# data[].attributes.body
grade testswith a phone or tablet

# data[].attributes.attachment_link.title
ZipGrade - iPhone and Android Grading App for formative assessment and quizzes.

# data[].attributes.attachment_link.description
A mobile device app that turns your iPhone, iPad, or Android device into an optical scanner for grading paper multiple-choice assessments. Great for quizzes, exit tickets, and larger exams of up to 100 questions.

# data[].attributes.attachment_link.readable_text
It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

# data[].attributes.attachment_link.title
Newsela | Content and assessment platform

# data[].attributes.attachment_link.description
Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

# data[].attributes.body
my own lists and resources

# data[].attributes.attachment_link.readable_text
Ever since I was a little kid, science has always fascinated me. I can remember every science project, fair, and experiment, I have ever had. I graduated from Chico State with a degree in Science Education with the sole focus of becoming a science teacher to children in grades k-9. I am a Mom of 3 teenagers, one fur baby, and a host of other animals. I look forward to getting to know everyone as we move through this school year together.

This site will be updated weekly with your child's classroom and homework assignments. Homework assignments will be under their classroom tab on the top of the page. Classroom notes, corrected homework guides, and labs will be posted on Friday night/Saturday morning from the previous week.

Please don't hesitate to contact me with any questions. A quick contact sheet is located at the bottom of this page for your convenience.

"Peace can only come as a natural consequence of universal enlightenment."- Nikola Tesla

# data[].attributes.attachment_link.description
Ever since I was a little kid, science has always fascinated me. I can remember every science project, fair, and experiment, I have ever had. I graduated from Chico State with a degree in Science Education with the sole focus of becoming a science teacher to children in grades k-9.

# data[].attributes.body
Play video just for fun

# data[].attributes.attachment_link.title
SCIENCE WARS - Acapella Parody | SCIENCE SONGS

# data[].attributes.attachment_link.description
Find quality Lessons, lessonplans, and other resources for Seventh Grade Biology / Life Science and much more

# data[].attributes.attachment_link.description
Discussion forums for teachers to interact and share ideas about education, classroom management, teaching strategies, CSET, and more!

# data[].attributes.attachment_link.title
NGSS Lesson Plan Template - NGSS Alignment

# data[].attributes.attachment_link.description
Professional development for productivity, created by and for teachers, to help you trim hours off your workweek and focus on what really matters.

# data[].attributes.body
Watch and read about these scientists at the Smithsonian. What kind of scientist would you like to be?

# data[].attributes.attachment_link.description
All kinds of people become scientists. And scientists do all kinds of things. Watch and read about these scientists at the Smithsonian. What kind of scientist would you like to be?

# data[].attributes.attachment_link.keywords[]
science news learn teach biology physics chemistry scishow "hank green" skeleton tardigrade "michael aranda"

# data[].attributes.attachment_link.description
SciShow explores the unexpected. Seven days a week, Hank Green, Michael Aranda, and Olivia Gordon delve into the scientific subjects that defy our expectatio...

# data[].attributes.body
INTERACTIVE SIMULATIONS
FOR SCIENCE AND MATH

# data[].attributes.attachment_link.readable_text
Over 1.1 billion simulations delivered

160interactive simulations

97language translations

3001teacher-submitted lessons

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.attachment_link.description
Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

# data[].attributes.body
chemistry lessons

# data[].attributes.attachment_link.readable_text
New Remote Learning Lessons

Use our remote lessons, filled with videos of experiments, animations, and questions to create virtual lessons students can do at home!
View Assignments ►

Teach Science by Doing Science

Investigate the world of atoms and molecules through hands-on inquiry-based activities and molecular model animations.
View the Lessons ►

Se habla Español

View selected lessons from MSC translated into Spanish.
Ver las Lecciones ►

Recent Webinar

View our recent webinar on March 4 hosted by AACT. Learn about how to use the remote lessons and other free resources for K-8 teachers.

# data[].attributes.attachment_link.description
Use our remote lessons, filled with videos of experiments, animations, and questions to create virtual lessons students can do at home! View Assignments ► Investigate the world of atoms and molecules through hands-on inquiry-based activities and molecular model animations. View the Lessons ► View selected lessons from MSC translated into Spanish.

# data[].attributes.body
This site offers hundreds of free labs with print outs and instructions for various labs.

# data[].attributes.attachment_link.readable_text
Students will plant seeds at various depths in the soil and make observations after seedlings emerge. Based on their observations, students will decide what measurements could be made. They will make these measurements and look for an explanation for differences in their measurements. They will write a hypothesis that describes... read more

Remember the old salad dressing commercial tag line "...because oil and vinegar don't mix!" Water has that same love/hate relationship with many other molecules. Through this series of lessons, students will learn about the properties that make other molecules "love" or "hate" water. They will also begin to build a... read more

Students will learn about some of the techniques of forensic science. They will use fingerprinting, chromatography, and chemistry to gather and analyze evidence left behind at a crime scene. Students will exercise deductive reasoning to evaluate the evidence and determine the criminal's identity. CIBT has prepared a Missing Diamond Maker... read more

The structure and function of enzymes is a central theme in cellular and molecular biology. In this laboratory exercise, a crude cell extract is prepared from potatoes. Activity of the enzyme, catalase [which catalyzes the reaction 2H2O2(l) → 2H2O(l) + O2(g)], is then studied using a simple assay for O2. To... read more

# data[].attributes.attachment_link.title
Labs & Activities - Cornell Institute for Biology Teachers

# data[].attributes.attachment_link.description
Students will plant seeds at various depths in the soil and make observations after seedlings emerge. Based on their observations, students will decide what measurements could be made. They will make these measurements and look for an explanation for differences in their measurements. They will write a hypothesis that describes...

# data[].attributes.body
has been used by teachers for many years.  It has finally opened up to private account users.  Below is a video to help learn how to use google classrooms before working for a school.

# data[].attributes.attachment_link.title
Google Classroom for Everyone its finally here! NEW 2017 Features

# data[].attributes.body
a video lecture site that allows you to take existing videos and create quizzes' or do voice overs to customize it "in your own language" for you class.  As of today I have not found a way to insert slide for notes.

# data[].attributes.attachment_link.description
Make any video your lesson. Pick a video, add your magical touch and track your students' understanding.

# data[].attributes.body
https://www.gonoodle.com/

# data[].attributes.attachment_link.readable_text
Pantry staples from the genetic swap meet - May, 2021
To many people, genetically engineered food feels unnatural and repellent: Fish genes in strawberries? No thanks. Opponents often call them "Frankenfoods," suggesting that only a mad scientist could combine genes from different species in this way. But in recent decades, biologists have found that nature itself often plays fast and loose with DNA. Now, new research shows how important this inter-species genetic swap meet has been in grasses, a group that includes food staples like rice, corn, wheat, and sugar cane.

Read the rest of the story here | See the Evo in the News archive

# data[].attributes.attachment_link.description
Pantry staples from the genetic swap meet - May, 2021 To many people, genetically engineered food feels unnatural and repellent: Fish genes in strawberries? No thanks. Opponents often call them "Frankenfoods," suggesting that only a mad scientist could combine genes from different species in this way.

# data[].attributes.body
CSU DLP template

# data[].attributes.attachment_link.readable_text
Tables charting the chemical elements have been around since the 19th century - but this modern version has a short video about each one.

We've done all 118 - but our job's not finished. Now we're updating all the videos with new stories, better samples and bigger experiments.

Plus we're making films about other areas of chemistry, latest news and occasional adventures away from the lab.

All these videos are created by video journalist Brady Haran, featuring real working chemists from the University of Nottingham.

# data[].attributes.attachment_link.title
The Periodic Table of Videos - University of Nottingham

# data[].attributes.attachment_link.description
Short videos about every element on the periodic table, plus other cool experiments and chemistry stuff

# data[].attributes.headline
Plant and soil science resources for teachers

# data[].attributes.subject
Plant and soil science resources for teachers

# data[].attributes.attachment_link.description
PlantingScience - Online Mentoring Community

# data[].attributes.body
interactive games (only a few w/out membership

# data[].attributes.attachment_link.description
We partner with corporations, universities, and school systems throughout the United States, which help us research, design, and test our activities every step of the way. Not only do teachers and students appreciate our free activities, Edheads has been recognized by almost every major award on the Web for our excellent educational content.

# data[].attributes.body
how to use them

# data[].attributes.attachment_link.title
Biodiversity Heritage Library - The Field Book Project

# data[].attributes.body
national science teachers association

# data[].attributes.attachment_link.description
Use these resources to integrate the nature and process of science into your teaching at grades 6-8.

