Key points:

• Students’ contributions matter for the collective learning of everyone in the room
• 3 pillars for building a positive classroom culture
• Why support for students and a strong school culture are key
• For more news on classroom culture, visit eSN’s Innovative Teaching hub

As educators, we know that small moves make a big difference, but I personally hadn’t thought about the impact of just one word. Having conducted well over a thousand observations of K-12 teachers over the last 15 years, I have noticed there is one piece of feedback I have given more than any other–and it involves a seemingly minor word change. 

Multiple times in any class period, teachers call on students to contribute to the lesson of the day. Sometimes they will cold call students, while other times they will ask students to share what they learned after they’ve had a chance to read the assigned material or discuss it with their classmates in groups. When they do this, the vast majority of teachers I have observed start off by saying, “Tell me…,” as in “Tell me why we should conjugate the verb in that way,” or “Tell me what the author means by that,” or even, “Tell me what you think of what your classmate said.” 

When I observe this, the feedback I give is simple: I ask them to replace “me” with “us”: “Tell us.” 

This one-word change signals to students that their contributions matter not just for the teacher’s approval, but for the collective learning of everyone in the room. Saying “Tell Us,” instead of “Tell me,” validates each student’s role as both a learner and giver of knowledge.

It is shockingly difficult for most teachers to alter their language in this manner. Observation after observation, I continue to hear the echo of “Tell me” from hallway to hallway, classroom to classroom.  I believe that this habit is deeply ingrained in traditional classroom structures where teachers are seen as the controllers rather than the facilitators of the classroom. I have incorporated this particular linguistic shift into my work with other educators at Relay Graduate School of Education.

I gave the feedback to a teacher who was shocked at how many times she said “Tell me,” when she looked back at the video. In our next meeting, she told me that she had been focused on making the shift and could already feel a palpable difference in how kids spoke to her and each other.

“Tell me” indicates that I, the teacher, have asked a question and want an answer. I want to judge what has been said. That judgment might be positive or negative, affirming or critiquing, but regardless the judgment is solely mine. I’m the one who is going to be looking at the student when they talk, and I also expect that they will look at me. At this stage, I am probably not thinking that much about the other students because I have asked the participating student to tell me…and me alone.

“Tell us,” on the other hand, means that I, the teacher, want the student to share their thoughts with the entire class. I want to start a conversation, but I also want the student to look at their classmates and communicate the information to them directly. I want them to be audible enough for everyone to hear them, not just me. Each student should know that their voice matters–not just because they happen to be answering my question but because we all have something to learn from what they say.

Many teachers want their classrooms to feel like a community, where students learn from each other and care about what the others are saying. Noble intentions like these are made possible primarily through the little decisions we make in our interactions with individual students.

Every word matters.

Once teachers embrace ‘Tell us,’ small but deliberate moves can reinforce this shift in student discourse. Here are a few strategies to make this shift in language as impactful as possible:

• Intentionally time when you call on a student to tell us. Only call on a student to “Tell us,”  after every student has an opportunity to engage. As Anita Archer and Spencer Kagan have written extensively about, every question should be an opportunity for every student to respond. At the same time, teachers will need to elevate certain voices for the whole class to hear, whether it’s to showcase strong thinking, elevate different perspectives, or highlight a misconception. To meet both needs–ensuring that all students participate while also elevating key voices–give all students time to think, write, or talk before selecting one or more students to share. Then, say “Tell us _____.”
• Be intentional with your movements. When you call on someone to “tell us _____,” move away from the speaker and look around the class. This encourages the student to speak audibly because they realize they aren’t talking directly to you. It also encourages them to make eye contact with those around them, as they are now talking to the entire class instead of you. 
• Motion to the class as you speak. When saying, “Tell us_____,” simply moving one arm from one side of your body to the other–much as a preacher might speak to a congregation–visually communicates that the class is being invited to listen. It is also an invitation for the speaker to be attentive to communicating with the entire class.

If we want students to see learning as a shared experience, we must be intentional in the language we use. What small shifts can you make today to build a more inclusive and collaborative classroom–one where every voice truly matters? 

The next time you ask a question in your classroom, consider pausing for a moment before speaking. Will you say, “Tell me’ or will you say ‘Tell us?’”

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

During a quiz about plate tectonics, two students whisper in the back of my room. I notice but stay quiet. I have one chance to redirect them. Forty-seven seconds into their conversation, with my back to them, I spin around, make eye contact, and say, “I know, right?”

They pause mid-sentence, shocked. “How did you hear us?”

“This may come as a surprise, but when the room is silent, I can hear you whisper.”

Teachers often seem to have eyes in the back of their heads. They respond to a murmured question in a class full of conversation. They can tell if someone’s skipping class a floor away by reading faces in the room. Cognitive scientists call the ability to filter signals from noise the cocktail party effect. Teachers sometimes call it radar, and we use it every day.

Thirteen years in, I credit this radar with much of my success as a teacher. But it’s not instinctual. It’s something anyone can develop with practice and coaching, and my radar used to be terrible. As I gained experience, I lost sight of my growth trajectory. I lost sight, specifically, of how teachers develop the radar necessary for classroom management. And that made it harder to help new teachers grow their own skills when they asked for help.

That was until I got into birdwatching.

Birdwatching is astonishingly multisensory. Your eyes scan for the slightest disturbances in a still forest. Was that a wing flapping or an acorn falling? When the wind and rain pick up, you peer more vigorously, discerning the types of motion that leaves and branches make when pressed by different forces.

Simultaneously, you’re listening for calls and knocks that distinguish one bird from another. Was that one bird or two? Was that the same bird I just heard a half mile back? Novel sounds became distinct notes. It’s the feeling of hearing a song, and suddenly recognizing it’s a familiar tune.

These sights and sounds meld with texts, guides, and knowledge about what species are likely in an area and when they migrate. Could that actually be a rose-breasted grosbeak at this time of year? Is that pecking more likely to be a red-bellied woodpecker or a northern flicker? A birder filters what to attend to and what to ignore.

How can anyone learn this? For me, it took authentic practice and constant feedback from experienced birders. I realized that I was basically re-learning radar. And it’s changed the way I look at my early days of teaching.

For most teachers, student teaching is their most valuable preparatory experience, and a strong program gives them armor against burnout. But most education majors only get 10-15 weeks of it, and those in alternative pipelines typically get even less. States minimally regulate student teaching, so quality is scattershot.

But if we don’t prepare and support new teachers consistently, we’re just driving them back out of the classroom door. Fixing this will take time. Meanwhile, what can early career teachers do to get better faster, and how can experienced teachers help? Here are three strategies that birding made clear to me.

The first is to practice noticing things in the classroom. On a birdwatching trail, I learned to slow down for every slight movement and sound. I perceived things I didn’t know I could notice. It works in the classroom, too – just name what you observe aloud. The new kicks, the haircut, their posture. Statements of fact build the muscles of radar.

Second, observe as many other teachers as possible. My birding skills improved by moving beyond my backyard, to lakeshores and prairies and thickets. If I could start my teaching career again, I would request professional development days to observe beyond my content area, grade level, and even my school. This exposes you to new approaches to familiar challenges. You see what’s possible.

Third, I was lucky to have a trusted mentor who saw the teacher I could be, even when I was at my worst. Just as I need pointers when I misidentify a feather or call while birding, early teachers grow and sustain themselves with great coaching. A good mentor is the equivalent of an additional year of experience. But even though long-term retention of high-quality teachers pays for itself, not all schools invest in coaching. If that’s the case, look for educators you feel trust and affinity with. Ask them to observe you, give you feedback, or watch footage of you teaching. Experienced teachers want to work in a building filled with other great teachers, and they’ll share what they know to make that possible.

Today’s teaching force is less experienced than ever, with a widening gap between veteran teachers and new ones. Anyone entering the classroom deserves the support and experience they need to thrive in spite of those headwinds. Birdwatching reminded me of our collective responsibility to sustain all of us in this work because none of us gets better alone. We rely on the support and guidance of those with experience. And for most, it starts with classroom management. Let’s stop treating preparation as an afterthought. Instead, let’s invest in our early career teachers so they have the skills to rebuild our profession and build longterm careers in the classroom.

Chalkbeat is a nonprofit news site covering educational change in public schools.

For more news on classroom management, visit eSN’s Innovative Teaching hub.

