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Assigned spots they sit on during instructions in the gym. Also a reward system. My students have a chance to earn a star each day, when they earn 10 stars they get the chance to be the PE coach assistant for the day. They get to help me set up and take down equipment, pick music, ect.

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🕰️Year of Experience at the time: 15+

🏫Grade Level/Subject: high school math

🎬Basic Scenario: One student takes over group work; group members defer to the student who is "best" at math

🧠Psychological Root:

🛠️My Solution/s: Students work on a problem together on a whiteboard but they only get one marker. I challenge them to be thinking and talking, but if I see a student who is doing all the thinking and writing, then I take the marker away and give it to someone else (like the student with the least confidence). The confident kid has to explain, and the quiet one has to understand enough to be the scribe.

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes: Mixed results but mostly really good. We have struggled only with 1 or 2 students with real social anxiety.

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🕰️Year of Experience at the time: 1

🏫Grade Level/Subject: High School

🎬Basic Scenario: A lot of time students act differently and not behaved as they will be at home, being loud in class, not interested at all in the class, or bother other students during class.

🧠Psychological Root: For some reason some students they can't focus in class, if they are not acting in a negative way it will be some solutions we can try to help them to be focus in class or acting in a better way.

🛠️My Solution/s: Try to identify students interests or what particular activity can keep them focus in the class, also explain them the importance of having a good behavior in class can impact in their learning and performance.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Sometimes students don't see us as a authority, making a good connection and interaction with your students will help them a lot.

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🕰️Year of Experience at the time: 11 years

🏫Grade Level/Subject: First Grade

🎬Basic Scenario: A few students who are only engaged for a short period of time. These students will get side tracked and begin to play with shoes or anything they can find.

🧠Psychological Root:

🛠️My Solution/s: Calling on those students to help me lead drill sounds, etc. Giving them a job to do.

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes:

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🕰️Year of Experience at the time: 2nd year

🏫Grade Level/Subject: 1st grade

🎬Basic Scenario: Student was disruptive and never on task.

🧠Psychological Root: Student was looking for any kind of attention.

🛠️My Solution/s: Started having the student work toward earning a sticker for being on task during class. Working toward a reward still gave the student attention but now it was positive.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes:

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Math

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🕰️Year of Experience at the time: Year 2 as a classroom teacher. 16th year with CCS.

🏫Grade Level/Subject: High School - Adobe

🎬Basic Scenario: students represent all district high schools. The students don't know one another. They bring unique expectations that teachers set for them at their home school.

🧠Psychological Root: displacement

🛠️My Solution/s: Find common ground with clear expectations within my classroom. Include all. Voices being heard. All are equal.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: students representing each of the high schools within the district.  Each student brings the expectations that they have from their home school.  They might be disruptive.  Some are quiet.  Some need constant breaks.  One will talk when I am providing instruction.

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🕰️Year of Experience at the time:

🏫Grade Level/Subject:

🎬Basic Scenario:

🧠Psychological Root:

🛠️My Solution/s:

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes:

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🕰️Year of Experience at the time: 8

🏫Grade Level/Subject: Kindergarten to Middle School

🎬Basic Scenario: Typical consequences do not work in curbing behaviors.

🧠Psychological Root: There can be numerous reasons for typical consequences to work: overuse, the consequence providing attention that the student desires, etc. Most importantly, standard consequences are all driven from the top down and can seem detached and/or authoritative.

🛠️My Solution/s: Have the student conference with you to determine appropriate consequences for behaviors. Buy in makes a huge difference. Both for consequences and rewards. This allows the student to have some ownership in their own self-control and what will happen if they lose it.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Highly recommend!

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🕰️Year of Experience at the time: 15+

🏫Grade Level/Subject: high school math

🎬Basic Scenario: students know each other too well, easily off topic when they choose their own groups

🧠Psychological Root: belonging

🛠️My Solution/s: completely random grouping cards. Roll a dice to determine groups. I haven't been successful in choosing the groups because the kids suspect I have an ulterior motive. This is completely random, with 3 different options. They don't know what the groups are going to be and they don't either. I've been doing it every day, and it has worked remarkably well.

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes: I use a lot of collaboration and group work in my class but struggled to keep kids on task when they chose groups.