# data[].attributes.headline
Middle school teacher and youtuber-Behavior expectations 

# data[].attributes.subject
Middle school teacher and youtuber-Behavior expectations 

# data[].attributes.body
https://youtu.be/C41kxrn2oUEhttps://youtu.be/C41kxrn2oUE

# data[].attributes.body
https://betterlesson.com/
Kiersten Scannell

# data[].attributes.headline
5 Things to Consider When Setting up Your Classroom

# data[].attributes.subject
5 Things to Consider When Setting up Your Classroom

# data[].attributes.body
http://learningattheprimarypond.com/blog/5-things-to-consider-when-setting-up-your-classroom-k-2/
Siera Eaton

# data[].attributes.body
A short video on some tips for building resiliency in your students -Teddy Staiger.
https://www.youtube.com/watch?v=azftoaZLLeo&feature=youtu.be

# data[].attributes.body
https://www.youtube.com/watch?v=ILwTCKbE0to
A video that teaches you how to have kids move to make sentences.
-Maria Barboza

# data[].attributes.body
http://www.teachhub.com/
Has a lot of resources for teaching including lesson plans.

Ivan Mendoza

# data[].attributes.body
Just a few tips from a teacher named Mr. Thain on how to keep the classroom atmosphere light and fun while also challenging students. His bowtie confirms this. -Ian Macintosh

# data[].attributes.attachment_link.title
HOW TO MAKE YOUR CLASS MORE FUN (THE J FACTOR) | Teaching Tip

# data[].attributes.body
This is a great Pinterest board that has lots a resources within it!
Renee Personius

# data[].attributes.attachment_link.description
Find and save ideas about Teacher resources on Pinterest.

# data[].attributes.body
Input any document and the website scans it to find the academic language.
-Ty Pitkin

# data[].attributes.attachment_link.title
Achievethecore.org :: Instructional Practice Guide: Academic Word Finder

# data[].attributes.attachment_link.description
This guide is a practical tool that teachers, and teacher-trainers, can use (and re-use!) in order to build fluency with the Common Core State Standards (CCSS).

# data[].attributes.body
Similar to Kahoot, but allows students to move through the questions at their own pace.
https://quizizz.com - Robert

# data[].attributes.body
This site features high-quality units and lessons designed by K-12 Master Teachers. All of the lessons align with NGSS and national Common Core Math and ELA standards. In addition to finding lessons using the 'Browse Standards' tab, I would suggest looking at the Master Teacher profiles to see if you are drawn to a particular individual's style.
-Emma Archer

# data[].attributes.attachment_link.description
Plan better lessons for your students in critical subjects such as geometry, literature, and earth and space science with free resouces from world-class teachers.

# data[].attributes.headline
collection of math and science you tube videos

# data[].attributes.subject
collection of math and science you tube videos

# data[].attributes.attachment_link.readable_text
With clear, short, entertaining videos, learn the basics of statistics from an expert teacher.

The most popular educational channel on YouTube, second only to Khan Academy.

A one-man science academy, this former Pink Palace educator covers radioactivity, the science of credit cards, making butter, and many more interesting and entertaining topics.

This channel offers hundreds of video lessons in biology, chemistry, physics, math, English, test prep, and more. The videos are nothing more than an instructor lecturing with a whiteboard for a few minutes, but are great if a student needs a refresher on a science topic.

These fun videos combine rhythm with science for enhanced learning. Check out Carl Sagan singing We Are All Connected or Morgan Freeman crooning over quantum physics (which, by the way, has over 4 million views).

5- Bad Astronomy: Bad Astronomy is devoted to debunking myths and misconceptions about astronomy. How much pressure does it take to crush a concrete cylinder? How do meteorites from Mars get to Earth? Find out from The Bad Astronomer.

New Scientist brings you videos and podcasts covering science, technology, space, the environment, and more. An international team of expert journalists brings you the latest innovations and ideas in science and technology, from a canyon discovered under an ice sheet in Greenland to footage of a mouse heart using human cells to beat again.

This channel brings you videos showing the latest happenings at NASA and the newest developments in space exploration.

The channel features talks by Richard Dawkins, the Oxford evolutionary biologist, as well as others influenced by his thought.

Making sense of science on an everyday level, this channel produces science and technology content for television, video, and the web. From broadcast news features to educational products, it covers the medical, environmental, and technological issues that affect daily life.

UCSF features videos that will educate patients, caregivers and health professionals about the various forms of neurodegenerative diseases. The diseases covered here include Alzheimer's, Frontotemporal dementia, and Creutzfelt-Jakob Disease. This year's research education event covered Memory, Medications, and Money and the latest Healthy Aging techniques.

Beloved American children's show host Bill Nye presents a number of quality videos on a wide range of scientific principles.

Take students on a wondrous voyage through space, courtesy of NASA researchers, developers, staff, astronauts and equipment.

This small but comprehensive channel introduces students to dinosaurs, rocks, and other fascinating facets of natural history.

The University of Washington curates collections of natural history and cultural heritage through this terrific channel, which includes videos on Coast Salish Art, unearthing Giant Turtle fossils, Why We Eat What We Eat, Tropical Bats, Plastic Recycling, and much more.

Animal Planet is the world's only entertainment brand that immerses viewers in the full range of life in the animal kingdom with rich, deep content via multiple platforms and offers animal lovers and pet owners access to a centralized online, television, and mobile community for immersive, engaging, high-quality entertainment, information, and enrichment.

This channel's 175,000 followers learn about outer space, new technology, earth science basics, and more.

Steve Spangler's science demonstrations are best suited for young audiences or older students needing a quick and easy refresher on the basic principles at play.

18- Science Magazine: This channel explores multiple disciplines and facets of science but isn't quite as popular as the Science Channel.

19- Carl Sagan's COSMOS: Perfect for physics and astronomy classes, these classic videos of the beloved Carl Sagan engage and educate.

Brought to you by Taylor & Francis, this channel includes some outstanding videos and animations pertaining to cellular and molecular biology.

This National Geographic channel narrows its focus to animals, their behavior, and their relationships with the surrounding ecosystems.

From the University of Nottingham comes the ultimate channel for all things chemistry, including a video about each element on the periodic table and new videos each week about science news, interesting molecules, and more.

An obvious source for geology and earth sciences teachers. The British Geological Survey (BGS) is the nation's principal supplier of objective, impartial, and up-to-date geological expertise and information. BGS carries out research in areas including energy and natural resources, vulnerability to environmental change and hazards, and Earth System Science, often in collaboration with the national and international scientific academic community.

24- Wildlife Conservation Society: This channel introduces learners to the importance of conservation and environmentalism. The videos serve as informative guides on what works and what doesn't in the conservation circle, and what would happen if humanity stopped caring.

A channel from the massive museum featuring exhibits on natural history, astronomy, and marine sciences.

26- Centre for Inquiry Canada: A great resource for encouraging scientific inquiry, reason, freedom of thought, and secularism.

27- National Audubon Society: Audubon's mission is to conserve and restore natural ecosystems, focusing on birds, other wildlife, and their habitats for the benefit of humanity and the earth's biological diversity. This channel features videos on migration, markings, habitat protection, and more.

Another University of Nottingham venture, this channel demystifies the common symbols used in astronomy and physics, covering momentum, relativity, quantum mechanics, magnets, currents, and much more.

The UN's channel dedicated to discussing global warming and other environmental issues. A great resource for debate material and current research.

# data[].attributes.attachment_link.title
Top YouTube Channels for Science and Math Teachers and Students

# data[].attributes.attachment_link.description
With clear, short, entertaining videos, learn the basics of statistics from an expert teacher. The most popular educational channel on YouTube, second only to Khan Academy. A one-man science academy, this former Pink Palace educator covers radioactivity, the science of credit cards, making butter, and many more interesting and entertaining topics.

# data[].attributes.headline
Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

# data[].attributes.subject
Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

# data[].attributes.body
Bianca Morfin

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.body
is a great website for resources on: critical thinking, learning, teaching, and the future of teaching. This specific page is full of wonderful Common Core resources! - Blayne Sanders

# data[].attributes.attachment_link.readable_text
50 Common Core Resources For Teachers Groups and Organizations Ed note: This post is being reshared from a 2013 post while we create a brand-new post for 2016 later this month. As a result, some of the links may be broken or be broken in near future-thus the coming post.

These links will take you to essential reading materials from the institutions and organizations behind Common Core.

1. Common Core State Standards Initiative:This is the official site for the CCSSI, featuring information about the standards, news, resources, and answers to frequently asked questions.

2. National Governors Association: The NGA played a major role in the development of Common Core, so their website is a great place to look for answers about the standards.

3. Council of Chief State School Officers: The other major group behind Common Core is the CCSSO, an organization you can learn more about by visiting their site.

Useful Resources
Read up on Common Core, find out more about what it will mean for your classes, and get some help from educational providers and groups by following these links.

1. CCSSI Wiki:One simple way to learn more about the CCSSI is to visit the program's Wikipedia page, which is packed with useful information on the subject.

2. Common Core 360: Common Core 360 is an educational network that offers webinars, training tools, news, and more to help teachers adapt to the new Common Core standards.

3. MasteryConnect: Use the MasteryConnect site to track your students' progress under the new Common Core system.

4. Pearson Education Common Core State Standards: Pearson, a major educational publisher, offers access to numerous resources on Common Core. Visitors to the site will find everything from basic explanations to informative webinars.

5. McGraw Hill Common Core Solutions: Educational publisher McGraw Hill is also reaching out to teachers when it comes to Common Core, loading up their website with tools for professional and curriculum development.

6. Common Core Adoptions by State: The ASCD website offers up information on which states are adopting Common Core, along with links to each Common Core state website.

7. The Common Core Institute: Teachers who are unsure about their expertise on Common Core should give the Common Core Institute a try. The organization offers Black Belt certification on Common Core, as well as a wealth of other conferences and professional development opportunities for teachers.