Key points:

• PBIS isn’t just about managing behavior–it’s about shaping a culture of success
• How your classroom environment boosts student engagement
• This district champions media literacy to combat “brain rot”
• For more news on PBIS, visit eSN’s Innovative Teaching hub

There are a lot of preconceived notions centering around the middle school experience, but here’s a truth for you: Positively engaged students perform better, while uplifting those around them.

We know what you’re probably thinking right now: “That’s great, but how do we get there?” Yep, we get it, believe us. It’s exactly how we felt before our team at South Park Middle School went on a PBIS journey that produced results and led us to an opportunity to present at training conferences and spread the word to our fellow educators in Pennsylvania.

As educators, we are all working together towards the same common goals to inspire our students and lead them down a path to becoming the best they can be. We’ll share some of what we learned and hope that it inspires others to reach new heights as well.

At South Park Middle School, our PBIS experience has transformed not only our school culture but also student and staff morale. Over the last three years, our PBIS program has evolved into an impactful initiative, fostering Eagle PRIDE (which is an acronym for Prompt, Respectful, AchIeving, Prepared, Safe) among our students, staff, and great school community. Here are five key ways PBIS can boost morale and open doors to learning opportunities.

1. Reinforcing positive behavior through innovative activities

Don’t be afraid to try new things! PBIS has allowed us to teach and reinforce behavioral expectations in creative ways. For example, during our annual kickoff event at the beginning of the school year, we integrate engaging, hands-on activities that teach core values in a way students find meaningful. This year’s highlights included the “Toothpaste Challenge,” which taught students the lasting impact of words, because once they come out they can be hard to take back. Another, the “Spiderweb Teamwork Challenge,” put students into groups as they collaborated on a seemingly impossible task to lift someone using only yard. Spoiler alert: It can be done when you work together towards a common goal!

These activities build a strong foundation for respectful and safe behavior that sets the tone for the entire school year. By aligning expectations with interactive lessons, students have shown to be more engaged in embracing these positive behaviors, contributing to a happier and more productive school environment.

2. Celebrating success through rewards and recognition

PBIS should be a feel-good story for your school. Acknowledging student achievements is at the heart of our program. Our “Eagle Feathers” reward system motivates students by providing tangible recognition for exhibiting Eagle PRIDE. Weekly prize carts, monthly drawings, and creative incentives like the Principal’s 100 Board and wrestling championship belts (think WWE style) are some other fun ways to ensure that students feel valued and celebrated.

School-wide competitions, such as family-themed assemblies and STEM activities, bring students and staff together in a joyful and collaborative atmosphere. These celebrations have significantly boosted morale by fostering a sense of community and pride in our school that we all can share.

3. Empowering staff to lead and innovate

PBIS has strengthened staff morale by empowering our team to lead and innovate. Teachers now play an active role in designing lessons, facilitating activities, and contributing ideas to enhance our program. For instance, staff-led discussions on respect led to collaborative art projects that have deepened student understanding of school values.

Monthly PBIS team meetings and professional development sessions also allow staff to collaborate, share strengths, and refine practices. As staff buy-in grows, so does the sustainability and impact of our PBIS program. With administrative support and creative freedom, teachers have become the drivers of this cultural transformation. And we’re happy to give them the keys!

4. Using data to drive decision-making

A hallmark of our PBIS program is its data-driven approach. By analyzing attendance, discipline referrals, and survey feedback, we identify areas for improvement and tailor interventions to meet student needs. For example, when feedback revealed a need for more inclusive activities, we revamped our kickoff schedule, moving events to Friday afternoons and implementing grade-level rotations.

Data has also guided us in developing targeted lessons to re-teach expectations throughout the year. This focus on continuous improvement ensures that our PBIS program remains relevant, effective, and aligned with our students’ evolving needs.

5. Fostering a positive school culture through community and connection

At its core, PBIS has strengthened relationships within our school and beyond. Students, staff, and families have come together to support our initiatives, from collaborative art projects to assemblies featuring motivational speakers. Community outreach efforts, such as partnering with local organizations and engaging families in school events, have created a network of support for our students.

This culture of connection is further enhanced through leadership opportunities for students, such as involvement in PBIS teams and events. By prioritizing relationships and inclusivity, we’ve built a school environment where everyone feels valued and supported.

Our eagle-eye view

Programs like this need to be both nimble and informed. As we continue to refine our PBIS program, our focus remains on fostering a positive, inclusive, and academically enriching environment. The success of PBIS at South Park Middle School serves as a testament to the power of collaboration, creativity, and data-informed practices in building a thriving school community.

PBIS isn’t just about managing behavior. It’s about continuously shaping a culture where we all succeed together. As we look to the future, we are excited to see how our program will continue to grow and positively impact our school. We hope you find your own success that helps your school community thrive!

Key points:

• “Bad kids” become motivated when adults believe in them and their abilities
• Student mental health needs grow as challenges persist
• 3 ways to connect to students and inspire their learning
• For more on student well-being, visit eSN’s SEL & Well-Being hub

In the world of education, labels can become self-fulfilling prophecies. A child is labeled “troubled,” “difficult,” or “a bad kid,” and suddenly, that label becomes their identity. But what if we flipped the script? What if instead of focusing on what a child does wrong, we focused on what they could do right? What if we saw every child not for their past mistakes but for their future potential?

This is not just a matter of optimism; it’s a matter of necessity. Our education system and society have never been able to afford to write off any child as a lost cause. Each child has inherent worth, potential, and goodness. But for some, they simply haven’t realized it yet. As educators, parents, and community members, it’s our job to help them see it.

When I hear the phrase, “He’s not a bad kid; he just doesn’t know he’s a good kid yet,” it strikes a deep chord within me. I’ve seen too many children who have been given up on, whose potential has been buried under layers of neglect, misunderstanding, and sometimes outright rejection. These kids aren’t “bad;” they’re just lost and need guidance to find their way back to the path of goodness within them.

In reality, kids live up to–or down to–the expectations set for them. If a child believes they are bad, they’ll likely act that way because that’s the role they think they’re supposed to play. But if we can convince them that they’re good and have something valuable to contribute, they’ll begin to see themselves in a new light.

It starts with the adults in their lives. We need to be their mirrors, reflecting the potential we see in them. This doesn’t mean ignoring their mistakes or overlooking their wrongdoings. It means addressing those issues and focusing on growth and improvement, not punishment and shame.

Imagine a classroom where a student is struggling with behavior. Instead of labeling them “bad,” the teacher sees them as a work in progress. They recognize that this student hasn’t yet learned how to channel their energy or cope with their frustrations constructively. Instead of giving up or resorting to punishment, the teacher becomes a coach and mentor, guiding the students toward better choices and showing them the good within them.

This approach isn’t about coddling or lowering expectations. It’s about raising the bar differently. It’s about believing in a child’s ability to grow, learn, and improve. It’s about understanding that every child’s journey is different; some take longer to find their way than others.

But when they do–when that light bulb moment happens, and a child realizes they’re not a “bad kid” after all–it’s transformative. Suddenly, they’re motivated, not by fear of punishment, but by the desire to be the person they now believe they can be. They begin to take pride in their work, in their relationships, and their contributions to the community. And that’s when true learning happens–not just academic learning, but life learning, character learning.

In our schools, we need to foster environments where every child knows they’re good, even if they haven’t figured it out yet. This means building strong, trusting relationships with students, providing consistent support and encouragement, and creating opportunities for them to succeed in ways that matter to them. It means being patient, persistent, and unwavering in our belief in their potential.

So, the next time you hear someone say, “He’s not a bad kid,” add to it: “He just doesn’t know he’s a good kid yet.” And then commit to helping that child discover the truth of those words. Because every child deserves to know they’re good, and once they do, the possibilities are endless.

Key points:

• Teachers can find innovative ways to get much more out of classroom management software
• 5 ways your classroom environment boosts student engagement
• 6 ways to create engaging elementary learning spaces
• For more news on classroom management, visit eSN’s Innovative Teaching hub

It’s almost a truism among educators to say that classroom management is all about relationship management. Learning requires a great deal of vulnerability, and there’s no doubt that educators need to earn the trust and respect of their students. But if classroom management is about the deeply human endeavor of creating a fun and safe community where young people are able to learn and grow together, what role does software have to play in managing the classroom?

At the end of the day, it’s up to the educator to make the connections with students that will enable learning and keep building on a sense of community. Classroom management software can help by giving educators more opportunities to engage with students throughout the day. Here are three ways your classroom management system could help support engagement and interaction with your students.

Language learning

We’ve all had the experience of hearing a recording of our own voice and feeling a little surprised, even disconcerted perhaps. That slight change in perspective from hearing your voice coming from inside your head to coming from outside can almost make it sound like a different person.

