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Sometimes I do random groups but sometimes I let kids work with those they are most comfortable with, too.

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I allow kids to snack - a hungry kid has trouble learning.

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Find a way to check in with a student off to the side or in the hall rather than calling them out in front of the class.

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I like to have kids move around and work in stations and groups so they don't have to sit still and focus for too long.

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do regular exercise activities throughout the school day.

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During longer training sessions, building in intentional breaks helps keep the mind active! Additionally, using intentional mindfulness activities to help keep the learners grounded.

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For my online learning community, I created a Microsoft Team for centralized communication and connection and utilized the channels and groups features for various topics from education related discussions to book clubs, television watching, etc...

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I think it is important that students feel that they have some level of control on their learning. When possible, I like to give them choices - be it the scheduled day for the test or the style of presentation. It is even better when students can choose totally different ways to prove mastery of the same skill.

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Provide several opportunities for group work on short term projects/assessments with rubrics for multiple ways to demonstrate mastery.

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For students that I know need a snack and those that cannot make it until lunch, provide a breakfast bar to hold them over.

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Greet students at the door with a individualized handshake and inquire about their day and if they need anything.

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Engage students with a quote that causes them to think about the assignment that will be presented or to question understanding; mindfulness.

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There is a calming effect to knowing what to expect. This is one reason that students often ask, "What are we doing today?" By simply providing an agenda, we can meet this psychological/safety need.

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As often as possible, include movement into the lessons -- from getting up to post and collect things to full on jumping jacks, there is a benefit to learning when getting the blood moving.

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Greeting each student at the door by name provides a sense of belonging.

This in and of itself also serves as a temp check, but taking an emotional check in can help inform how class will go.

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Students can't handle more than 10 minutes of direct instruction at a time. Brain breaks allow for the content to sink in.

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Students have an opportunity to think and reflect about how they feel before starting academics

Could introduce a non-academic topic to discuss as a class

Gives students an opportunity to think about themselves

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Browse our collection of free resources for parents and educators to support a social-emotional learning curriculum.

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Sometimes, especially after a hard lesson or lunch, we all just need a couple of minutes to take a deep breathe and stretch a little. Does a world of wonder!

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Being outside before class starts gives students some confidence and 1-1 attention before the day begins. It helps students AND teachers11

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Take a moment or two out of each period to see and hear about what a student is going through and provide encouragement!

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Have students join into groups and support each other's learning!

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I have a fan and a heater since we can't control what the county sets the temperature as

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I have a fan and a heater since we can't control what the county sets the temperature as

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Brain breaks--from breathing to physical activity

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Brain breaks--from breathing to physical activity

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Deep Breathing

https://youtu.be/0L3W0pcHU50?si=dvZ15PMe_X6HmfaQ

Stretching

https://youtu.be/2DN9nsgrQ9s?si=WbboEQb-aqUMNUBA

Chair Triathlon

https://youtu.be/1GqJkQhI1Ek?si=xPSgU5-AhdVOiUQE

Deep Breathing and Stretching

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Children's Healthcare of Atlanta Strong4Life

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Brain Break: Deep Breathing and Grounding

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Always check in at the buddy bench - or ensure there is a similar location available - at both outdoor and indoor recess to make sure that all students feel as though they have someone to spend time with.

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If a student is over-reacting to something or seems lethargic, offer a snack.

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If a student is having a bad day, offer a place to write, draw, or talk about how the student is feeling. Let the student know that it's okay to not be okay.

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To help students refocus when feeling cognitively fatigued, offer a short walk or an "errand".

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It is important in the class for students to keep on knowing some aspect of other students lives, whether it is about favorite food, shows, hobbies, etc. Putting a real person with dreams, wants, and needs, makes a much better classmate or groupmate than just someone I go to class with. So, a few regular activities of classbuilding and teambuilding are put in practice in class.

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Recognizing that my class isn't the only thing going on in their lives and asking about those other things/giving them a safe place to talk about the other things.

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Utilizing a 5 minute brain dump for students at the beginning of class when I recognize that there is a lot going on in their lives outside of the classroom.

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We wrap up each day with "Tell me something good" identifying one good thing that happened at school (in any capacity). We cheer on shared wins and support classmates that have struggled on that day.

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Brain breaks often, especially before jumping into a more rigorous lesson. 

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Brain breaks often, especially before jumping into a more rigorous lesson. 

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Breaking up the class with small formative group activities.

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Circles once or twice a week- sometimes serious, sometimes silly.

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Friday and Monday check ins: what is everyone doing this weekend? Follow up on Monday to see how things went (sports, parties, movies, etc.)

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Is the seating right for your students. Is there alternative seating?

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Be a listener when you notice something isn't right with a student. Give them an opportunity to explain or vent.

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Take a break - chew gum - do a Go Noodle break.

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Brain breaks is the most common strategy that I used so far that allows students to reset their energy to start the next activity that I have in my plans.

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short non-academic talk with classmates before switching classes.

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short non-academic talk with classmates before switching classes.

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incorporate time for games

check in to see how lunch is going

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inviting, calm classroom

floor is clear of clutter

ability to move around

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digital daily check in-private

weekly weekend report-private

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brain breaks

mind set strategies

movement

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Let student take a walk for a drink of water or restroom break

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Let student take a walk for a drink of water or restroom break

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Observing if my students are having positive interactions with classmates.

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Ask my students if they are alert and ready to learn. Ask if they had a good rest last night, and how are we feeling today.

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I will check in with each one of my students before we begin any lessons for the day. I want to hear from each one to see how they are doing.

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I have given my students 10 minutes of mindfulness at the end of class.

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Reflecting on my Newly-found skills and Celebrating Others’ 

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Reflecting on my Newly-found skills and Celebrating Others’ 

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I work at a high school that has an orientation towards business and Management. Therefore, during their senior year, my students have to work on several business documents in English. Normally, they begin by drafting, typing and having their own CV and resumes printed. During my years of teaching, I noticed that most of my learners were unaware of their own skills, which they have to state in their documents; they believed they were “not really good at anything”, or that they were not special in anyway.

Thus, I implemented a game to begin one of the lessons with, and I have been using it for years, as it has worked wonderfully in virtually all classrooms. On a piece of paper, I have my students write two sentences things in which they state two skills they have. I often have to paraphrase this as “two things you are good at” because some of them do not even know what “skills” means. Later, I tell them to crumple the paper so as to make a paper ball (this usually sounds surprising to them). Next, I tell them to “shoot” out the paper balls to the front of the class; they all have to do it at the same time. Finally, all of them must stand up and pick up a paper ball that is not their own.

What they do next is unfold the paper ball, read the sentences aloud and try to guess which of their classmates the descriptions are about. Hence, this activity also addresses social well-being, too. After the guessing part of the game is over, students have to take a turn saying one thing they admire about the person whose skill they read. I have found this is useful for promoting positive reinforcement and highlighting the strengths within the class. Finally, as an exit ticket at the end of the lesson, learners are asked to write one thing they realized about their own skills.  This works for reinforcing self-discovery while allowing them to delve deeper in the positive takeaways.

Ángeles Roxana Cañete

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Social stories and role playing tricky situations. Encouraging students to compliment or brag on each other when they see something happening. Encouraging mistakes as part of the learning process and something to be celebrated.

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Keeping snacks and cleaning supplies in the room. Utilizing and school and community resources to support students and families needing food, clothing, medical resources, etc.

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One on One Conversations, Glow and Grow, Calm down corners, student peer mentoring with older students.

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In my classroom, I incorporate breathing activities, brain breaks, and utilize morning meetings without the academics.

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I have students seated in groups and allow them to complete group work regularly. I also spend time talking to my student while they are working with their groups.

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I keep bandaids, pads, tampons, and allow students to have snacks in my room. If I know about food insecurity I give them take home bags.

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When a student does not appear well I alway like to check in. If the student does not respond to the check in I will follow up with the student late in the class. For example, " I see that you have been very quiet today and you have put your head down several times. What is causing you to act differently today?"

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Provide student the opportunity to move around in the classroom. Provide brain breaks and help provide students stimulating activities.

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Take some time (a couple of minutes) to have students stretch and deep breathing before a test or other tasks.

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Be aware of facial expressions and body language. This can assist in talking with students (not in front of peers) and noticing when something is wrong. They will feel like you care.

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Give students the opportunity to pick one partner to work with for group work. Combine two of the partner groups together to work on a project.

