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Seeking information about how to start the school year for teachers? If so, you've landed in the right place.

This first day of school checklist for teachers, which includes procedures and routines, is just what you need to begin the school year well.

Whether you're a first-year teacher or a seasoned educator, this checklist offers guidance that will make organizing and managing your days smoother.

So use this first day of school checklist for teachers as a guide to prepare well.

Note: Towards the end of this post, you'll be able to download a PDF copy of this back to school checklist.

First Day of School Checklist for Teachers

Utilize the following information as a first year teacher classroom checklist or as a general first day of school checklist for teachers.
Routines and Procedures
This first day of school procedures checklist includes all the essential routines and tasks to complete during your first day.

If you only have time to focus on one area of this first day of school checklist for teachers, make it this one.

Write your name clearly on the board.

Greet students at the door or morning waiting area.

Introduce the classroom library along with the process for borrowing books.

Ask students how they go home at the end of the day, and make note.

Place schedule for the day in a visible location.

Practice fire drill and emergency procedures.

Discuss homework expectations.

Before students arrive in the morning, place morning work packets along with a pencil on each desk.
Classroom Organization

Schedule time for learners to create name desk plates.

Take note of how students interact with one another based on the present seating arrangements. Later in the week, make adjustments.

Place needed photocopies in a designated spot so that you can easily reach for them during the day.

Keep a stash of sharpened pencils and paper handy for those who don't have all of their supplies on the first day.

download first day/back to school checklist for teachers PDF

Parent Communication

Send a friendly note or email to parents introducing yourself along with a brief overview of what guardians can expect this school year.

Email parents a Google Document requesting volunteers for special activities held throughout the school year. Make the process simple by already having the events listed. Guardians sign their respective name next to the event in which they're interested.

Remind students/parents (via note and/or email) to complete and return all required school forms by specified due date.
Daily Activities

Keep a copy of your lesson plan nearby so that you can refer to it during the day as needed.

Note students' birthdays.
After School Tasks

Adjust seating arrangements as needed.

Jot down questions that popped up during the day that require further research.

Check in with grade-level colleagues to discuss how their day went. Take note of ideas you could implement in your classroom.

Be sure you have students' family contact information.

Verify which students receive special education services.

Check if any students require ESL/bilingual services.

Maintain a list of student food allergies and medical conditions as this information is necessary to know when organizing classroom parties and field trips.

Log into your email to check for any important notes.

Start recording anecdotal notes regarding student academics and behavior.

Relax at home, and do your best to take your mind off of work.

Q & A: First Day of School Checklist for Teachers
Final Thoughts
This first day of school checklist for teachers aims to reduce the headache that accompanies getting ready for back to school.

So plan to use it as you plan your successful first day of school.

If you found this first day of school checklist for teachers helpful, great resources on our back to school resources page.

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First Day of School Checklist for Teachers: 43 Must-Do Tasks

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Seeking information about how to start the school year for teachers? If so, you've landed in the right place. This first day of school checklist for teachers, which includes procedures and routines, is just what you need to begin the school year well.

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Nothing quite prepares new teachers for the first day of school, even years of higher education and months of student teaching. First-time teachers are likely to feel anxious about making mistakes, lesson plans going awry or being disliked by their students.

However, if a new teacher dedicates the first day of school to connecting with students, building a positive classroom culture and getting the class eager to return on the second day, they have already taken the first steps to a great year.

First day in the classroom: a fail-safe checklist for new teachers

New teachers have a lot on their minds the first time they step in front of their own classroom. This checklist includes all the necessities for a successful first day - and little touches that have a big positive impact.

Take a breath!

If the first day of school brings stress or anxiety, taking a minute to take a deep breath, in through the nose and out through the mouth, can really help. Circular breathing reduces stress levels and is a good silent means of dealing with anxiety. Arriving early on the first day ensures time to be sure everything is in its place there are a few minutes to relax before students arrive.

Prepare more activities than you think you'll need

Most teachers agree: preparation is essential on the first day of school. Education World advises that mastering the first day is about overplanning, overpreparing and overfilling first-day lesson plans. Everything in the lesson can be adjusted later, but for the first day what seems like too much might be just enough.

Greet students and introduce yourself

The simple act of standing by the door and greeting each student as he or she enters the classroom helps students feel recognized and builds trust. In fact, in a study published in the Journal of Applied Behavior Analysis, students who were greeted at the door by their teacher showed a 27 percent improvement staying on task in the first 10 minutes of class.

While back-to-school activities often allow teachers to meet students before school starts, it is still important for students to get to know their teacher on that first day of class. Taking time to share some history or personality on the first day can pay off in terms of creating a relationship with students.

Set (and model) classroom rules and expectations

Future teacher Ashton P. worries that her students won't take her seriously due to her laid back personality and low-key classroom, but if she can establish her class expectations on the first day, she'll have good luck maintaining them throughout the school year. A high-quality introduction includes information not only on who you are, but also how your classroom works.

Establishing classroom patterns also lets students know what to expect right away. For example, if students will journal daily or weekly, a brief writing assignment on the first day sets the expectation that writing will be a regular part of their classroom routine. A finished take-home item or project is nice as well; it gives students a sense of accomplishment on their first day, particularly if they can return home with a tangible item to show to their parents.

It is also important that students are familiar with the classroom environment. Once they've met their teacher and fellow students, allow them some time to explore. Consider a brief scavenger hunt for younger students to learn the classroom and all it has to offer. Older students might not need such an introduction, but it is still important to point out the major areas of interest in the room.

Learn about your students and help them learn about each other

Because students learn best when they are comfortable, a next best step is an ice-breaker to allow students time to learn classmates' names and identities. In the NEA's Works 4 Me section, teacher Erin Kelly suggests reading "The Giving Tree" to students, asking them to write or draw what they intend to give back to the class, then displaying their work on Back to School night. This can really help establish camaraderie among students as everyone prepares to tackle the school year together.

Teachers also benefit when students introduce themselves. Learning students' names as soon as possible is a crucial component of student engagement.

Leave students looking forward to the next class

Elementary educator Kristin Ketteringham notes that the first day of class should introduce students to their curriculum. Teachers can engage younger students with fun facts about the subject(s) they'll study, or lead older students in a discussion of how the course relates to everyday life or a current event. Show students their textbooks and give a summary of what they'll study over the year. If there are particularly fun field trips or projects on the schedule, give students a teaser to pique their interest. Finish the day at a high point; let students leave feeling excited to come back tomorrow.

Take notes on challenges and successes

Consider consulting with a teacher-mentor or teaching team at the end of the day to discuss first-day challenges and successes. Taking good notes about the highs and lows of the first day will help you tackle future first days with more confidence. Finally, teachers can relax a bit, knowing everyone is ready for a great school year.
Monica Fuglei is a graduate of the University of Nebraska in Omaha and a current adjunct faculty member of Arapahoe Community College in Colorado, where she teaches composition and creative writing.

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Surviving the 1st Day: A Checklist for Terrified New Teachers | Resilient Educator

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Nothing quite prepares new teachers for the first day of school, even years of higher education and months of student teaching. First-time teachers are likely to feel anxious about making mistakes, lesson plans going awry or being disliked by their students.

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It's that time again! Are you ready for the new school year? There's a lot of work to do both inside and outside of the classroom before our students arrive. To help alleviate some of the stress and keep you on track before the school year begins, I've put together an easy-to-follow back-to-school checklist.

Set Up the Classroom Environment

The key to any successful classroom is building a positive learning environment where all students thrive. To set yourself up for success, set up your classroom in a way that's neat and filled with all the items you and your students need on a daily basis.

