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Use a Mood Meter after introducing a new topic, like Ratios, Rates, and Proportions . Ask students, "How are you feeling after learning this?" Use their responses to guide and adjust my next teaching steps.

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Tells me what students are knowledgeable and or passionate about.

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Greeting students at the door gives you an informal mood meter as each kid walks in the door.

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Mindful breathing.

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When I am not having a great day,  I let my students know, and let them know that if I get cranky at them, it is not their fault.  The students are so receptive to this.

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When I am not having a great day,  I let my students know, and let them know that if I get cranky at them, it is not their fault.  The students are so receptive to this.

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I use growth mindset language when I can see my students struggle with a new concept at the board (e.g. nobody was born good at this, keep at it, you'll get there)

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Verbal Check in's, routine morning hello's and how's the day?! Weekend share outs... 

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Verbal Check in's, routine morning hello's and how's the day?! Weekend share outs... 

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Do a brief check in at the beginning of a session to determine if there are any larger issues that need to be discussed.  Sometimes this will turn into a whole class lesson that ends up benefitting several students.

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Do a brief check in at the beginning of a session to determine if there are any larger issues that need to be discussed.  Sometimes this will turn into a whole class lesson that ends up benefitting several students.

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I have found the moodmeter to be a useful tool to identify the current emotional state of students and to remind them that they will need to be in the yellow/green boundary in order to learn in the classroom.

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Have a poster hanging, when needing to have a conversation with a student about behavior, allow them to identify their zone. If they're in the yellow or red allow them time to calm down before addressing behavior.

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With a difficult class, or after a challenging incident, I will meet the class in the hallway and talk through what happened yesterday, and offer a "Reboot" ie, what can we do today to reset the system so we don't repeat yesterday.

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Drop by classroom to chat, talk about problems/issues/successes.

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I have students write down something that they did over the weekend, a fun fact about them or other simple questions.  They write their answer on sticky notes or notecards and turn them in anonymously.  I then pick them at random and try to guess who wrote the answer.  It gets everyone sharing with a fun element of me guessing and asking them more questions about their answer.

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I have students write down something that they did over the weekend, a fun fact about them or other simple questions.  They write their answer on sticky notes or notecards and turn them in anonymously.  I then pick them at random and try to guess who wrote the answer.  It gets everyone sharing with a fun element of me guessing and asking them more questions about their answer.

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I used them more during Zoom classes, but it was fun to come up with funny options for kids and they (seemed to!) enjoy my efforts to use "current" trends they could identify with.

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Use the mood meter to assess student confidence in content taught to prepare for exams.

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Use the mood meter to assess student confidence in content taught to prepare for exams.

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On friday's I dedicate the start of class to a time i call inside the huddle. Where we check in and students can share out how sports, choir, job etc are going. Its a fun ritual we have in class that has grown over the years. 

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On friday's I dedicate the start of class to a time i call inside the huddle. Where we check in and students can share out how sports, choir, job etc are going. Its a fun ritual we have in class that has grown over the years. 

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Use of "Time Out" to allow a student to take a break & self-regulate/reset himself and then rejoin us in the activity

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Use of "Time Out" to allow a student to take a break & self-regulate/reset himself and then rejoin us in the activity

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Add a non-verbal cue to the "How's it going?" question

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Add a non-verbal cue to the "How's it going?" question

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When asking students how they are doing, or how things are going, throwing out a body signal example (an up or down thumb, a wacky facial expression, etc.) makes them more likely to take their reply a little further and start a conversation with the teacher or with others

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"How is everyone doing today?" Sometimes the original check in is the best. No prep necessary.

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To start: Have small groups ask one another how they're doing, and with permission/for those who are willing . . . Shortly afterwards: Have someone share (in the target language) how someone ELSE from their small group is doing and why.  

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To start: Have small groups ask one another how they're doing, and with permission/for those who are willing . . . Shortly afterwards: Have someone share (in the target language) how someone ELSE from their small group is doing and why.  

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Having a quick talk about zones of regulation at the beginning of a family meeting would allow members of the meeting, including family members and student, to state where their emotional state is.

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this might sound juvenile, but sometimes I'll ask students where they're hurting- as simply as "what's bothering you most, your head or your heart?" and then we elaborate on that. This honestly evolved from asking young kids if their body was hurt or their feelings were hurt.

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Mood meter discussion/check-in
How are you feeling about the topic we just discussed (Thumbs up/ thumbs down/thumbs sideways)

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The mood meter, in whatever format makes sense, seems to give some voice to students who don't usually offer up by their body language or voice. I find this helpful. 

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The mood meter, in whatever format makes sense, seems to give some voice to students who don't usually offer up by their body language or voice. I find this helpful. 

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Check in with other staff members- Best part of your week (highlight) and hardest part of your week. 

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Check in with other staff members- Best part of your week (highlight) and hardest part of your week. 

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Asking my students to share how they "feel" about their work often produces more honest reflections regarding effort and anticipated grade. More likely to share what has impacted their effort, and leads to better conversations about future work.

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I have found that my PLC is the best support for me. They all can "read" me, are willing to listen and provide sound, often hilarious, advice.

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Check in with parents, phone or email, when something is off with students... Open lines of communication. 

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Check in with parents, phone or email, when something is off with students... Open lines of communication. 

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Keeping communication lines open.
Checking in and asking for/ offering ideas to support students.

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Finding creative ways to support the family in challenging times. 

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Finding creative ways to support the family in challenging times. 

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when mom isn't posting on fb, either the internet is broke or she's having a rough time.

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when mom isn't posting on fb, either the internet is broke or she's having a rough time.

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What are some good ways to help students regulate their emotions in class?

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What are some good ways to help students regulate their emotions in class?

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I check in with fellow staff members when able. Having conversations with other adults in our workplace is valuable.

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I often show short TikToks on how the brain works- especially when it comes to regulating your body. Sometimes understanding the science behind the way we feel really helps make it more logical and less consuming.