Help students who are learning a language overcome this and make the perspective shift. Have them record their voice using your classroom management system so that they can review their pronunciation individually or with help from yourself or a classmate. Whether the student is in a foreign language class, learning English as a second language, or simply learning new words as their literacy develops, a recording can help them spot pronunciation errors they aren’t even aware they’re making as they speak.

You can also use recordings to help students see how far they’ve come in their language journeys. Capture recordings early in the year while students are working on vocabulary in small groups, reading aloud, or practicing conversation with partners. A few weeks or months later, make a similar recording and then share both with students to show them how much they’ve already learned.

Social-emotional learning

Most classroom management systems will have some kind of tool that allows students to tell teachers how they are feeling without speaking up in front of the whole class, but that’s just the beginning of the social-emotional learning potential at your fingertips.

SEL is more complex than simply keeping an eye on students, but there are ways to use the classroom management software to foster the supportive and engaged learning community all educators seek. For example, teachers can discreetly keep an eye on individual students from a distance, allowing students to practice independence and self-management in a safe and supportive environment. Simple nudges and notes of encouragement can get students back on track. Likewise, congratulate them for progress and good efforts with virtual badges. It feels more personal and genuine if the message comes only to that individual, like the teacher has specifically recognized their effort. 

For group work, either to help solve problems in the group or to gauge progress, record interactions so students can review and reflect on how they interact with their peers. Perhaps they are interrupting or not allowing partners to speak and simply don’t realize it.

Providing clear instructions can help students focus on the task at hand and help eliminate anxiety. To help them get to work with confidence, teachers can make screen recordings of instructions or procedures for students to follow or refer back to as needed.

Whether you are eliciting student feedback, encouraging independence, or trying to reduce students’ cognitive and emotional loads, a high-quality classroom management system will have tools to help you make your classroom a safe space for experimentation and growth. And when students are reaching out, testing the waters beyond their limits, it’s a clear indicator that a supportive learning environment is present.

Building the home-to-school connection

A 2002 report from the Southwest Educational Development Laboratory found that “when schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more.” Fortunately, a good classroom management system is a wonderful tool for inviting student families into the learning process.

We talked earlier about recording students at different points in their language development journey to show them their progress. Why not also send that video to your student’s family to share their success? Or, just as you might create a screen recording to explain directions or procedures for students to refer back to, create similar videos to share with families. Even the most supportive adults in a student’s life might feel they aren’t equipped to help, perhaps because they struggled in school themselves or because they feel unable to help with the technology their students are using. A screen recording showing families how to log on to essential learning or school-to-home communication tools, a video of you explaining how to solve a math problem, or a screenshot of their student’s work annotated with your observations about the successes and challenges they encountered while completing it could be the key to extending the learning day for a student with a beloved family member.

A good classroom management system will also make it easy for students to get in on the act. Invite students to speak up when they would like something recorded or otherwise made available to share with their caregivers. If your classroom management system has a student journaling feature, ask them to regularly reflect on the challenges and successes they’ve had over the previous week to send to their families along with other artifacts about classroom fun, their individual victories, and their growth.

Classroom management software can certainly help teachers manage transitions, distribute materials, or make sure students are on task. It’s great at providing practical procedural support throughout the school day. But the real magic lies in opening up endless new opportunities to connect with students and the people who support them.

Key points:

• The right learning spaces support student agency
• 3 key opportunities to address education’s biggest challenges
• 3 pillars for building a positive classroom culture
• For more news on classroom learning, visit eSN’s Innovative Teaching hub

When our district decided to build a brand-new elementary school to support its growing student enrollment, we wanted to do things differently. Our goal is to shift pedagogy toward a “culture of thinking” that supports more student agency and more effective use of the learning space itself.

As part of that mission, we knew we needed innovative furnishings for the learning environments, which would go hand-in-hand with that work. The new campus would not only serve our expanding student body, but its structure and furnishings were specifically designed to support the most effective teaching and learning experience possible.

Now, we know it’s not all butterflies and unicorns, but we feel really optimistic and hold a strong belief that change has to start somewhere. Ultimately, we’re learning what we can about better meeting basic student learning needs through comfort and well-being in the spaces where they spend so much of their time every day. Here’s how we did it:

1. Get a diverse selection committee together. We formed a committee of stakeholders that included district administrators, site principals, classroom teachers, and other individuals focused on creating more “active” learning spaces. We visited two other innovative campuses in San Diego County to gather anecdotal information and observe students and teachers in those settings. Having these stakeholders involved was helpful because no single person should be making all of those important decisions. You want it to be a group consensus to make sure you’re doing what you collectively believe is best for students.

2. Create spaces specific to grade levels. Next, we worked together to develop a “kit of parts,” or packages of furnishings. Based on specific grade levels, those kits of parts were designed to support active learning and engagement in the classroom. The kits were designed to meet the specific developmental requirements of grade level bands. We segmented by individual grade and then drilled down into the exponential growth taking place as students move from pre-k to kindergarten to first grade–factoring in both the learning itself and the size of the students as they grow. We then took a similar approach with second and third graders (group 2) and then students in grades 4-6 (group 3).  

3. Get teachers onboard and acclimated early. Once the final kits were decided and furniture placed, the site principal began actively hiring teachers for this new school. Once onboard, those instructors participated in three different professional learning dates, plus additional ones that were added during the school year. This professional learning is similar to what MiEN offers through Empowered PD, providing teachers learning around how to best utilize the innovative learning space. Having that “unprotected time” with teachers was extremely important to me. In fact, it was pure gold. We used that time to jump into why and how we were designing classroom spaces in a way that supports collaboration, flexibility, and comfort. 

4. Put the students first. We worked with our furniture and design partner to select a variety of different tables, chairs and software seating that would accommodate students from ages four to 12. It’s a lot of moving pieces and a lot of moving bodies, and we didn’t want to just have a single type of furniture for the entire campus. Some of the special furniture pieces we selected included pal tables with curved leg desks and dividers, which are great for students who need some isolation in order to focus and concentrate. We chose a dark color for the dividers to help create a sense of calm, quiet, and safety. No one student was actually going to be “living” in that workspace all day, but it was an option within the environment for students who felt it met their needs.

5. Let your imagination go wild. For our learning commons–a common space similar to a school library–we selected furniture that clearly supports learning and that incorporates quite a bit of soft seating. One of the objectives for that space was to provide a place for students to recharge. It’s a place where students can come and kind of move as they need to and choose how they want to sit and relax. The learning commons features a large number of “grow pieces,” and incorporates natural light and AstroTurf that creates the illusion of an outdoor space.

6. Pick a design partner that “gets” you. We wanted all table work surfaces to have high-gloss finishes. That way, students would be able to write on the tables with dry erase markers. The surfaces could then be easily cleaned and reused by the next group of students. Our furniture partner basically didn’t even question it; they told us it was completely possible. They just knew that basically any table we were talking about should be high-gloss and made sure that happened.

Creating a sense of ease

As I watch students learning, collaborating, and having fun in their brand-new elementary school, my hope is that some or all of them realize that the space was truly designed with them in mind. Going forward, we’ll see a sense of ease about how everyone is living on campus; that’s truly what I’m hoping for. As certain student behaviors decrease due to knowing how to better interact with the environment, it will also lead to them becoming even more engaged and focused.

Key points:

• Tying classroom decor to learning themes is great for student engagement
• The psychology of classroom management
• 3 pillars for building a positive classroom culture
• For more news on classroom management, see eSN’s Innovative Teaching hub

Teachers have their own preferences and approach when it comes to classroom decor. But every teacher is designing their classroom with the same goal in mind: to create an engaging and welcoming space for students.

Decorating a classroom, however, is no easy feat. It requires meticulous research and planning to choose how you’ll decorate, and with so many ideas available on social media it can be hard to identify what will be best for your teaching style and your students. Perhaps the biggest challenge of decorating a classroom is the cost–decor and other classroom supplies tend to add up very quickly.

But there are ways to create your dream classroom without breaking the bank. Whether you have a bare classroom that needs decorating, or you’re looking to revamp your room, here are five budget-friendly ways to decorate your classroom and create an engaging learning environment for your students.

1. Create a classroom theme

A classroom theme gives a room personality and ties the decor together. It can inspire many themed lessons over the school year as well.

Working with a theme also makes it a bit easier to identify what decor and supplies you need and what you don’t. This can be critical to keeping to your budget because you can allow yourself to only purchase items that are on theme.