Determine your desk and seating arrangement.

Arrange the classroom furniture.

Strategically place your desk so you can see everything.

Organize the classroom library and seating area.

Create interactive bulletin boards and learning centers.

Prominently display the emergency evacuation procedure.

Check classroom technology and other equipment.

Laminate and hang classroom posters and displays.

Decorate your front door entrance.

Post student schedule, calendar, lunch menu, and announcements.

Further reading: Make Going Back to High School Fun and Engaging
Get a Head Start on Classroom Organization

When your classroom is efficient and organized, it will run more smoothly. Both you and your students should have easy access to teaching and learning materials, without having to sift through messy areas and disorganized shelves.

Gather and organize classroom materials and supplies.

Prepare student name tags and/or student desk plates.

Organize your files.

Label all furniture in the classroom.

Create an emergency substitute folder.

Label textbooks, workbooks, and supplies.

Set up your grade book.

Label books in the classroom library.

Organize your desk.

Prepare Your Classroom Rules and Routines

An essential component of your classroom management plan is to have a clear set of rules and routines for students to follow daily. Rules set the stage for expectations related to behavior and performance, and routines help everyone stay on track.

Create a list of rules and consequences, and post them.

Determine a few signals to capture students' attention.

Create a morning routine (morning meeting, seat work, etc.).

Create a dismissal routine (cleaning up, putting away supplies, etc.).

Create a routine for attendance, lunch, restroom breaks, walking in the hallway, etc.

Create a homework policy and post it.

Create a system for students to follow to hand in homework, classwork, etc.

Determine a routine for when students are absent from class.

Determine student responsibilities and duties (classroom jobs, etc.).

Determine how you'll transition students and what they'll do when their work is completed.

Miscellaneous First-Week Prep

The first week of school can be hectic. If you plan accordingly, you can set the tone for the rest of the school year. These tips will help you plan for all the incidentals that arise on week one.

Create a student/parent welcome letter to send home.

Create a classroom website, newsletter, and/or get your communication app ready to go.

Organize your emergency contact forms.

Prepare classroom icebreaker activities.

Make all copies for the entire week.

Have time-filler activities ready to go.

Read through student files to get to know them better.

Create volunteer sign-up sheets.

Gather back-to-school night materials.

Create lessons and activities to fill each day for the week.

Further reading: How to Nail the First Week of School
Final Day-Before-School Prep

The big day is nearly here. To make sure you're successful, here are a few last-minute suggestions for your back-to-school checklist.

Pick out your clothes and make your lunch so you don't have to rush in the morning.

Review your rules, routines, student names, school policies, getting-to-know-you activities, etc.

Make sure you have a dynamic first-day lesson ready.

Set your alarm so you won't be late.

Get a good night's sleep! Everything will go just fine.

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A Back-to-School Checklist for Busy Teachers

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It's that time again! Are you ready for the new school year? There's a lot of work to do both inside and outside of the classroom before our students arrive. To help alleviate some of the stress and keep you on track before the school year begins, I've put together an easy-to-follow back-to-school checklist.

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English language learners (ELLs) benefit just as much from their parents' involvement in their education as other students. Some Hispanic parents may feel apprehensive about getting involved because of their limited English skills, lack of familiarity with mainstream culture and the public school system in the United States, and other reasons.

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7 Helpful Tips for Conferences with Parents Who Speak Minimal English

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7 Helpful Tips for Conferences with Parents Who Speak Minimal English

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Google’s service, offered free of charge, instantly translates words, phrases, and web pages between English and over 100 other languages.

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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20 Tips for Developing Positive Relationships With Parents

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Blogger Elena Aguilar shares 20 tips to help teachers better connect with parents.

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Chapman’s Chit Chat
Weekly update for Mrs. Chapman’s 2nd Grade Class

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Ideas for intervention with functions of behavior

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Ideas for intervention with functions of behavior

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Need to login or register for Behavior Support (formerly Kickboard)?

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3. Unified Classroom® Behavior Support

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See how our K-12 student behavior solution can help you improve student well-being, build a positive school culture, and achieve more equitable student outcomes.

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Need to login or register for Behavior Support (formerly Kickboard)? PowerSchool Unified Classroom Unified Classroom® Behavior Support Support the whole child with the only evidence-based (ESSA Level II) behavior solution proven to reduce suspensions and referrals and increase school positivity.

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* Behavior is based on choice - Students choose their behavior Students’ ultimate goal is to fulfill the psychological and emotional need to belong. Students...

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This type of misbehavior has a message from your student - "Look At Me!!"

There are two types of attention seeking - active and passive. The active attention seeker will be the student that is constantly tapping their pencil, while the passive attention seeker are the "dawdlers" who are not exactly disrupting the class but are taking up your time.

1. You will feel annoyed or irritated
2. We begin nagging, reminding, cajoling or scolding that child.
3. We intervene verbally and actually end up giving them what they want - attention.

These types of students are actually showing that they want a relationship with you. I know I would rather deal with this type of student than one who doesn't care about anything and has an anti-social character.

Prevention ideas? Catch them being good! Teach them HOW to ask for attention.

1. Minimize Attention - refuse to respond, give THE EYE, stand close by, use name dropping, send a general signal, send a secret signal, give written notice, use an I-Message (When you talk to your neighbor I get annoyed).
2. Clarify Desired Behavior - state Grandma's Law (first we work, then we play), use target-stop-do (name student, tell them what they are doing that needs to be stopped, tell them what they are expected to be doing).
3. Legitimize the Behavior - create a lesson from the misbehavior, go the distance (make the student keep doing the misbehavior over and over), have the class join in, use a diminishing quota (get together and decide how many times they can do the behavior, decreasing it each time, until you are down to zero).
4. Do the Unexpected - turn out the lights, play a musical sound, lower your voice, change your voice, talk to the wall, use one-liners, cease teaching temporarily.
5. Distract the Student - ask a direct question, ask a favor, give choices, change the activity.
6. Notice Appropriate Behavior - use proximity praise (praise a neighbor), use compliance praise, make recordings, give a standing ovation.
7. Move the Student - change the student's seat, use the thinking chair.

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This type of misbehavior has a message from your student - "Look At Me!!" There are two types of attention seeking - active and passive. The active attention seeker will be the student that is constantly tapping their pencil, while the passive attention seeker are the "dawdlers" who are not exactly disrupting the class but are taking up your time.

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This type of misbehavior is found in students who are constantly trying to challenge us.

There are two types of this behavior - active and passive. The active power seeking student will be the student who throws verbal tantrums or gives you "sass". The passive power seeking student will be the student who quietly is in noncompliance with you.

1. We will find ourselves in a power struggle and our emotional pressure rises to "hot".
2. We will have to fight the urge to fight back with words.
3. The students behavior doesn't stop with your attention. Remember, they are going for the power!

1. Changes in relationships
2. Human Potential Movement - the exaltation of the individual and the gain of personal power.
3. Students' legitimate needs

Many of these students exhibit desirable personal characteristics like leadership potential, assertiveness, and independent thinking.

Prevention Ideas? Allow them a voice and a choice, grant them legitimate power, delegate some responsibility to them for something in the classroom.

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This type of misbehavior is found in students who are constantly trying to challenge us. There are two types of this behavior - active and passive. The active power seeking student will be the student who throws verbal tantrums or gives you "sass".

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This type of student is retaliating for real or imagined hurts. This type of behavior will often follow power-seeking tactics, especially if a teachers response with force to the power-seeking.

