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We create  positive emotions in the clasroom with a smile.  I encouraje students and motivate them to pay attention to the lesson.

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When I am teaching a song and there is a difiicult part or verse, I tell my students to say it as if they were angry, happy, surprised, scared... and then they laugh and are less worried about it.

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I think that the key word is INTEREST. We must have interest in our students and in our job as tutors. If we are interested, we care to be ready, we care for their specific needs and we find ways to adapt to them. We build trust showing that we are interested in them and we find ways to make lessons more atractive and effective. Of course, good old tricks always help (humor, multimedia, small working groups, smile - it does make others worried ;-), small projects out of the curriculum, quizzes, games, etc)
Anastasios Bletsas

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Using the Power of Social-Emotional Learning (SEL) in School

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Using the Power of Social-Emotional Learning (SEL) in School

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With the current pandemic leaving behind what might possibly be collective trauma if not averted, the power of social-emotional learning (SEL) is now more important than it has been before the pandemic, where mental health issues in children and young people have been rising before SARS-CoV-2 came around and exacerbated those problems. Thankfully, there are ways to ensure students are at their best mood, where mental health check-ins and exit tickets such as those provided by the Reflect app in Microsoft Teams. With each response comes an overview of how an educator's class is generally feeling, where the application's reports and summaries can be used to facilitate SEL-based and non-SEL-based lessons that takes into considerations what students have expressed.

—Austin Nicholas Dragoș [United States of America]

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Create a Reflect check-in

Build a strong classroom community by making social emotional learning a part of your routine.

1. Navigate to your desired class, then select the Reflect tab.

2. Select New check-in.

3. In the New check-in screen, choose from the available questions, use the sentence stem to create your own, or explore the gallery to get ideas.

Tip: When you create your own questions, choose those that invite a full spectrum of emotions in responses, as it normalizes negative experiences and enhances genuine interest.

4. You can customize the check-in by selecting Settings from the bottom.

Note: To streamline your check-in creation, settings are automatically saved for your next check-ins, but you can update them at any time.

In the settings pane, you can:

Decide how long the check-in should be open for responses.

Decide which vocabulary set best suits your class.

Broad emotion vocabulary includes over 50 diverse emotion words that can help students expand their vocabulary.

Simplified emotion vocabulary is focused on fewer, more basic emotions to reduce overwhelm.

Decide in which channel you want to post a notification about this check-in.

Decide if you want to record check-in responders' name.

Note: If you record responder names, results will be shown in any case. If you decide not to record names, results will only be shown when there are at least 3 responses, to protect responders from being identified accidentally.

Decide if you want to share aggregated results with responders.

Note: If you enable this option, aggregated results will be shared with responders only when the check-in is closed for responses and if there are at least 3 responses, to protect responders from being identified accidentally.

7. Select Create check-in.

You will see the Reflect check-in posted, and students will be notified of the opportunity to share their feelings.

Tip: Before creating your check-in, you can select Preview to see the responder experience.

View student reflections

To view the detailed data for a specific Reflect check-in, follow the steps below.

1. Navigate to the Reflect tab.

2. Select any check-in from the list.

Tip: You do not need to wait until the check-in closes. As students respond, their reflections will be visible to you.

3. Hover over any Feelings Monster to see the student's name and emotion details.

4. Select Hide names to make together view safe to project as an empathy building tool.

5. You can find other options to manage this check-in and track the responses, by clicking on the "..." button from the right top corner.

You will see the following options:

Select Save as image, if you want to share the view with peers without responder details.

Select Responses distribution to view responses based on the emoji responders selected. In the distribution view, select any emoji tab to see:

Which user selected that emoji.

How they named their emotion.

How they responded to previous reflections. Hover over any of their previous emojis to see how they defined it and the date.

Select any student's name, then select Start a conversation to send a message to the student right from Reflect.

Privacy in Reflect

Students will only ever see their own full reflections in the app. While they can see the distribution of responses if the educator selects Share aggregated results with respondents, toggling this option off will create a more anonymous experience.

Reflect, as part of Microsoft 365, complies with regional and industry-specific regulations for data collection and use, including GDPR and FERPA.