A classroom theme also creates a lot of excitement among students because they’re no longer entering a classroom, they’re going to a tropical island, diving deep into the sea, or launching into outer space–there are so many possibilities. For example, I created a jungle-inspired classroom for my kindergarten students that transported them to Madagascar. The kids absolutely loved it and looked forward to coming into the classroom to discover what “the jungle” had in store for them each day.

2. Introduce new classroom elements to align with lessons

Students are always wowed when their classroom has something new, and it keeps their engagement up throughout the school year. This does not mean a complete overhaul of the classroom needs to happen every few months. But, introducing new decor here and there in the classroom that aligns with new lessons or holidays can be a fun surprise for students.

When we hatched butterflies in my kindergarten classroom, I hung wisteria vines and butterflies around our space. The visual elements reinforced key learnings from our butterfly lessons and built excitement around them.

These additional decorations can be costly, especially when teachers have already decorated their entire classroom once. I found all my butterfly-inspired decor on Temu to save money. You can look at discount stores and marketplaces to decorate on a budget, or even opt to DIY new classroom decor.

3. Put student work on display

Students’ work can be another great–and cost-effective–piece of classroom decor. When students see their work on the classroom walls, it instills a sense of pride and accomplishment. The goal of getting work displayed in the classroom can also motivate them to do their best work and up their engagement.

Beyond increasing students’ confidence, displaying student work can boost their memory on the material. It also allows students to learn from each other, opening them up to different ideas and perspectives that they may have not thought of initially themselves.

4. Consider the layout of the classroom

A classroom’s layout is just as important as what’s on the walls. Arranging desks in clusters, horseshoes, combinations, and more to encourage collaboration among classmates can promote discussion and peer learning. Introducing flexible seating options such as reading couches or cozy nooks can break up the day and reset students’ focus and concentration.

Changing up how desks are arranged for certain activities can also be beneficial. For example, students would benefit more from group activities if their desks were together in a cluster, while spaced out desks are better for tests and other individual work. If students have assigned seats, consider moving them every so often so they can engage with other students.

5. Set a classroom goal and display it for every student to see

Whether it’s a daily objective, a weekly challenge, or a long-term goal, having something for students to strive for can keep them motivated in the classroom. Display the goal at the front of the class, or in another prominent place, to easily remind students what they’re working towards. In addition to the goal itself, a chart or checklist that allows students to see their progress will also motivate them to achieve the goal. All of this can be DIYed to keep costs low.

Teachers don’t need to spend hundreds of dollars on their classrooms. With some creativity and DIY power, teachers can create their dream classrooms that engage their students to the fullest.

Key points:

• Student engagement is of paramount importance to students’ future success
• Students want more career-connected learning
• 3 online resources to encourage student career planning
• For more on student engagement, see eSN’s Innovative Teaching hub

While most students say they are eager to learn and say they feel a strong sense of belonging in school, teachers still face challenges that slow improvements in student engagement and learning outcomes, according to a new report from Discovery Education.

Teachers are eager to embrace changes that produce positive outcomes, but major barriers to those outcomes remain, according to The Education Insights Report by Discovery Education.

The report reveals key areas of opportunity for addressing student engagement and captures prevailing attitudes and beliefs from superintendents, teachers, parents, and students.

Three focus areas emerged in the report:

1. All stakeholders must foster student engagement to motivate curiosity, inspire exploration, and activate effective learning. Research shows that students who are engaged are more likely to find learning interesting and empowering. Sixty-eight percent of teachers say that getting students excited about learning is a top challenge for them. What’s more, almost all teachers and students (94 percent) agree that curiosity is key to unlocking learning, but 80 percent of students say there are not enough opportunities to be curious. Students must be appropriately challenged in their learning, and prioritizing curiosity and exploration can fuel student engagement.

2. Career exploration and 21st-century skill development are increasingly critical because teachers, parents, and students feel concerned about students’ preparedness for the future as the workforce evolves. When students see how their current studies connect to potential career paths, they are more likely to be motivated and invested in their education. This integration of curiosity-driven learning and practical exploration of future opportunities guides students toward both academic and career success. Sixty-seven percent of students worry that their education is not evolving to meet future workforce needs. Seventy-four percent of superintendents believe student preparedness for job opportunities has improved compared to five years ago, while only 41 percent of teachers agree. As educators work to engage and motivate students, survey findings suggest they must sharpen their focus in two key areas to better prepare students for the future–career readiness and developing interpersonal skills.

3. Providing more targeted support for teachers and students can increase confidence and improve outcomes. Studies show that teachers who feel supported are more likely to experience job satisfaction and remain in the profession longer, creating a more stable and effective learning environment for students. Research consistently shows that personalized learning approaches–where
instruction is tailored to students’ unique strengths, needs, and interests–lead to better academic outcomes, increased engagement, and higher levels of motivation.

“While The Education Insights Report by Discovery Education found that students, parents, teachers, and superintendents have a generally positive outlook about the current state of education, it also found there are hurdles to overcome,” said Brian Shaw, Discovery Education’s CEO. “Educators have concerns about keeping students engaged, and students feel uncertain about their preparedness for the future. Discovery Education’s goal with this research is to spotlight opportunities for improvement so that all stakeholders can collaborate to solve these challenges and create brighter futures for all learners.”

Additional findings include:

• Curiosity is important to everyone. There is broad agreement on the importance of curiosity in learning, with more than 90 percent of stakeholders surveyed agreeing that curiosity is central to learning. However, 82 percent of students and 75 percent of teachers believe there are not enough opportunities to be curious in today’s classrooms.
• Students want to learn more life skills. Eighty-eight percent of district leaders, teachers, parents, and students rate life skills as very important, but only 57 percent of students believe their schools adequately teach the life skills needed for future success.
• Teachers see promise in adaptive learning. Ninety-three percent of teachers believe adaptive learning resources would help students learn more effectively and 75 percent of students say learning at their own pace would increase the likelihood of their engaging with lessons, feeling empowered in school, and more prepared for the future.
• Time is of the essence. Ninety-four percent of teachers surveyed reported that they are seeking classroom tools that will give them time back to focus on students.
• AI tools from education experts are more trusted. When it comes to Artificial Intelligence, 72 percent of teachers and parents, as well as 85 percent of superintendents surveyed, believe AI-powered customized learning materials are more trustworthy when built by experts in education. In addition, 84 percent of teachers and 90 percent of superintendents believe that as teachers receive more training on how to use AI, it will become a more trusted tool in education.

Survey data was collected by The Harris Poll, an industry-leading research organization, on behalf of Discovery Education in August 2024. It included 1,524 responses from K-12 students, parents of K-12 students, and K-12 teachers and superintendents.

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

As the back-to-school season unfolded in New York, the city’s teachers set up their classrooms how they usually do: by putting up posters, reading through curriculums, sharpening pencils, and, for roughly a decade, charging Chromebooks.

These lightweight laptops have become a staple of the post-COVID classroom, and for good reason. They allow students to learn at their own pace, access materials, and create projects and presentations without expensive items. Some superintendents across the city even require dedicated time for math and reading practice on computers.

As a member of Gen Z and a Brooklyn-based teacher, though, I worry that relying on technology for instruction will only exacerbate the negative effects of excess screen time.

I got my first iPhone on my 11th birthday. It was the beginning of sixth grade, braces, and the descent into the digital world. In these preteen years, I never understood why my parents questioned how much time I spent on my phone. I was just texting my friends, sending memes, sharing homework answers, and opening up about school crushes.

To me, it was the same as talking in person at each other’s houses, just without the hassle of deciding whose parent would drive us there. My parents, however, saw my phone use as a way of isolating myself from the family even when we were in the same room. The phone had become an adolescent addiction — and not just for me.

Recent research has shown how screen time, specifically time on smartphones, molds our brains well into adolescence and adulthood. In his widely discussed 2024 book “The Anxious Generation,” social psychologist Jonathan Haidt details how the cultural shift from a “play-based childhood” to a “phone-based childhood” corresponds to the spike in adolescent mental illness. Haidt cites data showing that since 2010, there has been a 139% increase in anxiety among 18- to 25-year-olds and a 145% and 161% increase in depression among teenage girls and boys, respectively.

Unfortunately, these numbers are not shocking. They mirror my experience and that of my friends as we rotated through antidepressants, sat in bed doom-scrolling, and resented peers with more likes and followers. We reminisced about our pre-iPhone days when we used to explore the neighborhood and were left to our own devices (no devices!) to navigate social, emotional, and physical challenges without adult intervention — a concept Haidt describes as “free play.”

