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Bullying Prevention Programs for Schools | Anti-Bullying Curriculum

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Bullying is an insidious problem among students in elementary schools, junior high schools, and high schools everywhere. In fact, 20 percent of school students in the United States report having been recently bullied.

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Working with trauma-affected students is a difficult balancing act.

We acknowledge the harmful impacts of the past, and hold out hope for a future of healing. We create a safe environment for students to share their lives, yet maintain professional boundaries. We provide our caring and our help to others, but have to pay attention to our own well-being, too. We work in our classrooms but depend on the support of our community.

These were the clear takeaways for teachers who participated in Edutopia's recent Twitter chat on the topic of trauma and social and emotional learning (SEL). Two parallel ideas emerged in the back and forth. First, as teachers we need to focus on the individual student and the strong, one-to-one relationships that support our trauma-affected kids. And second, creating these bonds requires a broader cultural adjustment and reprioritization, where the whole community works together to cultivate a space in which students, educators, and staff members thrive.

What about classrooms without a lot of trauma? It's risky to assume that our students haven't experienced trauma-according to a seminal study from the Centers for Disease Control and Prevention, childhood trauma is far more pervasive than previously believed and is often invisible. And chat participants asserted that trauma-informed and SEL practices benefit all children, building critical skills like self-awareness, self-regulation, empathy, and an openness to teamwork and cooperation. Adopt a "universal approach," suggested the nonprofit Zero to Three, and "assume all children are trauma-affected and need social and emotional learning instruction and support."

An emerging body of research backs that stance. A 2017 metastudy of over 97,000 K-12 students, for example, found that SEL practices boost academic success, decrease disruptive behavior, and reduce emotional distress in the long term.

So how do we balance the individual focus with a community commitment to trauma-informed SEL? Luckily, our Twitter chat participants had some great advice to share.

Know Your Students

To support students who have experienced trauma, start by flipping the traditional classroom paradigm: Relationships have to come before content, insisted dozens of educators.

It's a simple enough rule, but it runs against the grain and needs to be constantly reinforced: "If you're not addressing the trauma, and the students are distracted, checked out, and falling increasingly behind, even the best curriculum won't matter," explained Wendy Clark, reflecting on the order of events that drive real learning. If that point wasn't a settled matter by the end of the thread, Bill Waychunas cut straight to the heart of the issue by inverting the original proposition entirely: "Better question," he wrote, turning Edutopia's opening salvo around: "How do you teach academics WITHOUT having SEL embedded throughout your teaching and classroom?"

Excellent question. Wish we'd thought of it.

Still, if teachers agreed that one-to-one relationships were the critical building blocks of good SEL-and good trauma-informed practice-how can that effort be scaled to 20 or 30 unique students, each of whom experiences trauma differently? The good news is that it's not all on the individual teacher; system-wide supports are required to distribute the work and create a broader culture of belonging and mutual support (more on that below). Within that context, though, all educators need to row in the same direction: The trick, according to Mathew Portell, principal of the trauma-informed school Fall-Hamilton Elementary in Nashville, is to never lose sight of the individual student: "Trauma affects children in so many different ways. Some kids are reactive while others are reserved. It is key to know the students' stories in order to know how to support them."

With so much pain in the classroom, educators should be mindful that traumatic life experiences can sometimes emerge as behaviors that we might otherwise label as challenging. "Trauma can manifest in so many behaviors! Hypervigilance can masquerade as hyperactivity," offered Sarah MacLaughlin, recasting a child's nervous disposition as a possible response to a difficult home environment. "Fear can look like aggression: flight, freeze, or fight."

And it's not just very young children whose behavior may mask an underlying challenge. Math teacher Kareem Farah sees a connection between anger and trauma in his high school kids: "Students in poverty have been conditioned to suppress their pain. It often manifests as anger. It is critical to recognize that frustrated students are often those that have experienced the highest levels of trauma and need the most loving attention."

