1. Write a good morning message to display on the board

2. Greet the students at the classroom door

3. Having classroom meetings

I have always loved a Welcome Slide, but really like the message they shared. I will attach here. It isn't procedural, but more of a purpose of belonging.

The Welcoming at the door is such a small, but impactful moment.

I used the accurate thinking strategy a lot with a student last year and it worked so well. Her anxiety decreased a lot throughout the year and her before and after thinking were a match by the end of the year. It was a quick and easy strategy to implement.

• Narrate for the student

• Chunk it: break into smaller parts

• Start on the white board

• use "continue" instead of start

• easy ones first

Making goals visible for students really will help hold them accountable for meeting their goals.

1. Safety for everyone

2. Honor dignity

3. Keeping student in class

4. Regulate behavior

5. Maintain relationships

   
   

*If a student does not want to be in the classroom, time away from the classroom is something they prefer

We cannot force students to regulate.

-Passing a ball of yarn around while sharing things about yourself to demonstrate the ways we are connected

-Shout out cards for students to give to each other

-Minute to win it games

Some ideas to promote teacher to student connections included:

-Be vulnerable with students

-Join students in a game/lunch

-Connect with a game (Jenga question prompts)

Some ideas to promote school to student connections included:

-Grade level calendar

-Run a club or pop into a club

-Increase representation through a cultural display

-Kindness campaign (i.e., take what you need board)

In addition, we can ask students their preferred methods of praise/interaction.

I am committed to ask students how they want to be celebrated.

1. student to student

   1. class meetings, shout outs/gratitude's, team building activities

2. student to teacher

   1. Invite, Join, Connect

      1. Invite= share personal stories or connections such as your pet or 1 picture a week

      2. Join= spend time in non academic settings with students

      3. Connect= find ways to make connections (jenga activity= each student writes something about themselves on a jenga piece. every day teacher picks a piece and tries to guess the student based on the fact)

3. student to school

   1. Display a monthly calendar that includes student birthdays, student events, club meetings and school/community events.

   2. Clubs! As we know!

   3. Display a World Map where students can place a dot where their family is from (consider a different color for each class)

   4. "Ask Me How I Earned My Button"; students receive this after an act of kindness, creativity etc. Teachers and students can then ask the student what they did to earn the button.

   5. Kindness Campaigns; decorate rocks, "take what you need" quotes from a schoolwide bulletin board, etc.

The goal is to create a web of connections for students. :)

Student to Teacher: The Jenga idea was fun, but I think popping into the students' specials for 5 minutes might be super fun and impactful!

Exact-O-Mo:

Back and forth game. The goal is to get to 20.

keep flipping until getting to 20.

We can add and subtract.

There are difference variations.

Multiplication Mania:

5 cards in hand.

Multiple two cards and claim the product in the grid.

Goa is to get a row.

There are variations.

Knock-It-Off:

3 dice

Goal is keep going until we cannot create anymore equations.

Exact-O-Mo is so fun, I love how the inverse operations are at play with this game. It will be great to use negative/positive integers (red cards would be negative and black cards would be positive)for Exact-O-Mo. I like the reminder to use these games as informal assessment for fluency.

Multiplication Mania is awesome, because it embeds logic which will appeal to my beyond friends too. :)

Knock it off is so great! I love how it promotes flexible thinking in our kiddos. My students will love it! Also, how lucky are we?? :)

Low level: Tapping, Looking around room, Changing in facial expression

ML: Run in classroom, Knocks something over, hiding

HL: Kicking, leaving classroom

Spot Low level behavior and step in.

Within the classroom:

-offer opportunity for students to distract and be successful

-Job should take less than 2 minutes

Consistent communication across the board. loop in special teachers.

Medium level behavior

-cognitive distraction

-should take less than 3-5 minutes

-engage their though process.

*small break might not be effective because students might still be thinking negatively. Reflect again later, give a little bit more time.

Problem solving Chart (provided in the slides)

Skill building -Instant Innovation (website with resources)

These are helpful tips that I can easily use on my Cody's club kid :)

We often have strong plans in place for high level behaviors, but it is important to have a plan in place for low level behaviors, too! A distraction can be a great intervention for lower level behaviors so that behavior does not escalate.

Some ideas to intervene at a lower level could include: a job or a cognitive distraction. If we find a shift that works well with a student, we sure be sure to share with others so that all staff can break the chain!

Students

-Secret kindness mission (give students a post it with a classmate's name)

-Belonging board (woo we have this!)

-Doubler (ask students to draw/write about something that sparks happiness)

Staff

-Walking buddy

-Look at favorite things book and surprise someone

-Check ins

-Write kind notes

-Blind date with a book

-Friday cheers

-Friendship bracelet station

Within us (from Mel Robbins book)

-Consider your morning routine to set yourself up for a strong start

I am excited to try the doubler with students before testing and I plan to prioritize my starts in the am :)

By knowing our students, we can ensure that our learning materials are representing them. Also, when students leave the classroom, even for a temporary period of time, it is important to consider our tone and words when inviting them back into the classroom. We can have restorative discussions in a group setting with limits set to ensure safety and solutions.

Restorative circles would be a great strategy to implement in the classroom.

The part about sharing events/vacations is such a great reminder as well.

I always ask friends a general question. What would you like to share with me?

Teachers can reinforce cliques. I am so glad to hear this as I usually like to make groups and thought I was being strict Moira. haha

Yes! I love the part about how a teacher saw something, but didn't address it. This is why I always ask students are feeling even if a student is having a hard time. For example if a student is having a rough time I validate their feelings while still respecting the other students' feelings.

On the same token, making the student who was having a hard time, coming back with an invitation. We want them to know they belong in our room.

Be aware of ways you may be excluding students during discussions about vacation plans, holidays and discussions about parents, since not everyone has the same family structure.

When addressing issues in the classroom, always seek to focus on restorative practices instead of punitive measures. Focus on logical consequences. Guide students through questions such as what happened? who did that affect? Always seek to welcome the student back into the classroom environment in a positive way.

I think being intentional about groupings inside the classroom is so important for students and their confidence. Also, their connections. If the students are consistantly in the same groups with the same students they might not have the opportunity to build connections or having meaningful discussions with other people in their class.

Also, using tools like popsicle sticks or the name generator that groups students can help when creating new groupings. All this to say I absolutely love all the SEL and E&I topics that are being covered and I look forward to the next month of Grab and Go's!

I found it interesting that our students don't like the feedback sandwich because they view at as placating them with hollow praise. I have learned a more effective way to provide "wise feedback" that will hopefully help students feel more respected, thus motivating them to use the feedback while developing a stronger relationship as more of a mentor.

Excited to learn more!

This resonated with me a ton! I love the idea of keeping a "mentor mindset" and forming an alliance with the kiddos in order to best support and collaborate with my students!

I can use WISE feedback, holding my students to high standards and giving them the respect they need and deserve.

I also so agree with the Wise Feedback. Coupling specific feedback with wise feedback gives it all to our kiddos. In a 6th grade writing class lately, an approaching student came to me and said, " Mrs. O, I saw your feedback and updated it, can you look at it?" Knowing we believe in them means everything!

Can't wait to read the book! :)

Holding young people to high standards is the best practice. If we show young people that they are respected, that we have high standards for them and if we set them up for success, we will be most effective in motivating them.

Maintaining morning and end of day routines are important during the end of the year when there are a lot of changes in the schedule. I learned how important it is to preview schedule changes to students at least one day before the change. Choice boards are a great choice for "down time." Also, the end of the year is a good time to reflect on positive/peak moments :)

1. Give at the beginning of interaction to build trust swiftly

2. Give clarity about intentions ("I'm here because...")

3. Refer to your own intentions and behavior

It was reassuring to know that young people value high standards and that when you believe in them it shows respect and this is motivating.

And then you can follow up with a statement telling the student what you need from them: ……. I'm asking you to do this because…..for example, I am asking you to listen because this is important and I care about you learning.