The one place where I was free from the pressure to snap and scroll was school. I fell in love with English and U.S History and was embarrassingly eager to participate in class debates and discussions. These classes were opportunities for connection.

As the Chromecarts rolled in around eighth or ninth grade, however, the connection waned. Many STEM classes were tech-heavy, with pre-existing modules for students to follow independently with little interaction with peers and teachers. Remote learning at the height of the COVID-19 pandemic only made things worse.

When I started teaching middle school in Brooklyn last year, I realized that my students experienced this tech onslaught so much earlier than I did. I wondered how they managed to complete third and fourth grade virtually. How did they build foundational reading, math, social, emotional, and executive functioning skills while sitting behind a computer, tablet, or phone? How did they grow without the much-needed free play?

The reality is that many of them didn’t.

Several of my students in this age group entered middle school with the same background knowledge they had before the year and a half of digital learning. In a U.S. history lesson, for example, my seventh graders were doing a round-robin reading of a passage about the Compromise of 1850. As different groups were reading, I was met with confusion over the pronunciation of the words “Kansas” and “Missouri.” It did not appear to be the typical mistakes that stem from skipping over words or mixing up letters, it was as if they had never seen the names of these states before. The same looks appeared when I asked what nouns and verbs are, or to count in groups of seven or eight. Didn’t you learn this in like, third grade, I thought to myself. Then I remembered what happened when they were in third grade.

Fortunately, this cohort of students has made tremendous academic and social-emotional strides since moving back into the physical classroom. As they’ve returned, though, they’ve brought with them habits that reinforce the need for instant gratification.

With a Chromebook by their side all day, they will often Google answers to any and all questions, including those that ask for their thoughts and analyses. These days, it’s common to forgo memorizing your friends’ phone numbers and street addresses and, by the same logic, times tables and rudimentary spelling. Why memorize the product of 6 and 8, or the difference between “there” and “their,” or learn to read an analog clock when you can just look it up? And how can we expect our students to learn these foundational pieces of background knowledge without giving them an opportunity to struggle through the challenge of learning?

When schoolwork and peers get boring or frustrating, they can fill their time (or avoid difficult conversations) by scrolling through Pinterest, Google Images, or surreptitiously perusing Snapchat. I don’t blame them — I’ve also developed the habit of filling unoccupied and stressful moments with aimless scrolling. But when we lose boredom, we lose space for creativity and reflection; when we escape our problems, we cannot learn to problem-solve.

As I plan for this school year, I meticulously walk the fine digital line: I want to encourage independent and flexible work habits, which can be done with online assignments. Yet, I also want to encourage interdependent thinking and discussion skills, which are harder to achieve on a screen.

I believe teaching digital literacy and screen hygiene is the most responsible approach to the issue, but to be effective, we need more Gen Z educators to be honest about their own relationship with technology. We didn’t know of its detrimental impacts or addictive nature back in the days of Kik and Omegle., c. 2013. Now that we do, we can equip our students with the tools to avoid this adolescent addiction.

Chalkbeat is a nonprofit news site covering educational change in public schools.

Related:
5 ways to manage students’ screen time
Lax NYC school cell phone policies put burden on teachers, leave students confused
For more news on classroom management, visit eSN’s Innovative Teaching hub

Key points:

• Effective classroom management is not just about controlling behavior
• 3 pillars for building a positive classroom culture
• 4 tips to build a strong classroom culture this year
• For more news on classroom management, visit eSN’s Innovative Teaching hub

Classroom management is paramount to effective teaching. It sets the stage for a productive learning environment where students can thrive academically, socially, and emotionally. The psychology behind classroom management is rich and varied, and draws from multiple theoretical frameworks that offer insights into how to shape student behavior and create a positive classroom culture.

Two prominent psychological perspectives that significantly influence classroom management are behaviorist and humanistic theories. While these approaches differ in their methodologies and underlying philosophies, they can be harmoniously integrated to create a balanced and comprehensive classroom management strategy.

Behaviorist theories in classroom management

Behaviorism is rooted in the works of BF Skinner, Ivan Pavlov, and John Watson. It is a psychological theory that emphasizes observable behaviors and the ways they can be shaped through reinforcement and punishment. In the context of classroom management, behaviorist principles are often applied through techniques like positive reinforcement, negative reinforcement, and punishment to encourage desirable student behaviors and discourage undesirable ones.

Positive reinforcement is one of the most widely used behaviorist techniques in classroom management. It involves providing a reward or positive outcome immediately after a desired behavior is exhibited, thereby increasing the likelihood of that behavior being repeated in the future. For example, a teacher might praise a student for meeting their expectations, or the teacher may use a token system where students earn points or other incentives for adhering to classroom rules.   The key to effective positive reinforcement is consistency and immediacy. Rewards should be given as soon as possible after the desired behavior occurs, and the criteria for earning rewards should be clear and consistently applied. This approach not only motivates students to behave appropriately but also helps them develop a positive association with good behavior.

Negative reinforcement involves removing an aversive stimulus to increase the likelihood of a behavior being repeated. In the classroom, this might involve removing a time-consuming or unpleasant task when students exhibit the desired behavior. For example, a teacher might eliminate a night of homework or classwork (and alternatively provide free time) if students consistently complete their assignments on time. The removal of the unpleasant consequence serves as a motivator for students to maintain their good behavior.

While reinforcement focuses on encouraging desirable behaviors, punishment is used to discourage undesirable ones. Punishment can be either positive (adding an aversive consequence) or negative (removing a pleasant stimulus). For instance, a teacher might assign extra homework (positive punishment) or take away a privilege like free time (negative punishment) in response to disruptive behavior. However, the use of punishment in classroom management is often debated. Critics argue that punishment can lead to fear, resentment, and a negative classroom environment. Therefore, when used, it should be carefully considered, applied consistently, and balanced with positive reinforcement to avoid an over-reliance on punitive measures.

Humanistic theories in classroom management

In contrast to behaviorism, humanistic theories (particularly those of Carl Rogers and Abraham Maslow) emphasize the importance of addressing students’ emotional and psychological needs. Humanistic psychology focuses on the whole person by advocating for a classroom environment that fosters self-actualization, personal growth, and intrinsic motivation. In this approach, the teacher’s role is not just to manage behavior but to also create a supportive, empathetic environment where students feel valued, respected, and understood.

A core tenet of humanistic classroom management is the emphasis on building strong, positive relationships between teachers and students. Carl Rogers’ concept of “unconditional positive regard” highlights the importance of accepting and valuing students regardless of their behavior or performance. When students feel that their teacher genuinely cares about them, they are more likely to engage in the learning process and exhibit positive behaviors. In the words of former President Theodore Roosevelt, “People don’t care how much you know until they know how much you care.”

Building relationships requires teachers to be empathetic, approachable, and attentive to their students’ individual needs. Open communication, active listening, and showing an interest in students’ lives outside of academics are ways teachers can foster these connections. When students feel understood and supported, they are more likely to develop intrinsic motivation and take responsibility for their own behavior.

Abraham Maslow’s Hierarchy of Needs provides a framework for understanding the psychological needs that must be met for students to succeed in the classroom. According to Maslow, before students can focus on higher-order tasks like learning and self-actualization, their basic needs for safety, belonging, and esteem must be satisfied. In the classroom, this means creating a safe environment where students feel physically and emotionally secure. It also involves fostering a sense of community and belonging so that every student feels like an integral part of the class. Teachers can achieve this by promoting inclusivity, celebrating diversity, and encouraging collaborative learning activities. Additionally, recognizing and affirming students’ efforts and achievements helps build their self-esteem. This recognition does not have to come in the form of tangible rewards. Often, a simple acknowledgment of a student’s hard work or a note of encouragement can go a long way in boosting their confidence and motivation.

Integrating behaviorist and humanistic approaches

While behaviorist and humanistic theories might seem to differ, they are not mutually exclusive. In fact, integrating elements of both approaches can lead to a more balanced and effective classroom management strategy.

For example, a teacher can use positive reinforcement to shape student behavior (a behaviorist technique) while also focusing on building strong relationships and meeting students’ emotional needs (a humanistic approach). By combining these strategies, teachers can create a structured yet supportive environment where students are motivated both extrinsically and intrinsically.

In practice, this might look like a teacher who uses a token system (PBIS) to reward good behavior but also takes the time to understand why a student might be acting out. Instead of relying solely on punishment for misbehavior, the teacher might have a conversation with the student to explore underlying issues and work together to find a solution. This approach not only addresses the immediate behavior, but it also supports the student’s long-term emotional and psychological development.

