# data[].attributes.headline
Talking to a student that is in crisis to try to bring them back down to level

# data[].attributes.subject
Talking to a student that is in crisis to try to bring them back down to level

# data[].attributes.body
When a student makes a comment that can be hurtful to someone else we make it a teachable moment.

# data[].attributes.headline
Using a student's preferred name/pronouns

# data[].attributes.subject
Using a student's preferred name/pronouns

# data[].attributes.attachment_link.title
60-Second Strategy: Appreciation, Apology, Aha!

# data[].attributes.headline
If time at end of class, allow students to begin their homework

# data[].attributes.subject
If time at end of class, allow students to begin their homework

# data[].attributes.body
Often getting started is the hardest part!

# data[].attributes.headline
Greeting students as you see them in the hallway, even if they are no longer in your class it gives a sense that you remember them and they belong to the school as a whole

# data[].attributes.subject
Greeting students as you see them in the hallway, even if they are no longer in your class it gives a sense that you remember them and they belong to the school as a whole

# data[].attributes.body
A bulletin board in the room to highlight student success.

# data[].attributes.headline
students choose end of unit performance task

# data[].attributes.subject
students choose end of unit performance task

# data[].attributes.headline
Having students share out answers and respond to one another during lessons

# data[].attributes.subject
Having students share out answers and respond to one another during lessons

# data[].attributes.headline
Utilize a classroom curriculum that reflects student identity. 

# data[].attributes.subject
Utilize a classroom curriculum that reflects student identity. 

# data[].attributes.body
End the class by inviting students to share shout outs and appreciations. "I want to shout out ____ because ___." I like to let students each share a shout out to an individual and then I share one for the whole class as a group. ADDED BONUS: When we ritualize this practice, it forces people to be on the look-out for the good ...so that we are all ready when Shout Out time comes.

# data[].attributes.body
Conferencing with a student 1:1 and asking to share their response with the whole class.  This may look like: giving the introverted student a heads-up before tasking them with sharing to all OR asking if you (teacher) can share their response on their behalf

# data[].attributes.headline
getting to know you activities during the 1st week of school

# data[].attributes.subject
getting to know you activities during the 1st week of school

# data[].attributes.headline
Show students your mistakes as an educator. 

# data[].attributes.subject
Show students your mistakes as an educator. 

# data[].attributes.headline
Continue getting to know you activities throughout the year

# data[].attributes.subject
Continue getting to know you activities throughout the year

# data[].attributes.headline
Share out-loud a positive quality you (teacher) notice about one student everyday (a different student each day)... at end of month every student will have received a positive observation  

# data[].attributes.subject
Share out-loud a positive quality you (teacher) notice about one student everyday (a different student each day)... at end of month every student will have received a positive observation  

# data[].attributes.body
Resource (article about *what it is* and *how to do it* by Henry Seton on edutopia): https://www.edutopia.org/article/daily-ritual-builds-trust-and-community-among-students

# data[].attributes.headline
Equitable representation with visuals you use in class 

# data[].attributes.subject
Equitable representation with visuals you use in class 

# data[].attributes.headline
Parent/Teacher conferences: Highlight positive before negative when speaking about student 

# data[].attributes.subject
Parent/Teacher conferences: Highlight positive before negative when speaking about student 

# data[].attributes.body
Inviting students to give feedback about class and/or a specific unit or assignment boosts student Personal Power.  One way to get student feedback is through student surveys.  Check out this Edutopia example of a student feedback survey...

# data[].attributes.body
Some other ways to include student choice--in addition to the ideas above:

working partners

where in the classroom (or at home)  work is completed.

Homework options

# data[].attributes.headline
A Mistakes Friendly Classroom--"My Favorite No"

# data[].attributes.subject
A Mistakes Friendly Classroom--"My Favorite No"

# data[].attributes.body
“My Favorite No” routine (teaching channel) (5:45)

# data[].attributes.attachment_link.title
Jan 21 Webinar video 1 (My Favorite No Video Slide 19)

# data[].attributes.headline
What are you leaving?/What are you taking with you? exit tickets or circles

# data[].attributes.subject
What are you leaving?/What are you taking with you? exit tickets or circles

# data[].attributes.body
Role play activities for self advocacy.
Admittedly, the role play activities linked here take more time! This is an activity rather than a strategy or a ritual.

# data[].attributes.headline
Taking the Stress out of Directions (*Reducing Cognitive Overload*)

# data[].attributes.subject
Taking the Stress out of Directions (*Reducing Cognitive Overload*)

# data[].attributes.body
1. Chunk directions into smaller bites.
2. Provide a written copy of each bite.
3. Ritualize students asking clarifying questions after directions are given.
4. Ask students to repeat directions/steps back

# data[].attributes.headline
Today is not my day, and this is what I need to make it through... A Ritual

# data[].attributes.subject
Today is not my day, and this is what I need to make it through... A Ritual

# data[].attributes.body
Designate a specific wall or space in the classroom where students can stick a Post-it with their initials to indicate that they are having a challenging day.

Invite students to use the back of the Post-It to say whether they’d like support, to be treated more gently, given time to recover, etc.

Be sure to have a supply of Post-Its available in the designated space.

Teachers/staff can quietly check out the wall and its Post-Its while students are working on their Do Now, for example.

# data[].attributes.body
Invite students to share something positive as a class opener or closer.  Give the group a prompt and then let students snake around the room with their answers or try rotating facilitation:

One good thing that happened today is…

One thing I did today that I am proud of is...

Something I accomplished today is...

