Examples:

• K–2: Asking, “Did the way I explained directions help my students understand?”

• 3–5: After a science experiment gets noisy, reflecting: “Did I set expectations clearly enough?”

• 6–8: Considering whether classroom discussions allow every voice to be heard, not just the most vocal students.

Examples:

• K–2: Calmly waiting while a student zips their jacket or sounds out a tricky word.

• 3–5: Allowing extra time for students to organize materials before transitions.

• 6–8: Remaining calm when students test boundaries, understanding that independence-seeking is part of development.

Examples:

• K–2: Trusting a child to be a line leader or class helper.

• 3–5: Allowing students to lead a group project role, like recorder or facilitator.

• 6–8: Trusting students to manage small group discussions without constant teacher oversight.

Examples:

• K–2: Saying, “I can see you’re upset. Let’s take a break and try again.”

• 3–5: Acknowledging frustration after a recess conflict and guiding toward resolution without blame.

• 6–8: Listening respectfully when a student disagrees during a class debate.

Examples:

• K–2: Encouraging with, “You’re learning more every day.”

• 3–5: Saying, “This is hard, but I know you can solve it with effort.”

• 6–8: Reminding a discouraged student that mistakes are part of growth and preparing for bigger goals.

Examples:

• K–2: Holding a student accountable for cleaning up even when they resist.

• 3–5: Addressing unkind words directly and teaching respectful alternatives.

• 6–8: Speaking up when noticing exclusion or bullying, even if it’s uncomfortable.