The Whole School Model

So relationship-building in the classroom is essential-the one-to-one with students is indispensable-but the impact of the work is amplified and reinforced only when it occurs within the broader contexts of the school and community.

Many teachers in the chat highlighted the need for a consistent, team-based approach. As Carmen Zeisler put it, "Being trauma-informed is not a checklist, but a mindset change. It is critical that everyone in the building is working towards being trauma-informed." Other educators agreed, adding that administration and school board support is needed to sustain these changes.

Teachers recommended ways to develop staff buy-in: Sarah Giddings shared that colleagues at her school meet in small groups to stay accountable to one another, and that extends to support staff like computer technicians. Lindsey Mattingly's school, Valor Collegiate in Nashville, engages all staff in restorative circles so teachers get firsthand experience of the social and emotional skills required of students in that model-with powerful results: "When teachers fully understand trauma and its manifestations, the mindset will shift from one more thing to do to THE thing we must do."

Understandably, there's bound to be pushback. Acknowledging that there is sometimes skepticism about broad, new programs is helpful-teachers and administrators won't all jump onboard enthusiastically. Several educators recommended connecting trauma-informed practices to the existing compassion and empathy among teachers: "You show them what they are already doing. Then they realize they are already partly there," says English teacher Alison Killy. And Joe LaCasse agreed that the foundations of trauma-informed practices were already embedded in many classrooms, and it was really a matter of emphasis: "Deep down, all teachers care about kids. So, this really gets at the core of being a teacher. It's not just something 'extra.'"

What About Me?

Well exactly. What about you?

The teaching profession is intellectually and emotionally challenging. Many educators in the chat recognized that the social and emotional work has to start with themselves. Educators who see the value of a practice in their own lives are more likely to be passionate advocates, and the learning ecosystem is only truly healthy when all members of the community are thriving. In other words, helping teachers feel emotionally grounded and supported is helping students, too. "Don't forget that teachers have SEL needs! Concentrate on teacher well-being and empower them to address their own needs," suggested the organization Move This World. In a school culture that focuses on wellness for all, teachers can practice and then model positive social and emotional skills for their students more authentically.

Social and emotional support for teachers also helps buffer the effects of secondary traumatic stress and vicarious trauma-when teachers experience symptoms similar to post-traumatic stress disorder because of the stress of bearing witness to others' trauma. Supportive peer connections are an important part of that prevention: "Don't let teachers with struggling students feel alone," recommended Rosa Derricott. "It should be a school-wide approach where everyone's supporting each other."

In the end, of course, we can't rely on our schools alone to address systemic issues of poverty, violence, or drug addiction. The net of responsibility must be cast more widely. "A trauma-informed approach to social emotional learning requires partnership between counselors, teachers, parents, and other trusted adults to help guide students through short and long-term challenge," suggested the chat participant Mom of All Capes. Not to put too fine a point on it, but perhaps it was user Belinda Talonia who said it all most succinctly: "SEL belongs to all of us."

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The How and Why of Trauma-Informed Teaching

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In an extraordinary Twitter chat, educators discuss building trauma-informed social and emotional learning environments.

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10 Positive Behavior Support Strategies for Students in the Classroom

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Teachers can help students develop motivation by using external rewards that affirm positive behavior and build pride. Strategically highlighting student success will show students that their…

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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As schools look for different ways to build successful partnerships with families, good communication remains crucial. There are more options than ever before for educators and administrators to connect with families of English language learners (ELLs) and keep that communication strong. Here are some tips for schools and resources to explore.

Note: Families have a legal right to information from the school in their home language. You can learn more about those rights in the following:

It's essential that schools have accurate contact information for families. Understanding why families' contact information might change, how they prefer to update that information, and how the school can make it easier for them to do so can go a long way in helping everyone stay connected.

Learn more from the following:

1. Find families' contact information.

Start by looking for families' contact information and checking to see if information on file is still accurate. This may be challenging if families' housing and economic situations are unstable. Families who use prepaid cell phones may also change phone numbers regularly.

