn to identify emotions of characters and help characters self-regulate.

Squeeze and Shake Stress Relief
Virtual stress ball that looks and squeaks like a rubber ducky when you squeeze the screen or vibrates for a hand massage when you shake the phone.

Stress Tracker
Stress management app that tracks stress, moods, sources of stress, and behaviors. View trends and suggested action steps.

Depression CBT Self-Help Guide
Includes a diary to monitor mood, CBT-based suggestions for battling depression, and emotion-training and relaxation audio.

Moody Me - Mood Diary and Tracker
Tracks moods over time and allows user to store photos of what makes them happy or sad.

T2 Mood Tracker
Tool to monitor and track emotions (on provided or custom scales) over time.

TracknShare
Allows user to track information such as symptoms, goals, mood, or habits.

Sym Trend
Diary that records health information for depression, ADHD, or autism to help user understand patterns and triggers, see how treatment is working, and manage their own care.

Goal Streaks
Tracks the days that a goal is attained, and allows user to track "streaks."

MotivAider
Calls attention to a desired behavior on a set schedule, with vibration and/or audible tone.

Repeat Timer
Repeating interval timer.

Streaks
Tracks "streaks" of progress toward behavior goals.

Awareness
Alerts students to rate their emotions and provides coping strategies if needed.

Percentally
Data collection app which collects tally data and automatically converts it to percentages.

My Daily Journal
Journaling app with support for photos, online backup, and PDF export.

Tally Counter
Tracks behavior frequency using tallies.

I Am Feeling...
Notifies user to log how you they are currently feeling and creates shareable history.

My Pictures Talk
Video modeling tool.

Video Scheduler
Allows user to construct picture and video schedules.

Functional Planning System
Uses video modeling to plan a user's day.

CREATING STORIES TO TEACH STRATEGIES & SOCIAL SKILLS

Pictello
Develops visual stories and talking books based on a series of pictures (from library or user photos). Can be used for stories to teach social skills/strategies, schedules, and language learning.

iCreate... Social Skills Stories
Allows user to customize sequential steps of a storyline for individuals that need help building their social skills.

StoryMaker™ for Social Stories
App for creating and presenting Social Stories™.

Stories About Me
Creates talking picture books using photos, text, and voice recordings.

Stories2Learn
Creates personalized stories using photos, text, and audio messages.

Between the Lines
Allows user to practice interpreting vocal intonation, facial expressions, perspective-taking, body language, and idiomatic or slang expressions using photographs and voices.

Feel Electric!
Game created by Sesame Street to explore emotions and build expressive vocabulary skills.

Social Skill Builder
Promotes social learning in individuals with learning challenges, using real video scenarios and multiple-choice questions.

Choiceworks
Helping children complete daily routines (morning, day, & night), understand & control their feelings and improve their waiting skills (taking turns and not interrupting).

Stress Check
Uses device's camera to estimate user's stress level.

Emwave
Biofeedback software with handheld device. Includes breathing exercises and emotion visualizer.

Stresseraser
Handheld biofeedback device.

GPS for the Soul
Measures heart rate and heart rate variability and provides media to help reduce stress, including music, poetry, photos, and breathing exercises.

iBiofeedback
Provides healing modules from different traditions, including chanting, meditation, and sound healing.

No More Meltdowns
Diary to record information relating to meltdowns and analyze to see patterns. Teaches adult to manage their own feelings to calmly help the child, strategies to deescalate and soothe the child in the moment, understand common triggers, and create plans to prevent future problems.

Ecove
Allows user to gather classroom observation data, including timers, counters, and checklists. Several apps available for different purposes.

iearnedthat
Behavior chart app which turns a picture of a reward into an interactive jigsaw of up to 60 pieces. User earns the reward one piece at a time for using strategies and skill practice.

Behavior Tracker Pro
Allows user to track behavior and generate graphs and charts. Mobile app links to online portal for team use.

Class Dojo
Allows teacher to give students positive behavior feedback points on strategy use or skill practice. Parents can also check in on student progress. Provides analytics and reports.

Behavior Support App
Behavior support for autism and special education: Helps user label target behaviors, identify function of behaviors, and begin to develop positive behavior support plans.

123TokenMe
Personalize-able reinforcement tool and data collection.

Catalyst Client
Behavior data collection app which syncs to web-based portal for storage and analysis.

Teach Me Skills Advanced
Collects data on skill acquisition and behavior intervention.

Intervals - An ABA Interval Recording App
Performs ABA interval recordings and time samplings.

Autism - ABC Checklist Mobile App
You are able to record: antecedent, behavior, duration, setting, and consequence. In addition, you will be able to produce an easy to follow log of your information to aid in your analysis of any patterns to determine an intervention (if needed). You can easily customize this app to meet your requirements.

Autism - Duration Data Sheet Mobile App
The data sheet app has been created for specific students. It can be adapted or modified to fit your student's needs, and can also be used as a template for making your own data sheets.

ABC Data Pro
Data collection tool for behavior and/or event counting, partial interval recording, full interval recording, and ABC recording.

EXECUTIVE FUNCTIONING SUPPORT

Colornote
Simple note-taking app. Includes checklist creation, notes in calendar, and syncing.

Traffic Light
Timer goes from green, to yellow, to red as you run out of time.

VisTimer
Gentle implementation of time imposed limits. It utilizes an animated shrinking pie chart to depict elapsed time. Visual thinkers, especially when they are children, have difficulty conceptualizing time.

Timer+
Set multiple timers at once. Program minute, hour, or second.

Evernote
Create notes with text, photos, lists, or voice reminders. Notes can be shared, searched, and organized.

Picture Scheduler
Task organizer with option of text, picture, audio, or video tasks. Includes alarm function, including recurring alarms.

My Video Schedule
User can create video schedule using large provided library of photos and videos or creating their own.

Goodnotes
Allows user to take notes and annotate PDF documents.

Notability
Note-taking app which also allows editing of PDFs and Google Docs. Notes can be linked to audio recordings.

VoCal
Creates audio to-do list with no need for writing.

7Notes HD Premium
Notetaking app with handwriting recognition.

Fotobabble
Creates "talking photos" with user's photos and recorded messages. Can be used to make a future picture for students or create a positive self-talk picture or remind a student of a strategy.

Tellagami
Creates simple animated videos. Can be used to make a future picture for students.

iPrompts
An app to rapidly create and present visual supports, helping individuals transition from one activity to the next, understand upcoming events, make choices, focus on the task at hand, and learn social skills.

Edmodo
Social platform for education which allows secure discussions, posting of assignments, and file sharing, which students can use to preview outside of the classroom as well as participate in class without having to speak in front of peers.

Skype
Cross-platform video and voice calling app.

Socrative Teacher
Class engagement tool providing games and exercises. Students can use it to participate from outside the classroom as well as participate in class without having to speak in front of peers.

Depression CBT Self-Help Guide
Includes a diary to monitor mood, CBT-based suggestions for battling depression, and emotion-training and relaxation audio.

depressioncheck
Three-minute checklist that screens for depression.

Depression Inventory
Weekly test to track depressive moods over time.

Operation Reach Out
This lifesaving app for iPhone and Android was developed by the military to prevent suicide. Recorded videos and menu options help users who are having suicidal thoughts to reach out to others and provides activities to help them stay connected.

Positive Thinking
App by Juniper Islet which provides positive phrases and reminders. Also allows user to add their own positive statements.

Anti-Stress Quotes
Displays quotes about success, motivation, perseverance, courage, inspiration, and hope. Allows users to save and share favorites.

WRITING

Ready to Print
Teaches handwriting skills to pre-writers.

Dragon Dictation
Voice recognition app that allows user to instantly see their text.

Kidspiration Maps
Students can create visual maps to build reading, writing, and thinking skills. Transforms pictures into written words.

Popplet
Creates visual mind-maps that capture thoughts and images and create relationships between them. Can be used for collaborative brainstorming, and students can leave comments on each other's work.

Clicker 6
Word processor for students learning to read and write. Sentences created from pictures or words are read back to the student.

Kidblog
Allows students to have protected blogs where they can post and participate in discussions. Teachers have complete control over student blogs.

Read & Write
Web App for Google Chrome that adds accessibility options to Google Docs, PDFs, ebooks, and the web. Includes read aloud, highlighter, picture dictionary, talking dictionary, and vocabulary list builder.

Story Builder
Allows user to record audio narrative based on story prompts.

Flying Books
Children's books read by a narrator or recorded by user. Can create book using photos or artwork.

Typ-O
Uses word prediction and spelling error prevention to help prevent typos and make writing easier.

MeMoves
App intended to complement DVD. User completes "finger puzzles" to the beat of calming music. (DVD has interactive "body puzzles" that combine music, movement, and images, and can be used in school as a transition tool or priming activity for the whole class.)

Relax with Andrew Johnson Lite
Provides relaxation audio.

Relax Melodies
Customizable white noise app that mixes different sounds. Includes sleep timer.

Naturespace
"3D" audio of nature sounds.

Pocket Pond 2
Soothing interactive koi pond with relaxing nature sounds.

Relaxing Sounds of Nature Lite
Nature sound app, includes ability to mix sounds.

Relax Ocean Waves Sleep
Ocean sounds for relaxation.

Laser Lights
Laser light effects controlled by user.

Ooze
User interacts with color-shifting "goo" by touching the screen and tilting the device.

Dropophone
Allows user to combine sounds of rain falling on different tiny instruments by tapping pictures of raindrops.

Fluid
Turns device screen into an interactive pool of water.

PaintSparkle
Coloring book app with coloring pages and ability to color user's photos.

Monster Chorus
Cute monsters each sing a note, user can combine them to create songs.

Silk
Calming music plays while user creates soothing designs.

Acupressure: Heal Yourself
Illustrated instructions for acupressure point massage.

Nature Sounds Relax and Sleep
Plays relaxing nature sounds.

Calming Music to Simplicity
Plays Chinese traditional music for calming and relaxation.

breeze: realistic wind chimes
Interactive wind chimes with relaxing background sounds.

Calm Myself Down
Uses ABA techniques to help user (particularly those with Autism Spectrum Disorders) stay calm and in control.

BREATHING

Breathe2Relax
Diaphragmatic breathing exercise for stress management.

BellyBio Interactive Breathing
Biofeedback app that generates music in sync with deep belly breathing.

Relax Lite: Stress Relief
Five minute stress relief app that teaches deep breathing.

Health Through Breath
Multi-level deep breathing course for stress reduction.

Universal Breathing: Pranayama
Guides user to breathe slowly and deeply.

MEDITATION

Smiling Mind
Meditation app aimed at young people.

Buddhify
Teaches mindfulness meditation with guided meditations, including some for specific situations including waking up, being in a park, working online, or going to sleep.

Take a Break! Guided Meditations for Stress Relief
Guided meditation audio.

Cleveland Clinic Stress Free Now
Provides seven different relaxation techniques including breathing and meditation exercises.

Relax and Rest Meditations
User can listen to meditation sessions of various lengths, with or without nature sounds or music.

Qi Gong Meditation Relaxation
Plays short videos teaching gentle Qi Gong movements and breathing exercises.

Simply Being
Provides 5 to 20 minute meditation sessions with or without nature sounds or music.

Smiling Mind
Meditation app aimed at young people.

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NESCA Director of Behavioral Services and "Behavior Code" author, the very formidable (and famous) Jessica Minahan, created this incredible list of 150+ helpful apps for kids with social/emotional and other needs, including; Self-regulation Self-monitoring Behavioral data collection Executive function support Mood tracking Depression Biofeedback Positive thinking Social Skills Meditation Self-calming We'd have been downright negligent not to share it!