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Keep the room at a decent temperature; not too hot or too cold.

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Using a program called EduGuide that has students focus, learn about, reflect, and write about their social emotional well being. They also commit to supporting and cheering on others while coaches support and cheer them on.

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I try to be vulnerable with students and let them know the times I am struggling to learn or complete things. I want them to know they can do the same with me, and know we all struggle at times. Mistakes are not bad things, they help you grow.

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We have comfortable seating and and a relaxed atmosphere with mindful activities to help students feel safe and welcome.

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I greet students as they come in my space. It helps me gauge how they are feeling by the way they enter.

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Brain breaks are what I usually use.

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We do morning meeting, play interactive games that essential in building community and connections.

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We do Wellness Wednesday where students take 30 minutes to focus on them and how they feel. They focus on mindfulness and health. We discuss how sleep, nutrition and mindfulness all play an important role in their physical health.

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I do morning meeting daily with my students. This helps them focus, connect and builds community. I lead this the first week of school then students lead. It is engaging and helps them address what is relevant in their world.

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Video game themed room, students created own avatar, student centered level up bars for their chosen goals, board games at the end of the week

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Using students' names in written comments on their work.

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Using students' names in written comments on their work.

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I hope this helps reinforce the idea that I see them as individuals and care about their individual progress!

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I do an activity based on High, Low, Cheer from the book Wolfpack by Abby Wambach. You list a high point of this week or month, a low point of this week or month, and a cheer (praise) for someone else.

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At the beginning of the year, I ask each student their favorite kind of snack or treat. Then, I look up their birthdays in our system and surprise them on their birthday with that treat. It's an easy way to show them someone sees them.

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I always keep a coloring book and colored pencils for my students to access. I have also found a great website for word searches so I let the student choose a topic of interest (ex: cars) and then I print a word search based on that. I have a bulleting board space set aside where students can hang up their work in progress so they can come back to it the next time they need a break.

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Allow students to sit/stand in areas of the room to meet their physical needs

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I use journaling time and reflection questions to allow them to share how they're feeling about the lesson or life in general.

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I use journaling time and reflection questions to allow them to share how they're feeling about the lesson or life in general.

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Movement breaks! I teach virtually, so it's really important to work in time away from the screen

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Movement breaks! I teach virtually, so it's really important to work in time away from the screen

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As a librarian, I often get a class or group of students who are coming to me from a stressful situation and/or can't be in their room because of a situation. We either take time to talk about what they are feeling or we find an activity that lets them interact with each other or create depending on what they need at the time.

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After a few minutes of teaching, have students do some movement like stretches with deep breathing or dance.

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When it is clear that something outside the classroom (home life/bus interactions) is the source of a students nonparticipation or unusual attitude, I always discreetly direct them into the hall to discover the source of their mood and deal with it accordingly.

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Collaboration and Communication in the classroom, school, and community

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Safe and inviting room.

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Check Ins, Morning Meetings,

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Morning Meetings and Brain Breaks

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As your day begins, please complete the questions below to let me know how you’re doing!

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In each of my 3 libraries (I manage all 3 as a K12 Media Specialist), our libraries are typically safe spaces. For example, at our high school, students know they can come and chat with us about whatever social issues they are up against, and we'll be there as a listening ear and to find resources for them if necessary. We work closely with our guidance counselor so she knows we may send kids her way if appropriate.

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Each year, I allot a certain amount towards purchasing books for the libraries (I manage 3 as a K12 Media Specialist) pertaining to well-being. It's nice to be able to provide access to such material if/when students come into the library and are having a hard time. I can quickly reference the catalog and offer them a book that might help them with whatever they are currently dealing with in their life.

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We will take GoNoodle Brain breaks throughout the day when needed.

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Every morning, when the students arrive to class, I greet them with a hello and I use their name.

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I provide my students with multiple movement brain breaks daily.

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Team building activities: The administrative team will be doing a "cupcake war" and giving the cupcakes to summer staff

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Allowing staff the time to reflect on their learning

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Staff will be trained in Mindfulness and ways to incorporate this in their day to day teaching

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Students have activities they can complete if they need a break.

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focus on breathing breaks/ meditation go noodles

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focus on breathing breaks/ meditation go noodles