Respond to Reflect check-ins

Naming your emotions can help you communicate your needs clearly and get support when you need it!

Important: Your educator sees everyone's whole reflection, but you and your classmates will see only emojis, not names. This way you can be honest and not worry what your classmates may think.

1. When an educator assigns a Reflect check-in, you will see it in your Class channel.

2. Select the emoji that best fits how you're feeling.

3. Name your emotion by choosing the emotion word that fits with how you are feeling.

4. Tap Submit to share your reflection with your educator.

See your previous responses and class's reflections

When a public Reflect check-in closes, you can see how your classmates responded.

1. Select the Reflect tab to see your previous responses and how your peers responded. You will be able to see how many classmates chose each emoji.

2. From the Your responses view, you can see all of your previous check-in responses.

Select View class responses from a closed response to see bar graphs of how many students in your class selected each emoji.

Select an open check-in to respond or to adjust your response.

Once you've responded to all your check-ins, breathing exercises become available. Take a moment to get your body and mind ready to learn by selecting Play.

Choose another tab to exit Reflect.

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Learn how to build social and emotional literacy with Reflect check-ins in Microsoft Teams.

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When I arrive in the classroom I explain to my students what we will do during the lesson, then I open the windows and turn off the light, I put on classical music and ask them to enjoy the silence. only after we start work. 

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When I arrive in the classroom I explain to my students what we will do during the lesson, then I open the windows and turn off the light, I put on classical music and ask them to enjoy the silence. only after we start work. 

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Paola

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We can put up signs at the entrance to the classroom to create a positive atmosphere in the classroom. Like hugging, shaking hands, dancing. Each student chooses a sign and we do it together. It is also important to be smiling and not to approach the problems we encounter with students with a negative attitude.

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Errors and retries are the main components of the learning process and is important for students to feel free to try and sometimes make mistakes, especially when they learn subjects like maths. One way to make that possible are formative assessments which give students possibilities for retries and improving. That can also be fun and educational, especially when includes peer assessment.

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It is very important to create a nice atmosphere in class. I usually let my students work in small groups or pairs because this let them be less anxious and nervous, they are more at ease and work better. This allow me to know them better, to walk around the class and to talk with them too. Sometimes I use songs both with the aim of teaching them some English grammar and vocabulary but also to create a relationship between them and me. Listening to and singing a song it is usually a very involving moment.

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To create positive emotions in the classroom, we need to first create a positive learning atmosphere. It is important to develop an atmosphere of trust and friendship. The teacher must give an active role to his students and share the act of teaching-learning with them. For example, through collaborative activities, challenges and solving problems in class helps to create a positive shared emotion.

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Teaching math is always a challenge, especially when it comes to intriguing the students' interest and activating their positive stand towards the subject.

Apart from a positive and full of excitement stance in terms of teacher attitude, it s very useful to start a conversation that connects real world situation with the mathematics world. This way students speak from their own knowledge and experience.

When the chance is given, we can have a flashback in math history and learn the origin of the subject matter that we are being taught today and how and why it was necessary for it to be developed.

It s really important to let the students know that many mistakes had been made and have been and still are being corrected in order for the mathematical science to move forward. So mistakes are mostly welcome since they give us a chance of further discussion, revision of certain theory with a goal of figuring out what was the faully part and how it can be corrected.

Solving riddles and puzzle games requires a logical-mathematical thinking, even when there is no raw math in them. Pattern recognition, series completion, combination of elements are indeed mathematical skills, that students get really excited.

Mathematics, nature and art. They are fascinated by the fact that math is all around. There is a mathematical structure in nature and any form of art, from music, to paintings, to architecture.

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Positive Atmospheres in Teleconferencing Software 

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Positive Atmospheres in Teleconferencing Software 

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Here are some ideas for the first 5-10 minutes, right before breaks or the last 5-10 minutes of classes on video conferencing apps:
1. "Who has the Diamond?" Teacher puts "Congratulations! You have the diamond" into the Chat directed only to one student.  Then asks someone to guess. The incorrectly chosen person then has to pick someone else.