Again, there are two types, passive and active. The active revenge student will have direct physical attacks, or indirect like stealing. There can also be psychological attacks. The passive revenge student is the one that withdraws. Most revenge seeking is active.

1. Our personal pressure gauge will register boiling. We may even feel dislike for this student.
2. The student will strike back or have a "You can't get away with this" posture.
3. Bad behavior won't just stop - until the student decides to stop on their own terms.

1. Violence is everywhere!
2. Students' legitimate need.

These actions actually show a spark of life, and for the sake of their own mental health they are better off doing something, than doing nothing. At least they are not suppressing their pain.

Prevention Ideas? Build caring relationships and teach appropriate expression of feelings.

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This type of student is retaliating for real or imagined hurts. This type of behavior will often follow power-seeking tactics, especially if a teachers response with force to the power-seeking. Again, there are two types, passive and active. The active revenge student will have direct physical attacks, or indirect like stealing.

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This type of behavior is found in students who seldom interact with teachers and peers. They choose to be isolated. Many times adults will view them as "transparent".

Just as with the other "seekers" there are two types - active and passive. The active is rare in this type but would look like a frustration tantrum. This type of tantrum however is more of an implosion then explosion. The passive type will be your procrastinators.

1. Instead of feeling anger or hurt we will switch our feeling to professional concern, frustration and despair for the student.
2. We may feel like giving up because we've come up against a brick wall. We may refer these students out for support services.
3. When we give up, the students behavior actually continues and they will still avoid doing anything.

1. The red pencil - students do not want to see these red marks on their work.
2. Unreasonable expectations in their life.
3. Perfectionism and Star mentality
4. Emphasis on Competition
5. Student's legitimate needs

The silver lining here is ambition. They really do want to succeed in school, they just want assurance that they are not making mistakes. With the right strategies you can nurture this ambition and help the students change their behavior.

Prevention Ideas? Encourage and I Can belief, foster friendships.

1. Modify instructional methods by using concrete learning materials that are attractive, self-explanatory, and self-correcting. You can also use computer based instruction, teach one step at a time, and teach to the seven intelligences.
2. Provide tutoring.
3. Encourage positive self-talk.
4. Reframe the "I Can't" refrain.
5. Teach procedures for becoming "Unstuck"

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This type of behavior is found in students who seldom interact with teachers and peers. They choose to be isolated. Many times adults will view them as "transparent". Just as with the other "seekers" there are two types - active and passive. The active is rare in this type but would look like a frustration tantrum.

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This section will look at specific interventions for power and revenge.

1. Describe behavior, don't evaluate
2. Deal with the moment
3. Be firm AND friendly

1. Control negative emotions
2. Release negative emotions

1. Avoid behaviors that make the situation worse for the student and the teacher (yourself).

1. There is an appropriate time and the time of the misbehavior is not it.
2. Talk later when everyone has calmed down.

1. Go along so both players win.

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This section will look at specific interventions for power and revenge. 1. Describe behavior, don't evaluate2. Deal with the moment 3. Be firm AND friendly 1. Control negative emotions2. Release negative emotions 1. Avoid behaviors that make the situation worse for the student and the teacher (yourself). 1.

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Pay attention here, you will have a warning of a full scale confrontation. Remain calm and try to make a graceful exit. Any sarcasm or animosity in our voices will provoke the rest of the volcano. Acknowledge the student's power - when we do this, we admit their equal status. You can also remove their audience, table the matter for later, schedule a conference with them (later), use a fogging technique (treat the statements as if they have little or no importance), agree with student, change the subject, state both viewpoints, refuse responsibility, dodge irrelevant issues, deliver a closing statement, call a student's bluff, or take a teacher time-out.

Now, the explosion is coming. This is where you would be wise to just get out of the way. Once the explosion happens, then you have to deal with it. The things you can do are take a time out in the classroom, take a time out in the hall or another classroom, go to a special room, time out in the office, or take a time out at home.

Now you will want to set consequences. Make sure these consequences are related to the misbehavior. Make sure they are reasonable and respectful to the student. They must also be able to be enforced.

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Pay attention here, you will have a warning of a full scale confrontation. Remain calm and try to make a graceful exit. Any sarcasm or animosity in our voices will provoke the rest of the volcano. Acknowledge the student's power - when we do this, we admit their equal status.

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Help students feel capable in the classroom

1. Make mistakes okay.
2. Build confidence.
3. Focus on past successes
4. Make learning tangible.
5. Recognize Achievement

Help students feel connected in the classroom.

Help students to care about and contribute to their classroom.

1. Encourage students' contributions to the class.
2. Encourage students' contributions to the school.
3. Encourage students contributions to the community.
4. Encourage students to work to protect the environment.
5. Encourage students to help other students.

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Help students feel capable in the classroom 1. Make mistakes okay.2. Build confidence. 3. Focus on past successes 4. Make learning tangible. 5. Recognize Achievement Help students feel connected in the classroom. Help students to care about and contribute to their classroom. 1. Encourage students' contributions to the class.2.

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A code of conduct is made for a safe and orderly classroom. Have the students get together and submit ideas and vote on what should be included.

First you must define the code, then you need to teach the code, and then you have to enforce the code. Lastly, it needs to be reinforced which includes teachers modeling it.

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A code of conduct is made for a safe and orderly classroom. Have the students get together and submit ideas and vote on what should be included. First you must define the code, then you need to teach the code, and then you have to enforce the code.

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* to feel heard
* to feel understood
* to feel empowered
* to feel worthwhile
* to have self-esteem left intact
* to be future oriented

Keeping the tone of the conference positive sends the message that the issue is the behavior, not the student personally - love the sinner, hate the sin!

Resolving conflicts means finding solutions that are acceptable to both the teacher and the student.
1. Define the problem objectively
2. Declare the need
3. Describe the feelings
4. Discuss solutions
5. Decide on a plan
6. Determine the plans' effectiveness

Stonewalling
Unworkable Solutions
Verbal Disrespect
Blaming Others

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to feel heard* to feel understood * to feel empowered * to feel worthwhile * to have self-esteem left intact * to be future oriented Keeping the tone of the conference positive sends the message that the issue is the behavior, not the student personally - love the sinner, hate the sin!

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Designing a school action plan takes time but its payoffs reward our efforts - Linda Albert.

Step 1 - pinpoint and describe the student's behavior
Step 2 - identify the goal of the misbehavior
Step 3 - choose intervention techniques for the moment of misbehavior
Step 4 - Select encouragement techniques to build self-esteem
Step 5 - involve students, parents, and others as partners

**A school action plan should be a living document that is subject to change.

Throughout this website we have talked about ways to involve the students but how do we involve the parents? Parents play a vital role in the cooperative discipline process.

1. Inform the parents about cooperative discipline using newsletters, parent resource library, drop in centers, group presentations, etc.
2. Establish an atmosphere of mutual support
3. Notify parents when behavior problems occur.
4. Structure the parent-teacher conference.

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Designing a school action plan takes time but its payoffs reward our efforts - Linda Albert. Step 1 - pinpoint and describe the student's behavior Step 2 - identify the goal of the misbehavior Step 3 - choose intervention techniques for the moment of misbehavior Step 4 - Select encouragement techniques to build self-esteem Step 5 - involve students, parents, and others as partners **A school action plan should be a living document that is subject to change.

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OCALI has gathered a list of programs and curriculums addressing the topic of bullying. Grade level information is included as appropriate. Order and pricing information is current as of 09/2019.

