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This strategy can be used for second graders and above at the elementary level. Before or after class, many students will feel different emotions. To get feedback on how the students are doing, you can ask them to raise their hands in three different ways, like a thermometer. A hand that is raised all the way high is "hot" or happy and does not need assistance. A hand that is raised half way up is "mild" but may be feeling a little sad. A hand that is very low or "cold" means they need help and are feeling very sad.

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This strategy can be used for fourth grade students and above at the elementary grade level. Before or after class, the teacher can ask the students to write a short essay about how they are feeling that day but they only have one minute to do so. They will be instructed to write as much as they can in this one minute to get their ideas across. This will help to narrow down what is truly upsetting the student or how the student is truly doing.

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This strategy can be used beginning at first grade and above at the elementary level. The teacher can have a jar of popsicle sticks with each students name written down on one. During the lesson, the teacher may warn the students that they will be pulling popsicle stick names out to come meet with the teacher privately. The students would then each have equal opportunities to meet with the teacher to discuss their feelings and have one-on-one time to be vulnerable with their teacher.

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This strategy can be used for students in second grade and above at the elementary level. When students first walk into the beginning of class, the teacher could pass out an index card to each student. The teacher will then ask something like: How are you feeling today based off these emojis (with emoji faces on the board) and why? Each student would then draw their emoji and answer why they feel this way and the teacher would be able to read them privately. Some students are not always comfortable with saying how they feel out loud.

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This strategy can be used for students in third grade and above at the elementary level. The teacher can ask the students to write down the Top 10 interesting facts about themselves. The teacher can also encourage the students to have lists that are lighthearted and fun but describe themselves well.

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This strategy can be used for students in third grade and above at the elementary level. The teacher will ask for students to summarize themselves in 140 characters or less. These summaries would then be printed out and arranged on a cork board to resemble a twitter feed so it creates a community of short descriptions about the students. You can also have the students write small blurbs about their favorite foods, sports, or traditions.

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This strategy can be used for students in third grade and above in the elementary level. To assess the similarities between the students, assign four corners of the room a different answer such as: Strongly agree, agree, disagree, and strongly disagree. For younger students, such as those below third grade, you can do just two corners and name them: Agree and disagree. The teacher would then ask the students a question (such as "soccer is the best sport") that is debatable and ask them to move to the appropriate corner of the room that they agree with. The students will then be asked to share why they agree with that standpoint and can see many other students that they might have things in common with.

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This strategy can be used starting at third grade and above in the elementary level. The students will be given a paper with the following prompt to write their answers to: Write down 3 things you are proud of, 2 things you want to get better at, and 1 life goal. This will allow the students to think deeper about themselves and establish goals for their personal lives.

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This strategy can be used for students starting at second grade and above in the elementary level. The teacher provides the students with one red, one yellow, and one green sticky note each. At the end of the day, the student will paste the sticky note that they think is appropriate on the front of the board and the teacher can then gauge if the students are feeling happy or not. Red could mean that the student had a tough day, yellow could mean that the student is doing okay and is neither happy or sad, and green means that the student had a great day and is excited for tomorrow!