8. Common Core Standards App: This iPhone application (it is also available for Android) lets teachers keep essential information about Common Core at their fingertips.

9. ASCD Common Core Webinars: ASCD is working on new webinars on Common Core for this fall, but educators can take a look at their archived resources from earlier this year in the meantime.

10. Common Core Workbook: Use this workbook from Achieve and the U.S. Education Delivery Institute to help guide the Common Core implementation process at your school.

11. CommonCore.org:Here you'll find an organization dedicated to ensuring that the Common Core is about more than just reading and math, instead promoting a well-rounded education that includes reading literature, studying culture, and engaging with the arts.

Curriculum Development
These sites offer a wealth of resources for helping you develop curricula that meets Common Core standards.

1. The Mathematics Common Core Toolbox: Districts and teachers alike can find support for building better math lessons that fit into new Common Core guidelines through this helpful site.

2. Khan Academy Common Core Map: Those who've been using Khan Academy videos and lessons in the classroom can see how each relates to new Common Core standards using this map.

3. Literacy Design Collaborative: The LDC offers templates, modules, and guidebooks for teachers that make it simple to develop engaging literacy lessons under Common Core.

4. Illustrative Mathematics: Get some guidance on the mathematics topics covered at every grade level under Common Core.

5. Teaching Channel: The Teaching Channel site offers just over 100 videos on Common Core lessons, ideas, and more.

6. Achieve the Core: This website encourages teachers to steal its tools for curriculum development.

7. Lexile: Is that text at grade level? Use this handy online tool to measure a text for readability.

8. AASL Lesson Plan Database: The American Association of School Librarians has loads of lesson plans and checklists for teachers that fall under Common Core standards.

9. Surveys of Enacted Curriculum: Use reliable data to develop, plan, and compare your curriculum when you visit this site's archive of PDF reports.

Blogs
You can get regular reading material on the subject of CCSS by following any or all of these blogs.

1. Common Core:Head to this blog to read updates about Common Core news and other educational topics on a regular basis.

2. Pearson Common Core Blog: Part of the Common Core resources offered by Pearson is a blog, full of articles on a range of educational topics.

3. Tools for the Common Core Standards: This blog is an excellent resource for learning about new tools that help support Common Core implementation in schools.

4. Common Core Blog: Offering links to Common Core tools, news, articles, and more, this blog is a great resource for learning about Common Core.

5. The Core Knowledge Blog: Find a wealth of high-quality articles on teaching topics (especially Common Core) on this blog on the Core Knowledge Foundation's site.

6. Core Commons: Follow this blog to read more about emerging strategies and issues in implementing the Common Core standards.

7. The Learning Network: The Learning Network blog, part of the New York Times' website, regularly publishes articles on Common Core.

8. Common Core Facts: Get an opposing view on Common Core by reading this blog.

9. All Things Common Core: Educators can learn from fellow teachers about the challenges of applying Common Core in their district from this blog.

State Tools
Some states have created helpful websites for teachers all about Common Core. Here, we share a few that can be useful to teachers all over the United States.

1. Resources for Implementing the Common Core State Standards: The Indiana Department of Education offers a number of CCSS resources on their website, including a number of informative articles and videos. Find innovative online colleges in Indiana here.

2. NC Common Core Support Tools: North Carolina is making it easier for teachers in the state (and in others) to apply Common Core by collecting this incredibly useful set of tools. See how some students are pursuing higher education through online colleges in North Carolina.

3. NYC Common Core Library: Any lingering questions you have about Common Core will undoubtedly be answered by this comprehensive site from the NYC Department of Education. Browse this comprehensive list of online colleges in New York.

4. TNCore: Tennessee has built an entire website to help teachers with Common Core, with resources on Math, English, and other disciplines.

5. CDE Implementation Toolkit: Here, the Colorado Department of Education has a number of design tools teachers can use to move into the new standards. And it's used in higher education, as well. See the many offerings of online colleges in Colorado.

6. Engage NY: From a Common Core toolkit to curriculum exemplars, the New York Common Core website has loads of great resources teachers can use.

7. ODE Model Curriculum: Head to this Ohio Department of Education site to find model curriculum resources for all Common Core subjects. Or, search online colleges in Ohio.

Articles and Presentations
These articles and videos offer different perspectives on Common Core, some supporting it while others doubt it, essential reading for any educator looking for a well-rounded perspective on the matter.

1. A First Look at the Common Core and College and Career Readiness: In this report, ACT takes a look at how Common Core standards will help to better prepare students for college and the working world.

2. Common Core standards drive wedge in education circles: Not all teachers support Common Core, and as this article from USA Today points out, it's creating a rift between some educators.

3. Embracing the Common Core: Helping Students Thrive: Download this presentation by Stan Heffner and Michael Cohen on what Common Core means for today's students.

4. Putting a Price Tag on the Common Core: How Much Will Smart Implementation Cost?:With school districts already strapped for cash, it makes sense to consider the financial impact of Common Core, which you can learn more about from this Fordham Institute read.

5. Why Common Core standards will fail:Well-known Washington Post education columnist Jay Matthews doesn't think Common Core is the answer. Check out this editorial to see why.

6. Research Finds 97% of Teachers are Now Favorable Towards Common Core Standards: Are you among the 97% of teachers who support Common Core? Learn about the battle to get teachers on board, here.

7. For CCSS Math Education Some Problems are Elementary: Stuart Singer brings up some pretty important points when it comes to how Common Core will affect math education.

8. Common Core won't likely boost student achievement, analysis says: The Brookings Institution believes that Common Core won't help students improve their achievement. Their study is discussed in detail here by Valerie Strauss.

9. No Need to Fear the Common Core Standards: This New York Times article assures teachers that Common Core standards are nothing to fear, and are actually already having benefits in schools.

10. Primer on Common Core State Standards: Head to this site for a helpful primer on the basics of Common Core Standards.

11. The Impact of Common Core State Standards on Your Student:Have you had parents asking you about Common Core? Not sure what to tell them? This article can help, by explaining the new system in an easily understandable way.

This is a cross-post from onlinecolleges.net

# data[].attributes.attachment_link.description
50 Common Core Resources For Teachers Groups and Organizations Ed note: This post is being reshared from a 2013 post while we create a brand-new post for 2016 later this month. As a result, some of the links may be broken or be broken in near future-thus the coming post.

# data[].attributes.body
This is a great tech resource for single subject teachers especially if your school has one-to-one chromebooks.  It is free to sign up.  You can make flashcards in minutes.  Pictures are automatically supplied. There are many pre-made games  for students. Quizlet live is the best!  Students work in teams in a race to match terms with definitions.  Great for test review. -Heather Riley
https://quizlet.com/help/2444083/what-is-quizlet

# data[].attributes.body
Explore the Teaching Channel's hub of videos, blogs, and other resources about classroom culture to find answers. -Emily Masuda

# data[].attributes.attachment_link.description
Everything you need to know about class culture. What it is, how to improve and why it is important to students and teachers.

# data[].attributes.headline
Some interesting classroom management ideas for the first week: 

# data[].attributes.subject
Some interesting classroom management ideas for the first week: 

# data[].attributes.body
Robert Suhrie

# data[].attributes.headline
School replaces detention/referrals to the principal's office with meditation with amazing results in student behavior

# data[].attributes.subject
School replaces detention/referrals to the principal's office with meditation with amazing results in student behavior

# data[].attributes.body
https://www.youtube.com/watch?v=Adg-S2hY07w

# data[].attributes.headline
Single Subject Classroom Management for Dummies

# data[].attributes.subject
Single Subject Classroom Management for Dummies

# data[].attributes.body
Enjoy a "hip" look at CM for High School students

# data[].attributes.attachment_link.title
Classroom Management 101: 10 Tips for Teachers

# data[].attributes.attachment_link.description
Misbehavior, rowdy kids, foul language have destroyed teachers.... in this video I go over my top ten rules when discussing classroom management. You won't find these in a college edu textbook. Subscribe to HipHughes History, it's stupid easy and free https://www.youtube.com/user/hughesdv?sub_confirmation=1&src_vid=hDjLSfWvNlQ&feature=iv&annotation_id=annotation_3651517591

# data[].attributes.body
Available on Amazon - Older versions also available

# data[].attributes.headline
Ten Strategies for Creating a Classroom Culture of High Expectations

# data[].attributes.subject
Ten Strategies for Creating a Classroom Culture of High Expectations

# data[].attributes.body
Focus on Middle & High School

# data[].attributes.body
Available at Teachers Pay Teachers

# data[].attributes.attachment_link.title
Substitute Binder Teaching Resources | Teachers Pay Teachers

# data[].attributes.attachment_link.description
Browse substitute binder resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

# data[].attributes.headline
Classroom Rules for Teachers Video and Blog

# data[].attributes.subject
Classroom Rules for Teachers Video and Blog

# data[].attributes.body
Middle & Secondary Focus

# data[].attributes.attachment_link.readable_text
Class rules need to be simple, easy-to-follow, and posted for all your students to see. One of the keys to writing great rules is to keep them general enough to cover a variety of situations but not so general that they mean nothing. For example, you wouldn't want to have a class rule that says, "Respect everyone at all times." Even though you want students to do this, the rule itself does not tell the students what you really want them to do to show you that they are following this rule.