Bullying Prevention Curriculum (Wisconsin Department of Public Instruction)
https://dpi.wi.gov/sspw/safe-schools/bullying-prevention
The Bullying Prevention Curriculum is a teacher-directed curriculum that uses an age-appropriate and multi-strategy approach. The publications explore the key knowledge, skills, and dispositions needed to make a school free of bullying behavior. Real-life situations are outlined so students can practice communication skills that are effective in addressing bullying behavior. Fun and engaging activities help with the comprehension of bullying behavior and relationships.
Available online for free: https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/bullyingrethink.pdf
or email at PubSales@dpi.wi.gov

"Don't Laugh at Me" - Operation Respect
http://www.operationrespect.org
Don't Laugh at Me is a program designed for use with elementary and middle school youth to help address bullying, ridiculing, teasing, and harassing in today's schools. The initiative uses music, video, and well-tested instructional activities to help students recognize intolerance due to personal differences, understand that differences are positive, develop compassion for others who are different from themselves, and learn that teasing, name calling, exclusion, and ridicule are hurtful to others. Teachers are provided with strategies for helping students develop new ways to resolve conflicts positively.
Ordering Information: Curriculum available for download at http://operationrespect.org/wp-content/uploads/2016/01/Final-Curriculum-Guide.pdf
Cost: Free

Kids Against Bullying Program
Pacer Center: Champions for Children with Disabilities
http://www.pacerkidsagainstbullying.org/
The Kids Against Bullying Program teaches children and adults about bullying prevention. The website features five multicultural animated characters that portray children with and without disabilities. The program is designed for children in grades 1-3. It addresses: a definition of bullying; ways children can respond if they are being bullied and how they can help if they see someone who is being bullied; the difference between telling and tattling; and the important lesson that no one ever deserves to be bullied. The program presents three skits focusing on different types of bullying (physical, verbal, and social/exclusion). The 30- to 35-minute presentation is interactive and includes opportunities for students to share their ideas and ask questions.
Ordering Information: Online interactive website
Cost: Free
*This is not a curriculum but an online tool to help student with disabilities learn about bullying and how to respond.

Olweus Bullying Prevention Program
http://www.clemson.edu/olweus/
http://www.violencepreventionworks.org/public/index.page
The Olweus Bullying Prevention Program (OBPP) is designed for students in elementary, middle, and junior high schools (students ages 5-15 years old). Research has shown that OBPP is also effective in high schools with some program adaptation. All students participate in most aspects of the program, while students identified as bullying others, or as targets of bullying, receive additional individualized interventions. The program has been recognized by the U.S. Departments of Justice and Education as an effective program. Rather than simply providing books, videos, and lesson plans on bullying, this program helps a school develop an extensive bullying plan with components at the school, teacher, classroom, and community levels. The organization also helps schools find funding to implement the program.
Ordering Information: http://www.violencepreventionworks.org/public/bullying_prevention_resources.page
Cost: Refer to the website for information on all services and products.

The Bully Free® Program
http://bullyfree.com
The Bully Free® Program is a comprehensive school-wide (and system-wide) anti-bullying program. It is based on research, and includes administrative strategies, teacher strategies, lesson plans for each grade level (preschool through high school), classroom meetings, student involvement, and bystander empowerment. The program also includes parent involvement, community involvement, and all of the elements and components that must be present in effective anti-bullying programs.
Ordering Information: Order online at http://bullyfree.com/products
Cost: Can range from $299.99 to $1000.00
Utterly Global - Stand up, Speak out ... End Bullying
http://antibullyingprograms.org/
"Let's Be Friends" Early Childhood Bullying Prevention Program
(Pre-K-2) The early years of a child's life are crucial for healthy cognitive, social, and emotional development. This programs shows how to incorporate a bully-free message in the classroom by encouraging tolerance, kindness, and bully-free behavior. The program is flexible and can be implemented in a variety of ways. Lessons cover the following topics: Friendship, The Players (bullies, target/victim, bystander), Being Mean/Bullying, Tattling and Telling, Celebrating Differences, Becoming a "Stand Upper," Make a Promise (A good behavior pledge).
Program components include parent education, reinforcement activities for home, interactive activities, songs, and other materials.

Virgil The Bully From Cyberspace Teacher's Edition & Book Elementary Curriculum Unit
(Grades 1-3) This curriculum uses the book Virgil: The Bully From Cyberspace to inform children about friendship and bullying prevention. The teacher's guide presents a lesson plan on an aspect of bullying for each of the nine chapters in the book. Each lesson outlines the key concepts of the chapter, its objective, and rationale. A reinforcement activity and other suggested follow-up activities are also part of each lesson. The parent component consists of a series of letters to send home for further discussion.

There's No Excuse For Peer Abuse Elementary School Program
(Grades 3-5) This unit is designed to teach students positive bystander behavior. Children learn respect and empathy in an effort to help create a positive and healthy school culture and climate. Topics include Types of bullying - cyber, social, physical, emotional, bias based; becoming a positive bystander without putting yourself or anyone else in danger; what to do if you're bullied; Internet safety; How not to become a target; The difference between bullying and conflict, The difference between ratting and reporting; and how to create a bully-free environment

Stand Up - Speak Out Program and Project
(Grades middle school and up) Stand Up - Speak Out is designed specifically for middle school-age students. The program teachings students and practices protective and coping skills, how to make good choices, socially responsible decisions, and staying engaged in school. Topics include the elements of bullying, barriers to speaking up, the importance of activating the bystander, strategies to prevent becoming a target of bullying, strategies for safe intervention, and steps to responsible decision making.

Bullying. Ignorance is No Defense
This manual utilizes best practices as suggested by the U.S. Department of Health and Human Services and the U.S. Department of Education. It is designed to help students understand the risks involved to themselves and others when it comes to bullying. The goal of the program is to train youth to use alternative methods to resolve problems rather than using bullying behaviors and to educate them about bullying, bias-based offenses, and hate crimes. Providing students with opportunities to understand the seriousness of their behavior and practicing appropriate problem-solving strategies reduces the likelihood of them repeating bullying behavior.

Ordering Information: Order online at http://antibullyingprograms.org/Programs.html
Cost: $150.00 per curriculum

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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OCALI has gathered a list of programs and curriculums addressing the topic of bullying. Grade level information is included as appropriate. Order and pricing information is current as of 09/2019. Bullying Prevention Curriculum (Wisconsin Department of Public Instruction) https://dpi.wi.gov/sspw/safe-schools/bullying-prevention The Bullying Prevention Curriculum is a teacher-directed curriculum that uses an age-appropriate and multi-strategy approach.

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Although no federal law directly addresses bullying, in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex (including sexual orientation and gender identity), age, disability, or religion. Federally-funded schools (including colleges and universities) have an obligation to resolve harassment on these bases.

When the situation is not adequately resolved, consider:

Unfortunately, sometimes behaviors can become criminal. For example, when a violent crime or threat to commit such crime is motivated by bias against a person or group with specific characteristics, then it is called a hate crime. According to the U.S. Department of Justice, at the federal level, a hate crime is any crime motivated by bias against race, color, religion, national origin, sexual orientation, gender, gender identity, or disability.

Are there federal laws that apply to bullying?