Conclusion

The psychology of classroom management is complex. It involves a range of strategies and approaches that draw from different psychological theories. Behaviorist theories provide practical tools for shaping and reinforcing student behavior through external rewards and consequences. Humanistic theories emphasize the importance of addressing students’ emotional and psychological needs to foster intrinsic motivation and personal growth.

By integrating both behaviorist and humanistic approaches, teachers can create a classroom environment that is both well-managed and emotionally supportive. This balanced approach not only promotes positive behavior, but also helps students develop the skills and confidence they need to succeed academically and in life.

Ultimately, effective classroom management is not just about controlling behavior. Instead, it is about creating a learning environment where every student feels valued, respected, and motivated to achieve their full potential.

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

On its face, the cell phone policy at Forest Hills High School seems clear: Phones cannot be used in school and must be turned off during the day, unless a teacher allows them as part of a lesson.

In practice, the picture is a lot more complicated.

Some teachers create their own rules, from zero-tolerance approaches like confiscation to more relaxed policies like allowing phones unless a class devolves into chaos, according to Stephan Menasche, a senior at the 3,400-student school in Queens.

The inconsistencies lead to students testing boundaries and giving into the irresistible pull of their phones to watch or create TikToks, text friends, or listen to music.

“There are classes where I’m not using my phone, and they’re interesting. It’s great because I don’t have to get distracted by the notifications or whatever,” Menasche said. “But sometimes the classes are really boring, and I would rather be on my phone.”

Forest Hills is one of hundreds of schools across New York City that instituted cell phone bans after the Education Department dropped the citywide prohibition in March 2015, a move that gave principals responsibility to create their own approaches. As Gov. Kathy Hochul mulls a statewide ban of cell phones in schools, the reality on the ground in New York City illustrates the complexities of such a large-scale effort.

Dozens of responses to a Chalkbeat survey on schools and cell phones revealed that the patchwork of policies not only between schools but within buildings creates confusion for students and a challenging learning environment for teachers to manage. NYC schools Chancellor David Banks told parent leaders on Thursday that he’s spoken to “hundreds” of principals, and overwhelmingly, they’re asking for a citywide mandate.

Enforcement of bans is a growing struggle, the survey showed, as phones have become more pervasive — at younger and younger ages. Storage of phones can be expensive, at a time when schools are seeing budget cuts. And surprisingly, parents are often the main sources of calls and texts to children.

If officials do impose a blanket ban, the details could play a key role in whether officials can achieve their goal of reconnecting students to classwork.

City officials don’t track how many schools have bans, and there is no one-size-fits-all approach that schools are using to curb student cell phone access. Some have bought Yondr pouches, cloth carrying cases for phones that are locked from morning to dismissal. Some schools collect phones before first period and place them in cubbies. Others have general bans but let kids keep phones. Most schools have tiered discipline policies: A first strike might result in a warning; a third strike might involve confiscating a phone and calling a parent to pick it up.

At schools that don’t have a formal system for collecting phones or using pouches, educators say they spend a great deal of time seizing, monitoring, safeguarding, and returning phones. One Brooklyn high school health teacher who replied to the survey lamented how phones were cutting into his ability to build relationships with students.

Teachers are “in a position of watchdog and cajoler in order to get students to part with their device,” said the teacher, who requested anonymity for privacy reasons. “I can’t remember the last time the first words out of my mouth are: ‘Hello! Welcome to class. It’s fantastic to see you in school today.’”

But even some critics of phones understand why students want to hold onto their devices. Students may have part-time jobs or caretaking responsibilities in their families. And in the wake of high-profile school shootings, some parents feel safer being able to reach their children at any time.

“This is a complex host of issues that will not be solved just by ‘changing a policy,’” the Brooklyn health teacher said. “In the end, unless there is a mandate that comes with funding, personnel, education, and culturally-competent training, the policy is only on paper.”

Voices grow louder for addressing cell phones in schools

Hochul’s call for a ban comes as a groundswell of experts and educators are speaking out that the current state of phone access in school isn’t working. Several other states are considering school cell phone bans, following such policies in Florida and Indiana.

Mayor Eric Adams has been raising the alarm about teen cell phone and social media use, with the city’s Health Department issuing an advisory that encourages caregivers to delay giving children a smartphone until 14. Earlier this year, New York City joined other municipalities in filing a lawsuit against five leading social media companies.

The national conversation around the damage caused by cell phones and social media is also ramping up. New York University Stern School of Business social psychologist and New York City public school parent Jonathan Haidt’s book “Anxious Generation” made the New York Times bestseller list, and grassroots activism is gaining traction across the country, led by New York City-based groups like Moms Against Media Addiction.

At a town hall in Brownsville, Brooklyn, last month, Banks told parents he read Haidt’s book and has been asking principals for input on the issue.

“All of them have said, ‘I agree. I think we should take the phones.’ They are distracting. They’re presenting all kinds of problems,” Banks said. He described students using phones to arrange after-school fights or parents calling in the middle of math class, asking kids to pick up groceries on the way home.

At a visit to Thomas Jefferson High School in Brooklyn, Banks said he observed the school’s pouch system and heard from students who initially bristled at the policy saying they’ve come to appreciate how it’s encouraged them to talk to each other more.

“You all gave us a chance for our brains to breathe,” Banks recounted a student telling him.

A Brownsville principal told Banks that after her school started collecting phones every morning, the number of safety-related incidents dropped precipitously.

Chalkbeat’s survey results back up Banks’ concerns. Teachers are feeling “humiliated” as they’re ignored in their classrooms, as one respondent told Chalkbeat. Another wrote that the phones enable students to “bring the drama of outside life (friends, family) into the classroom which used to be a place where they could get away from such things.” Others described how the devices have fostered more cheating and plagiarism during class.

Dramatic changes 10 years after NYC lifts school cell phone ban

Much of the current climate around cell phones and social media was unimaginable 10 years ago, when former Mayor Bill de Blasio lifted the cell phone ban in New York City schools. He said he did so in large part because of the inequities around the policy. Students were able to take their phones to school and keep them in their bags — unless the school had metal detectors. Those schools, which largely served Black and Latino students from low-income families, saw a cottage industry spring up around carts and small businesses charging kids $1 or more a day to store phones.

Back then, parents weren’t calling their kids as often. Teens weren’t widely using social media apps like Instagram and TikTok, and they didn’t have easy-to-hide AirPods.

Some educators saw an immediate shift once cell phones were allowed in schools.

Anita Pinto, a high school speech therapist in Manhattan, remembers that kids would often play Uno when they had free time. As soon as de Blasio lifted the ban, they stopped taking out the card game.

“Immediately after, they were like zombies,” she said. Things became more extreme after the pandemic, when students became accustomed to 24/7 access to devices in their homes.

One time recently when Pinto entered a classroom, she saw a student with a phone out, which was against the school’s rules. He refused to put it away when she asked, so she took it and said she’d return it at the end of the period. The student cursed and threatened violence.

“I gave it back,” Pinto said. “It wasn’t worth it. You have to pick and choose your battles. … Many teachers don’t take [phones] because of the way kids spin out when they’re taken away. It can get intense.”

Cell phone pouches and storage are no silver bullet

The frustration is high among some school leaders. The principal of Brooklyn Collaborative Studies recently emailed parents that students were saying they had no phone when the school collected them in first period, “only for the phones to come out later in the day in the bathrooms, halls, other classes, and lunch/recess.”

A whopping third of New York City high schools use Yondr pouches to collect phones, a 100% year-over-year increase over last year, officials from the 10-year-old company told Chalkbeat.

“This younger generation has not had the experience of life mediated without social media,” Yondr founder Graham Dugoni told Chalkbeat earlier this year. Though some students might push back initially, he said, eventually, they’re happy for the break. Shortly after getting the pouches, one school librarian in Alabama told him that more books were checked out in one week than in the previous year combined.

Yondr pouches average $25 to $30 per student, with pricing varying depending on school size, a company spokesperson said. The company is expecting “significant growth” in pouch use in New York City and beyond. Some schools are bracing for price hikes. One principal said the company is raising its prices for the school from $20 to $30 in the coming year. Yondr spokeswoman Sarah Leader said the company didn’t expect plans to be more costly “overall,” and that “pricing will continue to evolve to better meet our partner’s needs.”