Creating your own class rules depends on a couple of factors. You need to make sure that they are written with your own group of students in mind. Ideally, keep your rules down to a manageable limit. More than eight rules are probably not necessary, but having fewer than three rules won't be very effective.

Following are some ideas for classroom rules that you can use as you create your own. The additional information can be modified and provided to students and parents at the beginning of the year. It's also a great idea to go over each of the rules with your students during the first few days of school.

Rules for Teachers to Use in the Classroom

1. Come to Class on Time: Students outside the door and rushing in after the bell has begun to ring will be considered tardy. You must be INSIDE the door when it begins ringing to be counted on time.

Additional Resources: Creating an Effective Tardy Policy

2.​Start Assignment Once the Tardy Bell Rings​: Directions will be on the projection screen or the board. Please do not wait for me to remind you to begin since I need to take roll and attend to other duties for the first few minutes of the period. When I begin class, directions for the warm up may be taken down, so don't delay.

Additional Resources: Using Daily Warm-Ups

3. Attend to Personal Needs Before Class: I have been instructed not to give passes to lockers and to limit passes, so please do not ask for a pass unless you have a true emergency. Use the restroom or stop at the nurse's office before you come to class to avoid causing disruption for your fellow students.

Additional Resources: Creating a Restroom Pass System

4. Remain in Your Assigned Seat : Throw scraps away at the end of the period on your way out. Ask for permission before walking around the classroom, for the sake of order and of safety.

Additional Resources: Classroom Seating Charts

5. Do Not Eat in Class: School-sponsored food sales will be permitted during the last 5 minutes of class if we are finished with the lesson and permission is granted. Be sure to ask first.

6. Bring Required Materials Every Day: Unless you have been instructed otherwise, come to class prepared. It will make things easier for everyone.

Additional Resources: More on Students and Classroom Materials

7. Talk When Permitted: Be aware of when talking is and isn't allowed. Quiet talking is allowed in some situations and speaking to the entire group without raising your hand may be allowed in others.

Students will receive one reminder if they break this rule.

8. Use Polite Speech and Body Language: Unkind teasing and impolite behavior is unacceptable and may lead to further discipline.

9. Don't Cheat: Students caught cheating will receive a zero and a phone call home. Both the student who shares his work for an independent assignment and the person who copies it will suffer the same consequences. Students should do their own work and make sure no one can copy it.

Additional Resources: How Students Cheat and How to Stop Them

10. Follow the Teacher's Directions​: This should go without saying, but a happy teacher usually means happy students.

# data[].attributes.attachment_link.description
Class rules need to be simple, easy-to-follow, and posted for all your students to see. One of the keys to writing great rules is to keep them general enough to cover a variety of situations but not so general that they mean nothing.

# data[].attributes.attachment_link.description
Uploaded by Kristine Hess on 2015-08-07.

# data[].attributes.headline
How to Develop Positive Classroom Management | Edutopia

# data[].attributes.subject
How to Develop Positive Classroom Management | Edutopia

# data[].attributes.attachment_link.readable_text
Additional key findings highlighted teachers' belief in positive approaches that emphasize social and emotional learning over punitive discipline:

Most teachers feel that educators can address even major threats to safety, such as gangs, fights, and student conflict, only by building positive relationships within the school.

Less than 45 percent of teachers said that suspensions are effective, while 80 percent said that classroom-management training, conflict resolution, guidance counseling, and mediation are effective for improving discipline.

But how do busy and often undersupported teachers go about building strong relationships with students and developing positive methods of conflict resolution? In the interest of igniting a dialog about what works in classroom management, we've gathered the following discipline tips from educators.

As with any series of principles for a complex topic, though, this is only a starting point. The end point, to the degree it can be reached at all, lies in your classrooms. We know that even strategies that work don't work all the time, and sometimes it feels like nothing works at all.

So now we want to hear from you. Let us know what you've tried that's worked, and when and how; what you've learned; and what you're still learning. Together, we can build a vision for a peaceful and effective 21st-century classroom.

Here are some tips for starters:

Agree on Classroom Rules at the Beginning of the Year

Taking time out for this simple step can prevent a lot of misery in the long term. Experienced educators suggest engaging students actively in the process of determining a set of class rules. Taking this preventative measure creates a positive climate from the start.

Check in with Students at the Start of Class

Even three minutes can make a difference. You can do this by asking questions, such as, "What do you want to get out of class today?" Teachers can weigh in with their goals for class, too.

"This is a chance for the teacher, while still maintaining control of a classroom, to share with students at their level," says Liz Sullivan, coauthor of the "Teachers Talk" report and education program director at the National Economic and Social Rights Initiative. "Have each kid give a short answer. It's a way to communicate with them. Making them feel like a part of the process sets a positive tone."

Be Consistent About Expectations

This can be the biggest challenge for individuals to address, but it's important to keep in mind that school staff should work together as much as possible to foster consistency in expectations, and discipline methods, throughout the school.

"Sometimes, staff inadvertently set up gaps," explains Nancy Franklin, a veteran educator with more than a decade of classroom experience who now provides training and support for the Los Angeles Unified School District's Positive Behavior Support policy. "Students may think, 'If I go to this teacher, I get this answer, but if I go to the principal, I get another answer.' It's like a kid who gets different answers from Mom and Dad."

Reinforce Appropriate Behavior

"When you are in a classroom with a teacher who reinforces positive behavior, kids calm down," says Franklin. "Think four positives to any corrective feedback."

Franklin argues that correcting students is the weakest way of teaching rules. "It's not about 'Gotcha -- you did it the wrong way; here's the right way,'" she says. "Students need to be able to trust you and feel safe. That enables them to experience emotional health and flourish."

Maintain Student Dignity

When corrections are necessary, experts suggest handling situations quietly and calmly. Don't make a big deal in front of the whole class.

"An approach to discipline that is respectful of human rights and maintains student dignity leads to a school that is inherently safe," says former teacher Sally Lee, coauthor of "Teachers Talk" and executive director of the New York City organization Teachers Unite. "A school in which students and teachers don't feel safe creates a fearful environment. And where there is a fearful environment, there are low expectations for discipline."

Be Neutral, Not Accusatory

When problems arise, don't ask, for example, ""Why did you take Sally's pencil?" This apporach often provokes defensive comebacks such as, "She was mean to me." Instead, ask what happened, opening the way for students to tell their story. Follow up with questions such as "How do you think that made Sally feel?"

Look for the Cause

It's a good idea to notice when students act out, educators advise. Does it happen only when the child is doing math or reading? Identifying when problems occur may help you recognize the reason.

Similarly, it's helpful to figure out what the underlying problem is. "If it's a skill deficit, a kid doesn't know how to behave," says Joseph Ryan, a special education researcher at Clemson University who has worked in schools for disabled children. "If it's a performance deficit, the kid knows what to do but needs motivation."

Establish a Fairness Committee

"Often, a person who is acting out wants to make amends for what they've done," says Josh Heisler, a teacher at New York City's Vanguard High School. "They won't feel right until they fix the problem."

Heisler's school set up a fairness committee of teachers and students that promotes a restorative approach, rather than a punitive one, to righting wrongs: Instead of directing offenders to the principal's office or threatening suspensions, teachers let them tell their side of the story to the committee and, hopefully, make amends. When the committee convenes, it asks students questions ranging from "What happened?" and "Who else has been affected?" to "What do you need to do now to repair the harm?"

Share Your Experience

What would you add to this list? Do you have specific examples of how you've achieved these goals -- or others? We want to know.

# data[].attributes.attachment_link.title
How to Develop Positive Classroom Management | Edutopia

# data[].attributes.attachment_link.description
A recent report found that educators believe that the secret to effective discipline is proactively building relationships, not reacting punitively to student misbehavior. But how do busy and often undersupported teachers go about building strong relationships with students and developing positive methods of conflict resolution?

# data[].attributes.attachment_link.description
Uploaded by Kristine Hess on 2015-08-07.

# data[].attributes.attachment_link.description
By making classroom management a priority in your teaching, students are able to get the most of themselves and you. Hear from one teacher who believes this, and shows us how it all starts in the first day of school.