One thing I want to brag about is...

Notice (in writing and/or out loud) a positive strength or performance of a student. Do this for each student at different points.  Keep a list to track when you shared something positive about each student.

# data[].attributes.body
Work a variety of stress relieving techniques i.e. mindful breathing, square breathing, visualization, progressive muscle relaxation, etc.  into your class.

Note: A strategy can take as few as 30 seconds! (Like the video above)

Consider focussing on/using a new technique each week i.e. use the 30 second Breathe Bubble video every day for a week after the Do Now. Then try a new strategy the following week.

Be transparent: Give students a heads up about the strategy each week.

Be transparent: Let students know that (a) different stress-relieving strategies work for different people and (b) each stress relieving practice takes practice--may take multiple attempts to work.

Ask for student feedback. Which strategy do they like/dislike? Why?

# data[].attributes.attachment_link.title
Calm Breathe Bubble | Breathing Exercise

# data[].attributes.body
Resource (article about *what it is* and *how to do it* by Henry Seton on edutopia): https://www.edutopia.org/article/daily-ritual-builds-trust-and-community-among-students

# data[].attributes.body
Resource (article about *what it is* and *how to do it* by Henry Seton on edutopia): https://www.edutopia.org/article/daily-ritual-builds-trust-and-community-among-students

# data[].attributes.body
Sometimes called a "stop and jot", BRAIN DUMPS tap into cognitive science-proven RETRIEVAL PRACTICE. As described on retrievalpractice.org:

1. Pause your lesson, lecture, or activity.

2. Ask students to write down everything they can remember.

3. Continue your lesson, lecture, or activity.

“Retrieval practice is the act of trying to recall information without having it in front of you... [According to ]cognitive psychologists... nothing cements long-term learning as powerfully as retrieval practice.

See more here: https://www.retrievalpractice.org/strategies/2017/free-recall
and here:
Cult of Pedagogy “Retrieval Practice: The Most Powerful Learning Strategy You’re Not Using PRACTICE?”

# data[].attributes.attachment_link.readable_text
Yup, that simple. Retrieval practice can take 5 minutes or less. A few tips:

Have students write down their responses individually. Compared to calling on one student at a time ("cold calling"), individual writing ensures that all students are retrieving.

Do not use this activity for a grade. Keep it no-stakes and emphasize that this is a learning strategy, not an assessment strategy.

Be specific with your prompt. It helps students to know what they're writing and how much they're writing. If you ask them to write down everything they can remember about a specific topic, set a brief time limit. Or, ask for 1-3 things they can remember about a broad topic without a time limit.

If possible, include spacing and feedback, but free recall is still powerful as a standalone activity. To quickly add spacing, ask students to write down what they can remember from yesterday. To quickly add feedback, have students discuss their similarities and differences with each other ("turn and talk") for only a minute or two before moving on.

While brief quizzes may come to mind when you think about retrieval practice, a large proportion of research on retrieval practice uses free recall as the initial retrieval activity. Free recall facilitates learning of past content, future content, and even students' organization of knowledge for a variety of subject areas, basic knowledge, and complex learning. Contrary to its name in the scientific literature, free recall improves students' inferential learning and metacognition, too.

Transforming learning doesn't require a huge investment in instructional time. Use free recall and brain dumps! Make a big impact with a simple, quick strategy for powerful learning.

# data[].attributes.attachment_link.title
Brain Dump: A small strategy with a big impact - Retrieval Practice

# data[].attributes.attachment_link.description
With the end of the semester within sight, we feature a small strategy that makes a big impact on student learning - based on decades of cognitive science research . In scientific lingo, we call it "free recall."

# data[].attributes.body
Paper Plate Awards can be a classroom ritual to celebrate student successes. Remember, we want to praise effort (not ability), and specific achievements that are the result of effort.  Some fun pointers from the linked article:

When presenting the plate, make it a HUGE deal!

This (plate is) earned and deserved and should be celebrated.

Be specific -- DO NOT give these plates out to everyone, do not feel guilty about this. The power of the award is that is it EARNED and REAL.

The award is differentiated by its nature. It is an equal opportunity.

# data[].attributes.attachment_link.readable_text
"Getting a paper plate award is the best feeling. It proves that all your hard work, dedication and preparation are recognized. It motivates me to try harder. Once you get one paper plate you want more. I always bring my A game so I can get another paper plate"
- Paris Dickson, Legends 8th grader

Praise is an important learning tool, but it is a difficult tool to use correctly. Some psychologists warn that praise for overall ability is harmful because it suggests that any good performance is a result of natural ability, with the implication that a poor performance is a result of natural deficiency. Praise for an outcome that emphasizes ability then makes a child reluctant to take on a challenge, which always has the possibility of failure, because a failure signals lack of ability. Failures then threaten one's overall self-esteem. So, it is proposed that children are praised for effort, and for specific achievements that are clearly linked to hard work, rather than for ability.

After many years of studying the power of reinforcement and its cognitive and behavioral effects, this seemingly simple concept is not effectively being used to elicit the changes in behavior each leader is seeking. Many times punishment is masked as reinforcement and coaches accidentally end up reinforcing the mere behavior we are working to extinct, or we are modifying something that ISN'T a behavior!
Basic example #1:
Person/Player is swinging their arms wildly while attempting to pass the ball. Coach says " don't swing your arms ". What we have now done is highlight the areas we DON'T want vs. what we DO want!

Appropriate answer would be " hold arms still before, during and after contact with the ball" Speak in "DO" statements vs. "DON'T" statements.

When working with the younger ages, many volleyball coaches may say this an excessive amount of times throughout one individual practice. MAYBE Susie is struggling in this area more significantly than her peers. This could become PAPER PLATE WORTHY if and when this is finally done correctly!

Coaches hope to never miss an athlete doing something correctly, and the paper plate award takes that concept to a whole new level of power.
Here are the criteria of EARNING a paper plate. - Do something special

This could be physical, vocal or emotional.

It could be a moment or an entire practice.

When presenting the plate, make it a HUGE deal!

Share it on social media with an elaborate description.

This is earned and deserved and should be celebrated.

Be specific o DO NOT give these plates out to everyone, do not feel guilty about this. The power of the award is that is it EARNED and REAL.

The award is differentiated by its nature. It is an equal opportunity.

NEVER Give 2 awards.

Give an award for each competition day and each practice day

We are entering our 2nd season of using paper plate awards consistently throughout the Legends Organization (the organization is only in its 2nd year of existence) and 5th year of using them personally. I have had fortune 500 companies nd NCAA Volleyball programs call to learn more about the power of the plain paper plate to motivate and recognize significant details of others contributions.

Use them carefully as abuse of power will take you in the opposite direction of where you are intending to go...

As coaches or educators, we all hear the standard "horror story" from athletes regarding their previous experiences. We try to listen, without joining the negativity meanwhile thinking silently that the child was right to be upset about the treatment and comments they endured. Usually a basic failure of understanding the depth of positive reinforcement vs. praise is key and hidden.

I will leave you with this quote from current Michigan State University, Freshman Libero, Jamye Cox...

" At first when I heard about the paper plate I was a little confused but excited because it gave me something more to fight for while I was at practice. As the season went on I started to realize that there was more to the paper plate award. It wasn't just about getting the plate, but it was about what was written in that plate that day.
You could never get a plate for doing the same thing over and over again, so every day going into practice is set a goal and focus on one thing to get better at weather that was being loud and vocal, or supporting my teammates or just going all out the whole time. I started to enjoy every second I was in the gym because not only was I fighting or something I loved, but I saw myself improving every day due to these paper plates. You wouldn't think something so small would have such a huge impact on your play, but it really brings out a side of you that you don't know and I found that. It made me realize that if I focused every day like that even without them I'd be a day better every day. I still to this day walk into practice and we may not have paper plates but I tell myself to work on one thing and to really be successful in it as if I was out there fighting for another paper plate. These plates have made me not only a better player, but more aware of how to pick out piece by piece the things I need to get better at and how to get my mind so focused on just that one major key of the day and be successful. I didn't walk out every day with a paper plate (I wish I would have) but after those practices I'd go home and ask myself what I should have don't differently as a player to get one. The paper plates made me more of a competitor and I couldn't be more thankful because I still carry that with me today."
By the way, Jamye received the first 7 paper plates of the season...

For related reading for junior volleyball coaches click here. For more education for coaches click here.

Kilee Goetz is the Founder and Club Director of Legends Volleyball Organization in Brighton, Michigan. Currently in its 2nd season, Legends has over 35 teams. Kilee is also a Color Commentator and Analyst for ESPN. She played collegiately for the University of Georgia.

# data[].attributes.attachment_link.description
"Getting a paper plate award is the best feeling. It proves that all your hard work, dedication and preparation are recognized. It motivates me to try harder. Once you get one paper plate you want more.

# data[].attributes.body
Mastery will feel more achievable if:
- feedback is given after each assessment
- additional time is given when needed
- Alternate learning opportunities if necessary
- Group work to review, especially when reviewing items that are meant to demonstrate mastery

# data[].attributes.body
Use low-stakes or prior knowledge based questions to get students accustomed to answering and asking questions. Have this then transfer into academic and evidence-based questioning.

# data[].attributes.headline
Equitable representation with visuals you use in class 

# data[].attributes.subject
Equitable representation with visuals you use in class 

# data[].attributes.body
We recommend spending the extra time to find equitable images/videos for all slides that you use in your class.

# data[].attributes.headline
Let students be the"experts" in the room/Invite students to share their expertise

# data[].attributes.subject
Let students be the"experts" in the room/Invite students to share their expertise

# data[].attributes.body
Some ways to do this:

Opening or Closing Go-Around: Invite students to share an accomplishment /something they are proud of having done (you may have this be class-related or not). The group can offer snaps, claps, etc. after each accomplishment shared.

Ask students jot down one thing they are really good at on an index card. Hang these cards around the room as a visual representation of expertise.  You may invite one student per day to speak to their expertise.

Invite a student(s) to lead a discussion/teach a portion of a lesson

# data[].attributes.body
Create behavior systems that go beyond punishment and address opportunities for growth/community building. (Ideas coming from an article that Mr. Scott found)

# data[].attributes.body
Create a special place in the room for students to take breaks when they identify they need one. Consider items to create a peaceful, less stimulating atmosphere.

# data[].attributes.body
Prompting the use of a conflict-resolution skill and using dialoguing to guide students through the steps can be an effective approach to helping them apply a skill in a new situation.

# data[].attributes.body
Allow opportunties for artistic expression. Can be used to process feelings and issues, and it can be used to process/learn about other perspectives.

# data[].attributes.body
1. Having one member of a pair describe a situation to his partner and having the partner repeat what he or she heard is an effective tool in teaching reflective listening.
2. Listen deeply to what students say and reflect what you heard about their feelings, e.g., “It sounds like you’re feeling very frustrated right now….”

# data[].attributes.attachment_link.provider_name
Resources & Guidance from The Learning Accelerator

# data[].attributes.attachment_link.description
Students gather weekly to talk about issues they care about, develop their empathy skills and...

# data[].attributes.body
Students select their own academic/transitional goals with the support of the teacher, not the opposite.

# data[].attributes.headline
30 Second Spotlight (PRIOR KNOWLEDGE SHARE)

# data[].attributes.subject
30 Second Spotlight (PRIOR KNOWLEDGE SHARE)

# data[].attributes.body
Each group members gets 30 seconds to share all he or she knows about a subject. After 30 seconds, the next student at the table shares/talks. Continue until all table-mates have shared.

# data[].attributes.headline
Understand Different Types of "Power" that can impact students

# data[].attributes.subject
Understand Different Types of "Power" that can impact students

# data[].attributes.attachment_link.provider_name
Faculty Focus | Higher Ed Teaching & Learning

# data[].attributes.attachment_link.title
Different Sources of Power that Affect the Teacher-Student Relationship - Faculty Focus | Higher Ed Teaching & Learning

# data[].attributes.attachment_link.description
Communication educators have taken a well-known typology of power and applied it to teachers. According to this theory-based schematic, individuals exert influence over other individuals based on five different sources of power.

# data[].attributes.body
Students identify triggers, their emotional responses/signal, “I say yes to less stress by-”

# data[].attributes.body
Allow for portfolios when possible so students can showcase their growth and have choice in what to include.

# data[].attributes.body
Find ways to make each student feel chosen throughout the year. This can be with partner assignments, desk assignments, suggestions for assignments/books, suggestions for activities unrelated to direct instruction, etc.

# data[].attributes.body
Article provides suggestions and links to strategies for students who are remote.

# data[].attributes.attachment_link.readable_text
Do I belong at this school? How students respond to this question is closely linked to whether they succeed and thrive.

According to our research, students who feel a strong sense of belonging are more engaged and more likely to join school organizations, take on research opportunities, and make connections with peers, faculty, and staff. Not only that, students who feel like they belong in school earn higher grades and opt into and succeed in more difficult courses.

When students don't feel like they belong, the opposite is true, and they can become disengaged and disconnected. Feeling a sense of belonging in school is especially important for students from marginalized and stigmatized groups, such as Black, Latino, Native, first-generation, and financially stressed students. Because of the long history of exclusion and discriminatory treatment that their groups and families have experienced in the American education system, students from disadvantaged backgrounds have reasons to question whether instructors and peers value, respect, and welcome them.

Belonging can be even harder to foster during the COVID-19 pandemic, with the need for social distancing and remote learning. Indeed, it takes more focused intention and new strategies to support students' sense of belonging given these pandemic challenges. So how can instructors, administrators, and staff cultivate a sense of belonging and connection when so many are teaching online and stretched thin by the pandemic?

Our latest project, called the Student Experience Project, has been helping instructors, administrators, and staff understand the importance of students' feelings of belonging in class-and how to cultivate them, despite social distance. This past fall, over 100 faculty across six U.S. universities experimented with some of the most impactful, research-based teaching practices that help students feel a sense of belonging in class.

Some instructors were teaching online and others in person-yet all found ways to enact these practices that were authentic to their teaching style and classes. We measured students' psychological experiences in class at various points throughout the term to see whether instructors' practices made a difference, and our results revealed that students' sense of belonging in class increased. Another one of our studies suggests that for marginalized students in particular, attending to students' sense of belonging in school can help them fit in socially and academically and avoid dropping out.

How can teachers and instructors use this knowledge as they plan for the new term? Here are four research-based practices that you can use (and share) to cultivate a strong sense of belonging in your classes in 2021.

1. Normalize challenges to belonging and provide strategies to overcome them

When you explicitly acknowledge the challenges and struggles that can interfere with your students' sense of belonging and normalize their worries and experiences, students feel supported and are more likely to stay engaged and feel that they belong in class.

In the Student Experience Project's focus groups, marginalized students described the stress and isolation of feeling like they did not belong in certain courses. But they also reported how much it meant to them when instructors showed that they cared about their students and built in opportunities for connection.

At the beginning of the term, you can acknowledge to your students that this academic year has been a challenge for everyone-including for you-and that you understand the greater work and home responsibilities students may be juggling as they continue their studies. You can also note that you know that social distancing has made it more difficult to connect with and get to know each other.

However, you can assure students that you value connection and belonging-and that you know it is important for their success; therefore, you have built in ways throughout the term to help them build those connections, both with each other and with you. This might include group work (online or socially distanced in-person), drop-in or office hours, and supports that are available outside the course.

It's particularly helpful to share times when you questioned your own belonging-whether it was something that happened during the pandemic, or something from the more distant past, perhaps when you were a student yourself. Learning that successful adults, such as their instructors, have also questioned their sense of belonging is reassuring to students and helps them see that people succeed despite such challenges.

Normalizing these experiences and sharing some strategies that you have found useful for overcoming these challenges shore up students' sense of belonging. Give students time at the beginning of the term to identify their challenges to belonging and to brainstorm and share with each other the strategies they've used to address those challenges.

2. Make a plan to check in with students

Even during normal circumstances, simple check-in messages from their instructors communicate care and connection and mean a lot to students. This could be an email early on in the term asking students how they are feeling about the course and reiterating resources like office hours that are available to them, or using online polling sites during class to invite students to respond anonymously and then discuss what they show. In this time of greater uncertainty and challenge, these check-in messages are even more important because they make students feel seen and valued despite being socially distanced.

Throughout the term, you can plan for and schedule simple messages that check in with students, remind them that you care for their well-being and that you are there to support their learning and development, and encourage them to talk with you if they need support navigating challenges that are interfering with their learning.
Even if students do not respond directly to instructors' check-in messages, the vast majority interpret these messages as supportive (and may even share that with you later).

One instructor in the Student Experience Project posted an announcement inviting students to email her. She provided some starter questions: How was the term going? What shows were they watching? What activities were keeping them busy outside of class? Approximately 25% of students actually sent emails, and she responded to each one with brief encouragement. But just knowing they were invited to send emails appeared to benefit students-students specifically mentioned it in course evaluations at the end of the term and felt it made an impact.

3. Make a plan to give wise feedback when returning each assessment

Many students begin to question their belonging in class (and in school) when they receive critical feedback on tests or assignments. In remote learning, students may not have ever met you in person and, therefore, they might not fully trust your feedback or interpret it in the most constructive light. So it's especially important to make sure your feedback doesn't undermine their sense of belonging and self-efficacy.

How can you do that, while still giving actionable, critical feedback? Research shows that when instructors explicitly communicate to students that they are giving critical feedback because (a) they have high standards and (b) they believe that students can meet those standards, it helps students understand the reason for the feedback and reassures them that their instructor believes in their abilities to rise to the occasion.

If you want to shore up students' sense of belonging, make a plan for how you will deliver wise feedback when you return the first big assessment of the term. And then consider how you will continue to do so throughout the term so that all students continue to feel that you are invested in their learning and that you believe in their ability to be successful.

For example, instructors in the Student Experience Project have implemented exam wrappers, wherein they provide wise feedback to students after the first big test or graded project and have students complete a reflection activity about how that assessment went and what they can improve for the next one. Before the next assessment, instructors remind students of their reflections, and some instructors even share themes that emerge across different reflections to highlight common points of difficulty and strategies students can use to improve.

4. Shout out your favorite mistake

When students feel uncertain about whether they belong in school and vulnerable to critical feedback, they are loath to make mistakes that might further undermine their belonging in the eyes of their instructors or their peers. To instructors, this can feel like students are disengaged and unwilling to take intellectual risks.

However, instructors know that making mistakes is key to students' growth and development. Making mistakes is how we grow. How can you create a culture that celebrates (rather than shames) mistakes?

My favorite mistake is a practice whereby you regularly review and publicly celebrate a mistake (or mistakes) from tests or assessments that are your "favorites" because they reveal something about students' development or thought processes, or because they are a common mistake that students can correct and learn from. During class, when instructors celebrate mistakes as opportunities to learn (rather than things to be avoided), students take more risks in the classroom.

In some of the classes that have made "favorite mistakes" a regular practice, we have seen students compete and get excited about being featured in "favorite mistakes" because the instructor has made mistake-making fun and rewarding. In these classrooms, mistake-making is welcomed and it shores up students' sense of belonging rather than undermining it.

In our experience, and from hearing from instructors who tried these strategies during the pandemic term of fall 2020, this approach not only improves the student experience and contributes to more equitable academic outcomes, but is also rewarding for instructors. Instructors told us they felt more connected to their students, found meaning in their contributions toward equity, and had more fun than they anticipated with pandemic teaching because they used their creativity. As such, fostering belonging in the classroom is a "win" for everyone-especially during a pandemic.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

# data[].attributes.attachment_link.title
How to Help Students Feel a Sense of Belonging During the Pandemic

# data[].attributes.attachment_link.description
Do I belong at this school? How students respond to this question is closely linked to whether they succeed and thrive. According to our research, students who feel a strong sense of belonging are more engaged and more likely to join school organizations, take on research opportunities, and make connections with peers, faculty, and staff.

# data[].attributes.body
Provide material and a classroom environment that reflects the culture and experiences of students.

# data[].attributes.attachment_link.title
Fostering Belonging With Classroom Norms

# data[].attributes.attachment_link.description
When students help create their classrooms' rules and culture, they're more engaged and invested in learning.

# data[].attributes.body
Podcast and brief article to explain how to make students "feel a sense of fit".

# data[].attributes.attachment_link.readable_text
This is part of the monthly "Ask the Expert" series in which NC State College of Education faculty answer some of the most commonly asked questions about education.
When students feel a sense of belonging in the classroom, it can increase their educational success and motivational outcomes in multiple ways, and teachers can help create this feeling of belonging by building connections between classroom and community, according to DeLeon Gray, Ph.D.

Gray, an associate professor of educational psychology and equity in the NC State College of Education, studies how to help students, parents, teachers and community stakeholders unpack belonging and motivation to support students' engagement, learning and productivity.

"A sense of belonging at school means feeling a sense of acceptance, respect, inclusion and support in a learning environment," Gray said.

Gray said students who feel a sense of belonging at school are typically more energized, more likely to spend time on-task and return to activities, and more likely to choose to be in the school environment.

Students who don't feel a sense of belonging, however, often struggle to devote their full cognitive resources to tasks and experience issues with emotional wellness. These feelings could manifest in frequent visits to the nurse's office or even truancy, as students look for a way to avoid environments where they feel as though they don't belong.

"The negative impacts of not belonging can be cyclical in the sense that you can have a negative or disconfirming experience about your identity or your place within the school and that might lead you to try to make up for that in some way, which could also lead you to do things you wouldn't otherwise do if your belonging needs were met within that educational context," Gray said.

How Educators Can Help Foster Feelings of Belonging

One way teachers can help prevent students from mentally or physically checking out of the educational environment, Gray said, is to create instructional opportunity structures that help students feel a sense of continuity between home and school. This is especially important for historically underrepresented students, who benefit from seeing their ancestral heritage and community represented in the classroom.

To help build these connections between community and content, Gray recommends teachers bring in community members, artifacts or even local news stories to reinforce concepts that are covered in the curriculum. Teachers can also give students opportunities to discuss the ways in which the content connects with their outside lives, allowing them to drive connections themselves.

"This gives more meaning and life to the activities that students do and makes those activities more valuable for students to engage in," Gray said.

Gray, who works with students in Durham, North Carolina through iScholar -an ongoing, community-engaged partnership between NC State students and faculty and Durham teachers, educators, leaders and students- said he has found success incorporating things students are passionate about into lessons.

For example, sneaker culture is very important to the students iScholar serves, so they brought that into a lesson on space exploration, asking students to design shoes that would be both aesthetically appealing and protective for a mission to Mars.

"We talk about cultural relevance at a very broad level, but when we break that down to bringing culture and belonging inside of a school, it means recognizing where students are," Gray said. "Students got to express their creativity and ultimately design a shoe that honored their culture. For them, the take-home point was that going into outer space doesn't have to come at the expense of leaving your culture behind."

To understand what matters to their students, teachers need to build interpersonal relationships with youth of all backgrounds through authentic compliments, authentic praise and authentic connections, Gray said.

Teachers can self-disclose information about their own lives to build relationships with students as well as create time and space in the classroom for students to share about their lives outside of the school environment. One activity that works well, Gray said, is to pass a ball around at the beginning of class and, as each student holds the ball, they are given an opportunity to share one good thing that has happened to them that day.

"That provides so much ammo for the teacher to then weave these connections for students in and out of their lessons," he said.

Educators can also help foster a sense of belonging in their classrooms by having high standards combined with rigorous support, adopting a communal orientation and letting students know they have the safety to be wrong, because mistakes mean that they are being ambitious.

"These strategies all hinge on students understanding that they have a place inside the classroom, they have rights and the classroom is centered around their experience," Gray said.

Creating a Physical Space that Reflects Your Students

In addition to individual classrooms, Gray said that the overall school environment can also be leveraged to increase a sense of belonging among students.

In 2019, students who participated in iScholar won a national design competition by designing a school that honored students' cultures, drawing inspiration from ethnic and indigenous patterns to design the architecture of the proposed building.

Although redesigning a school building is likely not an option in most cases, Gray said educators can still give students a sense of ownership over their schools by giving them a say in the way things are done.
Video by Ryan Clancy
For example, students can be made members of an advisory board to help make decisions or can be given a budget and time to collaborate in order to lead new initiatives inside the school.

"Students choose to be in environments that make them feel a sense of fit. This is especially important during adolescence and emerging adulthood, where questions of identity are prevalent," Gray said. "If these questions are answered within a certain space that students are in, they will choose to be there mentally and physically."

# data[].attributes.attachment_link.title
Why is it Important for Students to Feel a Sense of Belonging at School? 'Students Choose to be in Environments That Make Them Feel a Sense of Fit,' Says Associate Professor DeLeon Gray

# data[].attributes.attachment_link.description
When students feel a sense of belonging in the classroom, it can increase their educational success and motivational outcomes in multiple ways, and teachers can help create this feeling of belonging by building connections between classroom and community, according to Associate Professor DeLeon Gray, Ph.D.

# data[].attributes.body
Supporting parents and helping them feel welcome and like they are members of the school community will positive impact students.

# data[].attributes.headline
Direct Instruction for Diverse Opinions and Stereotypes

# data[].attributes.subject
Direct Instruction for Diverse Opinions and Stereotypes

# data[].attributes.body
Build on the diversity in the classroom by having students share their different cultural perspectives on situations.

Accept that people have different attitudes and values.

Recognize that despite differences, all people have similar needs, feelings, and wants.

Lead activities to demonstrate that everyone is different, has different thoughts and feelings, backgrounds, etc. Lead activities to identify how we are all similar and how we may be different.

Celebrate historic figures who resisted stereotypes or worked to promote justice and equality for all individuals.

Ask students to reflect (including in journals) on questions about the negative effects of stereotyping. Give them opportunities to discuss in pair shares.

# data[].attributes.body
Write thank you and/or appreciation notes to students.  You may write a note on a Post-it and have it stuck to a student's desk when they walk in or write a note on a card that you hand to the student or send in the mail.  I give myself a set amount of time (i.e. a semester) and try to write one note to each student in a class during that time. ADDED BONUS: I spend my time actively looking for the good so that I have fodder for each note.

# data[].attributes.body
Research has shown that movement improves student  academic performance including information retention. Anecdotally, we know that movement often improves student engagement + behavior.
Some activities to add movement to a lesson:

Opinion Continuum (https://www.facinghistory.org/resource-library/teaching-strategies/barometer-taking-stand-controversial-issues#:~:text=The%20Barometer%20teaching%20strategy%20helps,a%20wide%20range%20of%20opinions.)

Four Corners (https://www.facinghistory.org/resource-library/teaching-strategies/four-corners)

Gallery Walks  (https://www.edutopia.org/blog/enliven-class-discussion-with-gallery-walks-rebecca-alber)

Rotation Stations (https://creativeeducator.tech4learning.com/2016/articles/blended-learning-with-station-rotations)

# data[].attributes.attachment_link.readable_text
This teaching strategy was originally designed for use in a face-to-face setting. For tips and guidance on how to use this teaching strategy in a remote or hybrid learning environment, view our Taking Barometer Online video and our Take a Stand Routine.
The Barometer teaching strategy helps students share their opinions by asking them to line up along a continuum based on their position on an issue. It is especially useful when you want to discuss an issue about which students have a wide range of opinions. Because a Barometer activity gets many arguments out on the table, it can be an effective pre-writing exercise before an essay assignment.

1. Prepare the Space
Identify a space in the classroom where students can stand in a line or a U-shape. Place "Strongly Agree" and "Strongly Disagree" signs at opposite ends of a continuum in your room. Alternatively, you can post any statement at one end and its opposite at the other end of the line.

2. Contract with Students
Set a contract for this activity. Since it deals with students literally putting themselves and their opinions on the line, it has the potential to promote outbursts that result from some individuals not understanding how classmates can hold whatever opinion they hold. Reiterate your class rules about respect for the opinions and voices of others, and call for students to be honest but not insulting. Re-address ways to constructively disagree with one another, and require that when students offer their opinion or a defense of their stance, they speak using "I" language rather than the more accusatory "you."

3. Students Formulate an Opinion
Give students a few minutes to reflect on a prompt or prompts that call for agreement or disagreement with a particular statement. You might have students respond to the prompt(s) in their journals.

4. Students "Take a Stand"
Ask students to stand on the spot along the line that represents their opinion, telling them that if they stand at either extreme, they are absolute in their agreement or disagreement. They may stand anywhere between the two extremes, depending on how much they do or do not agree with the statement.

5. Students Explain Positions
Once students have lined themselves up, ask them in turn to explain why they have chosen to stand where they are standing. Encourage students to refer to evidence and examples when defending their stance. It is probably best to alternate from one end to the middle to the other end, rather than allowing too many voices from one stance to dominate. After about three or four viewpoints are heard, ask if anyone wishes to move. Encourage students to keep an open mind; they are allowed to move if someone presents an argument that alters where they want to stand on the line. Run the activity until you think that most or all voices have been heard, making sure that no one person dominates.

6. Debrief
There are many ways you can debrief this exercise. You can have students reflect in their journals about how the activity changed or reinforced their original opinion. Or you can chart the main "for" and "against" arguments on the board as a whole-class activity.

Forced Decision: Yes, No, or Undecided: Read a statement aloud. Rather than have a continuum for agreement, require students to make a decision about whether they "agree" with the statement, "do not agree," or "are unsure" about their agreement. If students agree with the statement, instruct them to move to one side of the room. If students disagree with the statement, instruct them to move to the other side of the room. Designate a place for students to stand near the middle if they are undecided or unsure. Have students explain why they are standing where they are standing. If after hearing another student's position a student would like to move across the room, allow for this movement.

Post-It Notes Barometer: Draw a continuum on the board. Ask students to place a sticky note on the spot along the continuum that represents their opinion. Then have students discuss what they notice about the collection of notes. This variation is less about individuals explaining their point of view than about illustrating the range of agreement or disagreement in the class.

Presenting Different Perspectives: The Barometer strategy can be used to present the different perspectives of historical figures, schools of thought, and literary characters. Assign students a perspective to represent. Then give them time to research or study the ideas of this person or group in relation to the question being studied. When you frame a statement, ask students to stand along the line at a position that represents how their assigned individual or group would respond. For example, you could use this activity to show how different philosophers or groups have responded to the statement "Individual freedom is more important than protecting the needs of the larger community."

Remote Learning: Taking Barometer Online: Learn how to implement the Barometer teaching strategy in an online learning environment. This strategy asks students to take a stand on an issue in an online class discussion.

# data[].attributes.attachment_link.title
Barometer: Taking a Stand on Controversial Issues

# data[].attributes.attachment_link.description
This teaching strategy was originally designed for use in a face-to-face setting. For tips and guidance on how to use this teaching strategy in a remote or hybrid learning environment, view our Taking Barometer Online video and our Take a Stand Routine.

# data[].attributes.body
Identify a student and commit to having a (non academic/student voice-rich) 2 min conversation with that student for 10 consecutive days. That's it. We like to do this with as many students as possible throughout the year. Teachers report gaining new perspectives re the student and students report feelings of strengthened relationships with the teacher.

# data[].attributes.attachment_link.readable_text
In this Intervention Brief, we explore 2x10 Relationship Building, an intervention that empowers educators to build authentic relationships with students and increase their sense of belonging. You can find the 2x10 Relationship Building strategy in the intervention library of Student Success, Panorama's MTSS intervention management platform for school districts.
***********************
Quick Summary
Intervention Name: 2x10 Relationship Building (or Two-by-Ten Relationship Building)

Tier(s): 2

Grade Levels: K-12

Description: Support students by spending two minutes per day (for 10 consecutive school days in a row) connecting with a student individually and offering extra social-emotional support.

[Free Download] 15 SEL Intervention Ideas for School and District Teams

2x10 Relationship Building Intervention Overview

2x10 Relationship Building-originally coined the "two-minute intervention" by researcher Raymond Wlodkowski and popularized in Allen Mendler's Connecting with Students-is a Tier 2 intervention that helps build teacher-student relationships, reinforce positive behaviors, and convey genuine support to an individual who might be typecast as a "challenging student."

At its core, the 2x10 strategy is about consistently building relationships with students. Educators (or school leaders) select a particular student and set a goal to engage in a 2-minute conversation with that student for 10 consecutive school days. These conversations might happen at the beginning or end of a class period.

Research shows that implementing the 2x10 intervention can lead to significant improvements in individual student behavior and the broader classroom climate.

Not only can the 2x10 strategy create a positive connection between an adult and an individual student, but adults can also use it to model core SEL competencies such as social awareness, self-awareness, and relationship skills through empathy and active listening.

Who Does the 2x10 Strategy Work For?
The 2x10 Relationship Building intervention works best for students who are having a hard time maintaining positive relationships in the classroom, exhibiting disruptive behaviors, or are in need of extra emotional support. It provides students with a safe outlet to communicate their feelings, emotions, and needs to a trusted adult. This targeted intervention can be used as a behavior support for individual students in elementary school, middle school, or high school.

Consider the following criteria when identifying students who will benefit from the 2x10 strategy:

Students who respond positively to adult attention and connection

Students who are struggling to connect with peers (or adults) in the school community

Student who struggle with emotion regulation, social awareness, and disruptive behavior

How to Implement the 2x10 Strategy

1. Choose one student whom you would like to strengthen your relationship with.

2. Select when you are going to approach the student (e.g., at the beginning of a class period).

3. Find the student and start a conversation with them. To build a productive relationship with a student, adults will likely have to initiate the connection.

4. The focus of these conversations should be:

Brevity.These conversations should last two minutes or under.

Student Voice.Invite them to share something non-academic with you about their day or life. Here are some great get-to-know-you question prompts.

Honesty.Model transparency and authenticity by sharing something personal/non-academic with the student.

If you use Panorama: You can select the "2x10 relationship building" strategy when creating an intervention plan for a student. Monitor the student's progress over time by logging notes. Everything will be saved to the student's profile and visible to other educators with access to Panorama.

Example of a student intervention plan in Panorama (mock data pictured)

"After implementing 2x10 relationship building in response to Panorama survey data, we had an increase of over 6 percent of students who felt a favorable sense of belonging and connection to adults. That's about 75 to 80 kids. Those students also improved their attendance, academics, overall sense of well-being, and SEL strengths."
-Luke Rasmussen, Executive Director of Secondary Education (Read the full story)

Tips for Effective 2x10 Strategy Implementation

Keep the content of the conversation focused on the student's personal interests, not their schoolwork or behavior. Use an interest inventory to ask questions, or use context clues (e.g., what the student is wearing or likes to talk about in class) to help drive the conversations. Find out what their favorite food is or what their hobbies are. The goal is to get to know the child outside of school in an authentic manner.

Consistency is key. Even if the conversations are shorter than ten minutes, they can be beneficial if they occur every school day. Holding a 30-second conversation for 10 days in a row with a student conveys more care than having just one 30-minute conversation.

Ask open-ended questions, and don't be afraid to probe if students start to open up.

Be a persistent, positive role model.

Keep the momentum going after the 10 days and continue to engage the student on a regular basis.

Additional Resources on the 2x10 Strategy and Other Behavior Interventions

Download this packet of 15 evidence-based SEL interventions [includes instructions and templates for use].

# data[].attributes.attachment_link.title
2x10 Relationship Building: How to Do It (and Why It Works!)

# data[].attributes.attachment_link.description
The 2x10 Relationship Building strategy is a Tier 2 behavioral intervention that empowers educators to ritualize a classroom management technique to create a personal connection with students

# data[].attributes.headline
Let students be the"experts" in the room/Invite students to share their expertise

# data[].attributes.subject
Let students be the"experts" in the room/Invite students to share their expertise

# data[].attributes.body
Some ways to do this:

Opening or Closing Go-Around: Invite students to share an accomplishment /something they are proud of having done (you may have this be class-related or not). The group can offer snaps, claps, etc. after each accomplishment shared.

Ask students jot down one thing they are really good at on an index card. Hang these cards around the room as a visual representation of expertise.  You may invite one student per day to speak to their expertise.

Invite a student(s) to lead a discussion/teach a portion of a lesson

# data[].attributes.headline
Share personal background about yourself. 

# data[].attributes.subject
Share personal background about yourself. 

# data[].attributes.body
Share things about you that you want students to know to help build relationships with your students. They might have similar interests as you along with experiences.

# data[].attributes.headline
Circle Talk:  Allow your students to pick a topic and spend the time talking about it. This shows students that you hear them and are interested in their opinions.  Each SEL Period, you can chose a different student to chose the topic.

# data[].attributes.subject
Circle Talk:  Allow your students to pick a topic and spend the time talking about it. This shows students that you hear them and are interested in their opinions.  Each SEL Period, you can chose a different student to chose the topic.

# data[].attributes.body
Students are able to showcase or talk about things they are currently involved in.

Drawings, Social media platforms, hot wheels, bubbles, dinosaur collection, jojo siwa performances etc..

# data[].attributes.headline
Closing the Loop (metacognitive lesson summary)

# data[].attributes.subject
Closing the Loop (metacognitive lesson summary)

# data[].attributes.body
This strategy allows for both a Content Summary (i.e. What did we learn today? What are some key takeaways from today's lesson?) AND metacognitive reflective questions (i.e. What was easiest/toughest today? How did we do as a class?)

# data[].attributes.attachment_link.title
60-Second Strategy: Closing The Loop | Edutopia

# data[].attributes.attachment_link.description
A strategy for using a quick, whole-class reflection on content as a verbal exit ticket.