If you don't have updated contact information for families, consider trying to pass on a message through:

other students or families (including through families' networks among themselves)

an interpreter, family liaison, or ELL educator who knows the family

other educators such as teachers, coaches, and counselors

teachers of other children in the family

community or faith-based organizations serving your students' families.

2. Help families keep their contact information updated.

Ensure that families understand why the school needs updated contact information, especially during the pandemic. You may wish to provide translated emergency contact forms or other tools that can help.

Learn how to make this easier for families in The Importance of Keeping Emergency Contact Information Updated (and keep in mind that families' with limited internet access may not be able to log in easily to parent portals).

3. Ensure that families know how to contact you or the school.

Make sure that families have:

updated contact information for their child's teacher

updated contact information for any other adult who will be working with their child, such as an ESL specialist or special educator

information on contacting an interpreter or getting necessary information in their home language

information on getting technical support in their home language.

You may also wish to provide a translated information form to help families keep this information organized. In addition, ensure that families know that they are allowed (and encouraged!) to reach out to their child's school with questions.

Preferred methods of communication

4. Find out how families prefer to communicate.

Each family will have their own preferences on how to communicate, although there may be some similarities among families from particular communities who are using the same methods. The more you know about how families wish to communicate, the more successful your communication will be. You can learn more about tech tools that can support this communication in How to Use Technology to Engage Multilingual Families.

Phone calls

You may wish to start with a call if you have families' phone numbers. This will also allow you to reach some families who don't have internet access. Google Voice allows you to place phone calls without sharing your phone number. Keep in mind that some families are not allowed to answer their phones while working.

Texts

Some families may prefer to communicate by text. That will allow them to respond at their convenience. You may also wish to text video messages to your students or families with information, greetings, or messages of encouragement. Many immigrant families use WhatsApp and create large texting groups as part of the app.

Social media

Many schools have had success in communicating with ELL families through social media, including Facebook messenger or a dedicated Facebook group with translated information. For example, the Roseville, MN school districts posts bilingual information for families on its community Facebook pages, including translated messages from a family liaison. For more ideas on how to engage effectively with multilingual families in virtual settings, see these ideas from Dr. Karen Woodson.

Email & online communication

Many ELL educators have reported that emails and newsletters are not a good option for their families. Sending out updates doesn't guarantee that families have received them or gotten the important information they need from them. If you don't receive responses to your emails, consider calling or texting instead. Just because families have provided an email address doesn't mean they are using it or are comfortable sending emails to a teacher. Other online options include doing a video chat, sharing a survey or family check-in form (perhaps via Google Forms), or sharing some online learning resources.
Notes:

Assisting families with access to devices and internet may also improve communication, although as our related article notes, the technology alone won't do the trick without strong relationships and tech training and support.

Your district may have policies in place regarding student privacy and online learning, such as restrictions on videos or images of students. Check with your school administrator for clarification as needed to protect student and family privacy, as well as with your families to find out if they have any concerns.

Mail and more

During the pandemic, some teachers have connected with families through creative ways such as post cards or attaching contact information to food delivery. One teacher who sent her phone number via pizza delivery heard back from the family she was trying to contact!

Partnering with families in the service industry

This video features Juliana Urtubey, 2021 National Teacher of the Year.

5. Find out when families prefer to communicate.

Keep in mind that immigrant families may be juggling a number of challenges and responsibilities that impact how and when they can communicate with the school. Some families may:

work outside of the home during the school day, during the evening, or overnight

need to juggle child care and other family caregiving responsibilities during the day

work for employers that have strict rules about responding to phone calls or texts during their shift

follow cultural norms regarding family or gender roles around communication.

The better you know your families, the more you can learn about their schedules and their family's situation during the pandemic.

Language access resources

6. Ensure that families and staff know that families are entitled to information in their home language.

School districts are legally required to provide information in families' home languages. You may need to share information about these rights with families themselves, colleagues, or administrators if families are not getting the information they need in their language.