# data[].attributes.attachment_link.description
Uploaded by Kristine Hess on 2015-08-07.

# data[].attributes.headline
Classroom Management - Meet Mr. Hester - YouTube

# data[].attributes.subject
Classroom Management - Meet Mr. Hester - YouTube

# data[].attributes.headline
New Teachers: Lesson and Curriculum Planning | Edutopia

# data[].attributes.subject
New Teachers: Lesson and Curriculum Planning | Edutopia

# data[].attributes.body
Curriculum Planning Tips and Resources

# data[].attributes.attachment_link.readable_text
Curriculum-Planning Tips and Strategies

Countdown to Your First Year: Making Planning Manageable: Need help figuring out where to start when planning for your first year of teaching? Discover answers to general questions, and find a few go-to resources. (Teaching Channel, 2014)

Backwards Planning Takes Thinking Ahead: Review five steps to backwards-plan your lessons -- it's like preparing for a vacation. (Edutopia, 2012)

Understanding by Design Overview: Bookmark this step-by-step overview of the book Understanding by Design to better understand the Backwards Design approach to designing courses. (Vanderbilt University)

3 Ways to Plan for Diverse Learners: What Teachers Do: Focus on content, process, and product during lesson planning to give students opportunities to grow and shine as individuals. For more on differentiating instruction, the other posts in this series are great resources -- also visit Edutopia's Differentiated Instruction page. (Edutopia, 2014)

Designing Learning That Matters: Explore four ideas for bringing the characteristics of deep learning to classrooms and school learning. (Edutopia, 2015)

To Teach Students First: Meet diverse learners' needs through a range of classroom strategies: lecture, discussion, experiential learning, games, student presentations, technology integration, and free response writing. (Edutopia, 2015)

Crafting Unit and Lesson Plans

Aligning Instruction to Standards

Finding Open Resources

Open Educational Resources Meet Instructional Design: To find the best OER, consider the skills you're teaching, how content aligns with standards, ease of assessment, and whether you'll provide an active, creative experience. (Edutopia, 2015)

Open Educational Resources (OER): Resource Roundup: In this educator's guide, discover information about online repositories, curriculum-sharing websites, sources for lesson plans and activities, and open textbooks. VideoAmy's "Five-Minute Film Festival: 10 Sources for Free Lesson Plans," included in this guide, highlights some of the best free lesson-planning tools and resources. (Edutopia, 2013)

Academic Sponge Activities: Find examples of activities to soak up precious time that would otherwise be lost. Hint: it should be fun as well as educational. (Edutopia, 2014)

Bell Ringer Exercises: Comb this post for useful bell work activities -- short, focused exercises to help students make the most of valuable classroom time. (Edutopia, 2014)

Implementing Project-Based Learning

Getting Started With Project-Based Learning: Hoping to pilot project-based learning (PBL) this year? Explore Edutopia's curated compilation of online resources for understanding and beginning to implement PBL. (Edutopia, Updated 2016)
For more curriculum-planning resources, visit Edutopia's Curriculum Planning and Lesson Plans pages. Looking for additional resources for new teachers? Visit the "Resources Toolkit for New Teachers" page for other curated guides, check out all of Edutopia's content on the New Teachers page, and participate in discussions for new teachers in Edutopia's community.

# data[].attributes.attachment_link.title
New Teachers: Lesson and Curriculum Planning | Edutopia

# data[].attributes.attachment_link.description
Countdown to Your First Year: Making Planning Manageable: Need help figuring out where to start when planning for your first year of teaching? Discover answers to general questions, and find a few go-to resources. (Teaching Channel, 2014) Backwards Planning Takes Thinking Ahead: Review five steps to backwards-plan your lessons -- it's like preparing for a vacation.

# data[].attributes.body
Resource for Substitute Folder

# data[].attributes.headline
The Power of the Positive Phone Call Home | Edutopia

# data[].attributes.subject
The Power of the Positive Phone Call Home | Edutopia

# data[].attributes.body
Positive Communication with Parents

# data[].attributes.attachment_link.readable_text
When I first started teaching and was overwhelmed by the demands and complexity of the job, my survival strategy was simply to take all the advice that came my way and implement it. So when my wise mentor suggested that after the first day of school I call all of my second grader's parents, I did so.

In spite of my exhaustion, I called each family and introduced myself. I asked a few questions about their child. I said that their kid had had a good first day. I said I looked forward to working together.

Throughout that year, and the years that followed, I continued this practice -- I had an intuitive feeling that it was key: The positive phone call home. After the first days, as soon as I'd identified the kids who might be challenging, I made it a goal to call home with positive news every week. I'd share this goal with my students, greeting them at the door with something like: "I'm so excited to see you this morning, Oscar! I am going to be watching you really closely today to find some good news to share with your mom this evening. I can't wait to call her and tell her what a good day you had!"

When I taught middle school, this strategy made the difference between an unmanageable group of kids and an easy group. You'd be surprised, perhaps, how desperately an eighth grade boy wants his mom (or dad or grandma or pastor) to get a positive call home. On the first day of school I'd give students a survey that included this question, "Who would you like me to call when I have good news to share about how you're doing in my class? You're welcome to list up to five people and please let them know I might call -- even tonight or tomorrow!"

First I'd call parents of the kids who I knew would be challenging, those I suspected rarely got positive calls. When an adult answered the phone, I'd say, all in one long breath, "Hi Mrs. ____? I'm calling from ____ middle school with great news about your son, ____. Can I share this news?" If I didn't immediately blurt out the "great news" pieces, sometimes they'd hang up on me or I'd hear a long anxious silence.

Some of these kids were difficult, extremely difficult. However, I was always able to find something sincerely positive about what he or she had done. As the days followed, I kept calling -- "I just wanted to share that today when ____ came into my class he said 'good morning' to me and opened his notebook right away. I knew we'd have a good day!" Sometimes I'd stop in the middle of class and in front of all the students I'd call a parent. The kids loved that. They started begging for me to call their parent too. It was the first choice of reward for good behavior -- "just call my mama and tell her I did good today."

What shocked and saddened me were the parents who would say, "I don't think anyone has ever called me from school with anything positive about my child." I occasionally heard soft sobbing during these calls.

I'd first used this phone call thing as a strategy for managing behavior and building partnerships and it worked. However, after ten years of teaching I became a parent and my feelings shifted into some other universe. As a parent, I now can't think of anything more I want a teacher to do -- just recognize what my boy is doing well, when he's trying, when he's learning, when his behavior is shifting, and share those observations with me.

I know how many hours teachers work. And I also know that a phone call can take three minutes. If every teacher allocated 15 minutes a day to calling parents with good news, the impact could be tremendous. In the long list of priorities for teachers, communicating good news is usually not at the top. But try it -- just for a week -- try calling the parents of a few kids (and maybe not just the challenging ones -- they all need and deserve these calls) and see what happens. The ripple effects for the kid, the class, and the teacher might be transformational.

# data[].attributes.attachment_link.title
The Power of the Positive Phone Call Home | Edutopia

# data[].attributes.attachment_link.description
When I first started teaching and was overwhelmed by the demands and complexity of the job, my survival strategy was simply to take all the advice that came my way and implement it. So when my wise mentor suggested that after the first day of school I call all of my second grader's parents, I did so.

# data[].attributes.headline
Helping Students Start the Year with a Positive Mindset | Edutopia

# data[].attributes.subject
Helping Students Start the Year with a Positive Mindset | Edutopia

# data[].attributes.body
Article with suggestions

# data[].attributes.attachment_link.readable_text
For students who have had trouble in school, or who have had a negative summer, it is especially important to get the school year off to a fresh start. And for all students, having a positive mindset makes learning much more likely. Here are four activities to help accomplish these goals.

Identity and Purpose: Who Am I?

Now that students are back in school, it's a good time to help them refocus on learning, their strengths, and the personal and other resources that will help them succeed. Students can individually fill out the grid below, and then pair-share, discuss in small groups, and finally share with the class some of their responses. (Students tend to be most comfortable sharing numbers 2, 4, and 6 below when in larger groups.)

You may also wish to use other creative forms of sharing, such as having students create a collage or chart with all of their answers to each question or the top three answers to each question. Consider integrating this activity into any journal writing your students do.

1. What motivates me?

2. What are my best abilities?

3. How do peers influence me?

4. When and with whom am I at my best?

5. Who are my best sources of help?

6. How can I do more of what will best help me to succeed?

A Living Poll

Read each statement and, based on students' opinions, have them move to a part of the room that you designate to represent each of the answers below. The three areas of the room are for those who believe any of these three answers:

It's mostly true for me.

It's partly true and not true.

It's mostly not true for me.

You can choose to present the following questions positively or negatively:

1. "I think school is pointless." OR "I think school is important, and I need to learn so that I can succeed."

2. "I can be violent in some situations." OR "I am more peaceful and would only use violence where there is a real danger."

3. "I think that trying doesn't matter." OR "I believe that the more I try, the more I can succeed."

4. "I do what makes me popular with others in school." OR "I do what I want and what I think is the right thing to do."

5. "I come to class to pass the time." OR "I am someone who wants to be involved in school and learn."

After each statement (or others that you may wish to add), ask students in each area of the room to share why they believe as they do. There is great value in students hearing peers' views about why they have turned to a more positive mindset. And it's instructive for the teacher to get a sense of students' views. Note that students may move to an area where they "think" that the teacher wants them to be.

Asking them to articulate why they believe as they do is your check -- and their reality check -- on whether they really do have the belief that they've endorsed. You may want to end with a discussion of the challenges of sharing honest opinions.

Journaling About Beliefs and Mindset

As a supplement to the above or as an activity in its own right, have students respond in their journals to at least one of each stem:

I used to be _______ but now I am _______

I used to think _______ but now I think _______

I used to do _______ but now I do _______

There is added benefit to revisiting these activities mid-year, or even after each marking period, to see how ideas are changing (positively or negatively).

Make a Good First Impression

First impressions matter. Teachers have told me the importance of decorating classrooms in ways that catch students' attention and gives them something to think about at the same time. Give your students clipboards and a questionnaire asking them to notice different aspects of how the room is decorated. Come together to discuss what differences students noticed, why they think you made those choices, and what they would add if they were you. You can adapt this for younger children, as well.

Share with us in the comments section below your experiences with these activities and especially your more effective adaptations.