Meanwhile, a Manhattan mom said her middle school is asking the parent association to cover a price tag of more than $18,000 to purchase pouches for their roughly 550 students in the fall. The mom, who asked to withhold her name and the school, supports buying the pouches, but doesn’t think the parent association should foot the bill and worries that could give parents more leverage to oppose the measure.

The pouches aren’t a panacea. Besides cost, kids spend a tremendous amount of energy figuring out how to hack the pouches, teachers and parents told Chalkbeat.

“Some kids will only ‘pretend’ to lock their phones into the pouch. … There are kids who put a fake second phone in the pouch,” said Rachel Fields, a Queens mom to a sixth grader at Halsey Middle School, which began using the pouches this year. “It’s concerning to me that so much energy is expended into sneaking in phones.”

She got her son a smartphone recently, after he insisted he was the only kid without one and was being excluded from group chats. Her son said his Yondr pouch lock is broken, but he told her he puts his phone in regardless and doesn’t use it.

“I hope that’s true,” she said.

One Bronx assistant principal said she preferred Yondr to collecting phones because there are fewer liability issues with letting the students carry their encased devices. Once, pre-Yondr, a student’s confiscated phone went missing, and the administrator paid out-of-pocket to replace it.

“Yondr is not perfect because there are ways around it,” said the assistant principal, requesting anonymity because she wasn’t authorized to speak. “But it’s better than the days I was walking around snatching phones out of kids’ hands left and right.”

Amanda Rinzel, a teacher at Bronx Latin, a 6-12 school, knew that cell phones would have a powerful grip on her students when they returned to the classroom after pandemic campus closures. She was glad that her school rolled out Yondr pouches in fall 2021.

The pouches have been more successful with middle school students — who tend to follow the rules more and still care what grown-ups think — than high schoolers, many of whom have figured out ways to game the system, said Rinzel.

“At my school, a teacher could spend all day playing whack-a-mole with phones; get this person to put their phone away, that one to take out their earbuds, the other one to put their phone in their backpack and leave it at their desk when they go to the bathroom,” she said. “It’s exhausting.”

Rinzel also understands the issue as the parent of a fifth grader and middle schooler herself. She paid close attention to cell phone policies as she toured middle schools. She felt her older child needed a device for the commute from Brooklyn to the Professional Performing Arts School in Manhattan — but she settled on a type of phone called Pinwheel. The seventh grader can text friends and use parent-enabled apps like Google Maps and Duolingo, but he has no access to a web browser or social media. His school collects phones in the morning and hands them back at dismissal.

Collecting phones might be easier at Rinzel’s son’s school, which serves about 500 students compared to Menasche’s school, Forest Hills, which has seven times the number of students and is on a split session to reduce overcrowding.

Menasche wouldn’t want to hand his phone into school at the start of the day, he said. He worries if there’s an emergency it would be easier for his mom to text him than contact the school to find him. But he finds the current no-phone policy too unclear.

“They don’t enforce that at all,” he said.

Michael Elsen-Rooney contributed.

Chalkbeat is a nonprofit news site covering educational change in public schools.

Related:
3 pillars for building a positive classroom culture
5 ways to manage students’ screen time

Key points:

• Classroom learning is most impactful with highly-trained teachers and proven instructional strategies
• See article: 5 strategies for turning boredom into brilliance
• See article: Innovative ideas for school libraries
• For more news on classroom learning, visit eSN’s Innovative Teaching page

There’s no denying it: Classroom learning is changing. Classrooms today could be in person, online, or hybrid. Classrooms may be student-driven, might focus on project-based learning, or may offer learning through a specialized topic such as STEM.

And while today’s classrooms look different, students and teachers remain at the heart of classroom learning.

Let’s take a look at a few trends in classroom learning and how these trends are impacting the future of education.

What is a learning activity in a classroom?

Project-based learning is one of the most sensible solutions to the variety of needs teachers must try to meet for each student because it allows student autonomy and targets specific areas. The concept hinges on the idea that students complete a project on a single topic–ideally, they choose their own topics to promote interest and motivation–and, in doing so, dive deeply into that topic, ultimately becoming an expert on it. Projects can be individually completed or a collaborative effort, promoting group work and social skills. Because students control their learning in the PBL approach, differentiation is simple, if needed at all, as students conduct their own learning at their own pace and present their learning in a mode that makes sense to them. One of the most significant benefits of PBL is that it addresses students’ questions as they learn, fostering curiosity and perseverance in
learning as opposed to having to stick to a specific curriculum. Here’s how one educator is advocating for more PBL in classrooms through effective teaching strategies.

What is an example of learning by doing in the classroom?

Classroom learning is much more successful when students are engaged in that learning via interactive classroom activities. Whether students take the bus to school or run downstairs to the computer room, keeping them engaged in their classwork throughout the day is the best way for them to master content and progress to the next level of their education. But not all students do this, or at least, do it well. So how can teachers and principals up their game to keep students engaged and make sure each child stays focused and ready to learn? A teacher with more than 20 years of experience offers 6 tips to help keep students engaged throughout the day, whether they are in a traditional or a virtual classroom.  

What class activities help you learn the most?

Edtech tools are invaluable when implemented correctly by trained educators–and they can help reluctant students come out of their shell. Engaging shy students in K-12 classrooms can be a rewarding challenge, and edtech is a valuable tool in creating inclusive and interactive learning environments. Many educators are merging one with the other, discovering strategies to use edtech to engage shy students. By leveraging edtech tools and educational activities for students, teachers can foster participation, build confidence, and provide tailored learning experiences for excellent classroom learning. Explore these five strategies to use edtech to engage shy students.

What is an advantage of classroom learning?

Classroom learning doesn’t have to happen indoors. COVID was a national window-walled classroom moment. In fall 2020, many districts, schools, and individual educators across the country took to learning outdoors out of necessity–and their learning activities and strategies blossomed. Green Schoolyards America led a beautiful collective effort to document outdoor learning practices in a National Outdoor Learning Library. Learn how one teacher is dedicated to using the outdoors as the perfect classroom learning environment.

What is the learning process in class?

Classroom learning is most impactful when students feel safe and can be their true selves in their classrooms. Every educator knows that weirdness is what makes our students grow. After all, curiosity, creativity, and critical thought don’t bloom in a stagnant mind. So instead of wringing our hands over the social ecosystem, let’s encourage our students to think weirder through fun activities for students in the classroom. Here are just three benefits to letting students embrace their inner weirdness.

Key points:

• Use boredom in the classroom as a catalyst for creativity and self-discovery
• See article: 3 pillars for building a positive classroom culture
• See article: 3 ways ChatGPT can reduce teachers’ workloads
• For more news on classroom management, visit eSN’s Innovative Teaching page

As someone who began teaching in middle school, I’ve had plenty of firsthand experience dealing with boredom in the classroom. Most educators will recognize the signs: students sleeping during class, students watching the clock, students daydreaming when they should be paying attention. If, like me, you work with younger students, you might have even seen one or two get up and start wandering the classroom. Needless to say, these things can be highly disruptive and undermine our ability to manage the class.

Despite these problems, I’ve learned over time that boredom itself is not necessarily a bad thing. In fact, when approached correctly, boredom can become a powerful force for good in the classroom.  

Typically, student boredom is triggered by a lack of choice, challenge, or engagement within a lesson. This means that educators can turn boredom to their advantage by tailoring their content to meet these student needs. These adaptations do not need to be complicated either. In fact, there are a number of simple methods teachers can use to spark student engagement while fostering curiosity, creativity, and critical thinking.

Below are five strategies that I have found incredibly useful for turning a blasé lesson plan into student brilliance:

• The Bored Board: Extra time, free time, downtime, whatever name it goes by, can be a great time for students to pursue some of their own interests, However, not all students know what to do with this time! The “Bored Board” can help give students options and eliminate the question, “I’m done, now what?” This can be a physical handout, but it also works great as a digital tool that can link to text, videos, interactive simulations and more.
• Learning Menus: Provide students with a learning menu filled with intellectually rich activities. Students can then choose which activities to complete in order to meet the assigned requirements. It’s best to include choices that differentiate for content (such as harder or easier texts), process (such as where to work), and product (such as presentation format). This can take the form of a tic-tac-toe board, or an appetizer-main course-dessert, or any other format you dream up.
• Notes Scavenger Hunt: Turn your next lecture into something interactive and exciting! Create a handout with blanks that need to be filled in then paste QR codes, books, articles, or other materials around the room and allow students to move around freely and explore each resource in order to complete their notes. This strategy actively engages students in notetaking and gets them up, moving, and thinking.
• Wrong Answers Only: Have students come up with the best wrong answers to a question. Wrong answers might be great because they show a common error, because they’re the exact opposite of the correct response, or just because they’re funny. Students will be challenged to understand the correct answer deeply in order to get it wrong just right.
• Project-based Learning: Through PBL, students work on hands-on, real-world projects that are relevant and interesting to them, fostering a deeper connection to the subject matter. This approach encourages critical thinking, creativity, and collaboration, as students are often working in groups and learning from each other. The dynamic nature of PBL maintains student interest and motivation.