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Centervention® provides online social emotional learning interventions to help students in grades K-8 improve social, emotional, and behavioral skills.

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Lesson

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This is one lesson that I could really use myself. I over-analyze, over-think, and negative self-talk my way into unnecessary stress all the time.

Remember those blissful years when the three little dots that show someone is typing on an iPhone didn't exist? Back when we all had flip phones and people didn't really text much anyway? This is my brain when I see those three little dots:

Me (texting): Hey! What are you up to this afternoon? We should go to this festival downtown!

...

My brain: They're probably thinking of a polite way to say no.

...

My brain: I shouldn't have even asked, they're probably busy.

(Dots disappear. I freak out.) ... (Oh no, they're back. I freak out more.)

My brain: Even if they do say yes, they probably just feel obligated to come.

...

My brain: Why are you like this??

The scene in Hall of Heroes that this worksheet pulls from has superhero students battling their Shadow Self. When the Shadow Self uses negative self-talk, the student must come up with a stronger, positive thought to overpower it.

And by the way, even though these characters and this situation is from our middle school game, this activity can certainly be used with upper elementary!
Download the worksheet here.

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This is one lesson that I could really use myself. I over-analyze, over-think, and negative self-talk my way into unnecessary stress all the time. Remember those blissful years when the three little dots that show someone is typing on an iPhone didn't exist?

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-Lesson

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Identifying emotions is the first step to helping students regulate them. Recognizing the physical signs associated with different feelings will strengthen students' ability to manage their emotions before they get too big.

Identifying and managing your feelings, or Emotion Regulation, requires the ability to respond to strong emotional situations in a socially acceptable manner. Children who are good at identifying and managing their emotions feel better about themselves and have more successful friendships.

Students Will: Understand why chameleons change color and identify ways humans show their moods/emotions
Materials: Directions: Chameleon story and worksheet

1. Before passing out the worksheets, ask students why they think chameleons change color. Most students will probably say "camouflage."

2. Read the story aloud to students while they read along and fill in the vocabulary terms on their worksheet.

3. Now that we know chameleons change color to show their mood, have students spend a few minutes writing down ways humans show their mood to each other on the lines.

4. Have a discussion with the group about the different ways humans show moods and emotions to each other. Asks students some ways they personally show emotions when they are angry, sad, scared, etc.

5. Discuss with students which of these are the most appropriate ways to show someone how you are feeling. Remind students they they can go to the Cool Down Corner when their emotions get too big. (This lesson is a great backstory as to why they color a chameleon worksheet there.)

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Identifying Emotions Activity: Chameleon Moods

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Identifying emotions is the first step to helping students regulate them. Recognizing the physical signs associated with different feelings will strengthen students' ability to manage their emotions before they get too big. Identifying and managing your feelings, or Emotion Regulation, requires the ability to respond to strong emotional situations in a socially acceptable manner.

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Author: Annette Bay Pimentel

Illustrator: Micha Archer

From the Book Jacket: Because Bobbi Gibb is a girl, she's not allowed to run on her school's track team. But after school, no one can stop her - and she runs to her hearts content. She is told she can't run again when she tries to enter the Boston Marathon in 1966, because women are just not considered capable of running such a long distance. So what does Bobbi do? She bravely sets out to prove the naysayers wrong and show the world just what a girl can do.

This fascinating piece of history is brought to vivid life in stunning collages. Bobbi's story will inspire readers, who will cheer her on for her passion, talent, and persistence.

Why It's On My Bookshelf: Loved this story so much! Proving people wrong when they tell you NO or that you CAN'T do something is so inspiring. Bobbi's actions changed things for the better. It must have taken a lot of courage. We need more stories shared like this to remind our youth to not give up and follow your dreams - no matter what people may think or say!

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Author: Annette Bay Pimentel Illustrator: Micha Archer From the Book Jacket: Because Bobbi Gibb is a girl, she's not allowed to run on her school's track team. But after school, no one can stop her - and she runs to her hearts content.

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18 Perfect Read-Alouds for Teaching Growth Mindset

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Some classrooms run smoothly; others do not. The ones that run smoothly do not all share the same rules, procedures, or lesson plans, but they do share a spirit of working together collectively toward a common goal. As a teacher for a quarter of a century, I have experienced my share of successes and failures creating a collaborative classroom, and I have found that using some specific strategies can facilitate the process. I believe a culture of collaboration can be achieved in every classroom by following this blueprint for success:

Make students feel welcome.

* Design your classroom layout to be welcoming, engaging, and student-oriented. Inviting quotes and displays of student work can make your room seem homey without investing a lot of effort on your part. Carefully consider placement of furniture to ensure everyone has a clear visual path to the board and relevant displays. Make materials easily accessible and be sure it's convenient for students to put their materials away appropriately. Invite students to change a daily whiteboard with an inspirational quote, and give students a space for random doodlings and sayings. In my classroom, a small whiteboard spent several weeks this year as an incubator for student-shared vegetable puns. (Our favorite? "Lettuce romaine calm. Help will turnip soon.")

* Meet students at the door, every day, every class period. Make eye contact with all of your students, shake their hands, and call them by name. When students have been absent, say, "Welcome back." If you have an assignment to pass out for the warm-up that day, hand it to students as they walk in. A person-to-person, eye-to-eye connection starts class on a positive note.

Enlist parental support.

* Email or call parents with positive messages-before there is a problem. When a student does particularly well on an assignment, shoot an email home. When a difficult child has a better than average day, make a phone call to share the good news. Establishing a positive relationship early on sets you up to get unconditional support from family members if there ever is an issue with a student.

Put students in charge.

* Empower students with leadership roles in your classroom. For example, in a classroom exercise that I based off the Capturing Kids Hearts model, students share a positive thought from their own lives for a few minutes at the beginning of class each day. A student is in charge of leading "Good News" each week. Even shy students enjoy leading as they call on classmates and provide a short feedback or follow-up. It is also a fantastic opportunity for students to experience a leadership role. After leading, students often feel empowered to step up in the classroom, teaching a portion of the lesson and sharing their knowledge with classmates.

* Let students take ownership of obvious classroom jobs-passing out papers, collecting books, straightening the computer cart cords, or even taking attendance or writing on the board. These tasks give students a feeling of belonging and being needed, which translates into feeling like a part of the classroom community.

* Designate a student or two in each class to take charge when you are absent. Ask him or her to control behaviors, follow classroom procedures, and keep the ball rolling in your absence.

Offer students choices.

* Give students choices as simple as submitting a card with their seating preferences, or as complex as choosing from a tiered lesson with different options for demonstrating mastery. All of these choices equate to students feeling like they have some control.

Break the mold with varied and unique lesson plans.

* Even though routines are important, remember that you as well as your students can get into a rut if the lesson and assignment pattern are always the same. Change things up occasionally. For example, change how students are linked with a partner-instead of working with their elbow partners, ask students to find someone who is wearing the same color shirt. Review using an online quiz format like Kahoot instead of a written study guide. Anything that breaks the mold will create excitement in your classroom.

Be predictable. (Yes, I realize I just told you to be varied.)

* Implementing a predictable classroom schedule gives students a sense of comfort in knowing what to expect. It also creates a routine and rhythm students can follow every day without getting off task and wondering what is going to happen next. Simple things like having your daily learning target and lesson activities on the board can relieve the anxiety students often feel about class. Students ought to have a clear understanding of what they should do upon entering the classroom, what is expected when they are working on computers, or how they are to put away materials/textbooks.

* Maintain consistent behavior expectations for all students, all the time. Don't make students wonder what is allowed and what is not.

* Breaking the mold while also being predictable-these do not have to be contradictory activities. Basic expectations should apply regardless of the activity, and maintaining these consistent expectations will allow you to be spontaneous and change things up. Your students will be well-prepped for change if they understand that the basics never change.

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Blueprint for a Collaborative Classroom Culture

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Some classrooms run smoothly; others do not. The ones that run smoothly do not all share the same rules, procedures, or lesson plans, but they do share a spirit of working together collectively toward a common goal.

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Excellent example of embedding social skills in math instruction

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Lessons and activities about finding strengths

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Lessons and activities about finding strengths

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Knowing your own strengths helps in all areas of life. Know your student's strengths helps you design excellent learning experiences.

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"What's today's joke?" Jess asks-or demands-with a smile on her face. These are the first words I hear walking into my second day of school this year.

Even on day two, my students know that class doesn't start without the #JokeoftheDay. Before the Do Now (a quick activity to start class, hook students, and prepare them for learning), even before attendance, comes a moment of humor, silliness, and wonder.

"How do you make a hot dog stand?" I ask as students smirk and consider possible answers. After the punch line is delivered, it's always a mix of some groans, a few laughs, and some smiles. The answer, of course: You take away its chair!

In the Beginning . . .

The #JokeoftheDay started on a whim, when my fellow teacher friends decided to tell a joke each morning before work. Finding and sharing the jokes quickly became my responsibility, and it evolved from a daily joke on the social app Voxer to how I started each class period. I would walk into class, greet my students, and tell the joke in the corniest, most over-the-top way I could imagine. Each word was exaggerated, and the dramatic pause before the punch line was usually accompanied by students rolling their eyes and smirking.

At first, there was no plan and no real academic intent-it was a simple and authentic way to bring humor to the classroom, build relationships, and see students smile. But it was soon clear that something else was happening: It didn't take long before students started to bring in their own jokes. They researched, wrote, and collaborated on them, and they were also eager to tell the jokes to their peers. We established a simple system to gather jokes, using a Google Form to collect them from the class and crowdsource new ones. Eventually I began to tweet the daily joke out at the end of each school day, adding the hashtag #SchoenTell, to reach our greater school community via social media.

Impacts on Culture and Engagement

#JokeoftheDay not only helped bring my students together and build stronger, more positive relationships, it also encouraged the class to be more prepared for learning, collaboration, and critical thinking.

Students experience real validation and excitement when they hear their jokes told in front of their peers, and then see them tweeted as the "official" class #JokeoftheDay. Their excitement was bolstered even further when, over the course of the school year, they received 89 jokes from students and educators around the world who had discovered the #JokeoftheDay hashtag.

Preparing Students for Learning

So much of the school day is packed with feelings of stress and pressure. Jokes make us laugh, which intrinsically helps reduce stress. A joke has no inherent stakes or pressure. It becomes a game as we all wait for the delivery of the punch line together, running through possibilities as we try to anticipate what's coming next. We must accept that we may not be able to figure out the punch line in time, and react with a smile (or a groan) when it finally comes.

After that small, playful group exercise, our minds are now more active and ready for learning. Creating jokes isn't easy. Neither is guessing punch lines. Both take critical thinking, creativity, and effort. With the typical Do Now, students expect grades, stakes, and sometimes stress. With a joke, that pressure is alleviated and their minds open; they are more prepared for the real learning and engagement to begin.

Staying Power

At the end of last school year, I took a break from the #JokeoftheDay. Not everyone did, however, and jokes continued to come in through the Google Form-one student even tweeted her own jokes throughout the summer with our hashtags. Our jokes extended our classroom community throughout the summer months and created a scaffold to build on for next year's class to start the new year.

The Research on Humor

Education needs more fun, humor, and humility. Humor brings people together, builds community, and increases joy. A meta-analysis in 2011 of 40 years of research on humor in education found that humor positively impacts attention and interest. In addition, the report finds that there is a positive relationship between humor and student evaluations, perceptions about instructor's credibility, and positive learning environments. The authors recommend that educators use humor when it's comfortable with their teaching styles, but warn against too much humor, sarcasm, and negative humor.