# data[].attributes.attachment_link.title
Helping Students Start the School Year With a Positive Mindset | Edutopia

# data[].attributes.attachment_link.description
For students who have had trouble in school, or who have had a negative summer, it is especially important to get the school year off to a fresh start. And for all students, having a positive mindset makes learning much more likely. Here are four activities to help accomplish these goals.

# data[].attributes.body
Lesson Plan Template by week

# data[].attributes.headline
Classroom Management Tips For New Teachers Classroom Management Tips

# data[].attributes.subject
Classroom Management Tips For New Teachers Classroom Management Tips

# data[].attributes.body
6th Grade Teacher works w/Coach

# data[].attributes.attachment_link.readable_text
PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

PLEASE CREATE A NEW ACCOUNT OR LOG IN TO ACCESS THIS CONTENT

Enjoy your first video for free. Subscribe for unlimited access.

Have questions about subscribing? Click Here to learn more.

Discussion and Supporting Materials

Thought starters

1. How do students react when Ms. V redirects them with a whisper?

2. Do you see a difference when she tries positive narration?

3. What advice would you give Ms. V to continue improving her practice?

# data[].attributes.attachment_link.title
New Teacher Survival Guide: Classroom Management

# data[].attributes.attachment_link.description
Ms. Vreeland is a new teacher working to improve the management of her classroom. She shares a video of her class with management expert Jackie Ancess. Mrs. V takes what she's learned and tries it out in her class. Watch the before and after.

# data[].attributes.body
Weekly unit plan with standards, etc

# data[].attributes.body
S. Silbernagel for High Impact Instruction (Elementary Level)

# data[].attributes.attachment_link.title
High-Impact Instruction: A Corwin Companion Site

# data[].attributes.attachment_link.description
High-Impact Instruction: A Corwin Companion Site

# data[].attributes.headline
If I Knew Then: A Letter to Me on My First Day Teaching - YouTube

# data[].attributes.subject
If I Knew Then: A Letter to Me on My First Day Teaching - YouTube

# data[].attributes.attachment_link.title
If I Knew Then: A Letter to Me on My First Day Teaching

# data[].attributes.body
Entering the Classroom

# data[].attributes.attachment_link.title
Activity 2b Setting the Tone from Day One

# data[].attributes.body
Sample letter to communicate with parents

# data[].attributes.body
Sample Parent Letter

# data[].attributes.body
Backward planning template UBD

# data[].attributes.body
Weekly lesson plan template, different format

# data[].attributes.body
Inspiration Video from Jubilee Project

# data[].attributes.headline
 22 Strategies for Managing Defiant or Non Compliant Students|

# data[].attributes.subject
 22 Strategies for Managing Defiant or Non Compliant Students|

# data[].attributes.body
From Intervention Central

# data[].attributes.attachment_link.readable_text
Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students. However, research shows that certain techniques tend to work best with these children and youth: (1) Give the student positive teacher recognition. Even actions as simple as greeting the student daily at the classroom door or stopping by the student's desk to ask 'How are you doing?' can over time turn strained relationships into positive ones. (2) Monitor the classroom frequently and intervene proactively to redirect off-task students before their mild misbehaviors escalate into more serious problems. (3) Avoid saying or doing things that are likely to anger or set off a student. Speak calmly and respectfully, for example, rather than raising your voice or using sarcasm. (4) When you must intervene with a misbehaving student, convey the message to the student that you will not tolerate the problem behavior-but that you continue to value and accept the student. (5) Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation. (6) Develop a classroom 'crisis response plan' to be implemented in the event that one or more students display aggressive behaviors that threaten their own safety or the safety of others. Be sure that your administrator approves this classroom crisis plan and that everyone who has a part in the plan knows his or her role. One final thought: While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students. Here are other ideas for managing defiant or non-compliant students:

Allow the Student a 'Cool-Down' Break (Long, Morse, & Newman, 1980). Select a corner of the room (or area outside the classroom with adult supervision) where the target student can take a brief 'respite break' whenever he or she feels angry or upset. Be sure to make cool-down breaks available to all students in the classroom, to avoid singling out only those children with anger-control issues. Whenever a student becomes upset and defiant, offer to talk the situation over with that student once he or she has calmed down and then direct the student to the cool-down corner. (E.g., "Thomas, I want to talk with you about what is upsetting you, but first you need to calm down. Take five minutes in the cool-down corner and then come over to my desk so we can talk.")

Ask Open-Ended Questions (Lanceley, 1999). If a teacher who is faced with a confrontational student does not know what triggered that student's defiant response, the instructor can ask neutral, open-ended questions to collect more information before responding. You can pose 'who', 'what', 'where', 'when', and 'how' questions to more fully understand the problem situation and identify possible solutions. Some sample questions are "What do you think made you angry when you were talking with Billy?" and "Where were you when you realized that you had misplaced your science book?" One caution: Avoid asking 'why"'questions (e.g., "Why did you get into that fight with Jerry?") because they can imply that you are blaming the student.

Assign a Reflective 'Processing' Essay After Misbehavior (Boynton & Boynton, 2005; Mayer & Ybarra, 2004; Walker, Colvin, & Ramsey, 1995). The student who gets into a conflict must write and submit to the teacher a brief 'process' plan outlining how they will improve their behavior. At minimum, the plan would state: (1) the role the student played in the conflict, (2) the part that other participants may have taken in the incident, (3) the student's suggestions for finding the best resolution to the problem, and (4) how the student can act in the future to prevent the conflict from recurring. NOTE: Some teachers use a pre-printed structured questionnaire containing these 4 items for the student to complete.

Do Not Get Entangled in Arguments (Walker & Walker, 1991). The careful teacher avoids being dragged into arguments or unnecessary discussion when disciplining students. When you must deliver a command to, confront, or discipline a student who is defiant or confrontational, be careful not to get 'hooked' into a discussion or argument with that student. If you find yourself being drawn into an exchange with the student (e.g., raising your voice, reprimanding the student), immediately use strategies to disengage yourself (e.g., by moving away from the student, repeating your request in a business-like tone of voice, imposing a pre-determined consequence for noncompliance).

Emphasize the Positive in Teacher Requests (Braithwaite, 2001). When an instructor's request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to gain student compliance. Whenever possible, avoid using negative phrasing (e.g., "If you don't return to your seat, I can't help you with your assignment"). Instead, restate requests in positive terms (e.g., "I will be over to help you on the assignment just as soon as you return to your seat").

Expand the Range of Classroom Behavior Interventions (Sprick, Borgmeier, & Nolet, 2002). The teacher who has developed an array of in-class consequences for minor misbehaviors can prevent students from being sent to the principal's office or to in-school detention. First, list those common misbehaviors that you believe should typically be handled in the classroom (e.g. being late to class, talking out). When finished, categorize your list of misbehaviors into 3 groups: 'Level 1' (mild) misbehaviors, 'Level 2' (medium) misbehaviors, and 'Level 3' (more serious) misbehaviors. Then, list next to each level of problem behaviors a range of in-class consequences that you feel appropriately match those types of misbehavior. For example, you may decide that a 'soft' reprimand would be a choice to address Level 1 misbehaviors, while a phone call to the parent would be a choice for Level 3 misbehaviors. NOTE: In-class consequences are intended for minor misbehaviors. You should notify an administrator whenever students display behaviors that seriously disrupt learning or pose a risk to the safety of that student or to others.

Give Praise That is Specific and Does Not Embarrass the Student (Sprick, Borgmeier, & Nolet, 2002). Defiant students can respond well to adult praise but only when it is sincere and specific, and is not embarrassing. Ideally, the teacher should deliver praise as soon as possible after the positive behavior. Praise should be specific and descriptive-because vague, general praise can sound fake and does not give the student any useful information about how their behavior meets or exceeds the teacher's expectations. For older students who tend to dislike being praised in a highly public manner, the teacher can use a more indirect or low-key approach (e.g., writing a note of praise on the student's graded assignment, praising the student in a private conversation, calling the student's parent to praise the student).

Give Problem Students Frequent Positive Attention (Sprick, Borgmeier, & Nolet, 2002). Teachers should make an effort to give positive attention or praise to problem students at least three times more frequently than they reprimand them. The teacher gives the student the attention or praise during moments when that student is acting appropriately--and keeps track of how frequently they give positive attention and reprimands to the student. This heavy dosing of positive attention and praise can greatly improve the teacher's relationship with problem students.

Have the Student Participate in Creating a Behavior Plan (Walker, Colvin, & Ramsey, 1995). Students can feel a greater sense of ownership when they are invited to contribute to their behavior management plan. Students also tend to know better than anyone else what triggers will set off their problem behaviors and what strategies they find most effective in calming themselves and avoiding conflicts or other behavioral problems.

Increase 'Reinforcement' Quality of the Classroom (Dunlap & Kern, 1996; Mayer & Ybarra, 2004). If a student appears to be defiant or non-compliant in an effort to escape the classroom, the logical solution is to make the classroom environment and activities more attractive and reinforcing for that student. Unfortunately, the student who fails repeatedly at academics can quickly come to view school as punishment. Some ideas to increase motivation to remain in the classroom are to structure lessons or assignments around topics of high interest to the target student, to increase opportunities for cooperative learning (which many students find reinforcing), and to adjust the target student's instruction so that he or she experiences a high rate of success on classwork and homework.