At present, no federal law directly addresses bullying. In some cases, bullying overlaps with discriminatory harassment, which is covered under federal civil rights laws enforced by the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ). No matter what label is used (e.g., bullying, hazing, teasing), schools are obligated by these laws to address the conduct when it meets all three criteria below. It is:

Unwelcome and objectively offensive, such as derogatory language, intimidation, threats, physical contact, or physical violence;

Creates a hostile environment at school. That is, it is sufficiently serious that it interferes with or limits a student's ability to participate in or benefit from the services, activities, or opportunities offered by a school; and is

Based on a student's race, color, national origin, sex, disability, or religion

Sex includes sexual orientation, gender identity, and intersex traits. Sex also includes sex-based stereotypes and sexual harassment.

National origin harassment can include harassment because a student speaks another language.

DOJ also has jurisdiction to enforce Title IV of the Civil Rights Act of 1964, which addresses certain equal protection violations based on religion in public schools. Title VI of the Civil Rights Act of 1964, enforced by both ED and DOJ, does not explicitly identify religion as a basis for prohibited discrimination. But religious-based harassment is often based on shared ancestry of ethnic characteristics, which is covered under Title VI.

What are the federal civil rights laws ED and DOJ enforce?

The types of discrimination prohibited in schools are the same types of discrimination that federal civil rights laws prohibit. A school that fails to respond appropriately to harassment of students based on a protected class may be violating one or more civil rights laws enforced by the ED and the DOJ, including:

Do federal civil rights laws cover harassment of LGBTQI+ youth?

Yes, ED and DOJ have clarified that Title IX's prohibition against sex discrimination includes discrimination on the basis of sexual orientation and gender identity.

ED/DOJ has developed this resource, Confronting Anti-LGBTQI+ Harassment in Schools, to help students, parents, and educators understand their rights and actions to take.

All students should be guaranteed an educational environment free from discrimination on the basis of sex, including discrimination in the form of sexual harassment, which encompasses sexual violence, and including discrimination on the basis of sexual orientation or gender identity.

DOJ also enforces rights protected under the Equal Protection Clause of the Fourteenth Amendment under certain circumstances. Discrimination based on sex, including sexual orientation and gender identity, may violate LGBTQI+ students' constitutional rights.

If you face discrimination or harassment at school because of your sex, sexual orientation, and/or gender identity, you can file a complaint with ED's Office for Civil Rights. You can also report civil rights violations with DOJ. The information is available in multiple languages.

What are a school's obligations regarding harassment based on protected classes?

Anyone can report harassing conduct to a school. When a school receives a complaint they must take certain steps to investigate and resolve the situation.

Take immediate and appropriate action to investigate or otherwise determine what happened.

Inquiry must be prompt, thorough, and impartial.

Interview targeted students, students or staff alleged to have engaged in harassment, and witnesses, and maintain written documentation of investigation.

Communicate with targeted students regarding steps taken to end harassment.

Check in with targeted students to ensure that harassment has ceased.

When an investigation reveals that harassment has occurred, a school should take steps reasonably calculated to:

End the harassment,

Eliminate any hostile environment,

Prevent harassment from recurring,

As appropriate, remedy the effects of the harassment, and

Prevent retaliation against the targeted student(s), complainant(s), or witnesses.

What should a school do to resolve a harassment complaint?

School must be an active participant in responding to harassment and should take reasonable steps when crafting remedies to minimize burdens on the targeted students.

Appropriate responses will depend on the facts of each case and may include:

Developing, revising, and publicizing:

Policy prohibiting harassment and discrimination;

Grievance procedure for students to file harassment complaints;

Contact information for Title IX coordinators and others responsible for compliance with Section 504 and Title VI

Training staff and administration on how to identify, report, and address harassment;

Providing monitors or additional adult supervision in areas where harassment occurs;

Determining consequences and services for harassers, including whether discipline is appropriate;

Limiting interactions between harassers and targets;

Providing targeted student an additional opportunity to obtain a benefit that was denied (e.g., retaking a test/class); and

Providing services to a student who was denied a benefit (e.g., academic support services).

Schools don't have to wait until behavior creates a hostile environment to act and may respond to misconduct based on a protected class as soon as they learn of it.

Are there resources for schools to assist with resolving harassment complaints?

DOJ's Community Relations Service is a "peacemaker" for community conflicts and tensions arising from differences of race, color, and national origin and to prevent and respond to violent hate crimes committed on the basis of: gender, gender identity, sexual orientation, religion, disability, race, color, and national origin. It is a free, impartial, confidential, and voluntary Federal Agency that offers mediation, conciliation, technical assistance, and training.

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Although no federal law directly addresses bullying, in some cases, bullying overlaps with discriminatory harassment when it is based on race, national origin, color, sex (including sexual orientation and gender identity), age, disability, or religion. Federally-funded schools (including colleges and universities) have an obligation to resolve harassment on these bases.

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Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

The most common places where cyberbullying occurs are:

Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok

Text messaging and messaging apps on mobile or tablet devices

Instant messaging, direct messaging, and online chatting over the internet

Online forums, chat rooms, and message boards, such as Reddit

Email

Online gaming communities

Special Concerns

With the prevalence of social media and digital forums, comments, photos, posts, and content shared by individuals can often be viewed by strangers as well as acquaintances. The content an individual shares online - both their personal content as well as any negative, mean, or hurtful content - creates a kind of permanent public record of their views, activities, and behavior. This public record can be thought of as an online reputation, which may be accessible to schools, employers, colleges, clubs, and others who may be researching an individual now or in the future. Cyberbullying can harm the online reputations of everyone involved - not just the person being bullied, but those doing the bullying or participating in it. Cyberbullying has unique concerns in that it can be:

Persistent - Digital devices offer an ability to immediately and continuously communicate 24 hours a day, so it can be difficult for children experiencing cyberbullying to find relief.

Permanent - Most information communicated electronically is permanent and public, if not reported and removed. A negative online reputation, including for those who bully, can impact college admissions, employment, and other areas of life.

Hard to Notice - Because teachers and parents may not overhear or see cyberbullying taking place, it is harder to recognize.

Laws and Sanctions

All states have laws requiring schools to respond to bullying. As cyberbullying has become more prevalent with the use of technology, many states now include cyberbullying, or mention cyberbullying offenses, under these laws. Schools may take action either as required by law, or with local or school policies that allow them to discipline or take other action. Some states also have provisions to address bullying if it affects school performance. You can learn about the laws and policies in each state, including if they cover cyberbullying.

Frequency of Cyberbullying

There are two sources of federally collected data on youth bullying:

The 2019 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, nationwide, about 16 percent of students in grades 9-12 experienced cyberbullying.

The 2021 Youth Risk Behavior Surveillance System(Centers for Disease Control and Prevention) indicates that an estimated 15.9% of high school students were electronically bullied in the 12 months prior to the survey.

See also " Frequency of Bullying."

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Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets.

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Bullying can threaten students' physical and emotional safety at school and can negatively impact their ability to learn. The best way to address bullying is to stop it before it starts. There are a number of things school staff can do to make schools safer and prevent bullying.

Training school staff and students to prevent and address bullying can help sustain bullying prevention efforts over time. There are no federal mandates for bullying curricula or staff training. The following are some examples of options schools can consider.

Activities to Teach Students About Bullying

Schools don't always need formal programs to help students learn about bullying prevention. Schools can incorporate the topic of bullying prevention in lessons and activities. Examples of activities to teach about bullying include:

Internet or library research, such as looking up types of bullying, how to prevent it, and how kids should respond

Presentations, such as a speech or role-play on stopping bullying

Discussions about topics like reporting bullying

Creative writing, such as a poem speaking out against bullying or a story or skit teaching bystanders how to help

Artistic works, such as a collage about respect or the effects of bullying

Classroom meetings to talk about peer relations

Evidence-Based Programs and Curricula

Schools may choose to implement formal evidence-based programs or curricula. Many evaluated programs that address bullying are designed for use in elementary and middle schools. Fewer programs exist for high schools and non-school settings. There are many considerations in selecting a program, including the school's demographics, capacity, and resources. Also, be sure to avoid Misdirections in Bullying Prevention and Response - PDF.