2. Play Simon Says. Teacher starts. Then, whoever moves incorrectly first becomes the person leading the game.

3. "30-Second Chat."  Teacher asks a question and students have only 30 seconds to put their answers in the chat. Start off fun "What did you have for dinner last night." and then you can go pedagogical at any point in the call when you feel energy is down.  For example, "give an example of. . . "  or at the end, "What did you like about today's lesson" and "What can be improved about today's lesson?" or "What is still confusing about today's lesson?"

4. Tell students that the next Webex or Zoom session is the "White Party" or the "Blue Party" so everyone should wear something white (or blue).  You can do theme parties here, too.  It's funny when they come to the session having forgotten and see others  and then turn off their camera and scramble for a shirt or hat and then come back on. . :-)

5. Play "How many times did X cross the screen."  At the beginning of the class, tell learners you will play a game. At different points in the class, you will drag an item across the screen slowly (can be funny like a stuffed animal or old hat or interesting like a flower or piece of cake on a plate). At the end of the lesson, you will ask learners how many times the item went past.  The one who guesses it correctly wins.  It's amazing to me how invested many get into this game!  I do it about 5-6 times, and many get the correct answer. I wonder if it makes them pay more attention to the lesson or just wake up when the see it?  :-)

6. Quick check-in: "How was your week?" or "How is your day going?"  When you don't have much time but have to get started quickly, one quick check-in is to ask one of the above and then have learners use the reaction buttons (thumbs up or thumbs down or the smiley face or the cheering megaphone). Important not to dwell on the ones with thumbs down, but say "Don't worry--things will get better because of our lesson together and I am happy to "see" everyone.  So let's get started. . "

Rich Powers
twitter: @rpowers100

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25 Fun Games to Play on Zoom | Virtual Zoom Games for Teachers, Friends, and Families

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As a role model in the class, the teacher should show positive emotion to their students in order to get feedback on the vice versa. Showing our great interest to students and the subjects that we are teaching will bridge our emotional bonds with the students which on the other hand will lead to creative and effective learning in the class. We also have to assure that the students are feeling safe and secure in the class therefore brainstorming with the common simple topics on the student's interest will create positive learning environments. Motivating and creating a learning atmosphere on the student's interest also will lead to the positive emotions of learning in the class. Various ways of teaching models are really fruitful and workable in order to create effective learning and teaching in the class. keep updated with the teaching and insight are also a very beneficial way to improve the positive emotions and quality of teaching in the class

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I belive positive emotions in the classroom are very important in teaching and learning process. Going into a classroom with a smile, having a good sense of humor, acceptance, honesty, respect to our students but also insisting they respect each other. I have also found that projects bring a sense of community and joy - such as reading together, etwinning projects, volunteering together, decorating our classroom for Xmas, seeing a play in theater, field trips etc.

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I totally agree with the idea of showing that we enjoy teaching. We always transmit our emotions, so we need to be as actors/actresses. Pupils need to feel that we are happy because we are teaching them although some days we can find it difficult.
A very good ice-breaker or warm-activity can be to ask them about themselves; for example their weekend (in my case as an L2 teacher, I can revise past tenses) or about their feelings (to practise adjectives and adverbs) or their pets (vocabulary related to animals), etc.
An example of activity can be that they have some questions (related to the topic that we are working on) and they have to ask their classmates and me those questions and write down our answers.
For the writing activities, it is better to ask them to write about a fact/person/place/ etc. that they themselves choose. For example, we can ask them to describe their best friend, or to write about their summer holidays or about the hometown, etc.

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I 've always believed that emotion plays a vital part in learining. A smile, understanding, lots of patience, acceptance, respect, being open to the students, welcoming mistakes, sharing, positive feedback. I believe it works. I've been using it for more than 20 years of teaching teenagers and the students' response is positive. You receive what you give.

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Since I mostly teach young students, the most important thing is to keep their attention, motivation and love for learning, we start our lessons with a song saying Hello to each other this way. After the song, we are all relaxed, having a positive attitude towards each other and we are ready to learn.

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Since I have younger students, I first try to make them feel that they are in a safe environment in the classroom. Most of the time, I chat with them and get their opinion on the activities. Thus, they become more comfortable and peaceful. At the same time, I do small studies that will attract their attention.