You can learn more about best practices for increasing families' language access from the following:

7. Identify your language access options.

If you are don't know what your language access options are, contact ELL educators or administrators from your school or district to find out more about your options, which may include the following:

School / district interpreters

Your school or district may have trained interpreters, as well as bilingual staff. It is important to note that bilingual staff and interpreters play different roles:

Bilingual/multilingual staff speak multiple languages. They may also be able to write and translate in those languages, but that is not always the case. They may not have had formal training in translation or interpretation.

Interpreters have received extensive training related to best practices for interpreting/translation, as well as training on specific legal and educational considerations around matters where they will be interpreting.

If your school or district has interpreters, ask your colleagues:

if and when they are able to assist with family communication

what process they prefer for setting up conversations

what has worked (or not) in the past

if there are other translation resources that you should be familiar with

if families have common questions that can be addressed more efficiently

if there are some ways to make technical support in families' home languages more efficient

if there is anything you can do to support their work.

Learn more about in Equity Through Language Access: Best Practices for Collaborating with Interpreters.

District translation hotline

Your school district may offer a translation hotline. Find out if it is currently available and, if so, how you can use it to set up conversations with families. If the hotline's hours don't match your families' availability, talk with an administrator about whether other options may be available.

Translation apps

Ideally, districts will have in-person interpreters available as part of their legally mandated obligations to make information available in families' home languages. However, there are tools that can help fill in some of the gaps, especially during the current crisis.

Talking Points is an app that translates messages between teachers and families in many different languages. Here's how it works:

Parents receive the messages as a text message and do not need to download an app.

It's free for individuals and can be purchased for broader use by districts.

Translations are done automatically but human interpreters are available if needed.

You can send mass texts as well and teachers' numbers are protected.

Illinois multilingual education administrator Sarah Said notes, "It's an application that works as a text message on parents' phones. It enables two-way translation communication with families. You can send mass texts for free! It has been a LIFELINE."

The Talking Points can help give individual teachers more options in reaching out to families directly rather than relying on an intermediary. Please note, however, that it should not be considered a wholesale substitute for professional, knowledgeable interpreters and liaisons who are familiar with:

the language and culture of the families

technical school terms, especially for special education

strategies that can help build trust and community among ELLs and their families.

When to use what method of contact

Keep in mind that some information may be more suitable for texts (shorter messages, reminders, and check-ins) than lengthy or sensitive information, or information that is legally required to be translated. Please take a look at these privacy and security considerations for ELLs and immigrant families if you are considering using Talking Points or other apps.

Supporting learning

8. Identify the information and updates that ELL families will need in their language.

Does planning and communication in your district take ELLs and their families into account? ELL families will need to know:

the school schedule

information about school closures (whether planned or due to weather, etc.)

how to communicate with their child's teacher

how to access lessons, assignments, and updates about their child's progress

access to devices, internet, and technology training and support when learning remotely

information about ELL or special education services and support.

Families may not be aware of the services the school provides around school meals, health care, social-emotional support, how to support learning at home, or parenting tips for managing schedules and routines. Sharing this information broadly and then getting to know individual families is the best to address their priority questions!

Building relationships

9. Look for ways to build relationships with ELL families.

ELL families are valuable partners, yet they are often overlooked in family engagement. The school-family partnership is a two-way street - just as schools have important information they want to convey to families, families have important information about their children and questions they want ask of schools. This partnership is not born overnight, and it may take time to build trust. However, by working steadily on aspects listed above, schools can increases their chances for success, especially when they make it a priority to make families feel welcome and build school-family partnerships.

As you communicate and connect with families, keep the following tips in mind:

In the words of one of our advisors, take time to ask how families are doing, not what they are doing. Like many families, they may be facing complex challenges. (You can learn more about how COVID-19 has impacted immigrant families in this article, as well as by talking with educators or liaisons who know your ELL families well.)

Ask them what their questions are.

