# data[].attributes.attachment_link.description
Students build social and emotional literacy by using a mood meter and practicing calm-down strategies. Students begin their day with three minutes of silence and then report how they are feeling using a mood meter. Throughout the day, students gain practice using a variety of calm-down strategies.

# data[].attributes.attachment_link.readable_text
You know that point in the day when the volume starts amping up? Bring down the noise level and help your students focus with these call-and-response routines. For reach routine, we tell you what the teacher should say, and how students should respond. Kids love them, and these classroom attention-getters really work!

1. Teacher asks: "Ready to listen?"

Students respond: "Ready to Learn!"

2. Teacher asks: "All set?" (Clap, clap, clap)

Students respond: "You bet!" (Clap, clap, clap)

3. Teacher says: "Quiet on the set."

Students respond: "Action!"

4. Teacher says: "Surf's up!"

Students respond: "Shhhh!"

5. Teacher asks: "Ready to rock?"

Students respond: "Ready to roll!"

6. Teacher says: "Hands on top."

Students respond: "That means stop!"

7. Teacher says: "Eenie Meenie..."

Students respond: "...Minie moe!"

8. Teachers asks: "Ready, set?"

Students respond: "You bet!"

9. Teacher says: "Chicka, chicka."

Students respond: "Boom, boom!"

10. Teacher says: "When I say PEACE, you say QUIET. Peace..."

Students respond: "...Quiet!"

11. Teacher says: "Flat tire."

Students respond: "Pssst!"

12. Teacher says: "Hocus, pocus."

Students respond: "Time to focus!"

13. Teacher says: "Chugga, chugga."

Students respond: "Choo,choo!"

14. Teacher says: "Ah-go!"

Students respond: "Ah-may!"

(West African call and response meaning: Listen! or Attention! and We are listening!)

15. Teacher says: "Beluga."

Students respond: "Psssh!"

(while bringing hands together in front of their chests and arcing them out like a whale spout)

16. Teacher says: "Jazz hands."

Students stop everything, look at teacher and show jazz hands.

17. Teacher says: "Everybody listen." (in sing-song voice)

Students respond: "Right now!"

18. Teacher says: "Everybody in the house."

Students respond: "Is as quiet as a mouse!"

19. Teacher says: "Crystal."

Students respond: "Clear!"

20. Teacher says: "L-I-S..."

Students respond "...T-E-N!"

21. Teacher sings: "Bum da da bum bum" (or doot doo doo doot doot or ch-ch-ch-ch-ch).

-to the tune of "Shave and a haircut-two bits."

Students respond: "Bum bum!" or "Doot doot!" or "Ch-ch!"

22. Teacher says: "Hear ye, hear ye."

Students respond: "All eyes on the queen! (or king!)"

23. Teacher says: "We are learning."

Students respond: "All the time!"

24. Teacher says: "Focus UP!"

Students bang on desk twice and clap once in rhythm.

25. Teacher says: "SALAMI!"

(Code for Stop And Look At Me Immediately)

Students respond: "On rye!"
Do you have a favorite call and response in your classroom? Share in the comments below!

# data[].attributes.attachment_link.title
Good Attention-Getters to Calm a Noisy Classroom (25 Examples)

# data[].attributes.attachment_link.description
You know that point in the day when the volume starts amping up? Bring down the noise level and help your students focus with these call-and-response routines. For reach routine, we tell you what the teacher should say, and how students should respond. Kids love them, and these classroom attention-getters really work!

# data[].attributes.headline
Student Emotions Affect Behavior and Learning

# data[].attributes.subject
Student Emotions Affect Behavior and Learning

# data[].attributes.attachment_link.readable_text
We need all of our emotions for thinking, problem solving, and focused attention. We are neurobiologically wired, and to learn anything, our minds must be focused and our emotions need to "feel" in balance. Emotional regulation is necessary so that we can remember, retrieve, transfer, and connect all new information to what we already know. When a continuous stream of negative emotions hijacks our frontal lobes, our brain's architecture changes, leaving us in a heightened stress-response state where fear, anger, anxiety, frustration, and sadness take over our thinking, logical brains.