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Every day, I start my day with the conversation about students anecdotes, their lives, what they did the previous day and then I do the same. We often start the day by dancing or playing some motoric games. It is important to emphasize to my students that mistakes are welcome in my classroom and that teacher makes mistakes also.

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Emotional contagion is a communication method that causes people or groups to feel both positive and negative emotions, consciously or unconsciously, in other people around them. One of the areas where emotional meeting takes place is the school environment. I try to motivate myself by listening to music in the classroom and doing lessons outdoors on sunny days. I also support them to develop their empathy skills. For example, when a student engages in behavior that hurts another student, ask, “How did this behavior affect others? How will this behavior affect you? What caused this behavior? How did you feel just before your behavior?” With similar questions, I actually encourage people to think about their behavior and themselves. Thus, I aim to spread positive emotions by creating a positive classroom climate for everyone.

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When I do the introduction of the summer unit, for example, I usually bring summer accessories, such as the hat, sunglasses, beach bag... Students love it!

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Physics and chemistry are two difficult subjects for 12-14 year old students. Therefore it is important to create a positive atmosphere in the classroom. We start the lesson with a joke or a didactic game or discussions about their hobbies or discussions about their pets.

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Start the lesson, with a smile..
Check the condition of the students.
Sometimes I ask someone to tell us about a positive situation that happened to him.
Or advice.

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Feelings are contagious. Positive emotions decrease the stress hormone cortisol and increase feel-good chemical messengers in the brain (such as dopamine and serotonin), helping students feel physically and emotionally safe. This boosts feelings of safety and trust, which helps students build better bonds with those around them. When students feel good, positive actions follow, creating better social relationships. And stronger relationships lead to better learning.

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I'll try to know and understand my students. I usually come to the class 5-10 minutes before the lesson just to talk to them. It is interesting to know their hobbies, pets, dreams etc. So we have warm relationships and they don't afraid me.

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How do I create positive emotions in my class?
I teach younger students and I think that it is essential for them to feel that they are accepted (thoroughtly) by the teacher and other students.
Therefore I try to create positive class atmosphere by:
games of action, kind touch (to feel the positive attitude of the teacher), relaxing music and relaxing games (for stress relief and to calm down), funny stories (to make them laugh).
We often go to nature which is an enormous resource for positive emotions.
Kristina

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I always like to tell a funny story to my students or make a funny remark to make them laugh a bit and relax. If the weather is good outside, I also like to smile and point out that it is a beautiful day and that we can make it a beatiful day if we want.
Then, I can also try to play a game that will help them have a bit of fun and handing out a reward in the end.
It is also interesting to see how students react positively to cheering up and posivite vocabulary. Saying expressions like "That was a good job", "Fantastic work", "Awesome!", "You're so creative!", "Thank your for helping me, that was very kind of you", "I love that, that was great" or "This time your grade wasn't what you expected, but I'm sure you'll make the next time around".

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Some practices applied in the classroom to create positive emotions:
• narrating stories and asking students to put themselves in the characters' shoes;
• identify peer emotions represented by facial and/or bodily expressions;
•questioning the sense of certain sensations;
• play games in which they name emotions they've already felt;
• ask to represent emotions through gestures and mimicry;
• play games and then make conversation circles so that they discuss their perceptions about what they felt during the recreational activities.

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Since emotions are reactions, on a subjective basis, to environmental situations that are important to us and are presented by physiological changes, their impact on the cognitive process (grasping, analyzing, processing and  storing information) is extremely important to educational issues. Consequently, the need to create and cultivate positive emotions during the teaching process in the classroom is a timeless and global need.

In order to do so, the classroom climate must be encouraging of  students’ participation, supportive of their efforts, safe and respectful (both physically, emotionally  and mentally), motivational, pleasant or even joyful.

The learning activities must be carefully designed in order to be the appropriate for students' age, interests, performance and aspirations. Students should be invited to express and share their thoughts, feelings and emotions and teachers not to incriminate mistakes,  failures or different points of view.