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Large Class, control/engaging energetic groups

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Large Class, control/engaging energetic groups

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Aside from a "tough conversation" with the class, In my larger classes, I simply resorted to assigning seats. I understood the various personalities throughout the class and created the seating chart based on this. So not random. I also adjusted the lessons with collaborative small-group work/projects to complete in their assigned seats/groups. They are still energetic but there has been improvement over the last two weeks.

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🕰️Year of Experience at the time: 2nd year

🏫Grade Level/Subject: 9th-12th

🎬Basic Scenario: A student is using a phone during a time in which they have not been given permission to do so. Student's know that it is against classroom rules to have phones out when not given permission. They may be checking social media, texting peers or parents.

🧠Psychological Root: Social media/social connection dependence

🛠️My Solution/s: The student is given one warning to place the phone out of sight reminding the student it's against classroom rules. If they continue to use their phone they place their phone on my desk for the rest of class.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Works well because the phone is out of reach and no longer a distraction, reaffirms the rules. However, this can lead to some embarrassment on behalf of the student.

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🕰️Year of Experience at the time:

🏫Grade Level/Subject:

🎬Basic Scenario:

🧠Psychological Root:

🛠️My Solution/s:

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes:

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🕰️Year of Experience at the time: 2 (current)

🏫Grade Level/Subject: Special Ed IIC (K-4)

🎬Basic Scenario: During a read aloud some students are actively listening and participating. Other students are distracted, not looking at the teacher, talking to others, etc.

🧠Psychological Root: "If other students are answering I don't have to" Student's thinking they can get by not participating due to others participation. Some student are nervous to answer since they have not been paying attention.

🛠️My Solution/s: Round Robin. This works best with a smaller class size. Ask each student for input starting on one side of the class. If a student does not have an answer invite another student to help them out. This helps them to feel more comfortable and helps the other student not dominate teacher attention.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Mostly effective for smaller class. Helps reign students back in if distracted. Creates community between students when they get to help each other.

I have had some students who will just continually say "I don't know" or won't acknowledge when another student is speaking/trying to help

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🕰️Year of Experience at the time: This is my first year as a teacher. Only been with my students for three days, because of the weather and I was on leave.

🏫Grade Level/Subject: 2nd grade

🎬Basic Scenario:I have a group of students who I have to get on to over and over again. It seems like they just lack the attention at home. Example in class they want to make a scene or they blurt out answers even if they do not know the answer. Sometimes it is smart remarks back to me, like they just want the attention.

🧠Psychological Root:

🛠️My Solution/s: I try to include them more in my lessons. But I make sure to say raise your hands and if you are quiet I will call on you. However, including them and asking them to put their thoughts to it has seemed to help.

✔️Effectiveness Rating: ⭐⭐⭐

📓Reflection/Notes:

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🕰️Year of Experience at the time: 2nd as teacher

🏫Grade Level/Subject: kindergarten

🎬Basic Scenario: student would be defiant and pitch fits

🧠Psychological Root:

🛠️My Solution/s: give him a safe space to pitch his fit away from other student

✔️Effectiveness Rating: ⭐⭐⭐

📓Reflection/Notes: It didn't work every time but most of the time

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🕰️Year of Experience at the time: 7

🏫Grade Level/Subject:

10th/9th

🎬Basic Scenario:

I started teaching two 9th-grade Earth and Environmental Science classes in addition to my Biology blocks. Each class has an average size of around 30 students, and they are quite energetic. I’ve realized how important it is for me to relate to my students on a personal level.

🧠Psychological Root: Establishing rapport with students is essential for creating a positive and effective learning environment.

🛠️My Solution/s: I relate my lessons to concepts they understand and make them applicable to their lives, which helps keep them engaged. The dynamics of these groups can greatly influence the classroom experience, so strong interpersonal relationships are crucial.

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes: Building a strong rapport with my students really helps. We often create inside jokes and stories, which makes them more eager to connect with me as their teacher.

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🕰️Year of Experience at the time: 1

🏫Grade Level/Subject: K-5 PE

🎬Basic Scenario: A group of students tend to distract the class more so than others by spinning in circles and constantly touching each other.