Keep Responses Calm, Brief, and Businesslike (Mayer, 2000; Sprick, Borgmeier, & Nolet, 2002). Because teacher sarcasm or lengthy negative reprimands can trigger defiant student behavior, instructors should respond to the student in a 'neutral', business-like, calm voice. Also, keep responses brief when addressing the non-compliant student. Short teacher responses give the defiant student less control over the interaction and can also prevent instructors from inadvertently 'rewarding' misbehaving students with lots of negative adult attention.

Listen Actively (Lanceley, 1999; Long, Morse, & Newman, 1980). The teacher demonstrates a sincere desire to understand a student's concerns when he or she actively listens to and then summarizes those concerns. Many students lack effective negotiation skills in dealing with adults. As a result, these students may become angry and defensive when they try to express a complaint to the teacher-even when that complaint is well founded. The instructor can show that he or she wants to understand the student's concern by summing up the crucial points of that concern (paraphrasing) in his or her own words. Examples of paraphrase comments include 'Let me be sure that I understand you correctly...', 'Are you telling me that...?', 'It sounds to me like these are your concerns:...' When teachers engage in 'active listening' by using paraphrasing, they demonstrate a respect for the student's point of view and can also improve their own understanding of the student's problem.

Offer the Student a Face-Saving Out (Thompson & Jenkins, 1993). Students sometimes blunder into potential confrontations with their teachers; when this happens, the teacher helps the student to avoid a full-blown conflict in a manner that allows the student to save face. Try this face-saving de-escalation tactic: Ask the defiant student, "Is there anything that we can work out together so that you can stay in the classroom and be successful?" Such a statement treats the student with dignity, models negotiation as a positive means for resolving conflict, and demonstrates that the instructor wants to keep the student in the classroom. It also provides the student with a final chance to resolve the conflict with the teacher and avoid other, more serious disciplinary consequences. Be prepared for the possibility that the student will initially give a sarcastic or unrealistic response (e.g., "Yeah, you can leave me alone and stop trying to get me to do classwork!"). Ignore such attempts to hook you into a power struggle and simply ask again whether there is any reasonable way to engage the student's cooperation. When asked a second time, students will often come up with workable ideas for resolving the problem. If the student continues to be non-compliant, however, simply impose the appropriate consequences for that misbehavior.

Proactively Interrupt the Student's Anger Early in the Escalation Cycle (Long, Morse, & Newman, 1980; Walker, Colvin, & Ramsey, 1995). The teacher may be able to 'interrupt' a student's escalating behaviors by redirecting that student's attention or temporarily removing the student from the setting. If the student is showing only low-level defiant or non-compliant behavior, you might try engaging the student in a high-interest activity such as playing play an educational computer game or acting as a classroom helper. Or you may want to briefly remove the student from the room ('antiseptic bounce') to prevent the student's behavior from escalating into a full-fledged confrontation. For example, you might send the student to the main office on an errand, with the expectation that-by the time the child returns to the classroom-he or she will have calmed down.

Project Calmness When Approaching an Escalating Student (Long, Morse, & Newman, 1980; Mayer, 2000; Walker, Colvin, & Ramsey, 1995). A teacher's chances of defusing a potential confrontation with an angry or defiant student increase greatly if the instructor carefully controls his or her behavior when first approaching the student. Here are important tips: Move toward the student at a slow, deliberate pace, and respect the student's private space by maintaining a reasonable distance. If possible, speak privately to the student, using a calm and respectful voice. Avoid body language that might provoke the student, such as staring, hands on hips, or finger pointing. Keep your comments brief. If the student's negative behaviors escalate despite your best efforts, move away from the student and seek additional adult assistance or initiate a crisis-response plan.

Relax Before Responding (Braithwaite, 2001). Educators can maintain self-control during a tense classroom situation by using a brief, simple stress-reduction technique before responding to a student's provocative remark or behavior. When provoked, for example, take a deeper-than-normal breath and release it slowly, or mentally count to 10. As an added benefit, this strategy of conscious relaxation allows the educator an additional moment to think through an appropriate response--rather than simply reacting to the student's behavior.

Reward Alternative (Positive) Behaviors (Mayer & Ybarra, 2004; Walker, Colvin, & Ramsey, 1995). The instructor can shape positive behaviors by selectively calling on the student or providing other positive attention or incentives only when the student is showing appropriate social and academic behaviors. The teacher withholds positive attention or incentives when the student misbehaves or does not engage in academics.

State Teacher Directives as Two-Part Choice Statements (Walker, 1997). When a student's confrontational behavior seems driven by a need for control, the teacher can structure verbal requests to both acknowledge the student's freedom to choose whether to comply and present the logical consequences for non-compliance (e.g., poor grades, office disciplinary referral, etc.). Frame requests to uncooperative students as a two-part statement. First, present the negative, or non-compliant, choice and its consequences (e.g., if a seatwork assignment is not completed in class, the student must stay after school). Then state the positive behavioral choice that you would like the student to select (e.g., the student can complete the seatwork assignment within the allotted work time and not stay after school). Here is a sample 2-part choice statement, 'John, you can stay after school to finish the class assignment or you can finish the assignment now and not have to stay after class. It is your choice.'

Use a 'Buddy Teacher' for Brief Student Breaks (Boynton & Boynton, 2005). Sending a mildly non-compliant student on a short visit to a neighboring classroom can give both the teacher and student a needed break. Arrange with an instructor in a nearby room for either of you to send a student to the other's room whenever you need a short respite from the student. Set aside a seating area in each classroom for student visitors. NOTE: These timeouts should be used only sparingly and should NOT be used if the student appears to find the breaks rewarding or to seek them as a way to avoid work.

Use Non-Verbal and Para-Verbal Behaviors to Defuse Potential Confrontations (Braithwaite, 2001; Long, Morse, & Newman, 1980; Walker, Colvin, & Ramsey, 1995). When interacting with defiant or confrontational students, teachers can use non-verbal and para-verbal techniques such as non-threatening body language, soft tone of voice, or strategic pauses during speech, to reduce tensions. For example, if a student is visibly agitated, you may decide to sit down next to the student at eye level (a less threatening posture) rather than standing over that student. Or you might insert a very brief 'wait time' before each response to the student, as these micro-pauses tend to signal calmness, slow a conversation down and help to prevent it from escalating into an argument.

Use 'Soft' Reprimands (Sprick, Borgmeier, & Nolet, 2002). The teacher gives a brief, gentle signal to direct back to task any students who is just beginning to show signs of misbehavior or non-compliance. These 'soft' reprimands can be verbal (a quiet word to the student) or non-verbal (a significant look). If a soft reprimand is not sufficient to curb the student's behaviors, the teacher may pull the student aside for a private problem-solving conversation or implement appropriate disciplinary consequences.

Validate the Student's Emotion by Acknowledging It (Lanceley, 1999). When the teacher observes that a student seems angry or upset, the instructor labels the emotion that seems to be driving that student's behavior. 'Emotion labeling' can be a helpful tactic in deescalating classroom confrontations because it prompts the student to acknowledge his or her current feeling-state directly rather than continuing to communicate it indirectly through acting-out behavior. A teacher, for example, who observes a student slamming her books down on her desk and muttering to herself after returning from gym class might say to the student, "You seem angry. Could you tell me what is wrong?" Once a powerful emotion such as anger is labeled, the teacher and student can then talk about it, figure out what may have triggered it, and jointly find solutions that will mitigate it. Emotion labeling should generally be done in a tentative manner ("John, you sound nervous...", "Alice, you appear frustrated..."), since one can never know with complete certainty what feelings another person is experiencing.

References

Boynton, M. & Boynton, C. (2005). The educator's guide to preventing and solving discipline problems. Alexandria, VA: Association for Supervision and Curriculum Development.

Braithwaite, R. (2001). Managing aggression. New York: Routledge.

Dunlap, G., & Kern, L. (1996). Modifying instructional activities to promote desirable behavior: A conceptual and practical framework. School Psychology Quarterly, 11, 297-312.

Lanceley, F.J. (1999). On-scene guide for crisis negotiators. Boca Raton, FL: CRC Press.

Long, N.J., Morse, W.C., Newman, R.G. (1980). Conflict in the classroom. Belmont, CA: Wadsworth Publishing Company.

Mayer, G.R. & Ybarra, W. J. (2004). Teaching alternative behaviors schoolwide: A resource guide to prevent discipline problems. Los Angeles, CA: Los Angeles County Office of Education. Retrieved March 19, 2006, from http://www.lacoe.edu/includes/templates/document_frame.cfm?toURL=/DocsFo...

Mayer, G.R. (2000). Classroom management: A California resource guide. Los Angeles, CA: Los Angeles County Office of Education. Retrieved September 16, 2010, from http://wwwstatic.kern.org/gems/schcom/ClassroomManagement.pdf

Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.

Thompson, G.J., & Jenkins, J.B. (1993). Verbal judo: The gentle art of persuasion. New York: William Morrow.

Walker, H. M., Colvin, G., Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole Publishing.

Walker, H.M. (1997). The acting-out child: Coping with classroom disruption. Longmont, CO: SoprisWest. Walker, H.M., & Walker, J.E. (1991). Coping with noncompliance in the classroom: A positive approach for teachers. Austin, TX: Pro-Ed, Inc.

Jim's Hints

Least Restrictive Behavioral Interventions. The Utah State Office of Education has put online its series of 'Least Restrictive Behavioral Interventions'. The page contains a very useful collection of 'preliminary strategies' that represent good classroom management and can reduce the likelihood that misbehavior will occur. If students do misbehave, the site also provides two collections of intervention ideas: 'Positive Intervention Strategies' and 'Mildly Intrusive Contingent Procedures'. The expectation is that educators will first try positive interventions and only use the more intrusive techniques if misbehaviors are chronic or more serious.

Oppositional Defiant Disorder Fact Sheet. This 'Fact Sheet' on Oppositional Defiant Disorder (ODD) provides a clinical description of the disorder and links to fact sheets on related topics, such as 'Conduct disorder' and 'Children's threats: When are they serious?' These fact sheets were created by the American Academy of Child and Adolescent Psychiatry.

Safe & Responsve Schools. The Safe & Responsive Schools Project seeks to make schools safer through a framework of (1) creating a positive climate, (2) early identification and intervention for students at risk for problem behaviors, and (3) the development of effective responses to address serious misbehavior. Along with other violence-prevention planning resources, Safe & Responsive Schools offers a series of useful 'Fact Sheets' that offer guidance to schools on improving the behavioral climate through anger management, increased parent involvement, and other strategies. Dr.Russell J. Skiba, Indiana University and Dr. Reece L. Peterson, University of Nebraska-Lincoln developed the site.

Working With Defiant Kids: Articles Online. This on-line collection of research-based articles and general education articles on defiant and non-compliant students contains practical teacher-friendly advice for managing classroom misbehaviors. The site is sponsored by Heartland Area Educational Agency 11.

# data[].attributes.attachment_link.title
School-Wide Strategies for Managing... DEFIANCE / NON-COMPLIANCE

# data[].attributes.attachment_link.description
Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students.

# data[].attributes.headline
Creating Learning Environments that Engage Learners in 21st Century Learning

# data[].attributes.subject
Creating Learning Environments that Engage Learners in 21st Century Learning

# data[].attributes.body
Edutopia series of articles and blogs for remaking the physical space of the classroom

# data[].attributes.attachment_link.readable_text
Becky Fisher, the director of educational technology at Albemarle County Public Schools, is interested in learning about the thinking that drives student choice. "What we're really striving for are those choices that have a lot of thought behind them. We want kids to really be strategic about where they go," Fisher says.

She painted the picture of walking into a classroom and seeing kids:

Lying on the floor

Sitting at low tables on their knees

Standing up

When Fisher walks into a classroom, she asks the students the reasoning behind why they choose their particular learning space.

"Why are you standing right now?" she asks one TK student.

"Well," says the student, "we're using math manipulatives, and I move better when I'm standing up than when I'm sitting down."

Fisher once heard a kindergarten student articulate that she was a belly reader. She loved reading on the floor while lying on her belly, her class was reading, and that's why she was sprawled out on the floor. "That's awesome that, at five or six years old, you know your preferences," Fisher says. And that's critical to their work.

Justin, a seventh grade student from Sutherland Middle School, was also able to articulate his preferred learning environment. He chooses a table and chair, unlike the couch that many of his fellow students choose. "When I get down into a couch and am more comfortable, it's almost like it's a bit distracting. It's not exactly the environment I want to be working in, but for the other people, clearly they have their optimum working environments," Justin says.

Krishan, also in seventh grade at Sutherland, likes that his teacher gives him a choice in how he works. "Since she lets us choose, we ultimately choose what's best for us. We work better together and individually," Krishan says.

The First Step

According to Lisa Molinaro, the principal of Woodbrook Elementary School, the first thing that needs to happen for Albemarle teachers to successfully create a flexible classroom is:

The teacher must have a vision for his or her room.

The teacher must be willing to say, "I'm going to throw out some of this stuff. I don't need this traditional schooling equipment."

Design a Collaborative Learning Space

"We're really looking at how we support kids working collaboratively," Fisher says. "And we can't do it if we're isolated in rows and every kid is an island."

She believes that Albemarle classrooms work well with these design elements:

They have at least three kinds of classroom seating.

They use flexible bookshelves.

Instead of individual workspaces, they use large round or rectangular tables, or put four desks together to form a more collaborative space.

"You'll see flexible bookshelves that can be moved so that the room can be totally opened up -- or little nooks and crannies can be created -- so that everybody can see everybody, and we can participate as a community," Fisher says.

Create a Variety of Seating Options

"My kids love to be under things, behind things, around things," says Collins about her second grade classroom. "We have five-gallon buckets in my room that we sit on. We sit on crate seating that I made in my backyard out of a crate and some plywood and some foam. And I also just threw a lot of pillows on the floor."

For classroom seating, Collins also uses:

Fund Your Flexible Classroom: The DIY Approach

Teachers at Albemarle use these low- to no-cost strategies to furnish their classrooms:

1. Seasonal purchase: Teachers purchase furniture from college students the week that they leave campus after graduation or for the summer. This is the time when students often want to get rid of most of their belongings, and they will give them away or sell them at a cheap price.

2. Parent donations: Teachers ask parents for furniture. Cheryl Harris, a seventh grade language arts teacher at Sutherland, asks her parents to donate furniture at the beginning of the year. She started to build her collection by saying, "If any of you have a couch or a chair that you have just sitting around, the kids would like to read on it, and it could be a reading corner." The flow of donations grew and grew from there because parents wanted to contribute to their kids' learning environment.

3. Previously used: Teachers purchase items in good condition from a Salvation Army or Goodwill. Second-hand shops in upscale neighborhoods or college towns will usually house quality finds.

4. Crowdsourcing: Teachers set up a crowdfunding campaign, like DonorsChoose, Classwish, or GoFundMe, and have their students send their online campaign to family, friends, and parents to raise money for classroom furniture.

Fund Your Flexible Classroom: The District Approach

Over the past ten years, Albermarle district leadership has been very intentional in changing the physical nature of classrooms. Although not every classroom in its 26 schools has gotten a makeover, when the district budgets for a furniture-replacement cycle, there are some core pieces to redesigning a classroom. Before picking those core pieces, teachers need a vision for redesigning a classroom, and they should be willing to get rid of the traditional school furniture for more innovative pieces.

When comparing quotes for traditional and more innovative furniture, Fisher was delighted to learn that the cost is almost the same. "You pay roughly the same amount, and our durability has been good. There has been no reason to not go in that direction," she says.

When Albemarle "does" a room, you'll see:

Flexible seating: Albemarle provides at least three different choices of seating for students -- so you might see a stool, a beanbag, or chairs that look more traditional but allow kids to rock without tipping over.

Teacher stations, not teacher corners: Instead of a teacher corner taking up 25 percent of the classroom, teachers have workspaces similar to students' workspaces. The amount of real estate teachers now use is minimal, giving more space in the classroom for creating student corners, or the ability to move furniture around.

Flexible tables: Many tables have wheels on them, making it easy to reconfigure a room. Albemarle also chooses big tables, round or rectangular, to support collaborative work. Tables can be written on, as well as flipped up, converting them into whiteboards. They also come in different heights -- some are standing desks, others are more traditional heights, and some are low to the ground.

Evolving the classroom space to meet students' individual needs impacts how they learn, how they interact, and the entire classroom experience. Moran has noticed that when a learning space evolves, students' work improves immensely, their grades improve, and "just the conversations they have with each other are so invigorating to hear," Moran says.

Resources

# data[].attributes.attachment_link.title
Flexible Seating Elevates Student Engagement

# data[].attributes.attachment_link.description
Becky Fisher, the director of educational technology at Albemarle County Public Schools, is interested in learning about the thinking that drives student choice. "What we're really striving for are those choices that have a lot of thought behind them. We want kids to really be strategic about where they go," Fisher says.

# data[].attributes.headline
Creating a Positive Classroom Culture: 3rd Grade Teacher 

# data[].attributes.subject
Creating a Positive Classroom Culture: 3rd Grade Teacher 

# data[].attributes.body
Teaching Channel Video

# data[].attributes.attachment_link.title
Ready to Learn: Creating a Positive Classroom Culture

# data[].attributes.attachment_link.description
Third grade teacher Jen Saul talks about how she builds a positive and safe classroom community. Jen describes how she celebrates mistakes in her classroom, encouraging her students to take risks. In order to take risks, her students need to feel safe. Building off of students’ hopes and dreams for…

# data[].attributes.headline
The Responsive Classroom: "Why Is Everyone So Nice Here?" | Edutopia

# data[].attributes.subject
The Responsive Classroom: "Why Is Everyone So Nice Here?" | Edutopia

# data[].attributes.attachment_link.title
The Responsive Classroom: “Why Is Everyone So Nice Here?”

# data[].attributes.attachment_link.description
Through Responsive Classroom practices such as Social Thinking, Symonds Elementary teaches its students daily that who they learn with is as important as what they learn.

# data[].attributes.attachment_link.description
We get you prepared for the school year with great ideas for your classroom arrangement. From kindergarten to middle school to high school, we can help you get more from your classroom.