Behavior Management + Relationship Building
SEL Diagnostic
Rationale: Most classrooms give a diagnostic exam. During this time, students are silently working. This is a great opportunity for a 1-1 SEL diagnostic.
Strategy: Use the formal diagnostic as an opportunity to meet with each student to discuss their goals and aspirations. The conversation should not be very academic.
Impact: The students quickly find out that you are invested in their lives beyond the content you are teaching. The intel you gather is a great tool for follow up discussions.
Frequency: The beginning and middle of the year.
Daily Check-Ins
Rationale: The model create an environment where students can be self-starters. So instead of spending the beginning of class managing you are free to get to know your students.
Strategy: At the beginning of class, while students are setting up, check in with each child for .5-1min. Spend that time getting to how they are feeling and what they will accomplish. Loop in non-academic content. The next slide shows the “Do Now Check In” to provide a formal example.
Impact: Each child feels cared for and valued each day. It also ensures that students know that you are paying attention to them. This increases engagement on academic work in return.
Frequency: Daily if possible. Every other day if not.
Daily Check-Ins Through “Do Nows”
Instead of checking in with students without any formal structure, you can utilize our “Do Now” daily check in. Instead of using “Do Nows” for content related questions, our Model allows “Do Nows” to revolve around goal setting and SEL.
The “Step Outside”
Rationale: In the model, you are now able to address behavior issues without disrupting the larger classrooms environment. Students are often get defensive when called out in front of peers. When a student acts out or is in need of social-emotional support, ask them to step outside. Remember the class can run itself!
Strategy: Over the course of the first few weeks, ask every student you can to step outside for a 1-1 discussion. These should not be framed as positive or negative conversations, just conversations. Get them used to the structure with low stakes examples so they are no longer intimidated by the intervention. The goal should always be for the student to re-enter the classroom calmly.
Impact: When a student gets out of hand or is uncomfortable, the next step is never unclear. The hallways becomes a safe space for de-escalation as opposed to the first step in a discipline cycle.
Frequency: Most intense in beginning of the year, then implemented on a need basis.
Conversation: You are better than this?
Rationale: Students love high expectations, but only when they know you believe in them. In a self-paced/mastery-based setting, there is all the data in the world to let a student know why they are great, but why they could be better.
Strategy: At some point mid-way through a unit, have a discussion with each student about what they are doing well, but why they could be doing better. Establish why you are proud of them, but why that means they should be pushed.
Impact: Motivates students to be better than their status quo regardless of ability level or performance.
Frequency: Mid unit during surveys or regular class time.
End of Unit Reflection + Fresh Start
“We do not learn from experience … we learn from reflecting on experience.”
-- John Dewey
When students reflect regularly, they:
At the end of each unit have student:
Sample End of Unit Reflection: Click Here
5 by 5 Strategy for Getting to Know Students
What: A strategy to purposefully think about 5 students for 5 mins each
Why: Ensures that every student is receiving attention and opens the door for future conversations with them. Takes the student’s background, experience, and context into consideration
When: Set aside 30 mins in your day when you have time to think without being too distracted
How: Keep a list of students, cross off names as you think about them, and take notes about each student.
Follow Through: Interact with the selected students within a 48 hour window.
5 by 5 Continued, The Importance of Follow Through
Ongoing: Keep an ongoing conversation with your students about their hobbies, health, and emotional and social well-being.
Hobbies/Interests: Show interest in your students’ hobbies. A conversation might go like this for example, “I don’t hear you talking about skateboard competitions anymore. Do you still ride at the skatepark? Show me a video of you skating. Are you doing something different now? What?”
Health: Reflect on potential warning signs. For instance, has discolored teeth, eroded gums, and negative preoccupation with body appearance might indicate that a teenager struggles with bulimia.
Personal: Check in with students to see how they are feeling. For instance: “Mike, a couple days ago you were talking about your dad’s new job. How will that change things for you and your family?”
A Slide About Yourself
Template for Follow Through: Click Here
What: A resource for encouraging students to learn about their peers
Why: Encourages self-expression while creating a safe space
When: Day 1 Warm up. Learn about peers for the next 2-3 weeks
How: Create an example slide about yourself. Present to students. Have students create a slide about themselves. Compile all individual slides into one presentation to share with the class. Students write down 2-3 things about peers each class period
Sample Slide: Click Here
Objectives Calendars
Check out a sample here
And a blank template for you to use
Room Design Ideas
Have a clear plan for:
Consider an exit ticket table: Students must complete exit tickets here. This can limit cheating.�
What’s posted?
Room Design Ideas
“On pace lounge”: Comfortable location in the room for students who have been using their time wisely and are on pace
Group Seating: Strongly encourage groups or, at minimum, partner seating to encourage collaboration and community�
How will you determine groups or partners?
Where will YOU be most of the time?
Student Folders/Binders
Student binders or folders that live in your room can be a great way to encourage organization and self-sufficiency. Students can more easily access aids when they are located in one place.
Cell Phones
Idea 1
Idea 2