🧠Psychological Root: No boundaries at home,

🛠️My Solution/s: Assigned seats during warm-ups, assigned teams/groups

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Having assigned teams and seats have been effective during warm-ups and small group activities.

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🕰️Year of Experience at the time: 1-32 (Kasey and Charlotte)

🏫Grade Level/Subject: High School

🎬Basic Scenario: Kids are not participating and only a few answer verbally.

🧠Psychological Root: Students are afraid their answer is incorrect and they do not want to be called on.

🛠️My Solution/s: with Marker Boards students will actively participate knowing I am the only one to see their answers. They love it!

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes: This is a great formative assessment for me to see what the students know/do not know. It involves all of the students and they are not afraid to show what they think. Students love whiteboards and expo markers.

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🕰️Year of Experience at the time: Happens every year (in my 24th year)

🏫Grade Level/Subject: High School CTE Business

🎬Basic Scenario: A student comes in with what appears to be a mission to sidetrack my lessons.

🧠Psychological Root: I feel it is rooted in a need for attention. There may be a lack of support or validation in their lives.

🛠️My Solution/s: I typically try to seat this student as close to me as possible and am constantly asking them to help me with things from testing out if they can see the Infinite Campus lesson for the day (or if I have messed it up) to passing out papers or filling up my water jug to water the plants. I always thank them as well. MOST of the time, it seems to give the student the attention they are not used to and the praise as well.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes:

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🕰️Year of Experience at the time: 1st year

🏫Grade Level/Subject: High School Math 1 & 2

🎬Basic Scenario: Students are having trouble focusing on assignment at hand.

🧠Psychological Root: mental break

🛠️My Solution/s: Pause and as a class, stand behind chairs and stretch. Take deep breaths (and giggle). After a few minutes, everyone sits back down and peace resumes.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Students find the simple break refreshing.

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🕰️Year of Experience at the time: 15+

🏫Grade Level/Subject: high school math

🎬Basic Scenario: students know each other too well, easily off topic when they choose their own groups

🧠Psychological Root: belonging

🛠️My Solution/s: completely random grouping cards. Roll a dice to determine groups. I haven't been successful in choosing the groups because the kids suspect I have an ulterior motive. This is completely random, with 3 different options. They don't know what the groups are going to be and I don't either. I've been doing it every day, and it has worked remarkably well.

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes: I use a lot of collaboration and group work in my class but struggled to keep kids on task when they chose groups.

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🕰️Year of Experience at the time: 8

🏫Grade Level/Subject: High School Spanish

🎬Basic Scenario: There are many times during class where I need to hear a student respond out loud (simulated conversations, for example). Sometimes, large groups take this as an opportunity to tune out/chat. This impedes my ability to hear the students talking as well as results in my having to repeat advice/corrections/instructions. The point of having this be a whole-class activity is so that the group can learn from each other's errors, but if they don't see a way to engage, they won't.

🧠Psychological Root: Students don't always see the importance of whole-group practice since they might not be "in the spotlight" the whole time, seeing it as a "break".

🛠️My Solution/s: I turn the other students into an audience with expectations of applause, comments of praise, etc. I teach them expressions like "good job" or "woohoo" in Spanish and tell them that while it might be speaking practice for the student I'm talking to, it's listening practice for everyone else. Giving them "a job" tends to help manage the tuning out that can happen. I also make it a little light-hearted by saying silly things like "Okay guys, look under your desk and find your listening ears!" or having them all give the speaker a drumroll before they speak. The humor can usually get them into "audience mode" easier than a direct demand.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Some students might use this as a chance to comment freely on others' performance, which is sometimes inconsiderate or disruptive. I remind them of the "allowed" phrases that I've taught them and that unless it's one of those, they should "have their listening ears on"

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🕰️Year of Experience at the time: 10

🏫Grade Level/Subject: High School/College English

🎬Basic Scenario: High school English class of all boys who needed English to graduate - class was 4th block. This particular group was mostly reluctant learners and did not like to read and write.