The 2015 film is an exceptional and accurate portrayal of our five core emotions. These primary emotions are joy, sadness, fear, anger, and disgust. This film depicts how we use these emotions when difficult and happy experiences arise, and how we need the negative emotions just as much as the positive. After reviewing the science behind Inside Out, I developed research-based educational neuroscience strategies, questions, and assessment ideas aligning with a few scenes from the film. In this post, we'll explore four categories representing the conceptual and developing brains of all children and adolescents. There is no recipe for successful implementation of these strategies, and each will be based on the grade level, teacher preparation time, class time, and mostly the enthusiasm that we bring when introducing these concepts to our students.

Neuroplasticity/Feelings

Neuroplasticity is the brain's capacity to rewire, strengthening pathways between neurons that are exercised and used while weakening connections between cellular pathways that are not used or retrieved. Rewiring our brain circuits is experience dependent -- we can change the synapses or connections that are firing by changing a perception or behavior. Neuroplasticity includes reframing or reappraising an experience, event, or relationship so that we observe and experience a different outcome. What we perceive and expect is what we get! The brain sees and responds to perception, not reality. Negative lingering brain states can become neural traits that are hardwired into our circuitry. Neuroplasticity is the best news from neuroscience in recent years.

The processes that support emotional intelligence are addressed in the growing field of Interpersonal Neurobiology (IPNB). The theory behind IPNB provides a picture of human mental development and the potential for transformation that exists in changing thinking and processing of emotions, thoughts and behaviors (Siegel, 2001, 2006, 2007). The concept of emotional intelligence is interrelated with IPNB and the development of mindful awareness as a strategy for achieving healthy integration of emotional, psychological, physiological, and cognitive functioning (Davis & Hayes, 2011; Siegel, 2001, 2007).

In the film Inside Out, we are introduced to core memories. All of us are constantly creating memories, but what makes them core or significant are the emotions that we attach to these past events, experiences, and relationships. Emotions drive our attention and perception. We form positive and negative core memories because of the emotional intensity that we've attached to the event or experience.

The movie introduces us to the emotions mingling in 11-year-old Riley's brain. Her joyful core memories are represented by golden balls. At the beginning of the film, Riley's sadness interferes with these golden balls of joy-filled memories. When a core golden memory is touched by sadness, the gold fades to deep blue, and joy becomes frustrated. Later, we learn through Riley's various experiences that the blue and gold tones representing sadness and joy can work well together, weaving beautiful contrast to create a lasting core memory. These core memories are stored in "long-term" and eventually become a part of our Personality Islands, or what I have labeled as the Islands of Self.

The questions below are designed to ignite your creativity and thought processes as you integrate topics and standards into morning meetings, afternoon circles, and subject matter -- as you embrace the power of feelings and how they intimately affect learning, relationships, and behaviors.

Questions for Educators

1. What types of core memories could you create in your classrooms and buildings with students and teachers? These memories could be emotional, academic, or social, reflecting a new relationship, a novel way of attempting an assignment, or a collaboration project with others.

2. How can we create core memories that energize, pique curiosity, and bring joy to our students?

3. Are you teaching the students about their neuroanatomy?

4. Do students understand the negative role that stress plays in cognitive functioning with regard to learning, memorizing, and retrieving information?

5. How might we begin a class period or day with an emotional check-in? What is the weather in your brain? Could we use laminated notecards with the primary emotions for younger students and the primary and secondary emotions for older students? Students could display the feeling that they are holding as they begin class and note how it changes throughout the day.

Questions for Students

These questions were designed for promoting student discussion, self-reflection, and self-awareness. Dr. Dan Seigel's research reports that, "What is sharable is bearable."

Sadness helped Joy in the film, and your own Sadness can help you.

1. How do you cope with Sadness?
2. Can you use your Sadness to feel better? How?
3. What would happen if we never felt Sadness? Is it sometimes good to keep Sadness inside a circle so that it does not spread and get out of control? Why?

Fear and Anger can protect and motivate us.

4. When was Fear needed in your life?
5. How did Fear help you?
6. What is the perfect amount of Fear?
7. What happens to our thinking and problem solving when we carry too much Fear or Sadness?
8. How does Anger show up in your brain?
9. Has Anger ever helped you?
10. How do you typically handle your Anger?

Disgust keeps us from being poisoned physically and socially.

11. How has the feeling of Disgust helped you?
12. How has expressing Disgust hurt your relationships or experiences?

In the film, Joy plays the leading role among the feelings in Riley's brain.

13. Does Joy always play the leading role in our brains?
14. What happened when Joy and Sadness left headquarters?
15. How do we see Joy in your brain?
16. What creates Joy to take over your brain?

Imagine having no feelings at all.

17. What would life be like if we didn't have feelings?
18. Describe two positive changes in our life if we didn't have feelings.
19. Describe two negative changes that could occur in a life with no feelings.

In my next post, we'll look at core memories. Meanwhile, in the comments section below, please share how you help your students accept and explore their own emotions.

# data[].attributes.attachment_link.title
How Emotions Affect Learning, Behaviors, and Relationships

# data[].attributes.attachment_link.description
We need all of our emotions for thinking, problem solving, and focused attention. We are neurobiologically wired, and to learn anything, our minds must be focused and our emotions need to "feel" in balance. Emotional regulation is necessary so that we can remember, retrieve, transfer, and connect all new information to what we already know.

# data[].attributes.attachment_link.description
lead4ward makes a difference in the lives of students by helping educators focus their work, creating structures that give teachers and students a sense of hope and confidence, and supporting leaders with systems they can trust.

# data[].attributes.attachment_link.description
A Story about Staying Positive and Overcoming Challenges by bestselling author, Jon Gordon

# data[].attributes.attachment_link.readable_text
It doesn't matter what time of year it is, active icebreakers are always a good idea.

Join our Facebook Live event this week to see some of these icebreakers in action, courtesy of Joe Dombrowski and Jessica Rogers. Joe is a self-described unconventional teacher, and he strongly encourages thinking outside the box when it comes to teaching. Jessica is a Chicago-area educator and improv instructor.

Below, Joe and Jessica shared some of their favorite active icebreakers to use with their students. You can use these along with our Free Printable Icebreaker Fish to let your students "fish" for the game they want to play.

1. Make Positive Snowballs

Students write a positive quote, word of encouragement, or positive picture (for differentiated purposes) on a white piece of paper. They then crumple up their own sheet to make a "positive snowball." Ready.... Aim... FIRE!! Watch the positivity fly across the room both figuratively and literally. Have students sit in a circle to open and read. After you're done, don't toss 'em. Instead, keep them in the classroom so students can reference them when they need a pick-me-up.

2. Create a Class Chant

Have your students create a class chant! Not only does this instantly bring the group together, it also gives you a preview as to the unique personalities you'll be seeing all year. Use the chant as a tool to call students in for recess, a call and response to signify quiet time or even just for fun!

3. Play the 'All My Friends' Game

Start by having your students form a circle. Stand in the middle and say "ALL MY FRIENDS LIKE...." and fill in the blank with anything you enjoy. Goldish crackers, pizza, roller blading... ANYTHING! Any student who also enjoys the same thing as you has to switch a spot with another person in the circle. Much like musical chairs, whoever doesn't have a spot goes in the middle and "ALL MY FRIENDS..." starts all over again. This is a super fast way to take note of your students interests.

4. Name Your Rose and Thorn

This is a simple way to recap a summer vacation, weekend, or event at school. Your rose = your BEST past of summer vacation. Your thorn = something about summer vacation that was less than ideal. It's a good way to get a quick read on your students. Plus, it's good to share both positives and negatives.

5. Learn Names with Movement

This is a fun and active way to get to know everyone's name. One at a time, each students says their name and accompanies it with a physical motion. The rest of the group should mirror. Then you move on to the next person. This really gets students moving and opening up while learning names of their classmates.