Learn more about the families' strengths and interests. Start with low-key topics and avoid asking direct personal questions that may make them nervous. Over time, you may learn more about their prior experiences.

Share something about yourself that helps them relate to you as a person, such as a photo of you with a pet or doing a hobby.

Ask them to tell you more about their children's strengths, talents, and personality. As you get to know the child, share successes and observations that indicate that you are seeing the whole child.

It also helps to keep in mind the following:

Many families may have different perspectives on the role of the family in schooling based on the experiences within their culture. The idea of a "school-family partnership" - not to mention the shift to schooling children at home - may be very new to immigrant families and they may not respond to the school's outreach efforts in the way that other families do. You can learn more about how to engage families and encourage their leadership from our ELL family engagement guide.

Some families and students may be more comfortable in settings that are more oriented to the group as opposed to the individual. For example, some families may prefer group family conferences where they can learn from each other's questions and then break off for smaller individual conversations as needed.

10. Ask families what has worked (or not) so far.

Your families will have helpful insights about their recent experiences with their children's schools. Topics related to communication might include:

getting updates from the school

being in touch with their child's teachers

how they prefer to communicate

questions about technology access and tech support

whether they have had enough information to support their child's learning.

In some cases during the pandemic, families didn't hear back from the school, or schools were unable to reconnect with families. In others, families were contacted by so many different people that they got overwhelmed. Finding out what their experiences were will help planning in future communication.

How administrators can help

Making space in teachers' schedules for the time and effort needed for the above strategies (especially if they do not yet have a relationship with the family) may seem difficult given all that they are juggling. In the long run, however, it will:

fortify those critical connections

allow them to plan more effective and efficient instruction around students' situations.

Administrators can help in this effort by:

acknowledging the importance of this communication

ensuring teachers have the necessary time to communicate effectively with ELL families in their schedules

ensuring that current policies and resources support teachers' ability to succeed in ELL family communication.

Administrators may wish to reach out to staff members, including ELL and bilingual educators, interpreters, family liaisons, and paraprofessionals, to talk about:

schedules

case load

availability

their ideas on how to make communication more efficient.

Closing thoughts

Most importantly, don't give up! While it will be a challenge, as this teacher notes, families you connect with will likely be appreciative to hear from the school:

I spent a chunk of my day today calling families using Google Voice. I didn't get through to most, but the ones I did talk to were SO grateful for the clarification about what's going on. I even got to hear a few of my sweet kiddos' voices. - Megan Kingery

If we can recognize and seize the challenge, there may be some opportunities that come out of this crisis, such as the chance to:

better understand and address inequities within our school communities

improve digital access for all students

strengthen family communication

think creatively about student engagement and instruction in new ways.

We are all in this together. Your ELLs and their families will be powerful partners on this journey - once they are invited to the table!

Acknowledgements

Note: Special thanks to Larry Ferlazzo and the educators who contributed to his Education Week series on distance learning and responding to the school closures early in the COVID-19 pandemic.

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Communicating with ELL Families: 10 Strategies for Schools

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As schools look for different ways to build successful partnerships with families, good communication remains crucial. There are more options than ever before for educators and administrators to connect with families of English language learners (ELLs) and keep that communication strong. Here are some tips for schools and resources to explore.

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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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Nurturing the home-school connection is key to the success of any classroom, but especially important in classrooms that include students with and without disabilities. Partnering with parents will give you unique insights into your students' gifts, strengths, and needs-and help you create workable solutions to a student's learning challenges.

Today's post gives you 18 great suggestions (adapted from Brookes books by top education experts) on how to create and maintain strong partnerships with your students' families.

1. Send a back-to-school letter.

Before the beginning of the school year, send home a friendly letter to parents. Begin with a positive statement that conveys excitement about the year ahead, introduce your class expectations, relate any important information parents need to know (the date of Back-to-School Night, what information will be posted online and when), and provide your contact information (be sure to specify when they can call you). If you co-teach, the letter should be from both teachers and include contact information for both of you.

2. Ask for their preferences.

Before choosing a home-school communication option, check with parents and specifically ask them how they'd prefer to communicate. Some parents will prefer written communication, while others will opt to talk face to face or over the phone. Also, discuss how frequently parents would like to communicate with you or other school team members, and decide on a rough schedule that's manageable and feasible for everyone.

3. Determine their priorities.

Ask parents at the beginning of the year what their highest priorities are for their child. For some families, it may be helping the child improve in a specific academic area; for others, it may be supporting positive behavior or development of friendships. Assessing parents' priorities and communicating these priorities to all team members are key to the home-school partnership.

4. Keep a communication notebook.

Notebooks that go back and forth between home and school are a popular home-school communication option. They're a simple, reliable way to keep parents informed about what's going on at school and provide educators with the invaluable parent perspective. To make the most of this option, be sure that entries are all signed or initialed by both the teacher and parent, and keep the book in a consistent, convenient place, like the student's backpack or a pouch on the back of the student's wheelchair.

Electronic communication can sometimes have advantages over low-tech options like notebooks; for example, you can easily supplement your notes with photos and video, and electronic platforms are available to both teachers and parents at any time. Consider free and low-cost options like journaling apps and blogs, which can be easily adapted for use as a communication book. Or stay in touch through email or text messaging, if the parent is more comfortable with those options. (You might even consider a hybrid approach-use a simple communication notebook but supplement some entries with emailed photos or video.)

Try setting aside 15 to 20 minutes each week or every other week to call parents for a friendly update. It's amazing how much you can accomplish in that small, manageable amount of time. Not only do personal calls to parents build bridges between school and home and foster trust, they also give you a chance to talk through concerns and brainstorm solutions.

7. Be the bearer of good news.

When you're trying to juggle a hectic schedule, it can be tempting to communicate with parents only when a child's had a challenge or a difficult day. Be sure to use your communication platforms to share good news, too, so parents can celebrate their child's accomplishments and positive actions. Every now and then, send an email or text or make a quick phone call to update parents on their child's achievements and share which ideas and strategies have been working well.

If parents are comfortable with home visits, you might want to try setting one up. A trip to a student's home can be a great way to get to know families and set up a partnership with them in an environment where they're comfortable. And seeing your students in their own homes can give you invaluable insights into their social-emotional development and preferred communication styles. (If you can't visit homes, another option is to spend some time in the communities where your students live and get a feel for their everyday environment.)

9. Use student learning logs.

For students who can write or type, a daily learning log is a good way to keep parents informed about what's happening in school. Students can take a few minutes each day to update the log and reflect on the day's activities and lessons. This provides an excellent opportunity for the student to actively participate in home-school communication (and it's an extra chance to practice literacy and communication skills). For students who don't communicate via the written word, a classmate might provide support with this task (by taking dictation, for example).

10. Share solution-building.

Solutions to a family's concerns should be discussed collaboratively by the parents and the teacher, and possibly a few other members of the educational team. After you come up with several workable solutions, review them with parents and ask which one they're most comfortable with. Encourage the parents to choose which option to try, so they leave feeling empowered with a clear plan of action.

11. Offer language choices for diverse families.

When working with families who are culturally diverse, offer them a choice of language for communication, both at school and between home. If your school doesn't have easy access to translators, consider recruiting a local university student to translate in his or her area of study or native language, having a parent or relative fluent in English translate for a parent who is not fluent, and using pictures, graphs, and organizational charts to aid your communication.

During a team meeting, do you ever hear statements like these? "He's currently in a 12-1-1 and could move to consult if the one-to-one follows along. Could the O.T. do push-in in that setting? His fine motor skills need a lot of work." Jargon might come easily to education professionals, but it can create a barrier for parents and cause confusion and frustration during meetings with them. Minimize use of jargon during sit-downs with parents, and use clear and direct language that puts them at ease and welcomes their participation.