🧠Psychological Root:

🛠️My Solution/s: I knew my first goal had to be to build positive relationships with these students. Next, I had to find high interest "bite size" texts that they could relate to. Finally, when it came to writing they needed choice. There were several research papers about muscle cars that year. It turned out to be one of my favorite classes that I've ever taught and to this day I see a lot of these men out in the community with their families. Ultimately, how you treat kids, how you make them feel, matters most.

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes:

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🕰️Year of Experience at the time: 2

🏫Grade Level/Subject: 9-12 Health Sciences, Nursing Fundamentals

🎬Basic Scenario: Students are in groups of 3-4 to complete a project. The project includes making a model of the layers of the skin, researching their assigned disorder, and then depicting the disorder into the model. Then the students will present their project to the class, and the other classmates will guess what their disorder is based on the presentation of the model and their description of the disorder. The students were able to choose their partners and some of them are off topic in their discussions. One student is doing most of the work, while the other students provide minimal assistance. Because they selected their own groups, some of the higher-achievers have completed their work early, while other group members are struggling to complete the first task.

🧠Psychological Root: Students struggle to assign roles and complete their independent tasks.

🛠️My Solution/s: Place students in groups that range in student abilities. When assigning the project, create role descriptions and expectations that each student receives. If students are honors, create an extra element that challenges them, for Health Science, I have them complete a treatment on the disorder and demonstrate for the class.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: I find that students tend to be more focused and productive when placed in pre-assigned groups, as this helps minimize distractions from working with friends. Also, assigning specific roles within the group ensures that each student has clear responsibilities, promoting accountability and collaboration.

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🕰️Year of Experience at the time: 1 and a half years

🏫Grade Level/Subject: Band

🎬Basic Scenario: Group of returning Students in a class with a lot of beginning students this year. The returning Students want to move on quicker than what is able which at times creates moments of not focusing as much.

🧠Psychological Root:

🛠️My Solution/s: Initially, I tried to pair returning students with beginning students. This did not work well at the time I tried it due to focus levels and students not being on board with the idea. I might revisit this thought later in the school year.

Finding a way to give the returning students more challenge while getting around to work individually with new students. This solution has seemed to work the best for the situation of the things I have tried.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Challenges are now finding a way for the returning students to work on more challenging material while working with beginning students by instrument or individually.

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🕰️Year of Experience at the time:

🏫Grade Level/Subject:

🎬Basic Scenario:

🧠Psychological Root:

🛠️My Solution/s:

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes:

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🕰️Year of Experience at the time: 1

🏫Grade Level/Subject: high school biology,earth and environmental, and math3

🎬Basic Scenario: student sleeps through class, or acts busy but does not get any work done. Student is a female freshman and dresses in a provocative manner.

🧠Psychological Root: Likely does not receive positive/any attention at home and seeks attention in a school setting.

🛠️My Solution/s: Address the dress code in a calm fashion and when the student does something positive in class such as participation, incorporate positive reinforcement.

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes: I am new at this :)

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🕰️Year of Experience at the time: 23rd

🏫Grade Level/Subject: 9th, ELA

🎬Basic Scenario: Class of 26 students w/ one incredibly well-read (homeschooled); in class discussion, he relentlessly offers brilliant insight; other students stop volunteering, now must be harpooned bc they're intimidated by him; growing resentment and widespread lack of ownership, and I'm hindered in formative assessment of whole class. Sour, intimidating classroom dynamic.

🧠Psychological Root: Student is used to having 1 on 1 attention, feels empowered and genuinely wants to share knowledge; other students recognize the alpha in the room and resort to minion-hood.

🛠️My Solution/s: Nerf football toss class discussion: Makes class hyper aware to tune in, because ball gets thrown to the next speaker, sometimes randomly. Only the person w ball can talk. Much more active and connective, and the tangible object makes alpha student more aware of the social dynamic.

✔️Effectiveness Rating: ⭐⭐⭐⭐

📓Reflection/Notes: Con of football toss: Students focus on dropped passes, ball in the air, bad throws = detracts from cognitive focus on lesson. But I can counter that through cues, repetition, clarification, wait time.

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🕰️Year of Experience at the time:

🏫Grade Level/Subject:

🎬Basic Scenario:

🧠Psychological Root:

🛠️My Solution/s:

✔️Effectiveness Rating: ⭐⭐⭐⭐⭐

📓Reflection/Notes: