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Jamboard - Strategies for Difficult Student Discussions

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Jamboard - Strategies for Difficult Student Discussions

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Factual, Conceptual and Debatable

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by Randi Zuckerberg

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Randi Zuckerberg’s Secret To Success: Pick Three Priorities A Day | CNBC

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with Explorations

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Lynn Erickson

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concept-based unit design according to dr. lynn erickson

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CONCEPT-BASED UNIT DESIGN According to Dr. Lynn Erickson - ppt video online download

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The Workshop "Working the Conceptual Level Through the PYP, MYP and Diploma Programmes" Dr. Lynn Erickson Concept-Based Curriculum and Instruction for the Thinking Classroom (2007) Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction (2008)

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* Combine the Step Inside routine with a Chalk Talk. Assign students a role in which they must write in the Chalk Talk from that point of view.

These routines work well in the classroom and at home. Using the Chalk Talk routine at home with my kids provided more information than we might have had in a conversation because it was recorded on paper. Instead of just saying, "How was your day?" and getting a one word response, I was able to write "Why was your day good?" and learn more detailed information about their day. I'm excited about the effectiveness of this routine.

-Erica Rossell
6/8 grade Science Teacher
Reuther Middle School

This routine has helped enhance students' writing. Last year I would sometimes get the groans, "Is this a CERC?" This year the kids are like, "Okay! I've got this!" They are very confident, and their evidence and reasoning are linking together. "

-Jari Lynn Pathenos
7/8 grade ELA Teacher Reuther Middle School

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A routine for open-ended discussion on paper ensuring all voices are heard.

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Activity Idea - Book Character and Learner Profile

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Activity Idea - Book Character and Learner Profile

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Fostering Interdisciplinary Teaching and Learning in the MYP

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Fostering Interdisciplinary Teaching and Learning in the MYP

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Benefits and Approaches

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Let's say you're a pretty solid math student.

You've mastered multiplication. You decimate decimals. Fractions are frictionless.

Then, one day, your teacher starts a new unit: algebra. Now you're struggling. Why? It's a big step up - and you didn't have all the resources, concepts, logic and problem-solving skills you needed to ace the big test.

There's a certain flow in a well-designed curriculum. It connects not just between units in a class, but also over years of education and between the subjects students take. When students learn skills foundation-first and build up, and when teachers reinforce those skills across grades and classes, that's what we call vertical alignment.

(Not to be confused with horizontal alignment, of course, which describes consistent standards. What students learn between classes, schools, districts and states or provinces should, essentially, be equal.)

Vertical alignment is the how and the when of what we teach. It's about linking lessons, skills and assessments together as a holistic experience. It helps us prioritize, focus, reinforce and place learning in new contexts. It helps schools make better decisions faster - and helps learners apply those skills in new ways.

No doubt about it, it's a big and complicated task to do. You'll be comparing and coordinating lots of moving pieces, from grade-level standards to unit content throughout the student journey. So we're here to tell you what you can expect from a vertically aligned curriculum, and how you can bring cohesion into the classroom.

Level up your learning

Let's start by breaking down how vertical alignment supports student success.

Reducing unnecessary repetition

Many subjects share the same foundational knowledge. But when teachers design curriculums independently, they don't know what's going on in other classrooms. So it's quite common for students to re-learn the same material across grades and subjects.

Vertical alignment requires teachers to think beyond their classroom walls and collaborate with their colleagues. Together, they can organize around a better curriculum that focuses on developing those skills further, rather than repeating them over and over at the same level.

Addressing gaps in learning

Quite the opposite of repetition, you also don't want to miss teaching any core skills. A vertically aligned curriculum helps you identify where students are currently struggling, and where they need extra attention.

Similarly, when you compare your curriculums side-by-side, you can see where you're thin on lessons, or where timing doesn't match up between the basics and the next level of learning.

Making knowledge more meaningful

Imagine your students are learning about Africa in geography class. Now imagine they're learning African folklore in English Language Arts; studying the animals of the Serengeti in science; solving word problems that reflect life on the continent in math.

That connectivity gives students more depth because they can apply their knowledge in many ways, from many different perspectives.

Setting clear expectations

Vertical alignment is an exercise in coordination and planning. Curriculum maps need to be built ahead of time to make sure students learn skills in the right order.

Not only does it let teachers plan around what students should know before they arrive for the day's class, it provides a way for students (and their parents) to know ahead of time what they'll be learning and track progress throughout the year.

Sparking professional growth

Student development depends on teacher development. Let's not forget that vertical alignment brings teachers together to talk about what's working (and what's not working) in their classrooms.

The nature of collaboration means teachers get to see what other teachers are doing. It gives them opportunities to share ideas and pick up new approaches to try.

Making decisions faster

Are students struggling with one topic in particular? Is there a gap that plagues your learning experience? Vertical alignment doesn't just help suss out where you can improve as an institution - it helps you prioritize those gaps so you can focus on filling them.

It means being more nimble, too. Taking out the guesswork and looking at the big picture helps drive direction and make better decisions.

Your first steps to vertical alignment

Before we get started, we recommend brushing up on curriculum maps. After all, they're a central piece of the vertical alignment puzzle.

All ready? Good. Let's begin.

1. Bring your data together

Administration, regulators and teachers alike need to share what's happening today, identify areas where there are common goals and find gaps in the current process. For that, you'll want to compare some key data points as things stand today:

Targeted standards - knowing what your objectives are before you begin (and when you need to reach them) will help you map the best way to get there, at the right time.

Unit content- go beyond borders to examine in detail what students are already learning from across the spectrum of your school.

Assessments - alignment applies to the way you measure student learning, too, to reflect a logical and achievable progression between grades.

Course materials and resources - textbooks don't always support a vertically aligned agenda, so it's important that in-class materials line up between grades and subjects, too.

Student performance - the best way to identify gaps is by looking at trends. If students hit a wall during that week of trigonometry, there's probably something you can improve.

2. Take some time to reflect

This meeting will result in a lot of information, so don't make any decisions right away. Step back, look at what you're working with, and let it percolate. Encourage everyone to think about high-level connections between skills, knowledge and subject areas.

3. Build curriculum maps

It's time to put pen to paper (or use a tool like Chalk) to put together the first version of your new curriculum maps. Like any masterpiece, the first draft - which this is - won't be perfect. That's okay. This is the starting point from which you'll build something much better.

4. Hold workshops and collaboration sessions

It'll take a couple of sessions and iterations, but you're working towards an important goal: nailing down a fully connected curriculum. Compare your new curriculum maps side-by-side, with the same data points as above, and align as much as you can.

5. Keep communication open

A curriculum isn't a one-and-done thing. It ebbs and flows, and topics change, so your team will sometimes need to make changes on the fly - and keep everyone else on the same page. Save your curriculum maps in a shared place, and encourage professional learning communities where teachers can share tools and resources.

Vertical alignment is tough - there's no debating that. But keeping your goals in mind and putting student learning front-and-center will help you solve for x every time.

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Vertical alignment is the how and the when of what we teach. It's about linking lessons, skills and assessments together as a holistic experience. It helps us prioritize, focus, reinforce and place learning in new contexts. It helps schools make better decisions faster - and helps learners apply those skills in new ways.

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Document-based Question Thinking Like A Historian

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The DBQ Project strives to help teachers help students read smart, think straight, and write clearly with educational products and teacher development.

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The IB develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through education that builds intercultural understanding and respect.

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Blending Synchronous and Asynchronous Learning

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Blending Synchronous and Asynchronous Learning

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This article proposes six models of blended online course delivery, ranging from a highly supported faculty-guided model to an independent self-paced model.

Credit: Batshevs / Shutterstock.com © 2020

Current definitions of blended learning typically acknowledge movement between face-to-face and online course delivery. In their article about blended learning, D. Randy Garrison and Heather Kanuka stress that blended learning is much more than a convergence of face-to-face and online learning experiences.

"A blended learning design represents a significant departure from either of these approaches. It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic, starting with various specific contextual needs and contingencies (e.g., discipline, developmental level, and resources). In this respect, no two blended learning designs are identical. This introduces the great complexity of blended learning."

Another dimension that should be considered is the movement between synchronous and asynchronous learning. Synchronous time can be scheduled for those activities where students need the support of faculty and peers, such as during group work and complex problem-solving activities, collaborative and discovery learning exercises, and peer feedback and critique sessions. When students require practice with problem sets or need time to increase their proficiency, they may benefit from an asynchronous environment. Asynchronous learning allows students to acquire new knowledge and practice skills at a pace that is optimal for their learning. This could potentially reduce the anxiety of students who fear they can't keep up with their peers. Blended learning goes well beyond learning in class at school versus learning at home on the computer; it incorporates a variety of experiences, including learning independently, collaboratively with peers, on campus, or from home.

Aligning Blended Models to the Learner's Autonomy Level

Determining the level of synchronous instructor support to provide in a course should be informed by the knowledge and skills learners have developed within the curriculum. Where a course is situated in an academic program (first year versus fourth year) may help determine student readiness. The zone of proximal development-a concept developed by psychologist Lev Vygotsky in the early 1900s-acknowledges the developmental arc that can be observed in learners. The zone of proximal development suggests that students require more guidance and support from teachers when completing new tasks or acquiring new knowledge. As students demonstrate mastery, they become more capable of completing tasks independently. Similarly, the conscious competence model acknowledges that learners move through stages when learning a new skill, behavior, ability, or technique: (1) unconscious incompetence; (2) conscious incompetence; (3) conscious competence; and finally (4) unconscious competence. The faculty's role across each of these stages changes greatly. A learner who is in the first stage requires the instructor to provide more monitoring and guidance, while a learner at the fourth stage is able to operate independently and is more likely to need the instructor to step back and play a mentorship role.

Student support is also closely related to student success, motivation, and learning. A 2011 study of 110 students in the United States looked at "the relationship between students' perceived support and their learning outcomes in an online course." Three categories of support were examined: instructional, peer, and technical support. The results indicated that students who perceived that they were well supported in their learning also indicated higher levels of satisfaction with the online course.

The six blended learning models presented below have been arranged with these frameworks in mind. The models range from a highly supported and faculty-guided model to an independent, self-paced model: (1) flipped classroom; (2) guided lab time; (3) integrated lab time; (4) capstone/independent learning; (5) project-based; and (6) self-directed.

Figure 1. Six Models of Blended Learning

Model 1: Flipped Classroom

One Hour Asynchronous, Two Hours Synchronous

In this scenario, students begin the course by learning concepts and skills asynchronously. Learning can happen in a number of ways, including through videos, readings, interactive online activities, and practice exercises or quizzes. All work is completed in advance of the synchronous component of the course. Time spent learning with faculty and peers provides an opportunity for students to come together and explore more complex tasks, solve problems, and build knowledge. This model is the most successful during the first semesters of a program, as it establishes behavior expectations and good habits.

Model 2: Guided Lab Time

Three Hours Synchronous (but students or groups also work independently)

Learning in this model is guided and monitored by faculty for the full duration of the course. Though students may work on projects or exercises independently or in groups, faculty rotate through students and groups to provide feedback and coaching on students' work. This model can be found across all levels of an academic program; however, monitoring and coaching may be more frequent in earlier semesters.

Model 3: Integrated Lab Time

One Hour Synchronous, Two Hours Asynchronous, Final Hour Synchronous

Within the lab or studio, there are typically milestones that must be reached or deliverables that are due at the end of each class. Classes often begin synchronously with a discussion and a demonstration of the concept and skill being taught. This initial demonstration is followed by asynchronous time where students complete a practical component either individually or in groups. At the end of class, students come together synchronously. Faculty facilitate the sharing of student work and feedback and close the lesson with a review. This structure most closely resembles the delivery of an advanced-level project, studio, or lab course.

Model 4: Capstone/Independent Learning

Two Hours Asynchronous (with access to faculty support), One Hour Synchronous

Students engage in individual or group project work for the first two hours; however, students have scheduled access to faculty or technicians for questions if needed. While this model has some similarities to Model 2 (guided lab time), it differs in that initial instructions may be given asynchronously, and working at the specified time is optional. Students can choose whether they need faculty support. In addition, within the guided lab time, faculty actively scan and watch over student work. This model is ideal for more advanced students who have a solid foundational skill set and demonstrate more autonomy.

Model 5: Project-Based Course

Two Hours Asynchronous, Two Hours Synchronous

In this model, students work independently or in teams to actively explore real-world problems and challenges. Students are self-directed and work asynchronously on their projects for the first two hours. Faculty may schedule brief check-ins during this time. For the second two-hour block, the class comes together synchronously, and students debrief the class on the progress they are making on their project, engage in peer critiques, seek mentorship, and participate in other learning activities. This model is ideal for more advanced students who have a solid foundational skill set and have developed more autonomy.

Model 6: Self-Directed Course

Three Hours Asynchronous

All aspects of this course can be done asynchronously. This model provides students with the flexibility to complete work at their own pace. In this course model, students may engage in research, watch videos, complete group assignments, and share feedback and comments in discussion boards-all on their own schedule each week. While assignments and evaluations have due dates in order to ensure appropriate course pacing, faculty may allow for early submissions or broad module-level deadlines. This model works well for students who have demonstrated strong time-management and prioritization skills and have a capacity for independent learning.

Considerations

Selecting the appropriate blend of synchronous and asynchronous time for your course should be informed by where learners are within their curriculum. To decide which model to implement, consider the following three questions:

1. Where is my course situated within the overall academic program?

2. How independent are my learners at this point in the program?

3. What level of guidance or coaching will my learners need to be successful?

Articulating a clear rationale for the blended learning structure is critical. Postsecondary institutions are currently swept up in the rush to move courses online, and faculty need to take the time to consider which online blended model best aligns with the needs of the learner and the learning outcomes of the course. Once the model has been selected, sharing the rationale with students and explaining how the strategies support the curriculum will help them better understand why part of the course is being delivered synchronously and part of the course is being delivered asynchronously, what the purpose and role of asynchronous learning is in the course, and how the asynchronous learning fits into the overall lesson plan.

Just as Garrison and Kanuka expressed, an opportunity exists to reconceptualize the learning and teaching schedule beyond the constraints of typical classroom delivery. The movement to online learning and the integration of synchronous and asynchronous delivery options opens up new possibilities for course scheduling. Faculty and administrators are faced with an interesting challenge and an exciting opportunity to schedule programs and engage students in new ways that best fit the curriculum without the constraints associated with scheduling classrooms.

Acknowledgments

The opinions expressed in this article are mine and not necessarily those of Sheridan College. I would like to thank the numerous faculty members who have provided feedback on the structure and presentation of these blended models. Specifically, I would like to thank Nicolas Hessler and Elaine Ursel for their inspiration and comments, which helped to form and refine this article.

Notes

1. Heather Staker and Michael B. Horn, Classifying K-12 Blended Learning, research report, (Boston, MA: Innosight Institute, May 2012). ↩

2. D. Randy Garrison and Heather Kanuka, "Blended Learning: Uncovering Its Transformative Potential in Higher Education," The Internet and Higher Education 7, no. 2 (2004): 95-105. ↩

3. L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes (Cambridge, MA: Harvard University Press, 1978). ↩

4. Alan Chapman, Conscious Competence Learning Model, Businessballs (website), 2007. ↩

5. Ormond Simpson, Supporting Students in Online, Open and Distance Learning (London: Routledge, 2002). ↩

6. Sang Joon Lee, Sandhya Srinivasan, Trudian Trail, et al., "Examining the Relationship among Student Perception of Support, Course Satisfaction, and Learning Outcomes in Online Learning," The Internet and Higher Education 14 no. 3 (2011), 158-163. ↩

Heather M. Farmer is a Curriculum and Program Review Consultant and a Professor at Sheridan College.

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what is synchronous learning?  what is asynchronous learning? independent learning

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6 Models for Blended Synchronous and Asynchronous Online Course Delivery

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This article proposes six models of blended online course delivery, ranging from a highly supported faculty-guided model to an independent self-paced model. Current definitions of blended learning typically acknowledge movement between face-to-face and online course delivery. In their article about blended learning, D.

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Authorization
The process through which schools apply to become IB World Schools and within which their applications are considered, culminating with the IB's decision on authorization.

Candidate school
A school whose submission of the appropriate application for candidacy has been accepted.

Curriculum
All aspects of the teaching and learning process for students in an IB programme, namely its design, implementation, assessment and review.

Consideration phase
Period during which a school examines the IB philosophy and specific programme structures and requirements, and compares them with the current state of the school to see if they are compatible. As a result, the school will decide whether to begin the authorization process by submitting an Application for candidacy. A school should complete the school information form to inform the IB of their interest when starting this phase.

Consultation process
A required part of the candidate phase, which includes a fixed number of hours of remote consultation per year of candidacy as well as an on-site visit (for all programmes except the CP).

Diploma Programme
IB programme that provides an academically challenging and balanced programme of education, preparing students, normally aged 16 to 19, for success at university and in life beyond. The programme is normally taught over two years and has gained recognition from the world's leading universities.

Global Centre(s)
Each of the three IB regions- Africa, Europe, Middle East, Asia-Pacific, and Americas -is administered by a Global Centre. The Global Centres provide services to prospective IB schools, IB World Schools, universities and governments.

Governing body
The duly constituted individual or group that has the ultimate legal authority to make decisions on behalf of the school.

Head of school (or director or principal)
The person who leads and supervises the daily operations of the school, ensuring that the policies of the governing body are put into practice.

IB Career-related Programme (CP)
IB programme that aims to extend access to an IB education by addressing the needs of students engaged in career-related education.

IB educators/IB educator network (IBEN)
Education professionals and specialists who contribute to the successful delivery of core activities of the IB by acting as examiners, workshop leaders, school visitors, curriculum developers, examination paper authors, advancement service project consultants and readers of school applications. Collectively, IB educators are known as the IB educator network (IBEN).

IB learner profile
A set of ideals intended to inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose, and providing a set of learning outcomes for each IB student.

IB philosophy
The IB's set of beliefs and values that guides the development and delivery of its educational programmes. It is reflected in the IB mission statement, the IB learner profile, What is an IB education? and the programme-specific documents that describe and explain each individual programme, all available in the resource and document library.

IB-recognized professional development
Activities listed on the IB workshops and events calendar or in-school professional development activities organized by the relevant IB office.

IB World School
A school that is authorized to offer one or more IB programmes.

Middle Years Programme (MYP)
IB programme that provides an academically challenging framework that encourages students to embrace and understand the connections between traditional subjects and the real world and become critical and reflective thinkers. The programme serves students aged 11 to 16 and is typically offered over 4 or 5 years.

Programme Resource Centre (PRC)
A curriculum information and resources web application for all teachers involved in delivering one or more IB programmes.

Programme(s)
Each IB programme includes a curriculum or curriculum framework and pedagogy, student assessment appropriate to the age range, professional development for teachers and a process of school authorization and evaluation. The four programmes offered by the IB are the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP) and the IB Career-Related Certificate (CP). A school may be authorized to offer one or more programmes.

Programme coordinator
Programme coordinators provide school-level leadership for the implementation of IB programmes and IB processes generally. They are key points of liaison with the IB.

Programme evaluation
Programme evaluation is a quality assurance process. Its main purposes are to assess the implementation of an IB programme in a school and to assist the school in developing and maintaining the IB programme. The first programme evaluation visit typically occurs between four and five years after authorization, depending upon the programme; subsequent evaluation visits occur every five years for all programmes.

Request for authorization
This is a formal request by a school to become an IB World School. The request is made when the school submits an Application for authorization, which includes specific documents that demonstrate the school's understanding of the programme for which it is seeking authorization, as well as information about its planning and/or trial implementation, depending on the programme.

Request for candidacy
A formal request by a school for candidate status. The request is made by the school submitting the Application for candidacy, which shows that the school has carried out a preliminary analysis of the programme and the consequences of its implementation; and that, as a result, plans have been developed reflecting the commitment of the school to make the necessary adjustments to become an IB World School.

Resources
Elements needed to implement an IB programme, which might include people, time, materials and money.

School community
All stakeholders of the school-students, parents, school staff, school managers and the governing body.

Standards and practices
The general requisites established for schools to implement any IB programme. The standards provide the framework against which the school is measured at authorization and evaluation. Standards are attained by implementing the practices identified by the IB for each standard.

Verification visit
A visit by a team of IB educators intended to verify that the IB's educational principles and required standards and practices are in place and that the school is prepared to become an IB World School.

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Glossary | Becoming a School | International Baccalaureate®

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Authorization The process through which schools apply to become IB World Schools and within which their applications are considered, culminating with the IB's decision on authorization. Candidate schoolA school whose submission of the appropriate application for candidacy has been accepted.

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Working through an Example MYP Unit Planner

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Working through an Example MYP Unit Planner

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The Power of Micro-Affirmations in the Classroom

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The Power of Micro-Affirmations in the Classroom

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You may have heard of micro-aggressions, but what are micro-affirmations?

These small, welcoming acts accentuate the positive, provide encouragement, and foster healthy relationships. Even the smallest interactions can have a BIG impact on classroom culture, and we all want to build a classroom environment where student expression, participation, and achievement are the primary goals of the school day.

Micro-affirmations create an environment where students feel comfortable sharing ideas, know that they are valued, and are excited to contribute. These small acts focus on teaching to the whole child-not just providing what is needed academically but also meeting their social and emotional needs.

When teachers use micro-affirmations, they are modeling how to care for their peers' feelings. Allophilia, as coined by Todd Pittinsky, is accepting and loving others who are not like you. Rejecting prejudice and, instead, developing a classroom where differences are celebrated and everyone's contributions are valued can increase student achievement. What's great is, once established as the norm, micro-affirmations don't take up any extra time or take much, if any, extra work.

How can I implement micro-affirmations in the classroom?

There are countless ways to embed micro-affirmations into classroom culture. Here are just a few examples of the micro-affirmations that we have integrated into our everyday classroom routines:

Greetings

Greet your students at the door every morning and intentionally create opportunities for students to greet each other daily. When a student is absent, be sure to point out that you noticed their absence and missed them.

Encouragement

Students can lead quick encouraging and supportive chants for their peers each time a student is speaking or presenting. Try having students say, "You got this (name)!" or "Rock it (name)!" This practice also provides built-in wait time for those students who need it.

Inclusive Language

Instead of talking about parents, try using the term families. Also, refer to the class as your school family. Instead of saying "my" classroom and "my" supplies, try saying "our" classroom and "our" supplies to promote inclusion as well student ownership of their classroom and learning environment.

[See 50 ways to be more inclusive in your teaching here.]

Names

Refer to students by name and make sure to pronounce them correctly! Encourage students to use their peers' name within classroom discussions. To take it a step further, try coming up with fun nicknames like Brian the Brain or Lenny Spaghetti.

Compliments

Positivity is contagious. Receiving a compliment makes a person more likely to give a compliment in return. Complimenting a student can, in turn, lead to students complimenting or congratulating each other without being prompted. Try to keep the compliments focused on growth. For example, instead of saying "you're smart," try saying "thank you for never giving up," or "I love how you are always prepared for class."

[See "Why I leave positive Post-Its for my students every morning."]

Equity

Calling on the same students all the time is easy to do mistakenly. Keep in mind students notice. Come up with a way to ensure you are asking students to contribute equally. Popsicle sticks with names on them or an online random name picker (try classtools.net/random-name-picker) are just a few options. This will also increase student participation. However, we recommend allowing the "phone a friend" option or giving students a choice so they don't feel put on the spot or cornered.

Share the Positive

When a student meets a goal, shows growth, displays a favorable character trait, or even just has a great day in general, share the positive! Whether a celebratory note or phone call home, recognizing them in front of their peers, or posting a sticky-note complimenting them on the Shout Out Wall, it can really make a difference in students' confidence and feelings of belonging.

Here's a look at some of the ways we incorporate these strategies into our teaching:

How can students use micro-affirmations?

When a student is sharing their work or ideas, their peers can show respect by sitting up straight, making eye-contact, and nodding when spoken to directly. These small gestures build respect and rapport between peers. Students can also make up their own nicknames, give each other compliments, and lead the supportive chants to encourage their peers after they have been modeled. We reward students for treating each other with respect, showing compassion, and encouraging others. It's great to watch students' begin to see others success as their own and the class as a family unit.

These are just a few of the plethora of ways teachers can accentuate the positive and encourage students to do the same. Getting to know your students and building positive relationships will do wonders for student growth and classroom culture. Ask yourself: In what small ways can I promote positivity and overcome my own personal bias' to ensure all students feel respected, valued and included in my classroom every single day?
We'd love to hear-how do you use micro-affirmations in the classroom? Come and share in our WeAreTeachers HELPLINE group on Facebook.

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The Power of Micro-Affirmations in the Classroom

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You may have heard of micro-aggressions, but what are micro-affirmations? These small, welcoming acts accentuate the positive, provide encouragement, and foster healthy relationships. Even the smallest interactions can have a BIG impact on classroom culture, and we all want to build a classroom environment where student expression, participation, and achievement are the primary goals of the school day.

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Positive affirmations are a powerful tool that promote positive self-talk. They are self-esteem boosters and anxiety reducers that lead to improved well-being for both children and adults.

Of course, this makes them a great addition to any classroom-especially for kiddos who struggle with confidence or may not receive much positivity at home.

Examples of positive affirmations include:

Positive affirmations can also foster a growth mindset through statements like:

My brain can grow!

It's okay for me to make mistakes.

I can do hard things.

I view challenges as opportunities for growth!

When we think of positive affirmations, we often imagine reciting statements like these in front of a mirror-and that doesn't exactly sound like something that would excite or inspire most children. Luckily, there are tons of creative and fun ways to incorporate positive affirmations into your classroom.

Let's look at a few ways you can fuel your students' confidence with positive affirmations!

1. Model the use of affirmations yourself

One of the best ways for children to learn is by example. Start by modeling what affirmations look and sound like. Share a few of your favorite affirmations or explain how you use them in your own life.

If you aren't accustomed to using affirmations, now is a great time to start. Integrate affirmations into your daily routine by choosing a consistent time (first thing in the morning, right after lunch, etc.) to repeat an affirmation out loud or in your head.

You can also provide sentence stems to help children understand how to create affirmations. Sentence stems may include:

Finally, affirm your students. Look them in the eyes and say affirmations like:

You matter.

You're loved.

You did it!

That's your best effort yet!

You must have been practicing.

You're helpful.

You make a difference.

By affirming your students, you model how they can affirm themselves. In addition, self-talk is shaped by the way our caregivers speak to us. As an influential adult in the lives of children, you can help shift negative self-talk in a more positive direction.

2. Hang posters that promote positivity

Make your classroom a welcoming, positive space by hanging positive affirmation posters. When students are surrounded by these messages on a daily basis, using positive affirmations becomes more natural.

The posters also remind you to use positive self-talk, affirm your students, and promote a culture of positivity in your classroom.

3. Create a space in the room for social-emotional/feeling awareness and provide access to positive affirmations

Whether you call it a Safe Place, a Composure Corner, or another name, it's helpful to have a classroom space where children can go to regulate their emotions and calm down when they feel upset.

Ideally, the space would be equipped with items that can help children calm. This may include stuffed animals, storybooks, photos of students' families, pillows or blankets, etc. You will also need to teach students how to use the space, along with calming techniques like deep breathing. Once children feel calm, they can rejoin the class ready to learn and have positive interactions with others.

If you have such a space in your room, equip it with positive affirmations. You can write positive affirmations on notecards or craft sticks. Students who are feeling sad, angry, or scared can benefit from reading these affirmations as they regain their composure.

4. Pass out affirmations and ask students to reflect

Write or paste affirmations onto a set of index cards, then pass them out at random. Ask students to reflect on how these affirmations are true in their own life (or not true).

Remember that the goal of affirmations is not to have students recite statements that they don't believe. In fact, doing so can be harmful. The power of affirmations comes from internalizing these statements and believing them.

This exercise can help children internalize statements that do ring true for them which can also provide insight on which students may need extra help with their self-esteem.

5. Present affirmation cards to students after seeing them exhibit the behavior/idea on the card

Notice your students by presenting affirmation cards or Post-It notes after you see them demonstrate a positive affirmation (like, "I can do it if I keep trying!" or, "I get smarter when I practice!"). This encourages and celebrates your students and helps them notice their own accomplishments too. As they realize that they do live the positive affirmations you discuss in class, they'll start to truly believe them.

When using this method, be sure you're not giving affirmations to the same students over and over. Celebrate even the smallest successes of all students.

Another idea is to carefully select messages and give them to students who may benefit from hearing that specific affirmation.

Students who struggle academically often feel shut out or invisible at school, where only "A's" and "B's" are celebrated. Make a special effort to notice and appreciate when these students practice, try, improve, and demonstrate other valuable qualities like kindness and helpfulness.

You may have heard the saying, "What you focus on, you get more of." By focusing on your students' positive actions and accomplishments, you'll reinforce these behaviors.

6. Display a daily or weekly affirmation

Choose an affirmation to prominently display either daily or weekly. Then have your students journal about the affirmation and/or discuss how they can apply the affirmation in their own lives. What does it mean? How would it look in action?

Encourage students to use the affirmations that feel true to them. As students become more comfortable using affirmations, have them take ownership by creating their own. Consider having a suggestion box for students to submit a daily/weekly affirmation.

7. Set it to music

Depending on the age of your students, they may enjoy setting their favorite affirmations to music. Students can create their own original songs or sing affirmations to the tune of popular songs.

Catchy songs tend to stick in our minds, and music can be a powerful motivator and mood booster.

Final Thoughts

Self-talk is shaped by the messages we hear and see daily. Help your students transform negative self-talk into positive self-talk by consistently using positive affirmations.

These activities are integrated into your daily classroom routines and don't take away from instruction. In fact, they can even promote literacy and critical thinking.

Plus, confident students will be more willing to tackle challenges, try again, and learn from mistakes. They're also more likely to treat their peers with kindness and respect.

Spending just a few minutes on positive affirmations weekly can provide your students with powerful benefits that last for a lifetime.

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Ideas for Using Positive Affirmations in Your Classroom

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Positive affirmations are a powerful tool that promote positive self-talk. They are self-esteem boosters and anxiety reducers that lead to improved well-being for both children and adults. Of course, this makes them a great addition to any classroom-especially for kiddos who struggle with confidence or may not receive much positivity at home.

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Find out what learner profile you are

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Copy of 2020 IB Program Standards and Practices