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Welcome to our interactive resource space!

This Padlet accompanies the workshop:
“Building Responsibility and Self-Discipline in Multilingual Learners: A Three-Dimensional Approach.”

Use this space to share strategies, reflections, or classroom practices that help multilingual learners (MLs) develop:

Self-regulation (Intrapersonal dimension)

Pro-social relationship skills (Interpersonal dimension)

A sense of classroom responsibility and belonging (Group/Community dimension)

Please contribute under the appropriate column. Feel free to include visuals, examples, or links. Let’s build a toolbox we can all use!

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Co-Creating Classroom Norms with Sentence Frames

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Co-Creating Classroom Norms with Sentence Frames

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To build a sense of shared ownership, I invited my multilingual learners to co-create classroom norms. I provided scaffolded sentence starters like “One way we can show respect is…” and visuals for each rule. We voted on our top 5 and turned them into a poster in English and students’ home languages. This gave students a voice and made our expectations more accessible.

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Anger Ladder with Visual Cues & Emotion Banks

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Anger Ladder with Visual Cues & Emotion Banks

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I introduced the Anger Ladder using emoji visuals to represent each step. We built a multilingual emotion word bank together so students could describe how they feel in their home language and in English. This tool helps them check in with their emotions and reflect on what to do next. We revisit it during morning meetings and after conflicts to reinforce emotional awareness.

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Restorative Conversations with Language Support

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Restorative Conversations with Language Support

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After a conflict, I use a modified restorative conversation protocol with my multilingual students. I provide sentence stems and visuals for each step (e.g., “I felt ___ when ___ happened”). We practice these stems in role-play before using them in real scenarios. This approach builds empathy and teaches students how to express themselves clearly, even if their English is still developing.

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💬 كيف تشعر عندما لا يفهمك أحد؟

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💬 كيف تشعر عندما لا يفهمك أحد؟

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🟡 اكتب كلمة واحدة ووجهاً تعبيريًا يصف شعورك.

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💬 كيف تشعر عندما لا يفهمك أحد؟

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🔍 This article shows how democratic norms and inclusive routines reduce defiance and build ownership.
📄 Resource:
➡️ 4-Box Chart: A Caring Community of Learners handout

4 quadrants: “What we say,” “What we do,” “How we show care,” “How we grow together”

Use multilingual sentence starters and visuals

Citation:
Schaps, E., Solomon, D., & Watson, M. (2003). Creating caring school communities. Educational Leadership, 60(6), 31–33.

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Rational Emotive Theory and Self-Talk (Intrapersonal Dimension)

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Rational Emotive Theory and Self-Talk (Intrapersonal Dimension)

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🔍 Helps students challenge irrational beliefs and practice positive internal dialogue.
📄 Resource:
➡️ Self-Talk Script Template

Includes sentence stems like “I can try again,” “This is hard, but I can…”

Multilingual emotion words + visuals for scaffolding

Citation:
Ellis, A. (2005). Rational emotive theory and classroom behavior. In C. L. Frisby & C. R. Reynolds (Eds.), Comprehensive handbook of multicultural school psychology (pp. 913–941). Wiley.

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🔍 Outlines key pro-social skills like active listening, empathy, and cooperation.
📄 Resource:
➡️ Restorative Conversation Flowchart with Sentence Stems

“I felt ___ when ___,” “Next time, I will ___.”

Visual steps + icons for each stage, available in multiple languages

Citation:
Johnson, D. W., & Johnson, R. T. (2006). Conflict resolution, peer mediation, and peacemaking. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management (pp. 803–832).

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Choice & Responsibility Without Coercion (Group & Intrapersonal)

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Choice & Responsibility Without Coercion (Group & Intrapersonal)

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🔍 Glasser emphasizes autonomy and internal motivation—perfect for MLs when framed with scaffolded choices.
📄 Resource:
➡️ Decision-Making Tree Template

Helps students walk through choices and consequences

Includes icons, sentence frames, and examples

Citation:
Glasser, W. (1998). The quality school: Managing students without coercion (2nd ed.). HarperPerennial.

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 Honoring Student Stories (Community & Identity)

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 Honoring Student Stories (Community & Identity)

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🔍 Sharing personal narratives builds belonging and promotes emotional safety.
📄 Resource:
➡️ “My Story, My Strength” Template

Prompts like “One thing I’m proud of…” / “A tradition from my family is…”

Sentence frames, visuals, and home language support included

Citation:
Campano, G. (2007). Early intervention at every age: Honoring student stories. Educational Leadership, 65(2), 48–54.

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Culturally Responsive Teaching & the Brain (All 3 Dimensions)

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Culturally Responsive Teaching & the Brain (All 3 Dimensions)

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🔍 Builds the case for reducing threat and increasing connection before expecting cognitive rigor.
📄 Resource:
➡️ Trust-Building Toolkit for MLs

Includes get-to-know-you activities, trust builders, and sentence stems for emotional check-ins

Designed to lower affective filters in the classroom

Citation:
Hammond, Z. (2015). Culturally responsive teaching and the brain. Corwin.

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Thank you for exploring this interactive resource!

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Thank you for exploring this interactive resource!

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💭 Before you go, take a moment to reflect:
What’s one insight, strategy, or shift in perspective you’re walking away with?

You can respond using:

✍️ A sentence: “One thing I’ll try is…”

🎙️ A 6-word story: “Language support helped behavior improve fast.”

💬 A quote or takeaway from a post you found powerful

👇 Drop your thoughts here and feel free to comment on someone else’s!