The learning material should be exciting or presented in a new or novel way, to welcome personal active engagement, to be connected to real life situations, investigative or project-like oriented  and to require the utilization of new technologies and tools. A change in the teaching methods should also be welcomed (blended learning).

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I like to joke with students and tell some funny anecdote.A smile is always the best medicine for everyone, including achieving positive emotions.I have noticed that students aged 10-15 like it when some situations are presented and when a person who is popular with them is mentioned to them and when something we are talking about can be connected to those people in any way.It is similar with life situations.They respond positively to stories of how people lived some time ago when I was little or their parents or grandparents.

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I create a positive atmosphere in the classroom by some sensory games, visual or auditory images.

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I try create a positive atmosphere in my class by telling them my teenagers or childhood experience or telling a story. So I will wake up their interest of our theme.

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When you try to put yourself in the situation of the students, telling experiences that have happened to me when I was little like them

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I tell them when I want to capture their attention with an event related to the theme of the lesson to arouse their interest.

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It includes many things. First of all, the techer's mood is important, then the activities we choose, the materials, the respect, the support, etc. Students should feel safe in the classroom.

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A positive classroom climate feels safe, respectful, welcoming, and supportive of student learning.

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It is important to be open to the students (eg. sharing experiences) and be there when they need to talk. Also use humor and make it clear that they should not be afraid to make mistakes, talk about our (teacher's) own mistakes. Moreover, nice music can enhance a happy - inspiring environment.

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Vasilis Kosmidis
First of all appearance and behaviour along with how well structured in his/her subject is a teacher is a way to create emotions to students. Not only because  with both of them teacher works as an ''example'', but also because the latter provides protection. On the other hand giving your students a variety of activities also helps to the direction of emotion since it creates different levels of effort/success practices. Last but not least feedback and encouragement play a key role in creating emotions to students.

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Share with students some personal experiences I had as a teenager. Show students that I am an ordinary human being who has feelings.

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We can achieve a positive atmosphere in the classroom if we have an open but mutually respectful relationship with the students. If we respect the different interests and different personalities of students, we can create tasks that will make it easier for students to learn and enable them to achieve success. For example, connecting the material with everyday situations, using games in class, working on a joint project, but also regular and constructive feedback that guides students in their work.

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We can create positive emotions in classroom using humor! Humor can create a positive atmosphere, if ajusted to who our students are and to what we are learning. Storytteling can also be a positive way to improve the value of humor in classroom.

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We create a positive atmosphere in the classroom by some sensory games, visual or auditory images, brain teasers, kinetic activity or a brain gym to increase brain activity (nerve impulses). For example, in the repetition of nouns, verbs, adjectives, we can ask them to sit when they hear the noun, to squat when they hear the verb, on the adjective to stand up; before some mathematical exercises, e.g., drawing a lying figure eight or alternately touching with the opposite hands the tip of the nose and ear. They become active participants in the classroom.

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I create a positive  learning environment in the class by:
- welcoming students to the class with a broad general smile
- encouraging students when I assess them
- telling  jokes
- starting the class with a nice relaxing song or a song with movement ( for young learners)
- miming funny things
- having the students guessing and naming objects/ animals in English
- encouraging students to learn from their mistakes
- allowing students to share their thoughts and personal feelings
- making students feel that each of them counts and each of them is unique, beautiful and precious to me.

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I have a habit of rewarding my students' attention. So when they least expect it, they get a good grade for their good work in classroom activities. I think they have found this very stimulating. It laso creates the feeling that they can acquire knowledge, that it is not difficult and finally rwarded.

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Narration of personal experiences, events in a humorous way, all through the prism of teaching a certain topic.

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The impact of using a new web 2.0 tool in an interactive lesson creates a positive emotion for my students.

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Positive emtotions in the class? By amking students active. I mostly put short videos of the subject I teach, for instance sponges. and there was this one video that was about sponges internal structures and the music in it was so overwhelming, so delicate just like the sponge. Also I usually ask kids if they saw sponges or toher things in the sea when they swimm or dive. Recently a student talked about seeing an octopus in the sea in a secluded beach. I also try to include my stories whihc could be interetsing to them.