Staff Training on Bullying Prevention

To ensure that bullying prevention efforts are successful, all school staff need to be trained on what bullying is, what the school's policies and rules are, and how to enforce the rules. Training may take many forms: staff meetings, one-day training sessions, and teaching through modeling preferred behavior. Schools may choose any combination of these training options based on available funding, staff resources, and time.

Training can be successful when staff are engaged in developing messages and content, and when they feel that their voices are heard. Learning should be relevant to their roles and responsibilities to help build buy-in.

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School staff can work to address bullying before it even starts.

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US Department of Health and Human Services

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Assistant Secretary for Public Affairs (ASPA)

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There are things you can do to keep yourself and the kids you know safe from bullying. Find out more at StopBullying.gov.

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10 Ways a Teacher Can Address Bullying | Resilient Educator

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Student bullying is an increasingly serious problem at many schools and teachers need to know what steps to take to stop the problem from growing.

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10 Ways a Teacher Can Address Bullying

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Learning centers are common in the lower grades, especially in special education. And if you teach preschool through second grade, chances are that you're already using centers.

But what if you teach older students? Is it appropriate to use centers with older students? My answer is...YES.

How you use centers will depend on what is appropriate for your group's age, interests, and the subject you teach. Believe it or not, I sometimes use centers while teaching at the college level. I'm confident that you can make it work in your classroom too!

Actually, what I mean by the word "centers" is really just more than one activity going on at one time. Instead of completing tasks one by one as a whole group, try doing them in small rotating groups.

Here's an example of center activities. It's a great way to differentiate instruction:

Group 1: Direct instruction with the teacher

Group 2: Independent work at desks

Group 3: Research for an upcoming project on computers in back of the room

When you break students into smaller groups, you can more accurately tailor the assignment to your students' needs.

Use Flexible Grouping For Differentiated Instruction.

Grouping students by ability can help you to provide a lesson better suited to their needs. However, it's important to switch up the groups often if you use this approach. Periodically mix the groups up by interest, learning style, personal choice, and sometimes randomly so that no one feels "stuck" in any one group.

Personally, I changed my groups upweekly and were different according to subject level. Whatever group that students were in for reading had nothing to do with their math group. Since we switched it up regularly so there really wasn't any one "high" or "low" group.

The students seemed to enjoy mixing it up and it kept things fresh and interesting for everyone. Give it a try... It isn't as hard as you think!

Let Them Differentiate Their Own Instruction. Offer Choices When Possible.

Give students choices in how they want to learn. This allows them to become more motivated. A motivated student is an engaged student.

Provide a variety of assignments that meet the content standard you're working on. Allow students to choose their lesson task.

Carmen from Love, Teach, and Learn weighs in on providing choices for students in her article about differentiating handwriting lessons:

"One way to boost confidence is through empowerment. Introducing lots of choices for writing tools, varying activities that strengthen a specific handwriting goal, or even the line sizes of primary paper. Having a wide range of resources readily available welcomes students with the freedom to choose."

Ultimately, our job as teachers is to coach students in the right direction. We challenge them, provide assistance, and encourage them to push further in their learning.

Tiered instruction goes naturally with centers and student choice. Tiered instruction is essentially the same lesson or standard taught with different tasks.

When working on the Days of the Week and Months of the Year with my self- contained students, I used different activities to address my objective.

In addition to our daily circle time activities, I also had my students practice writing the Days and Months as a morning independent work task. Some students cut and paste the letters while some stamped, and some traced, and others were able to just copy the words without help.
All students were working on the same standard, but the lesson was modified for their individual needs.
These activities can be found in my TPT shop. These activities are no-prep and great to have on hand for morning work, early finishers, sub plans, and even homework. You can get my Days of the Week Sample for FREE and try them out!

Ultimately, it's essential to differentiate activities in the classroom, especially in special education. Our students are unique people with individual needs. Some may have sensory issues while others have autism or other special needs. It can become exhausting for teachers, but there are tricks to make it easier.

I hope you've found my tips how to differentiate instruction helpful. If you have any additional tips that might help a novice teacher, please share it with us in the comments below!

Check out my store, Exceptional Thinkers for more resources for diverse learners. Follow Exceptional Thinkers for new products, discounts, updates, and freebies.
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~Christy from Exceptional Thinkers

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How to Differentiate Instruction for Diverse Learners

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Learning centers are common in the lower grades, especially in special education. And if you teach preschool through second grade, chances are that you're already using centers. But what if you teach older students? Is it appropriate to use centers with older students? My answer is...YES.

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Students are learning more advanced academic skills earlier than in years past and are completing work all day long, and sometimes they need a break on their own. But the teachers giving excellent instruction in the academic standards do not always explicitly teach social-emotional learning, which would help children recognize their need of a break.

Many would argue that emotional intelligence is just as important as academic intelligence as a predictor of future success, but it is often neglected as a curriculum and not considered when teachers are setting up a classroom.

Students are at school for generally seven to eight hours a day, most of which is spent in a classroom setting next to the same people. Many classrooms do not allow much opportunity to get up and move about when a student becomes restless or anxious, as anyone is wont to do.

The Signpost Up Ahead: The Quiet Zone

Expecting children to do sustained work in assigned seats is not always going to get the best results. For this reason, instituting an area of respite, or a Quiet Zone, can help improve student engagement. And after establishing a Quiet Zone, teachers can learn how to instruct students in an important social skill: the art of getting away.

This aspect of social-emotional learning is an essential component of a quality teaching practice, and self-regulation is a key element. We ask students to walk away from conflicts on the playground but do not extend that same consideration across all settings. A Quiet Zone is easy to establish and allows a student to practice the art of walking away. Quiet Zones can come in any type of configuration and only need a few simple rules to be used effectively.

The first rule of the Quiet Zone is the easiest to learn: Enter the Zone. The second rule is to choose a tool to help calm down. Some suggestions include foam squeeze balls and stuffed animals. The specific tool is unimportant-what matters is to find something to focus upon rather than the flood of emotions of that moment.

Next comes setting a timer to five minutes-the maximum amount of time a student should spend in the Quiet Zone. A break of over five minutes means the student is wasting time, or is in greater emotional distress and in need of a more significant intervention. Breathing techniques are a quick way to practice those self-regulation strategies. Finally, once the five-minute timer goes off, the student needs to rejoin class and carry on with the current activity.

As with any classroom procedure, the rules and expectations must be taught at the outset so students know exactly how to access the Quiet Zone and for what reasons they are able to use it. Students can use the Quiet Zone when they are overwhelmed by difficult work. Peer-to-peer problems are also a good reason to need a few minutes break alone. An observant teacher can direct a student to the Quiet Zone in an empathetic way when the latter seems overstimulated or distracted. And only one student can use the zone at a time.

Students don't even really need a great reason to use the Quiet Zone because, frankly, everyone needs a break from time to time. The Quiet Zone should never be used punitively; instead, students should be positively rewarded for using it of their own accord or even at the teacher's gentle direction.

Creating a Quiet Zone

Setting up a Quiet Zone in a classroom should be easy and rather straightforward. Establish an area in the room that is preferably a bit secluded. The Quiet Zone should have a comfy place to sit down like a beanbag, bench, or large pillow. Post the rules so they can be reviewed and followed by every student entering the space. The tools should be easily accessible and can vary according to a theme or interest. Jungles, oceans, a flower garden, even Star Wars can all be themes of Quiet Zones. One teacher has a Yoda Zone with a green leaf canopy and plush Yoda doll that students squeeze when frustrated.

Students love the Quiet Zone, and once implemented it will be a helpful resource to every student in the room. Exemplary scholar students, shy and quiet types, ones with emotional difficulties-everyone will access the Quiet Zone at one time or another. Teaching self-regulation strategies in this way as part of a social-emotional learning continuum has the chance to help every student.

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Students are learning more advanced academic skills earlier than in years past and are completing work all day long, and sometimes they need a break on their own. But the teachers giving excellent instruction in the academic standards do not always explicitly teach social-emotional learning, which would help children recognize their need of a break.

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Schools across the U.S. are working in a variety of creative ways to meet the needs of students with trauma and tragedy in their backgrounds. Fall-Hamilton Elementary, in Nashville, does so by working to understand the adverse childhood experiences (ACEs) so many of the students bring with them to school-and the holistic impact that challenging life contexts have on a student's academic performance.

ACEs are a pressing issue. According to a major study by the Centers for Disease Control and Prevention (CDC), more than 35 percent of children have experienced two or more ACEs, such as sexual or physical abuse or exposure to mental illness, drug or alcohol addiction, or the incarceration of a family member. In Nashville, 60 percent of children have experienced at least one ACE.

Fall-Hamilton has taken a whole-school approach to the issue, focusing on key relationships-between adults and students, among the staff, and among the students-and incorporating social and emotional learning comprehensively. The school also has a full-time trauma-informed practitioner on staff. These programs are designed to recognize and meet the social, emotional, and academic needs of students on a daily basis.

The result is a much improved school climate where students feel supported and known-and where academic performance is steadily rising.

Trauma-Informed Teaching: A Whole-School Approach

Fall-Hamilton is in the process of transitioning from what the principal, Mathew Portell, calls an "unsustainable" educational and professional environment to a place of support and safety in learning for both students and staff.

Emphasizing social and emotional learning and trauma-informed practices is a path to improving students' academic outcomes. Natalie Vadas, a special education teacher, says that when students "know they can trust you and they talk to you, their academics start to blossom." This was borne out in 2016, when Fall-Hamilton outperformed peer schools on the Achievement Network's English language arts measures.

Encouraging Students' Self-Regulation

For many children, recognizing and managing turbulent emotions in times of stress and conflict is a challenge. And for children with ACEs, the research suggests it's even more difficult, since early trauma and repeated stress may overwhelm their fight-or-flight response, leading them to respond inappropriately.

To support students as they navigate everyday conflict, Fall-Hamilton has a nook called a peace corner in every room, with a comfortable seat, a timer-students generally need only a couple of minutes to calm down and reflect-and some distractions, like stuffed animals, or a prepared form on which students can explicitly document and monitor their own feelings and reactions.

A teacher may ask a student to take a break, but students can and will use the peace corners on their own. "If I get, like, really frustrated and feel like I'm gonna yell," says Abby, a fourth grader, "I go to the peace corner and just calm down." As Portell points out, the peace corners are a place where students are explicitly encouraged to use the strategies that the school is teaching across the curriculum.

It's an idea other schools are trying as well, because the ability to regulate emotions is a key social and emotional skill, and students need specific guidance to develop it.

Building Mentor-Mentee Relationships

Fall-Hamilton identifies students who need a little extra attention and support-"on an educational level, but more of a social and emotional level as well," says Portell-and pairs each one with an adult on staff who is not the child's teacher. The students meet with their mentors for two minutes at the beginning and end of every day.

As Portell says, these students know "every day they come in this building that somebody's excited to see them," and feelings of safety and attachment to even one adult at school can improve a child's ability to cope with adversity.

Supporting Teachers

In his initial work on social and emotional learning at Fall-Hamilton, Portell focused on the students. That's natural enough, but teachers who work with students with ACEs also need help sometimes. "I didn't support teachers in the way that I should've, and could've, because I was a new principal and I just didn't know how," he says.

One way the school has worked to provide that necessary support is through a system called "tap-in/tap-out," which allows teachers to call on a peer when they need to take a break for a minute or two-that need to step back from a tense situation is not limited to children. "At the end of the day, you know that these kids rely on you, so we also need to take care of ourselves," says teacher Natalie Vadas.

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An Inside Look at Trauma-Informed Practices | Edutopia

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Schools across the U.S. are working in a variety of creative ways to meet the needs of students with trauma and tragedy in their backgrounds. Fall-Hamilton Elementary, in Nashville, does so by working to understand the adverse childhood experiences (ACEs) so many of the students bring with them to school-and the holistic impact that challenging life contexts have on a student's academic performance.

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Teachers can create emotionally safe spaces in their classrooms while also recognizing when students need mental health help from outside sources.

Educators play a critical role in the emotional well-being of their students and are often the first point of contact for students experiencing mental health issues. Many educators feel unprepared to deal with these mental health challenges due to a lack of proper training and tools. Teachers aren't always able to identify students who may be at risk, and when they do, it is often unclear just how to help.

Ideally, the work of identifying and supporting students with a range of social and emotional needs, including mental health concerns, would not fall on educators, whose primary role is to educate children. Often, however, teachers are the first to notice when their students have mental health needs, because academics often suffer when students are struggling emotionally.

Additionally, the collective trauma of the pandemic has created elevated social and emotional needs, leading to an increase in disruptive behaviors that are overwhelming to teachers and create barriers for learning. As Dr. Dan Siegel notes, a child's nervous system has the capacity to function at the optimal level only when the child feels a sense of safety and belonging.

4 Ways to Promote a Sense of Belonging in The Classroom

1. Promote a sense of empowerment to develop social and emotional literacy. Providing structure, consistency, predictability, and choices is crucial for promoting students' sense of empowerment and control. Such practices could include creating visual schedules, engaging in greeting and goodbye rituals, creating repetitive mantras for overcoming challenges, using collaborative problem-solving methods, and focusing on process over product.

2. Encourage expression. Expressive tools help students process their experiences through the emotional centers of the brain, which are often less "defended" than the logic and reasoning centers. Doing so also offers children the opportunity to communicate in ways that are more natural for them and don't depend only on verbal explanations. Providing enjoyable expressive tools will not only motivate children to engage in expressing their inner world and feelings but also promote the release of dopamine, allowing them to explore and communicate their authentic experiences and perceptions. This is the key to paving the way toward self-acceptance, which is a prerequisite to acceptance of others.
Used with permission of the publisher, MIT Press

A comic creator like Pixton allows students to create a customized avatar (students can choose from different cultural and ethnic representations, gender nonbinary options, and different mobility assistive and assistive technology devices). Pixton provides templates for SEL lesson ideas, such as "Coping with Anxiety" and "Asking for Help," where students can role-play with their avatars.

A collage creator like Shape Collage allows students not only to upload their own pictures to share a story but also to design the collage in any shape of their interest. Teachers can give prompts like "create a collage of your strengths," "sources of support in your life," or "what are your hopes in friendships."

A puzzle maker like I'm a Puzzle or a matching game creator like Match the Memory allows students students to present different parts of their identity, their life, or their experiences by creating simple, fun games.

Teachers can offer a range of expressive tools. Some students prefer open-ended drawing or drawing from prompts such as those in the Anti-Coloring Book. These virtual tools are also ways to explore student expression:

Playful mindfulness and meditation, music, movement, and yoga are other effective methods of furthering students' connection to their own body and feelings to help them develop deeper insight into themselves and others.

3. Reframing behaviors. Disruptive behaviors such as calling out, not completing work, teasing peers, and acts of defiance and aggression are often misinterpreted as intentionally attention seeking or "making bad choices." As Mona Delahooke explains, when adults fail to recognize that many behaviors represent the nervous system's response to stress, we expend effort on techniques designed to correct the behaviors, such as compliance-based systems and reward-and-consequence systems.

However, as Ross Greene says, "Kids do well if they can." Teachers can reframe disruptive behaviors: Instead of viewing problematic behaviors as a conscious, intentional choice, teachers can understand them as a student's communication of needs. Teachers might find that a child has developmental, physical, medical, sensory, learning, or mental health needs; has a stressful home environment; is struggling with peer relationships; or has difficulty building a trusting relationship with the teacher and school environment. In order to gain insight into what needs might be at the root of the behavior, provide students with a variety of expressive tools to explore and communicate their internal and external experiences. Doing so can help you gain a stronger sense of understanding and connection with students without committing extensive time or taking on the role of a mental health provider.

While using such an approach might not be effective in a moment of high emotional escalation, it is a highly effective, proactive approach that will often decrease the need for reactive responses.

Acting sad or withdrawn for more than two weeks

Sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing

Extreme difficulty concentrating or staying still that puts the student in physical danger or causes problems in the classroom

Severe mood swings that cause problems in relationships.

4. Recognize warning signs of mental health needs. Teachers should, of course, also have tools that can be effectively utilized during an escalated behavior and prioritize safety above all. MentalHealth.gov, a service from the U.S. Departments of Health and Human Services and Education, provides resources for educators coping with mental health challenges in their classrooms. They identify warning signs that may indicate that a student needs support, including the following:

If you notice one or more signs on this list, seek the guidance of a school counselor or refer the student to a mental health professional.

The role of teacher has greatly expanded over the last few decades, and certainly within the last few years. To be able to identify and support students' mental health needs, you need resources, tools, and professional training in SEL and best practices for classroom implementation. Using more proactive approaches, gaining a better understanding of each student's needs, could possibly prevent some escalations from occurring in the first place. Above all, teachers deserve acknowledgment of this critical role that they are playing.

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4 Ways Teachers Can Support Students' Emotional Well-Being

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Teachers can create emotionally safe spaces in their classrooms while also recognizing when students need mental health help from outside sources.

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I Like this poster because it covers almost all of the most important rules there are. It includes rules for Fire Drills, and lining up as well as the all five of the important listening steps that must take place for a student to be able to listen properly. It mentions keeping hands, feet, and objects to self because we all know with elementary students it is necessary to mention explicit items with them or they will think it is ok to touch each other with their pencils, shoes, backpacks etc.

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I definitely want to include this one. Students need to understand, like at home, we all have to do our part to keep our classroom neat and tidy. I will expect each student to pitch in, and there may not be a reward for tidying up each and every time. Should a student see a need to tidy an area with out it being mentioned they might be rewarded with a skittle but it should not be expected, because as at home it is every ones responsibility.

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I most definitely will add this one to my list. The saying at our school is : it is the teachers job to keep the student safe, it is the students job to help the teacher keep the student safe. This should remind the students we use walking feet, we do not stand on chairs, we do not throw things, we do not lean back in our chairs etc. I know I will be constantly reminding children of this rule but with it posted bright and cheerful for them to see it every day hopefully I will not have to remind them quite so often.

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Rhonda Chapman - First Day Plans-Elementary

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The Future Classroom based on the size  and design of the classrooms of RockCrusher Elementary

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This arrangement is the paired desks together plan.It can be especially  useful when students  need to collaborate. It also sets the standard that students are expected to work well with each other.  I have plenty of room for easy uncluttered traffic. This set up supports interaction. I believe the distractions will be at a minimum.
When students come into the room they will be easily capable of putting away their back packs , going to the restroom, and finishing the rest of the morning procedures with out creating a lot of chaos with each other.
The teacher table is at the back of the room so while I am in a small group I can still keep an eagle eye on students who may slip off task.
The Writing center and Reading center are on opposite sides of the Teacher table. I did this so I can monitor students in these areas as well.
Our windows in almost every class faces some kind of courtyard so the distraction is minimal. There are no students playing , but once in a while classes will be walking by. To minimize the distraction from the windows I will hang most of my anchor charts over the top portion of the blinds. This will make them easily accessible as a resource.

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The area around the Teacher Desk is by invitation only

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Our classrooms are set up to have the teacher desk towards the front of the room where the white board is located. This is because that is where the technology box is. The laptops and ELMO and projector and volume control and video players are either located near or in this area. I like the posters on the front of the desk. I will have posters of the rules or encouragement on the front of my desk. I will have colored duck tape on the floor near my desk for area's student may stand. I do not want students to be able to bombard me in that area. One of the posters on my desk will be ask three before me. If I need students to come to my desk so I can check something I will have three areas near by that students may stand and if all three spots are occupied then the other students must wait their turn.

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This area will be for small group and one on one time.

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I am not much for alternative seating but I like this idea. I would probably also have foot bands on certain students chairs as well. Our classrooms in the school I am currently working in does not always have room for the teacher table in the back of the room. I hope the room I get will allow it. I like having the ability to watch what the students are doing while I am in small group. Having the teacher table at the back of the room gives me the ability to watch the students with out the students realizing I am watching. I am able to say " I like the way Sally is working quietly " reminding students who are not on task to get back on task with out calling out names, and with out leaving my area.

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Anchor Charts are a wonderful Resource for students to go back to. 

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I will have anchor charts all over my room and will, if possible, leave them up all year long. Anchor charts are charts I either create a head of time or ones we create together as we learn new rules for ELA, MATH, SCIENCE etc. Having reminders around the room will help them succeed as they complete lessons and take tests. These do not give answers just elaborate examples.

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I believe in cubbies and labeled drawers baskets. My desks, hopefully, will be in pairs, but I really like how this room is set up. In the school I work at currently we do not have a lot of wall space and the Fire Marshall says we are not suppose to have paper(to make it colorful) on them either so I will need to use the upper area above my white board, book shelves, rolling carts, the space inside the cabinets over the sink as well the cabinet doors themselves. I will have to be creative. I have worked with other teachers who do not care much about organization and can not find anything when they need it, nor can the subs when they come in. Every space will have a label and students will know where things are and where they go and which ones they need to ask permission for in order to access. A neat and tidy room helps students stay on task as well.

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This is similar to how I would like my reading area to look. I have always made it a point with my adult children and now with my 8 year old twins to at some point take them outside and show them how wonderful it is to read under a tree and just enjoy nature while also enjoying a wonderful story. Two comfortable bean bags or something just as comfortable is necessary. My library will have a plethora of different stories covering fantasy, non fictions, and diversity. If I can recreate something like this I think my students would get great reading pleasure from it.

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Colorful so student will always know where to look for a spelling resource.

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I like how bright and colorful this is. Most classes have this across a back wall. I think I would make a duo purpose for this. I would use it as the Alphabet that generally runs along the top part of the wall in a classroom. I will add a picture representing the sound the letter makes as well as High Frequency Words students will need to use. I am hoping this will also cut down on students constantly asking how to spell a word when they are writing as well. They only need to look at the colorful resource at the top of the wall.