13. Show families you value their child.

The way you talk about students has a big impact on the success of your partnership with families. Parents want to know that you see their child's best qualities, so be sure to communicate your optimism about the child and praise his or her positive traits. For example, pointing out a child's great sense of humor or helpful nature lets parents know that you see and care about their child as a person, and that can go a long way toward gaining the parent's respect and trust.

14. Make parents part of the classroom community.

Invite parents into the classroom for special activities so they can take part in your community. You might invite them to whole-class debates, classroom performances, presentations, or art gallery walks.

15. Be there for after-school events.

Support your students' communities, too! Attend a community event or activity that the family is involved in, such as a craft fair, a charity walk, a play, or pageant. This communicates support and shows families that your interest doesn't stop when the dismissal bell rings.

16. Encourage volunteers.

Welcome parents as volunteers and suggest classroom jobs for them that suit their personalities and talents. One parent might enjoy reading to the class or teaching students about a particular area of expertise, while another parent might prefer to prep materials for an activity or type up the class newsletter.

Lead some activities outside of school to strengthen the home-school connection and get families up to speed with what you're working on. One fun idea is a quarterly game night. Start a math-games night or a language-arts game night every quarter to teach families about the games you use during your lessons. Encourage parents to use the games at home with their children.

18. Survey the situation.

Gather parent input periodically so you can see what did and didn't work. Once or twice a year, give parents a simple survey to complete and ask them key questions about their perceptions of their child's educational services. This is a great way to keep the home-school dialogue going, ensure that parent are partners in developing their child's education plan, and target specific areas for improvement.

What would you add to this list? Do you have a favorite strategy for reaching out to parents and forming strong partnerships with them? Add your home-school connection tips in the comments below!

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18 Ways to Connect and Communicate with Families - Brookes Blog

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Nurturing the home-school connection is key to the success of any classroom, but especially important in classrooms that include students with and without disabilities. Partnering with parents will give you unique insights into your students' gifts, strengths, and needs-and help you create workable solutions to a student's learning challenges.

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shauna sipf - [Template] Connection Plan

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The classroom rules I chose are simple and easy to understand. I figured this would be a good starting point, then when students advance in their critical thinking skills, they can help with a treatment agreement that is more in depth with how the classroom should be run.

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These are simple consequences of breaking the rules. Like the rules above, I thought this was a good starting point to get them used to the idea of a treatment agreement later.

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I want my students to understand that mistakes are a natural occurrence in life. It doesn't matter what mistake you make, but how you handle it and try to fix it. That is how we learn!

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I based my blueprint on a similar classroom setup at the school where I plan to be teaching. My reason for setting up my classroom this way is to maximize the use of centers in addition to academic learning. Based on the experiences I have had and student data, the students I interacted with could have used some intensive learning centers to give them some scaffolding. With this set up, I can give my students more interactive lesson activities which will appeal to my students.

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This is how I want to set up the student's desks. I want each group to have their own set of supply bins so they will have everything they need at their disposal. This will eliminate the need for students to find their supplies which will give them more time to do their work.

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I chose this picture for the color scheme. I like a bright, cheery room where supplies can be color coded to easily find. Depending on the needs of students, I may opt for some lighter colors if these colors are a distraction for some students.

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I chose this for my library setup. I want to encourage my students to read by making sure I have a wide variety of reading materials. I also want to create something on the wall behind the shelves to help students keep track of what they are reading.

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Since I am opting to not have a teacher desk in my classroom, I want a set of shelves like these to help me plan my day to day lessons. These will hold the worksheets and other paper materials I need to teach my lessons.

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Something I would like to incorporate into my daily routine is taking about 15 minutes after lunch to rest. I remember doing this in the 5th grade, and it seemed to help everyone regroup and get ready for after lunch learning. Having relaxing music will help everyone unwind and de-stress.

# data[].attributes.body
These seating options are some of the ones that I would like to incorporate in my classroom. I want to give my students some flexible seating options when completing activities.