The research reinforces what I know from my own experience to be true: Jokes and humor help engage students, reduce the stress of school, and help build positive climates and community. They help open students' minds so that they are more prepared to learn and grow.

Every teacher has heard the clichéd advice not to smile until Thanksgiving, but that's never been true in my classroom. The #JokeoftheDay is one small way to build classroom culture and climate. Students and teachers need to find more opportunities to smile all year round and to build meaningful relationships with one another.

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#JokeoftheDay Prepares Students for Learning | Edutopia

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"What's today's joke?" Jess asks-or demands-with a smile on her face. These are the first words I hear walking into my second day of school this year. Even on day two, my students know that class doesn't start without the #JokeoftheDay.

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For anyone needing strategies and support to alleviate anxiety

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Stop, Breathe & Think | Guided Meditations & Mindfulness

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A friendly app to guide people through meditations for mindfulness & compassion. Download today on IOS, Android or Web!

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Upper Elementary-Middle

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Teach global competency in your classroom with lesson plans focus on cultural understanding and 21st century skills.

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Junior High Series for Conflict Resolution

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Junior High Series for Conflict Resolution

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Here are lessons and materials for classroom circles broken down by grades K-8. These are ideal for tier 1 or 2 SE skill instruction in Managing Emotions and Classroom Survival skills.

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MPS: Social Academic Instructional Group (SAIG) Curriculum

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Curriculum created by Milwaukee Public Schools staff members for use in a social academic instructional group (SAIG) as a Tier 2 behavior intervention

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So, did you survive Halloween? I personally really enjoyed the fact that it was on a Friday this year. 🙂
Now that Halloween is over, I've started thinking ahead to Thanksgiving, Christmas, and the holidays in general. It's always such an exciting time of year for the kiddos! Unfortunately, I think it's all too easy for kids to become too focused on the "gifts" part of the holidays. The media and advertising play a big role in this. BUT I do think we, as teachers and parents, can definitely do something about it!
I think it's important to teach kids about all the ways that people can give to one another. Giving doesn't have to involve gifts - giving can include helping people in intangible ways, using kind words with others, etc. I recently finished a mini-unit that focuses on just that - teaching kids the many ways that people can give to each other. Read on for some ideas and books about teaching kids how to give, and for more details on the unit!

The unit starts by having kids discuss their prior knowledge about giving (which likely includes giving gifts). You'll make a class chart and/or give students a drawing/writing task to see what students believe about what it means to give (at the end of the unit you'll give the same assignment to see how the kids have grown!).

Then, you'll use readalouds and writing activities to open kids' eyes to all of the ways that people give to each other. You definitely won't need all of these books for the unit, but here are some of the options that you can choose from:

Books About Giving Tangible Items:

Books About Giving Help:
Frog and Toad All Year - "The Surprise" (Arnold Lobel)

Books About Giving Kind Words:

Books About Helping the Community:
Boxes for Katje (Candace Fleming) Uncle Willie and the Soup Kitchen (DyAnne Disalvo-Ryan)
City Green
(DyAnne Disalvo-Ryan)
(DyAnne Disalvo-Ryan)
In addition to the reading and writing activities, the kids will practice giving to their friends and families through a few different activities. They'll make a "helping chain" with ideas about how they can help others:

They'll also make a coupon book for their families (with ways that they can help out around the house):

After these and a few other activities, they will (with your guidance!) plan and implement a very simple community service project.
By the end of the unit, the kids should have a more complex and complete understanding of what it means to give to others.
The lessons are great for teaching around Thanksgiving, Christmas, winter holidays, Valentine's Day - or any time at all! The unit also includes supplementary literacy materials like a poem, student reader, and reading passage. Click on the image below to find out more:

Happy teaching!

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The Giving Project - Learning at the Primary Pond

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So, did you survive Halloween? I personally really enjoyed the fact that it was on a Friday this year. 🙂 Now that Halloween is over, I've started thinking ahead to Thanksgiving, Christmas, and the holidays in general. It's always such an exciting time of year for the kiddos!

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Every day at Weiner Elementary School starts with a dance party, usually to Best Day of My Life by American Authors - and that's before the 7:50 a.m. bell even rings.

Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark. They sing songs and learn about an artist, a musician and an international city of the week.

They celebrate birthdays. A lucky student is crowned Student of the Day. And Pam Hogue makes it her goal to be an educator instead of a principal.

That assembly - and the many other things this school does to create a sense of community and happiness - is part of what experts call school climate.

"It's a feeling in a building," Hogue explains. "When you walk in here, it just feels right. It looks like a place where learning is happening."

And, like a feeling, school climate is hard to define, difficult to measure and can swing positive or negative.

A study published in the Review of Educational Research today suggests that school climate is something educators and communities should prioritize - especially as a way to bridge the elusive achievement gap. The authors analyzed more than 15 years of research on schools worldwide, and found that positive school climate had a significant impact on academics.

And here's the biggest takeaway: There's no link between school climate and socioeconomic status. In other words, there are plenty of happy schools in low-income neighborhoods, too.

"Obviously you need to have a great math teacher that can teach math, but those social and emotional connections really help in the academic area too," says Ron Avi Astor, a professor at the University of Southern California and a co-author of the study. "That creates a lot of opportunities for the low-income schools," by giving reformers more tools to think about, he says.

When Pam Hogue took over as Weiner Elementary's principal three years ago, tardiness was a problem. Enrollment was down. The community was losing faith in its public schools.

Weiner is a rural town with a population of less than 700. A majority of the kids come from farming families - soybeans and rice, mostly - and more than 99 percent receive free and reduced-price lunch.

Hogue sat down with a faculty team to envision the school they wanted - a school with the tagline "A great place to be a kid."

Now, students are rarely late (no one wants to miss out on that assembly). Average attendance is 99.93 percent this year. And most importantly, Hogue says, people in the school - students and staff - are happy.

This idea of creating a good school culture isn't new, but 2016 has been a big year for urging schools to measure it.

For the first time ever, the Every Student Succeeds Act (ESSA) requires states to include non-academic factors - like school climate - in how they gauge school success. Earlier this year, the Department of Education released an online toolbox to help administrators better measure and understand the school climate. One recent brief even linked a positive environment with improved teacher retention.

The potential payoffs are big, says Joaquin Tamayo, director of strategic initiatives at the U.S. Department of Education.

"Improving school climate is tough, it's tedious, it's incremental," he says. "But when folks can do it right, and when they really put not just their mind but their heart into it, it's just such a beautiful thing."

There's still a lot of work to be done in terms of defining, and measuring, a school's climate. A great school culture in the Bronx, for example, might require different resources than a school like the one Pam Hogue runs in northeast Arkansas.

But the new study's co-author, Ron Avi Astor, says the best schools transcend the culture of the community around them. They may differ in design, but they can feel very similar.

"They kind of see themselves as vehicles to change society - that these kids are going to go out and not just reflect where they came from and who they are, but change all that," he says. "And those are the most exciting schools."

Pam Hogue sees school climate as a launching point - a way to catapult kids toward opportunities outside their immediate environment.

"What we want to do is give our kids not only the skills but also the attitudes - things like confidence - to choose where they go in their life," Hogue says. "I want them to have the skills and the confidence to make that change."

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How A Happy School Can Help Students Succeed

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Every day at Weiner Elementary School starts with a dance party, usually to Best Day of My Life by American Authors - and that's before the 7:50 a.m. bell even rings. Then comes the morning assembly, where all 121 students and the staff gather for 20 minutes in the cafeteria of the school in Weiner, Ark.

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With resources and examples :)

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MPS: Social Academic Instructional Group (SAIG) Curriculum

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Curriculum created by Milwaukee Public Schools staff members for use in a social academic instructional group (SAIG) as a Tier 2 behavior intervention

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This lesson encourages children to think of the feelings of others. Students discover that it feels good to make others feel good.

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Here's an article for you!

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My kids went back to school last month, and my preteen daughter has been regaling us at dinner with tales of middle school.

As is often the case in seventh grade, some of her stories center on classmates "throwing shade" at one another. That's teen speak for talking trash about someone. We've had important conversations at the dinner table about the effects that this type of "shade" has on people. My husband I and reinforce with our kids that no matter how witty or clever the comment, if it cuts someone down, it's damaging.

If throwing shade harms people, sunlight (metaphorically speaking) has the ability to reverse that damage. Think back to high-school biology class and the term "heliotropic," which refers to a plant's ability to move or grow toward the direction of sunlight. Social scientists have drawn from this aspect of nature the phrase "heliotropic effect." Kim Cameron is a professor of management and organizations at the University of Michigan's Ross School of Business. In his paper that explores how leaders can mimic this positive element of nature, Cameron writes that there is a "tendency in all living systems toward that which gives life and away from that which depletes life -- toward positive energy and away from negative energy."

In his paper, Cameron acknowledge that people often dismiss this positive outlook as "naïve" or "saccharine." To counteract that reaction, he points to case studies of dozens of leaders who have used this positive focus to generate extraordinary business results. Just as plants lean towards the positive effects of sunlight, Cameron's research has shown that "human brains are activated more by positivity than by negativity-leaders that capitalize on the positive similarly tend to produce life-giving, flourishing outcomes in organizations."

How can you as a leader use this notion to create a more positive working environment? Sunlight is cast in the simplest of ways, one of which is how you talk with people. Here are 10 phrases that will draw people into positive emotional territory. And there's not a sugary-sweet sentence in the bunch.

1. "I trust you."

2. "How can I help?"

3. "What's your take on this situation?"

4. "I appreciate the effort you put into this last project."

5. "What are your thoughts?"

6. "How did it turn out?"

7. "Thank you."

8. "That must have been a tough decision. You handled it well."

9. "You can do this."

10. "You're on the right track. Keep going."

How much light (or shade) are you throwing your team's way? Being positive doesn't mean you have to turn into Sammy or Sally Sunshine. But it might not hurt to dial down the snarkiness a bit. See if it makes a difference in the reaction of others. Plants don't thrive without proper sunshine; neither can the people who work for you.
Jennifer V. Miller is a If you enjoyed this article, join SmartBrief's e-mail list for our daily newsletter on being a better, smarter leader. freelance writer and leadership development consultant. She helps business professionals lead themselves and others towards greater career success. Join her Facebook community The People Equation and for her free tip sheet: "Why is it So Hard to Shut Up? 18 Ways to THINK before you Speak."

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My kids went back to school last month, and my preteen daughter has been regaling us at dinner with tales of middle school. As is often the case in seventh grade, some of her stories center on classmates "throwing shade" at one another. That's teen speak for talking trash about someone.

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New Empathy Videos are on Classroom Dojo

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New Empathy Videos are on Classroom Dojo

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Growth Mindset for students - Episode 1/5

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(KUTV) Sitting alone in a school cafeteria day after day can be devastating for a student. So one local high school is trying to change all of that.

Judge Memorial High School recently had its students download the free "Sit With Us" app, which gives kids opportunities to find other students to sit with at lunch.

"The app kind of flags a table and says, 'This is a safe table if you are looking for a place to sit, and come join me,'" said Patrick Lambert, principal of Judge Memorial High School.

Once the app is downloaded, a student fills in their profile, and then they can find other students to sit with.

Students can also choose to become ambassadors and host kids at their table.

"What a great way for a kid to utilize technology," said Lambert.

The school decided to institute things like the "Sit With Us" app to break down some of the cliques that can be found in schools and bring out the Christian values Judge Memorial is known to have.

"We are trying to come up with different ways that we can help students that may be having some challenges socially," Lambert said.

The school also wants to prevent potential triggers for depression or suicide in its students.

Many students at Judge Memorial know what it's like to feel alone.

"It's scary being alone" said Adams Freeman, a student.

"I remember as a freshman I felt very lonely," said student Deonno Avila.

School administrators want to stop those feelings as much as possible.

"Is this the solution to everything? No," said Lambert. "But it could help five kids, maybe. And if we did it, we did our job."

The "Sit With Us" app was created by a 16-year-old girl from Sherman Oaks, California.

She was inspired to create it after sitting alone during her entire seventh-grade year.

Since its development and launch, it has spread across the country.

For more about the app, visit this website.

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Inside the Story: High school has students download app to find a place to sit at lunch

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(KUTV) Sitting alone in a school cafeteria day after day can be devastating for a student. So one local high school is trying to change all of that.Judge Memorial High School recently had its students download the free Sit With Us app, which gives kids opp

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This self-assessment helps identify SE strengths and areas to improve. It can guide your universal SEL or help identify deeper needs.

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When my old elementary school became a Mass DESE innovation school and I offered to create a set of social-emotional benchmarks, it occurred to me that it would be really interesting to ask kids how...

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Everyone Benefits from School-Wide SEL, no matter the ability

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Everyone Benefits from School-Wide SEL, no matter the ability

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It is widely accepted that there is a teacher shortage in the United States, but when it comes to special education teachers, the situation is even more dire. According to the National Coalition on Personnel Shortages on Special Education and Related Resources , between 82% and 99% of special education teachers are not ideally qualified to serve in this capacity. Not only that, but the attrition rate for these educators is twice that of general education teachers.

And as special education students are increasingly put into general education classes, the preparedness gap of teachers becomes even wider.

"Since most models of special education focus on pairing a special education teacher and a general education teacher in the same classroom to support student learning, the more exposure that special and general educators have to [social emotional learning] tenets, the more effective they are in supporting student needs," said David Adams, director of social-emotional learning at Urban Assembly .

Special ed students challenge teachers to modify lessons, and thinking, when teaching core subjects.

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Sharrone Brawner, a cultural specialist at Sela Public Charter School in Washington, DC, said, "Special education students challenge teachers to modify lessons, and their thinking, when teaching core subjects."

"Often people think of special education students as always having to be remediated, and lessons having to be broken down into additional steps in order for the child to learn," she said. "People often forget about the special education student that is higher than all of the other students in the class, and might act out out of boredom rather than frustration."

In her experience, Brawner said teachers are often equipped with general tool kits to help address the needs of these students, but just like with any student population, the needs of special needs students can vary greatly.

"Special education students are really hard to generalize - they are 'special' for a reason," she said. "While special education teachers usually have a set of interventions that they pull from to work with most students, there is no textbook for every special education student. No one thing works all the time, and no one set of circumstances can determine how a child with special needs will react, learn or be impacted."

Still, Adams said, "There are many ways to help teachers to develop their skill-set to effectively address the social emotional needs of their students. In my experience at the Urban Assembly, we've seen that teacher-student trust, and student-to-student respect increase with effective implementation of [social emotional learning] programming and approaches across the school."

Adams said "research demonstrates that these students have a profile of social emotional strengths and challenges that mirror that of the general population." What this means for educators, he said, is "that we can intervene with these students using similar supports as those in general education [but] with greater intensity and duration in order to lift their overall social-emotional competency."

This could mean supports like "speech therapy, occupational therapy, counseling, differentiated lessons, manipulatives during math, visual supports, mediators, verbal and written directions. counseling, differentiated support during lessons [like] movement breaks in between lessons, an optional cozy corner in the classroom, second step lessons to support social emotional development," said Brawner.

It could also include "visual supports [like] token boards, visual schedules, visual mediators that students can refer to the expectation - if they should be sitting criss cross on the carpet having a visual on the wall for a sped student to refer to that after you gave the verbal direction as a mediator" - all interventions that would be beneficial to any group of students, but are particularly important for special needs students, Brawner said.

Adams said the best way to help special education students is to integrate a strong emphasis on social-emotional learning school-wide.

"When all students are learning about skills like identifying their emotions, perspective taking, responsibility and their role in the larger community, then students with significant needs in this area are much more likely to internalize these skills, attitudes, and values, compared to a model where these students are pulled out of the classroom and their peers and teachers are not exposed to these ideas," he said.

"Students with the lowest levels of social-emotional competence make the greatest gains when exposed to a school-wide approach. Effective school-wide social-emotional learning enhances the functioning of typical developing students and provides the context to increase the intensity, duration and generalization of social-emotional skills for students with special needs."

Brawner suggests specific ways school employees can achieve this: "Teachers and schools can embed [social emotional learning tenets] into their lessons," she said, "creating core value systems not only for students, but for teachers/parents as well."

"Books in the classroom in the library can support this," Brawner continued. "School counselors can implement social emotional lessons in the classroom. Teachers explicitly teach math, science and social studies - why not social emotional skills, [like] teaching students how to articulate their needs to their peer group, their teachers and their parents/guardians?"

Looking past the labels

Both Brawner and Adams agree a student's special education classification provides little insight into the needs of that student.

"It's important that we assess each student for their strengths and challenges and not assume that the category they're classified under to receive special education services defines that student," Adams said. "For example, the fact that a student is classified under the category of Emotionally Disturbance tells us very little about that individual student's social emotional strengths and challenges. What a student does is often more important that what their special label says a student 'is'."

Moving past the categorical label "means getting to know the family, the child's favorite cartoon character, and what motivates them," said Brawner.

But it also means understanding their home environment and the potential impact it could have on behavior and academic ability.

"A special education student might have a hard time dealing with transition, [like] moving into a different home," she said. "Having a sibling is hard for most children, but for a special education student who requires additional social emotional supports, it could take longer for them to adjust."

"All students are often impacted by these factors, but oftentimes, environmental factors, economic circumstances, and parental involvement impact a special ed students. All students are often impacted [by factors like] , homelessness , missing parents, [but for] special ed students who are already experiencing challenges at school, to be in transition at home at times can be too much for them to handle," she said.

Brawner said, "In order to help special education students meet their goals, it is important to do interest inventories [and periodically] check in with guardians, and the student."

"As teachers, educators and parents we need to consider the entire child - not only academic growth, but social emotional as well," she said.

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For special needs students, focus on SEL critical

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It is widely accepted that there is a teacher shortage in the United States, but when it comes to special education teachers, the situation is even more dire. According to the National Coalition on Personnel Shortages on Special Education and Related Resources , between 82% and 99% of special education teachers are not ideally qualified to serve in this capacity.

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Check out lessons and resources for every age and entire school challenges!

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For many students with ADHD, maintaining sustained focus on schoolwork is a mentally draining challenge. There is no magic trick for increasing naturally low attention spans, but parents and teachers who use these strategies with struggling students report real, significant results.

Student with ADHD surrounded by books, on laptop, at university by windows

Does your child have a short attention span? Children who have attention deficit hyperactivity disorder ( ADHD or ADD) often jump from task to task without finishing any of them. They feel trapped by any task that takes longer than the time they're able to maintain focus. Improving this skill usually requires breaking tasks into smaller segments while working to increase the child's low attention span.

Sustained attention is the ability to maintain focus on a task or assignment a child considers uninteresting or difficult - in other words, schoolwork and homework. A young child can typically complete a five-minute chore with only occasional supervision. The average teenager can do a task, with short breaks, for one to two hours. But for children with ADHD, it's completely different. Try these tricks for increasing focus and attention in your child with ADHD, both at school and at home.

How Can Children with ADHD Focus in the Classroom?

Teach students how to pay attention. At the beginning of the school year, ask students to demonstrate what attention and inattention look like. Say, "I'm going to start talking. I want this side of the room to act out what paying attention looks like, and I want the other side to act out what inattention looks like." After you have done this exercise, talk about the differences you saw between the two sides of the room.

Take 10 minutes every day to practice paying attention. Set a kitchen timer for random intervals (one to three minutes), and ask students to place a check mark on their paper if they were paying attention when the alarm went off. This will help students become aware of how long it takes before they drift off. There are smartphone apps - Interval Minder is a good one - that allow you to program an iPhone to sound a tone, create a screen flash, or vibrate at random intervals as short as five to 10 seconds.

Adjust tasks for shorter time frames. Set a kitchen timer for 10-minute intervals. When the bell rings, have the student with ADHD show you his work. This gives him a chance to get up and move and allows you to monitor progress.
[Free Guide: How Fidgets Improve Behavior and Focus]
Provide preferential seating - in front of the classroom, within cueing distance of you, and away from as many environmental distractions as possible, including doors, windows, and visual displays. If possible, make sure the child is seated among attentive, well-focused students.

Cut work pages in halves or smaller segments. Pass out one part at a time. This reduces a student's frustration over seeing a lengthy worksheet.

Give the student some choices. Allow kids to decide which assignments to do or the order in which they want to do them. Choice increases motivation, and motivation increases sustained attention.

Have a student clear his desk of distractions. He should have only the essential items needed to do the task at hand.

Create opportunities for children to respond to the material as it is being presented. Lecture for no more than 10 minutes, then ask kids to comment on the material. Have everybody vote on something, ask kids to write the answer to a question on their individual whiteboards and hold them up, or ask, "How many of you...?"
[How to Focus After 4: Defying Homework Distractions]
Cover or remove visual distractions. Erase unnecessary information from the board and remove visual clutter.

Ask kids to track how long it takes to complete an assignment. Have them write down start and stop times for classroom assignments. Then ask them to estimate how long an assignment will take, and to compare their estimates to the actual time.

Have a class discussion about fighting homework distractions. Talk about what the common distractions are, then break up the class into small groups to brainstorm ways to combat them.

How Can Parents Increase Attention Span for Studying at Home?

Break schoolwork assignments into small segments. For a child with ADHD, the general rule of thumb is that a task is most likely to get done when the child knows that "the end is in sight" at the beginning of the task. It's easier for kids with ADHD to do six five-minute chores than to do one 30-minute chore.

Reward your child when he finishes a task. Some parents don't allow kids to play video games on school nights. But video games can be an incentive to maintain attention if kids know they will be allowed to play for 30 minutes after they finish their homework. If you decide to make this offer, say it like this: "As soon as you finish your homework, you get to play video games for 30 minutes." Saying, "You can't play video games until you finish your homework" sets the scene for a power struggle. Giving your child something to look forward to will energize him.

Have your child rate how hard a task is for her (1 is easy and 10 is difficult). Ask her how she could turn an 8-9-10 task into a 2-3-4 task. Can she turn it into a game, make it fun by listening to her iPod while she does it, or break the task into small pieces and do one piece at a time, with built-in breaks?

Ask your child to estimate how long a task will take. Your child may think it will take an hour to do his math homework. If he finds it took him only 15 minutes, he will be pleasantly surprised - and much less likely to procrastinate the next time he has to tackle it.

Gradually increase attention. Measure how long your child can stick with homework or a chore before needing a break. Once you establish that, set a timer for two to three minutes longer than the baseline measurement, and challenge your child to keep working until the timer rings.

Be there. Children can sustain attention longer when someone is physically with them. Make homework time a family affair - everybody brings work to the dining room table at the same time every night. Parents work on their paperwork while kids do their homework.

Schedule movement breaks. Kids with ADHD work more efficiently when they have regular opportunities to get up and move around. Even on nights when they have a lot of homework, they will get it done faster if they have periodic breaks that include some physical activity.

Help him visualize time. Devices that show elapsed time will help him reset his focus when it drifts from the task. Time Timer makes a clock and a wristwatch, as well as software for the computer, that show a time-challenged child how much time he has left (or how much has passed) via a diminishing red disc.

Expand on your child's partial answers by saying, "Tell me more. I would like to know how you arrived at that answer? It is interesting." This will keep his attention on the task at hand.
[Kids with ADHD Can't "Just Focus"]

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For many students with ADHD, maintaining sustained focus on schoolwork is a mentally draining challenge. There is no magic trick for increasing naturally low attention spans, but parents and teachers who use these strategies with struggling students report real, significant results. Does your child have a short attention span?

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Secondary Activity on Understanding Differences

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Secondary Activity on Understanding Differences

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Very Powerful

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Teaching successful cooperative learning skills

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Teaching successful cooperative learning skills

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Did you know that there's a difference between cooperative learning and group work? I'll bet you thought those two terms were synonymous, but they're not. Let me show you how they are worlds apart.

Does this scenario sound familiar? The teacher assigns a group project, outlines the task, and gives a deadline for completion. Students are expected to work together and participate equally, but we all know what happens. The self-appointed leader takes over, makes all the decisions, and does most of the work. Other team members may contribute, but some do nothing or even become a distraction to the real work. When the final project is turned in, everyone gets the same grade no matter what they contributed to the project.

But what I just described is NOT cooperative learning. The scenario I described above is nothing more than unstructured group work, and there's nothing research-based about it. No wonder it still gets a bad rap in some educational circles!

But if that's not cooperative learning, what does cooperative learning look like? I discovered the answer to this almost 20 years ago when I was first trained in the "structural" approach to cooperative learning developed by Dr. Spencer Kagan. In this model, academic tasks are structured or divided so that everyone participates equally and all students are held accountable. Dr. Kagan developed a wide variety of structures that have since been adopted by teachers all over the world, strategies that take the "group work" out of cooperative learning. I began implementing these strategies in my own classroom and found them to be extremely effective.

Easy Team Discussion Strategies

Introducing accountability and rules of equal participation can be as easy as changing to a new team discussion format. Remember the scenario I mentioned above in which one person on the team does all the work? The same thing often happens in a team discussion when a teacher asks students to "talk it over with your team." The assertive students dominate the discussion and the shy ones never have an opportunity to talk.

To equalize participation in team discussions, try one of these strategies:

Around the Team - Place students in teams of 4 or 5 and have them number off in order around the team. After you pose a question, students take turns responding in numerical order. To provide even more structure, give each team member a certain amount of time to respond such as 30 seconds or a minute.

Pairs Discuss & Teams Share - Pair students with one discussion partner and have them first discuss a topic together, and then share their ideas with the whole team. When two students talk to each other, it's more likely that they will both have a chance to express their ideas. Then when they talk with the team, all four ideas can be presented.

Talking Sticks - Use objects such as plastic chips or craft sticks to equalize participation. Dr. Kagan suggests chips, but I use craft sticks because those chips roll everywhere! I assign a discussion leader, and that role changes for each new discussion question. The leader gives each student 3 sticks to hold during the discussion. When a question is presented, students who want to respond place a craft stick into a plastic cup. When students run out of sticks, they have to be quiet and listen to the rest of their teammates until all sticks are in the cup. When all of the sticks have been used, the leader passes them out again and the discussion continues where it left off.

From Structured Discussions to "Real" Discussions
The structural approach to cooperative learning encourages a high level of structure at first, with a gradual transition to less structure as students learn to work effectively in teams. As a case in point, the three methods described above are great ways to begin teaching your kids how to participate in a team discussion. However, because they are so structured, they are really just the first steps. The Common Core Speaking and Listening Standards require students to connect their ideas to others and to build upon other's ideas in a discussion, which is a skill that must be taught explicitly. To read strategies that address more advanced discussion skills, read my post Teaching Kids How to Have REAL Discussions.

Keep Discussions Focused with Question Cards

Another tip for effective discussions is to create question task cards to keep the discussion focused and moving along. Stack the cards face down in the middle of the team. The discussion leader flips over the top card, reads the question, and opens the topic for discussion.

You can use question cards in almost any subject area. to see examples of the types of questions that work well, take a look at my Talking Sticks Discussion cards shown here.

I have also created sets of Talking Sticks question cards based on Common Core Informational Text and Literature Standards for each grade level, Kindergarten through 5th grade. You can find all of my Common Core Talking Sticks packs in my TpT store.

Where to Learn More about Structured CL
Do you see how easy it is to make a few simple changes that will drastically increase accountability and participation? When you learn a few of the basics, you'll be amazed at how simple it is to change group work into cooperative learning. If you are not familiar with Dr. Kagan's structural approach to cooperative learning, I highly recommend his book,Kagan Cooperative Learning, as the definitive resource on this topic. In addition to learning more about effective team discussions, you'll discover a wealth of cooperative learning structures to bring order to what might otherwise turn into chaos in the classroom.

I also recommend receiving several days of training from Kagan Professional Development to help you learn how to implement these strategies. One thing I loved about the training was the opportunity to experience the strategies and practice them during the workshop. The time just flew by and the whole experience was nothing short of transformative. I went from being burned out on teaching to fired up in the classroom! In fact, I embraced these strategies so fully that I ended up writing 5 cooperative learning books that were published by Kagan. You can see all of my books below and click here to find them all on the Kagan website.

Believe it or not, many educators are still skeptical about the benefits of cooperative learning. However, it's not cooperative learning that's the problem - it's poor implementation that turns teamwork into "group work." I used cooperative learning in my classroom for over 20 years and found it to be the very best way to actively engage students and keep them focused on instruction. As I worked with Dr. Kagan's structural approach, I began to apply the principles of accountability and equal participation to my own instructional practices to ensure that each cooperative task was a learning opportunity for all. As I internalized these principals, I was able to create my own effective cooperative learning strategies. If you are one of those skeptics, I invite you to explore some of the resources in this blog post to discover the benefits of teamwork in the classroom. You can also explore the resources on the cooperative learning pages on my Teaching Resources website to discover strategies that are engaging as well as extremely effective.

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Cooperative Learning - More Than Group Work

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Did you know that there's a difference between cooperative learning and group work? I'll bet you thought those two terms were synonymous, but they're not. Let me show you how they are worlds apart. Does this scenario sound familiar? The teacher assigns a group project, outlines the task, and gives a deadline for completion.

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Teaching kids to respect and value differences

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Teaching kids to respect and value differences

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Free K-5 lesson guides. Modify to fit your class.

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In these lessons (arranged from lowest to highest grade levels), students learn that we are one world, as they explore diversity, stereotypes, positive race relations, and respect.

(Click on these links for Lesson Plans on Bullying Awareness, Making a Difference, and Creating Community.)

Materials: Small "treats" - this could be edible or special erasers, pencils, stickers, etc, Upon the Clouds of Equality
Grades: K through 2
Subjects: Social Studies, Language Arts, Library/Technology and Philanthropy
Duration: One 60 or two 30 minute sessions
Martin's Big Words: the Life of Dr. Martin Luther King Jr., by Doreen Rappaport, old newspaper to stuff the clouds, stapler, fishing line or yarn, drawing paper and material for making the clouds, copies of an attachment and a handout (at lesson plan link below)

Students experience a simulation demonstrating unequal treatment and discuss justice and fairness. Students will reflect on Martin Luther King Jr's dream of equality and his actions as a philanthropist.

Family Tapestry is a series of four lessons designed to help students recognize and accept differences among each other and within the community. As they discover how their own unique family contributes to a richer society, they are encouraged to explore their own biases and prejudices. In the final lesson, students synthesize everything they've learned throughout the series to create a quilt that tells the story of how their families contribute to their overall classroom community.

Words Can Hurt
Grades : K through 8
Subjects: Language Arts, Health and Social Studies
Duration : One class session
Materials : Brightly-coloured mural or construction paper

Everybody Is Unique: A Lesson in Respect for Others
Grades: K through 8
Language arts, Visual Arts and Social Studies
: One class session
: One 2-inch, 3-inch and 4-inch squares of white drawing paper per student, art supplies (might include crayons, markers, or paints), writing paper and pen/pencil

Dr Seuss's Anti-Racism Activity: The Sneetches

Reading and Language Arts, Social Studies, ESL
: One session, or one intro and one follow-up session, and ongoing throughout the week
The Sneetches, Green construction paper, sticky dots, or washable marker, Safety pins

Me and We: We Are All Similar and Different
Grades : 1 through 12
Subjects: Reading and Language Arts, Social Studies, Visual Arts, ESL
Duration : One session
Materials : Ten sheets of paper, numbered 1 to 10, taped to the wall, paper, pencils, crayon, markers

Looks Like Respect, Sounds like Respect, Feels like...
Grades : 3 through 5
Subjects: Social Studies, Language Arts, Art, Philanthropy, Library Technology
Duration: Three 40-minute sessions
Materials: Markers, pencils, construction paper, 4×6 note cards, plastic wrap, `T` chart - use butcher paper, poster board (one piece for each group of three), oversized ear, oversized glasses, large glove.

As students explore the senses of touch, sound and smell through art, they develop tolerance for diversity.

What role does respect play in relationships and life success? How can developing respect equip people as world citizens who contribute to the common good?

In this unit, students define respect and explore the relationship of "respect" to definitions and examples of prejudice, bias, racism, and stereotype. Students recognize prejudice and examine how they perceive others. The learners are challenged to enhance respect in their personal relationships. They define actions they can take to enhance respect in their school and community.

This unit of four lessons (Stereo What?, Violations and Dreams, What's the Difference? Freedoms We Enjoy) taught over 10 sessions raises awareness of stereotypes, forms of bias and discrimination faced by peers and others every day. The denial of basic rights to people all over the world is addressed, with students learning about life in other countries.

The interactive game "Claim It!" provides a simple lesson plan for exploring diversity and helps students think consciously about how they need to speak and act in a diverse classroom so that all members feel included. It can be adapted for younger and older students and can be used in a single classroom, a student organization or club, or with a larger school assembly.

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In these lessons (arranged from lowest to highest grade levels), students learn that we are one world, as they explore diversity, stereotypes, positive race relations, and respect. (Click on these links for Lesson Plans on Bullying Awareness, Making a Difference, and Creating Community.)

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Want use of Peekapak SEL materials FREE for a year?

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Want use of Peekapak SEL materials FREE for a year?

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This new elementary SEL curriculum is offering free licenses for a year in return for feedback. Email Katie if interested. Ahsell.katie@ccsd59.org. There are also new units available in Spanish.

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Peekapak | Award-winning Social-Emotional Learning Curriculum and Games

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Peekapak bridges the gap between the class and home - with character education lesson plans, progress tracking & communication tools.

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Got a trouble behavior popping up? Click on it, find the who, what, why, when, and how with links to FREE MATERIALS.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Free lessons and materials for K-12

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Traditions foster a feeling of safety for students because the know they can expect the same positive thing at the same time each day.

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Share One Word

Ask students to share one word about how they are feeling that day. It can be in general, about a new project, or about something that is happening in their lives or in the world. This is whole-child stuff that tends to the emotional aspect of the student, bringing balance to the academic and intellectual focuses that typically drive the school day. It also builds emotional intelligence. When I was first doing this opening routine, students would say things like good, okay, tired, and bad, and then as they became more comfortable with each other and gained a larger vocabulary of emotion words, they began to share such words as pensive, anxious, serene, and frustrated. For low-stakes in the beginning, have students share with a neighbor or in a triad, then build to a whip around the room where everyone shares her or his word aloud.

Quote of the Day

Students love to share their opinions. (Who doesn't?) As an opening routine, I used Quote of the Day the first few years I taught high school, and it proved a great success. I would find a quote from a singer, actor, politician, or a famous dead person and have it displayed on the board when students walked in. They would enter the room, sit down, and begin writing a response. Under the quote, I would include the same question prompts: What does it mean? How can you relate to it, or make a connection to the world?

The Reading Minute

This one comes from English language arts teacher guru Kelly Gallagher. Find a passage online or in a book -- an excerpt of a poem, essay, article, or story -- and read it aloud. The passage might be humorous, interesting, angering, or beautiful, exhibiting great writing. After reading aloud, students open their notebooks and write a single-sentence summary to remember what they just read, or they can write a thesis statement. After a month of modeling different types of passages -- and sharing aloud sentences -- student then sign up to bring in a passage to read aloud for the Reading Minute. At the end of each semester, you can have students look back at their collection of single sentences and reflect on what was their favorite Reading Minute passage and why (They learned something important, it made them laugh, etc.). Check out this video of Gallagher discussing the Reading Minute.

Closing Routines

Cleaning up and discussing homework is an important routine for the end of the day, but it's also important to give your students a chance to further process their learning, and even to set a goal. Closing routines allow your students to check their understanding, and they also give your students an opportunity to reflect. It's a great way to wrap up your lessons. Closing routines also honor your time together that day, as well as give your students an opportunity to use their voice. The following are three examples of "exit slips" that can be completed on a small piece of scratch paper or a sticky note at the close of class.

Rate the Learning or Lesson

This exit slip can be accomplished in a matter of mere minutes. Ask students -- on a one to 10 scale -- to rate how well they understood the learning that day. If they rate their understanding low, ask them to write down what they may need (more time, more explanation, a graphic organizer to help with writing the essay, etc.). Students can also rate the lesson or teaching on a one to 10 scale; ask them to write a sentence or two giving feedback on the materials or activity that day.

Collect the slips, and after your students leave, make piles of similar ratings. If you have a lot of eight, nine, and 10 ratings, the lesson went well. If you have lower numbers, then it might be time to probe for further information from the whole class the next day, and then review or even reteach.

Closing Statement or Question

Ask students to first turn and talk in pairs or in a triad. What did you learn? What surprised you? What is unclear? What do you want to know more about? Then ask them to come up with a closing statement or question about the content and write it down. Collect the slip, and use these for talking points the next day, answering questions and commenting on statements they wrote.

Grab a Goal

Ask your students to think about a goal they would like to set. It can have to do with the unit of study, or it can be a personal goal outside of the classroom. Use sentence starters to prompt the writing for this one. Tomorrow, in class I will be ready to ______. Tonight, I will ____. By the end of the semester, I will ____. Have them share with a neighbor or in small groups, and ask for a few volunteers to share with the whole class. Collect the slips and sticky notes. This is a wonderful way to get to know your students. (You can do one, too!)

Writing their names on exit slips was optional for me. You decide -- perhaps sometimes yes, and other times no. Students will be more honest if it's anonymous. Yet with goal setting, there's more accountability if you have names, and you can check in with individuals and offer specific supports and encouragement.

Collaborating With Colleagues

Advice I like to give to new teachers: Go out and collect opening and closing routines from fellow teachers. The internet is not always the best place to seek curricular materials -- your colleagues are! Talk with colleagues during meetings and then stop by their rooms to take a look at their resources and student products.

A mistake new teachers often make is thinking they have to create everything from scratch. I explain that there are those who have been at this a long time and have honed strategies, collected data and student samples, and then adjusted that activity or project to make it even better -- and they are there, right next door, ready to share their expertise and resources with you.

What opening and closing routines would you like to offer up? Please share in the comments section below.

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6 Opening and Closing Routines for New Teachers | Edutopia

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Ask students to share one word about how they are feeling that day. It can be in general, about a new project, or about something that is happening in their lives or in the world. This is whole-child stuff that tends to the emotional aspect of the student, bringing balance to the academic and intellectual focuses that typically drive the school day.

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Easily tied to cooperative learning strategies....

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The first day of school. Do you remember any of your first days from when you were a child? The eager expectations of meeting new friends, getting to know your new teacher, finding your new desk. Students encounter a lot of new things that first day of school and our job as a teacher is to help them wade through the waters of a day of many firsts.

One of the most important things we can do on the first day is to teach students how we want them to get along with one another and with you, the teacher. Teach them how you want them to interact inside and outside the classroom. Teach them that school is a safe environment where we truly care about each student.

Cooperative learning activities provide a perfect opportunity to show students we care about them. These activities also show students how they can interact with each other and help students get to know one another.

Before I get into depth with each activity, one of the key pieces of these activities that usually gets left out is the reflection piece. After the activity, no matter what grade you teach, have students reflect on their experience during the activity. How did they respond to other students? What did they do that helped others / hurt others? What would they have done differently? These can be done within a community circle or in a writing journal. Either way, don't forget about the power of reflection.

Here are several cooperative learning activities that I use within the first week of school. I use different ones with different grade levels, depending on their skill.

Interview

The interview is pretty simple. For younger students, use pictures, for older students, you can brainstorm a list of questions and they can choose which ones they write down. The basic idea is that two students will be paired together and they will interview each other. The student who did the interviewing will report out about the student who was interviewed. This reporting out can take place over the course of a week or so. My students can't sit still to hear about all 20+ students. I tend to do the interviewing on one day and the reporting out over a course of days.

Find Someone Who

This is similar to an interview, in that students are asking questions, but in this version, students ask only one question to one student. Again, determine the questions based on students' age level. Instead of questions, you can also put attributes, which is how the game is originally supposed to be played. Either way, the idea is that students are talking to multiple students in the class.

For my second graders, I create a grid, usually 4 x 3 or so and write down 12 questions or attributes, one in each box. Students find another student, ask one question, then have the student sign his or her name in that box.

Spider Web

This one is so much fun! You will need a ball of string or yarn, any color will do. Have students sit in a circle, either on the carpet or in chairs. This game can also be played outside.

Start with yourself. Say your name and one thing about yourself. Then choose another student who is across the circle and roll or hand the ball to that student. That student says his name and one thing about himself. Play continues until all students have gotten a turn and there is a web of string crisscrossing the circle.

Reflect on how each person is part of the web, which represents the classroom, that you are all holding a piece of the classroom and without that piece, the classroom wouldn't be complete. When you are finished with the reflection, have one student let go of their string to demonstrate what happens if one person isn't included in the web. It collapses. We don't want our web (or classroom) to collapse!

You can make the game more simple where students just choose the next student or more complicated, where students have to tell one thing about themselves, like their favorite food or something. Either way, it's a fun game that shows the inclusion of all students.

Graffiti

This is one of my favorite cooperative learning activities, especially for older students. In this activity, I create six pieces of chart paper with one statement on each piece of paper. I group students and give each student a marker. Students rotate through the pieces of chart paper responding to the prompt on the paper. Each student has to write something since each student is holding a marker. At the beginning of the year, I make the statements more low-key, but as the year progresses, I increase the complexity of the statements, even using academic questions to review content.

Here are some suggestions for topics at the beginning of the year:

Favorite moment

What I wonder about

What I want to be when I grow up and why

Things that scare me

Things that get me excited

What I like about school

What I dislike about school

Things people do that annoy me

Things that people do that I like

I feel sad when

This blog post has 67 Questions you can ask students at the beginning of the year or throughout the year.

Squiggly Line Drawing

The squiggly line drawing is an individual activity that can be turned into a cooperative learning activity during the reflection piece. Basically, you'd take a piece of writing paper with a space to draw at the top. Draw a line in the top space that has a curve to it and photocopy that page for each student in your class.

Students spend some time drawing a picture incorporating that curved line and then write about their picture below.

During the reflection time, students can partner up and share their picture and writing with a partner, or you can sit in a circle and share out within the circle whole group. The beauty of this activity is that it provides students with some down time during a busy first day.

One of my favorite books for cooperative learning activities is Reaching All by Creating Tribes Learning Communitie s. The book is much more than cooperative learning activities, but those have been the best takeaway from the book for me.

Another good book is Keys to the Classroom. It, again, is much more than cooperative learning activities but has a few good ones in there, too.

One last piece of advice: Don't leave the cooperative learning activities at the beginning of the year. Do them throughout the year as you need to refocus students on how to get along in the classroom and how to think about each other. I have found that I can't do enough of them in my classroom and I'm always looking for more!

* Some of the links above contain affiliate links.

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Five Cooperative Learning Activities to do on the First Day of School

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The first day of school. Do you remember any of your first days from when you were a child? The eager expectations of meeting new friends, getting to know your new teacher, finding your new desk.

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Kids can see what they have in common and begin to build relationships with this simple, no materials needed activity. Be sure to point out that we all have similar/different experiences and we can appreciate our differences. Everyone brings something to the table!

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Returning to school can cause major anxiety. Here are great lessons for strategies to relieve stress.

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"Would you rather..." questions for circles

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"Would you rather..." questions for circles

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Perfect for getting acquainted circles!

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In anticipation of a veeeery long family car ride, I created this set of conversation cards ... would you rather questions for kids.

Have you ever played "Would you rather?"

I love that game. Back in our single days, my sister and I took a few cross country road trips, and we played Would You Rather to pass the time.

Would you rather drive a beautiful, sleek sports car that was unreliable OR an ugly, dented, rust-covered beater that never broke down?

Would you rather never eat your favorite five foods again or ONLY eat your favorite five foods for the rest of your life?

Would you rather communicate only with an Etch-a-Sketch or a Lite Brite?

Seriously, these are so fun.

Those sister road trips are a thing of the past, but as a mom of six I've found that Would You Rather questions have come in handy countless times. Not only are they useful for parents, but they're also a sanity saver for teachers.

Use Would You Rather questions ...

To get to know your students in the first weeks of school

To keep your learners' attention during transition times

To help students become comfortable with their small group members

As writing prompts to build critical thinking skills

To pass the time on long car rides

As conversation starters at the dinner table

To provide entertainment for a youth group, 4-H or scouting group, etc.

I made a set of 100 cards just like these. Then I printed them on cardstock, cut them apart, and punched a hole in the upper left corner. I put them together with a metal ring.

But I ran into a problem ...

I ran out of questions! It's amazing how quickly we breezed through 100 questions. You're welcome to download the cards or list of 100 questions below. BUT ... if you want to make sure you have enough questions for any setting, check out my printable list of 530 clean Would You Rather questions in my online shop.

This set is designed for kids of all ages.

Unlike many Would You Rather questions that you can find online, mine are safe and engaging for everyone. The choices aren't extreme, scary, gross or (ew) dirty.

For the free cards, click HERE.

For the free printed list, click HERE.

Never want to run out questions again? Buy the printable list from my shop!
(It's not expensive - promise!)

© 2015 - 2018, Anna G. All rights reserved.

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100 Would you rather questions for kids - The Measured Mom

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In anticipation of a veeeery long family car ride, I created this set of conversation cards ... would you rather questions for kids. Have you ever played 'Would you rather?' I love that game. Back in our single days, my sister and I took a few cross country road trips, and we played Would You Rather to pass the time.

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This five minute video will completely explain the concepts behind RJ. Stick with it. It's slow but completely worth the time and focus. Ah-ha moments are guaranteed!

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The Social Discipline Window is a framework that describes different approaches to people who are not meeting our expectations. It identifies a way to approach performance issues that maintain the relationship and yet addresses the problematic behaviour.

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One of the most effective and easiest ways to create a calm learning environment and save yourself major frustration. Take time up front to develop routines so you don't have to stop and fix it later on!

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The secret to warding off at least some behavior problems is establishing positive classroom procedures for daily tasks and activities. Your students will appreciate your consistency, and once they have internalized classroom procedures, the day will run that much more smoothly.

Of course, choosing the right rules and procedures for your classroom is an individual decision. But be sure to define what you expect of students from the very beginning. Remember to take time to teach procedures during the first days and weeks of school.

Here is a list of general procedures to teach. You can adapt them to your grade level and school setting.

What to do during free time: If you finish an assignment, first work on any unfinished assignments that are in the front pocket of your work notebook; when you finish those, you may choose to do your classroom job, read a book, write a story, illustrate a book, make up math problems, work on a research project, peer-tutor someone who needs your help, or create a song about what the class is studying.

This article was adapted from The New Teacher's Complete Sourcebook: Grades K-4 by Bonnie P. Murray (© 2002, published by Scholastic).

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30 Classroom Procedures to Head Off Behavior Problems | Scholastic

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The secret to warding off at least some behavior problems is establishing positive classroom procedures for daily tasks and activities. Your students will appreciate your consistency, and once they have internalized classroom procedures, the day will run that much more smoothly. Of course, choosing the right rules and procedures for your classroom is an individual decision.

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Restorative Questions Cards - pack of 100 (English or Spanish)

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Restorative practices and restorative justice books, DVDs and educational resources from the IIRP Graduate School.

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You could make this your literacy focus....

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education: care & counselling of students

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family & relationships / parenting / general

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family & relationships / parenting / general

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education: care & counselling of students

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Soda Pop Head Activity and Idea Book [Julia Cook, Allison Valentine, Allison Valentine] on Amazon.com. *FREE* shipping on qualifying offers. Soda Pop Head Activity and Idea Book

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But make sure your kids know expectations and practice. This gives great visual demonstration and opportunity for fun practice of appropriate noise levels in different situations.

Don't just state expectations-teach, practice, apply, and follow up!

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One of my personal favorites- all you need is a mini toothpaste tube.
Bonus points- give a lesson on tooth brushing while you're at it.
Tip: Ask hotels for spare toothpaste donations

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Guest Blog Post by Julia Cook

As a school counselor, I would often have kids come into my office and expect me to wave my magic counseling wand and solve their problems for them. A good counselor, a good teacher, a good parent gives the wand to the child and teaches her how to wave it herself!

Rudeness is a learned behavior. Infants are born adorable, innocent, and teachable, but they are also selfish since all they know is their own tiny world. Without adults guiding them, they will never grow out of this self-centered perspective and will grow into rude children. It takes a village to help a child realize that the world is full of other people, and other people have feelings. Having good social skills is necessary for school success. Good social skills affect how the child will do on the playground, in the classroom, in the future work place, and in life in general.

What causes people to be rude?
Before we can help students overcome rudeness and learn to be more caring, it's helpful to understand why people are rude. According to The Civility Solution - What to Do When People are Rude, by P.M. Farni, there are 11 causes of rudeness:

Individualism and a lack of restraint - I'll do it my way and I don't care about what you think!

Inflated self-worth - People who are self-absorbed don't value others except as a means to fill needs and desires.

Low self-worth - Being hostile and defensive is often a sign of insecurity

Materialism - The quest for money and possessions is more important than showing kindness

Injustice -An injustice may create feelings of envy, demoralization, depression, or outrage.

Stress - People who are overworked or overwhelmed may be indifferent to those around them.

Anonymity - If I don't know you, it doesn't matter how I treat you.

Not needing others - We are becoming content with electronic isolation

Mental health problems

Anger

Fear

How do we teach children not to be rude?
We fail to guide and protect our children when we don't teach them manners and respect for other people. One of the most valuable tools that we can give kids is the ability to connect with and relate to others. Rudeness damages others by creating stress, eroding self-worth, creating relationship problems, and making life difficult. When we are treated rudely by others, we often become vulnerable and self-doubting. Teaching children to be polite is not an all or none, but a continuum. Teaching a child just one single strategy toward politeness will better that child!

Start by setting a zero tolerance for rudeness in your classroom. Explain to your students that it is your job to help them grow to become the best that they can be. Let students know that rudeness is a damaging learned behavior, and you can and will teach them to unlearn it!

When you see a child acting rudely, go back to the list above and try to figure out why they are choosing to act that way. If you can figure out the cause, it is much easier to develop the most effective solution. Use incidences of rudeness as teaching opportunities to better your students.

Model politeness in every way possible - you are their coping instructor! If you are ever rude, recognize your behavior publically to your class and apologize.

Show and feel empathy - based on the cards that child was dealt in life, he may be playing the best hand that he can to win the game of life. Teach children from where they are in the world, not from where you expect them to be.

Read stories to your class that model positive behavior that counteracts rudeness. Have students point out how the characters acted rudely and discuss why they may have chosen to act that way, if they knew they were being rude, and what they did to overcome their rudeness.) Often times, if a child in a story book has a problem and learns to solve the problem, the reader can identify with the strategies used in the book and apply them in real life.

Your Thoughts are Private, but Behavior is Public
I often tell kids that "Your thoughts are private, but behavior is public." You can think whatever you want to think, but the minute you let your thoughts out of your head through your words or your actions, they become public information. A great visual to explain this is the Toothpaste Squirt.

Toothpaste Squirt Lesson
Materials Needed:

Small tube of toothpaste

Small plate

Directions:

1. Choose one student to come forward and squirt all of the toothpaste onto the plate.

2. Ask the student if he/she can then put all of the toothpaste back into the tube.

3. Explain that once the toothpaste comes out of the tube, you cannot get it all back in. This is much like a put-down or rude comment. Once a put-down comes out of my mouth and goes into your ears, I cannot take it back.

4. Go onto explain that for each put-down a human hears, they must hear 10 pull-ups (or sincere compliments) to get back to where they were emotionally prior to the put down. (i.e. if a child gets 3 put downs in one day, he must get 30 compliments to get back to where he was...30!)

5. Reiterate that thoughts are private, but behavior is public and the next time you think about giving a put down, think again and screw your lid to your toothpaste tube on tight!

The most important skill that we can teach children to help them succeed in life is the ability to get along with others in society. To do that, it takes a village. If we fail, the rest of the world will let us know, and our kids will be subjected to a life of ridicule, isolation, and despair. As a teacher...you are your students' coping instructor! Model politeness, say NO to rudeness and keep making a positive difference!

Julia is nationally recognized as an award-winning children's book author and parenting expert. She holds a Master's Degree in Elementary School Counseling, and while serving as a guidance counselor, she often used children's books to enhance her classroom lessons. Julia has written dozens of books that teach students to become life-long problem solvers. Many of her books can be used to teach kids not to be rude, including Cell Phoney, My Mouth is a Volcano, Teamwork Isn't My Thing and I Don't Like to Share, and I Want to Do it My Way! She enjoys visiting schools and talking with kids; in fact, she's done over 800 school visits! You can learn more at her website, www.juliacookonline.com. Julia will also be presenting two sessions at the Elementary School Conference next week.

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Guest Blog Post by Julia Cook As a school counselor, I would often have kids come into my office and expect me to wave my magic counseling wand and solve their problems for them. A good counselor, a good teacher, a good parent gives the wand to the child and teaches her how to wave it herself!

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The Marshmallow Test
Make sure you talk about the thought process that goes with it!

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Today I'm excited to have Corrina from From Mrs. Allen's Teaching Files here to share a really fun and exciting activity to use when talking about self control. Self control is such a hard thing for kids and adults alike, but helping our kids learn the importance of this skill early on will only help them.

Although not in the curriculum, helping our students develop more self control will reap huge rewards during the school year and throughout their lives. One simple (and deliciously fun!) way to help children recognize and practice self control is The Marshmallow Test.

What is the Marshmallow Test?

The Marshmallow Test was inspired by Stanford University's famous "Marshmallow Experiment" conducted by Walter Mischel.

It was originally designed to study the characteristics of children who could delay gratification. In that original experiment, children were left alone with the marshmallow in a room with little distractions.

In follow up studies, the children who were able to wait longer were generally more successful later in life. You can learn more about the Stanford Marshmallow Experiment here.

Recreating the Marshmallow Experiement

While not scientific, we can recreate the Marshmallow Experiment on a smaller scale in our own classrooms or homes. It's really easy to do, yet it can have really powerful outcomes. It's one of the best ways I've seen to teach self control.

Here's what you need to do:

#1 - Buy some big marshmallows

For this experiment you will need enough marshmallows for each child to have 2. I always opt for the Jet-Puffed Jumbos - and really play up the fact that I "splurged" on buying them the best, most tasty marshmallows I could find. You can also substitute another kid favorite treat too. A cookie or small piece of candy works equally well.

#2 - Explain the rules of the "test".

I usually say something like, "I'm going to give each one of you a delicious marshmallow to eat. Mmmm....doesn't that sound great? Here's the deal. You can eat that yummy marshmallow right away if you want. OR - if you can wait just 15 minutes without eating it, I'll give you a second marshmallow, and then you'll have TWO to eat! Either way is fine."

#3 - Give each student one marshmallow

Once everyone has a marshmallow, set a time for 15 minutes. Depending on the age of your students, you may want to increase or decrease the time they have to wait. Typically, I conduct this "test" during independent reading time or while they have work to do at their desks. I avoid making any comments or walking around. I really just observe.

Those children that can resist will usually do one of two things:

Distract themselves - squirm, hum, make faces, doodle, anything to keep from eating that treat!

Remove the temptation - avoid eye contact with the marshmallow, cover it with a napkin, or hide it somewhere. Out of sight, out of mind!

#4 - After 15 minutes, hand out the second marshmallows.

I simply have the kids show me the original, uneaten marshmallow. If it's still intact I give them another one. They can eat both right away.

If a student ate the first marshmallow, I sympathize, saying "Aw...I know it was really hard to resist. I'm not sure I could've done it either!" Keep it light and fun.

#5 - Reflect

The power of this activity comes with the reflection. Having a discussion is a great way for students to start processing the activity, the concept of self control, and what they learned. Here's some ideas for discussion questions:

What helped you resist eating the marshmallow?

Do you think it would be easier or harder to resist if you were by yourself?

What if I was out of the room?

Did your classmates influence your decision to eat the marshmallow?

Why did you decide to eat the marshmallow before the 15 minutes were up?

What would have helped you wait longer?

How long do you think you could wait?

What if it were a different kind of treat?

Now that it's all over, do you wish you had made a different decision?

What are some other times we have to make a choice that involves self control?

We follow-up our discussion with some writing. I've found that this writing is an excellent way for students to have some quite time to assimilate and process the activity and our discussion.

After our discussion, I explain the origin of our activity the the kids. And then. . . we watched and discussed these kids and had a few giggles.

Grab these Free Marshmallow Reflection Pages

You can use this Free Marshmallow Test Reflection Activity to add some reflection and writing to your Marshmallow Test.

Save this idea!

You might not be quite ready to complete this activity. Or maybe you just want to save time looking for a video. Whatever the reason, just pin this to your favorite classroom Pinterest board so you can quickly come back.

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Teaching Self Control - A Fun Experiment

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Today I'm excited to have Corrina from From Mrs. Allen's Teaching Files here to share a really fun and exciting activity to use when talking about self control. Self control is such a hard thing for kids and adults alike, but helping our kids learn the importance of this skill early on will only help them.

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Hilarious, but I'm sure they'll remember!

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Classroom Management Music for Classroom Management

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No Interrupting Song - Music for Classroom Management

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Interrupting can be a problem in many primary classrooms, so some simple management techniques can help. The "No Interrupting!" song is just the ticket to easily learn this rule, as demonstrated in this great video. Enjoying some music and movement while learning this lesson, these kids will surely remember how disrupting it is to interrupt.

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It's very important to have customs that are just for your class. It lets kids know what to expect, it's fund, and the repetition sends a message of calm and control. Don't have one? Like to sing? Maybe start each day with this...

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Bubble popping behavior- for self-regulation/self-control

Bonus points: ask in closing circle, "How do you control yourself when you want something you can't have?"

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Classroom Management Strategies To Take Control Of Noisy Students

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Teacher Tipster (Bubble Poppin' Behavior)

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Here's a great way to introduce the idea of self-control to your kiddos. They'll never forget the time they overcame the urge to pop those bubbles! For more tips like this head to TeacherTipster.com!

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Soda Pop Emotions- for frustration/anger
Bonus points: "ask what makes you angry/frustrated?" in circle that morning to get ready

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Classroom Management Strategies To Take Control Of Noisy Students

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Here's a fun social emotional lesson to help your kids understand how to deal with strong emotions! For more tips like this head to TeacherTipster.com!

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http://www.upperelementarysnapshots.com/2015/07/back-to-school-routines-procedures.html#.VaZ9qflViko

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Crucial to beginning of year success!

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And tons of free activities to go with it!

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OVER TWO MILLION COPIES SOLD!
By Carol McCloud
Illustrated by David Messing
For Ages 4 - 9
Lexile® Measure: 710L
32-page picture book
Language: English
Published: October 10, 2015 (First Edition: May 15, 2006)
FORMATS AVAILABLE:
Paperback - 9780996099936 ($9.95)
Hardcover - 9780996099943 ($14.95)
Fixed ePUB - 9780997486452 ($6.99)
Fixed KF8 - 9780997486469 ($6.99)
PDF - 9780997486476 ($6.99)
OFFICIAL BOOK TRAILER: DESCRIPTION:
Through simple prose and vivid illustrations, this heartwarming book encourages positive behavior by using the concept of an invisible bucket to show readers how easy and rewarding it is to express kindness, appreciation, and love by "filling buckets." This updated and revised 10th Anniversary Edition of this best-selling, award-winning, 32-page picture book will help readers better understand that "bucket dipping" is a negative behavior, not a permanent label. It also explains that it's possible to fill or dip into our own buckets.
Read the full press release. ALSO AVAILABLE AT: "A 'must have' for every child!" "Awesome anti-bully book!"

Carol McCloud's timeless picture book, 'Have You Filled a Bucket Today?', teaches kids that other people's happiness should matter to them. Designed as a lesson for children ages 4-9, the book is a how-to on becoming 'bucket fillers,' or people who live a happy, rewarding life. It builds upon the idea that we all carry around an invisible bucket to 'hold your good thoughts and good feelings about yourself.' A full bucket means that you're happy; an empty bucket signifies sadness or loneliness. . . . 'Have You Filled a Bucket Today?' is a helpful guidebook for young children about how to be happy in their daily lives, demonstrating its tools in action and leaving children with actionable advice. - Rebecca Monterusso, Clarion Foreword Book Reviews

"Great book to teach children to be caring and kind." ADDITIONAL VERSIONS AVAILABLE:

Children are not the only ones that need to learn how to be truly happy. It's all in the bucket, that invisible bucket that follows you everywhere. Carol McCloud has written a delightful story, colorfully illustrated by David Messing. 'Have You Filled a Bucket Today? A Guide to Daily Happiness for Kids' teaches young readers valuable lessons about giving, sharing, and caring. This guide to daily happiness, though, is not just for kids. We all need reminders of the benefits of positive thinking and positive behavior. It's an important lesson to teach and remind us all, from time to time, that showing kindness and appreciation of others goes a long way to making this world a happier place for everyone, including ourselves. A classic tale, beautifully told and beautifully shared. - Emily-Jane Hills Orford, Readers' Favorite Book Reviews

A childhood play toy becomes the symbol of universal compassion and caring. Carol McCloud guides the readers towards making the world a better place to be. Her bucket filling symbolism is written with sheer simplicity, yet results in powerful returns. - Donna DeWitt-Schnell, thirty-year public education teacher; 2005-2006 Lake Orion, Michigan Middle School Teacher of the Year; mother and grandmother

WINNER OF TWENTY-ONE AWARDS (10TH ANNIVERSARY EDITION):
しあわせのバケツ
Japanese translation of Have You Filled a Bucket Today?
Available from "Amazon Japan"

양동이 아줌마가 들려주는 날마다 행복해지는 이야기
Korean translation of Have You Filled a Bucket Today?
Available from "Kyobo Books"

你把水桶加满了吗？：给孩子的幸福人生指南
Simplified Chinese translation of Have You Filled a Bucket Today?
Available from "Dangdang.com"

2016 - Gold, Children's Picture Books, Mom's Choice Awards

2016 - Winner, Children's Books, Great Southwest Book Festival

2016 - Runner-up, Children's Books, Great Southeast Book Festival

2016 - Runner-up, Children's Picture Books: Ages 4-7, Florida Authors & Publishers Awards

2016 - Honorable Mention, Children's Books, Pacific Rim Book Festival

2016 - Gold, Children's - Non-fiction, Reader's Favorite Award Contest

2016 - Runner-up, Children's Books, Florida Book Festival

2016 - Honorable Mention, Children's Books, Los Angeles Book Festival

2016 - Honorable Mention, Children's Books, Great Northwest Book Festival

2016 - Winner, Children's Books, Amsterdam Book Festival

2016 - Honorable Mention, Children's Books, Paris Book Festival

2016 - Honorable Mention, Children's Books, San Francisco Book Festival

2016 - Winner, Children's Books, Beach Book Festival

2016 - Honorable Mention, Children's Books, New York Book Festival

2016 - Honorable Mention, Children's Books, Green Book Festival

2016 - Honorable Mention, Children's Books, Hollywood Book Festival

2017 - Winner, For the Family Books, Teacher's Choice Awards

2016 - Bronze, Children's Picture Books, Living Now Book Awards
WINNER OF SIXTEEN AWARDS (FIRST EDITION):
2016 - Honorable Mention, Children's Books, Southern California Book Festival

2016 - Runner-up, Children's Books, Great Midwest Book Festival

2016 - Winner, Children's Picture Books: Softcover - Non-Fiction, USA Best Book Awards

2007 - Best Children's Picture Book, Behavioral, Mom's Choice Awards

2007 - Best Children's Picture Book, Writer's Digest Self-Published Book Awards

2007 - Best Children's Picture Book, DIY Book Festival

2007 - Best Children's Picture Book, Books-and-Authors.net

2007 - Top 10 Children's Books, Best You Can Be Foundation

2007 - Honorable Mention, Children's Books, London Book Festival

2008 - Silver Medal, Children's/Young Adult Non-Fiction Books, Nautilus Book Awards

2008 - Best Children's Interest Book, NABE Pinnacle Book Achievement Awards

2011 - First Place, Educational/Instructional Books, Purple Dragonfly Book Awards

2012 - Winner, Children's Books, Southern California Book Festival

2012 - Winner, Children's Books, 9th Annual Learning Magazine's Teacher's Choice Awards

2013 - Honorable Mention, Children's Books, The Great Southwest Book Festival

2013 - Honorable Mention, Children's Books, The Great Northwest Book Festival
ADDITIONAL HONORS:
2013 - Winner, Children's Books, The Great Southeast Book Festival

2013 - Honorable Mention, Children's Books, Hollywood Book Festival

2015 - Honorable Mention, Children's Books, The Great Midwest Book Festival

2012 - Top Ten Most Inspirational Children's Book, Children's Book Guide

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OVER TWO MILLION COPIES SOLD! By Carol McCloud Illustrated by David Messing For Ages 4 - 9 Lexile® Measure: 710L 32-page picture book Language: English Published: October 10, 2015 (First Edition: May 15, 2006) FORMATS AVAILABLE: Paperback - 9780996099936 ($9.95) Hardcover - 9780996099943 ($14.95) Fixed ePUB - 9780997486452 ($6.99) Fixed KF8 - 9780997486469 ($6.99) PDF [...]

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Read "Have You Filled a Bucket Today?" and use tons of online activities to create a caring classroom climate.

http://www.bucketfillers101.com/have-you-filled-a-bucket-today.php

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Know Julia Cook, an author grounded in SE and life skills. From My Mouth is a Volcano to That Rule Doesn't Apply to Me, her books are a blast and provide ample material for SEL.

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A pretty comprehensive list of skills and ways to assess individual's progress

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Collaborative for Academic, Social, and Emotional Learning

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IL standards early learning-high school, more here

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Great examples of SEL lessons. Pick what applies for your students or teach proactively

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http://www.edweek.org/ew/articles/2016/07/13/one-key-to-reducing-school-suspension-a.html

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Here's all you need to know

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http://www.casel.org/social-and-emotional-learning/core-competencies/

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The impact of adverse childhood experiences (ACEs)

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The impact of adverse childhood experiences (ACEs)

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https://www.cdc.gov/violenceprevention/acestudy/about_ace.html

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How are you prompting students to think about the impact of behavior and their personal plan?

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Shift occurs in all capacities, not just behavior

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The five core SEL competencies

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Cooperative learning conversations- social skills for life!

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"The best way to learn is to teach." As Robert Slavin puts it, this is "the secret behind cooperative learning." So, what is cooperative learning? It is a form of classroom group work that educators deem extremely effective. Instead of competitive or independent goals in group work, cooperative learning emphasizes working together.

However, cooperative learning does not happen as soon as you put students into groups. Teachers must structure group work around several key learning activities:

Interdependence: Create positive interactions while working toward a common goal rather than splitting work evenly

Accountability: Rather than giving the group a blanket grade, cooperative learning emphasizes individual accountability within the group, preventing all the work from landing on one student

Leadership: Students share leadership roles instead of determining one leader

Social Skills: Rather than assuming social skills are already in place, teachers guide social interactions and make sure students are interacting in a healthy way

Group Evaluation: Instead of assigning a grade at the end of a project without further discussion, "Students are expected and typically required to assess their effectiveness in the group setting."

Quick example from About Learning:
"In Literature Circle, the reading group split up the jobs for the next meeting. Each stu dent was assigned one role in the group, including Passage Picker, Discussion Leader, Illustrator, Summarizer, and Word Finder. At the next meeting, each student shared their assigned work. Taken together, the members of the cooperative learning group enriched each other's understanding of the book at hand."

Cooperative learning fuels engagement and gives teachers another option for effective group instruction. According to the Success for All Foundation, " Cooperative learning is one of the most powerful tools teachers have in providing the level of engagement and academic and social support their students need to be successful." As demonstrated by the chart above, individual accountability, team recognition, and equal opportunities for success are vital to making this learning style effective. Also, teachers might find cooperative learning especially intriguing, "since more of the responsibility for learning rests on students and teams, teachers are able to spend more time working with individuals and small groups of learners doing the kind of teaching that originally drew them to the field."

Student Benefits of Cooperative Learning:

Motivation to help one another learn

Practice meaningful conversations and interactions

Translate "teacher language" to "kid talk"

See situations and problems from different perspectives

Increased on-task time

Build friendships and relationships

Enhance communication and interaction skills

Setting ground rules for group work can be very important to cooperative learning success. Anchor visuals such as the one to the right can help students self-check their conversations and group efforts. This image is linked to a high-resolution PDF that can be printed and used in your own classroom.
How do you construct group activities in your classroom? We'd love to hear from you--leave a comment!

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"The best way to learn is to teach." As Robert Slavin puts it, this is "the secret behind cooperative learning." So, what is cooperative learning? It is a form of classroom group work that educators deem extremely effective. Instead of competitive or independent goals in group work, cooperative learning emphasizes working together.