6. State Your Opinion

Label four corners of the room: Strongly Agree, Agree, Disagree, Strongly Disagree. Students should start in the middle of the room or in their seats. Then the teacher reads a statement and students move to the corner of their room that represents their opinion on the topic. Topic examples might be "I love wearing uniforms to school," or "I believe cats are better than dogs."

7. Who Started the Motion?

Students stand in a circle. One student leaves the room for a moment. While out of the room, another students is chosen to "start the motion." The selected student begins to move slowly while the rest of the students in the circle begin to follow along. The student in the hallway returns to the room and goes to the center of the circle. They have three chances to guess who started the motion. Repeat so several students get a turn.
What are your favorite active icebreakers for the classroom? We'd love to hear in the comments.

# data[].attributes.attachment_link.title
7 Active Icebreakers to Get Your Students Up and Moving

# data[].attributes.attachment_link.description
It doesn't matter what time of year it is, active icebreakers are always a good idea. Join our Facebook Live event this week to see some of these icebreakers in action, courtesy of Joe Dombrowski and Jessica Rogers. Joe is a self-described unconventional teacher, and he strongly encourages thinking outside the box when it comes to teaching.

# data[].attributes.headline
Building a Community of Learners Handout

# data[].attributes.subject
Building a Community of Learners Handout

# data[].attributes.attachment_link.title
50 fun call-and-response ideas to get students' attention

# data[].attributes.attachment_link.description
Call-and-response is a time-tested technique for getting attention. Instead of repeating yourself, train students to respond to a fun statement!

# data[].attributes.attachment_link.readable_text
2. I say, "Alright, stop." And my students answer, "Collaborate and listen!" It's a line from a Vanilla Ice song. At the beginning of the year, I show my classes the video: "Ice, Ice Baby." My students love this! -Kristin Z.

8. Despite the fact that I have eighth graders, I say "Winner, winner" and they respond "Chicken dinner." It works. -Stacey B.

25. When someone is doing something they shouldn't be, instead of calling them out, ring the bell and draw attention to someone who WAS on task.

26. Here's one for the high-tech classroom. When you hear "www dot," you say "zip it dot com."

27. When all else fails, spray Quiet Spray into the air!

This post was created by a member of BuzzFeed Community, where anyone can post awesome lists and creations. Learn more or post your buzz!

# data[].attributes.attachment_link.title
27 Attention-Getters For Quieting A Noisy Classroom

# data[].attributes.attachment_link.description
There are a lot of kids and only one of you. When you need your students quiet, focused and ready to learn, you better have a plan to get there. And it doesn't hurt to bring your sense of humor.

# data[].attributes.attachment_link.readable_text
When you're having a tough day, the support of friends and colleagues is essential. That's why empathy -- that ability we all have to identify with other people's struggles and support them through hardships -- is so important.

In the video above, Brene Brown (also the author of a much-beloved TED talk on the power of vulnerability) explains the difference between sympathy and empathy in this adorably-animated video from the RSA. For more information on why empathy matters for schools, read Lauren Owens' post " Empathy in the Classroom: Why Should I Care?"

Another video worth watching is this one from Ashoka's Start Empathy project. For ideas about how to open up a conversation about empathy with students, see how the kids at a Bronx public school define the term.

Starting a conversation is a great first step for students, but there are many ways to create a lasting impact around SEL learning. If you want to go deeper, Rusul Alrubail has written a great guide on how to use design thinking to teach empathy here.

Finally, we know that people can definitely feel empathy for other people, but what about animals? Do your pets feel empathy for you? The folks at the Verge unravel some of the scientific research behind empathic responses.

We've previously featured 2 of these videos on empathy elsewhere on Edutopia, but they're so good, we think they're worth revisiting. Tell us how you practice empathy in your classroom (and beyond) in the comments below!

# data[].attributes.attachment_link.description
When you're having a tough day, the support of friends and colleagues is essential. That's why empathy -- that ability we all have to identify with other people's struggles and support them through hardships -- is so important.