When we use boredom as a catalyst for creativity and self-discovery, we show students that learning is about more than just memorizing old facts. Learning is about engaging with questions, using knowledge to expand our horizons, and equipping ourselves with the tools needed to meet new challenges as we grow.

So, when you see boredom beginning to take hold in your classroom, take steps to channel it toward something positive. After all, a little boredom could be the starting point of a student’s ongoing learning journey.

Key points:

• A classroom lacking a positive culture won’t lead to growth
• Certain pillars–and related strategies–can help teachers create positivity
• See related article: 5 ways to manage students’ screen time
• For more news on classroom culture, see eSN’s Innovative Teaching page

True education is as much about the environment as it is about instruction. That may sound like a bold statement, but it makes sense when you take a moment to consider the evidence. If a child is placed in a classroom that experiences multiple disruptions, has little interpersonal connection, and rarely tries to engage students, they are unlikely to experience much growth. Students require positive environments that strive to build them up both socially and academically. Unfortunately, even the best educators can fall short of this if they don’t understand what positive classroom culture fully entails.      

Positive classroom culture functions a lot like a three-legged stool. If one of the legs is removed, the stool becomes unstable. The key for educators is recognizing the three pillars of a positive classroom culture and the unique role they play in shaping student development.

Below are the three pillars of a positive classroom culture, as well as strategies to help teachers get started:

Community: The purpose of community is to foster trust, communication, and understanding.A healthy classroom community welcomes students from all backgrounds and encourages diverse viewpoints – even if students don’t always agree with their classmates’ conclusions.One strategy for building a healthy student community is to utilize images that can be viewed in different ways. Show a picture that could be interpreted in two or more ways (A rabbit or a bird? An old woman or a young one?). Have students share their perspective and then allow for the class to respectfully debate their point of views. As students learn about others and their perspectives around an interpretation of a picture, they will start to become more open to listening to others as they progress through the year. 

Content: Content is the actual material taught in the classroom. It’s important to remember that we don’t just disseminate information to students for the sake of memorizing facts. The knowledge they gain from their lessons will go on to be applied in their future lives and careers. As such, it’s vital that students recognize that their learning can make a positive impact on the world around them. One way to accomplish this is through project-based learning. Project-based learning involves lessons that investigate real-world problems while allowing students to dig deeper into the content. This gives them a sense of purpose while incorporating the outside world into their everyday activities. When students know they can make a real difference through their schoolwork, they are more likely to engage with the content, work with others, and persevere through adversity.   

Conduct: Students require structure and guidance if they are to grow into mature adults. Things like social awareness, self-management, and responsible decision-making are just as essential to student success as reading and algebra. An ideal strategy for helping students control any disruptive behavior is by setting up a Classroom Contract at the beginning of the semester. This allows students to know what is and is not allowed as well as the repercussions for breaking the rules. The twist? Students should be the ones to create this contract (along with help from their teacher). By inviting students to take part in the process, they become invested in their own learning and are more likely to acknowledge the rules since they had a hand in creating them.  

By building a classroom where they feel encouraged and empowered, teachers can equip students with the mindset necessary to thrive – both within the classroom and outside of it. Let’s do our part to ensure their time in the classroom is memorable, meaningful, and fun!  

Key points:

• Students can’t learn if they’re having trouble listening
• Tech tools and sound amplification can help combat classroom noise pollution

Learning depends on listening. But classroom noise pollution is making hearing in the classroom harder. Finding simple and effective ways to dial down classroom noise levels can help increase focus and stamina.

The World Health Organization recommends classroom sound levels of no more than 35 decibels. The average volume of a classroom, however, rings in at more than twice that level. At 77 decibels, the average classroom produces the same level of noise as freeway traffic or other “annoyingly loud” sounds.

What’s causing all this noise? Changes in the classroom that brought many advantages, such as interactive technologies, more small group work, and flexible classrooms, have contributed to noise levels. Some schools may also experience environmental noise such as city traffic, construction, or noise from ventilation systems.

The result is classroom noise pollution that causes distraction and discomfort for students and teachers. From learning loss and lower standardized test scores to student distraction and teachers losing their voices, noise has significant impacts in the classroom. Research reveals that 40 percent of students say they can’t understand their teacher due to background noise. Meanwhile, three-quarters of teachers say their jobs make their voices hoarse or strained.

In addition, it is important to keep in mind that students are physically developing and their voices may be changing, cracking, or softer than adult voices. Exacerbating these challenges, students may  also be self-conscious about speaking loud enough to be heard by other students or educators. Studies have found 15 percent of students feel embarrassed or report a lack of confidence because of bad audio in learning situations.

The “right” classroom strategies and setups can help

District and school leaders can help minimize the impact of noise pollution by setting up quieter classrooms. Classrooms are generally built to maximize space, but that’s often done at the cost of adding more noise. There are a number of strategies that can reduce this excessive sound effectively, with or without the use of technology. 

For example, making physical changes to classrooms or remote teaching areas by adding cork boards, rugs, curtains, soft materials on the walls, and thick, temporary partitions can help absorb sound. As a side benefit, these additions can make the classroom feel less institutional and instead, feel more welcoming and comfortable.

Teachers can use strategies such as designating certain times for talking and collaborating, using visual queues for quiet, and structuring class time to start in a quiet manner. They can turn to time-proven practices like call-and-response and clapping response strategies. These practices are often quick and helpful ways to bring attention back to the teacher or adult in the room.

Using effective technology to measure and manage noise levels

Thoughtful use of technology can also be effective in addressing noise levels. For example, students need instruction amplified 15 to 20 decibels over background noise or learning loss can occur. Educators can choose from a variety of paid and free noise meter apps to help measure classroom sound levels and keep them in check. The visuals in the apps range from stoplights and bouncing balls to smiley faces so educators can choose what works for their classroom best.

Headsets or microphones can amplify the right sounds while reducing others. Sound-field studies show that amplifying a teacher’s voice results in exceptional improvement in reading and language test scores for all students at all elementary levels. In fact, amplification reduced special education referral rates by up to 40 percent over five years.

A microphone can help the teacher’s voice cut through classroom noise pollution and give educators confidence that students can clearly understand information and instructions. With an omnidirectional microphone, educators don’t have to be stuck at their desks or in a certain position, either. These mics make it easy for teachers and others to be heard no matter where they are in a room.

Headsets can reduce background noise, making it easier for students to distinguish between superfluous sounds and the educational content they need to hear. But it’s important that they fit students so classroom edtech enhances, not hinders, learning. This is especially critical with headsets designed for extended wear, whether this is to hear instructions from a teacher or educational technology.

Educators will want to look for headsets with soft foam in padded ear pads that create noise isolation and keep students comfortable. Adjustable slider arms and articulating ear cups are useful to get the right fit on students of all sizes and stages of physical development.

Left unaddressed, noise will continue to distract students and create uncomfortable environments to teach and learn. But educators can make a big difference in helping students hear and be heard. Adopting quiet practices and tools can reduce the challenges and power stronger focus and stamina throughout the school day.

Related:
How to manage students’ screen time
5 ways tech helps create calmer learning environments

Everybody’s talking about ChatGPT and how it’s going to impact K-12–and generally not in positive terms!

Granted, ChatGPT might make writing that 11th-grade essay on symbolism in “The Great Gatsby” a whole lot easier (which, to be fair, does make grading a whole lot harder). Aside from that, there are real positives to our new AI pal, and overworked teachers can embrace it as the gift that it is: a free personal teaching aide. The one who sketches out the lesson plans and assessments, finds source materials, and just generally carries out the grunt work.

In other words, ChatGPT can save teachers a whole lot of time.

1.     ChatGPT Helps with Writing Lesson Plans

Teachers can use ChatGPT to get a jump on lesson-planning.

Let’s say I’m teaching symbolism in literature. First, I’m going to ask ChatGPT for five creative ideas for teaching symbolism in “The Great Gatsby.” One of the amazing things about ChatGPT is that we’re actually chatting – we’re in dialogue together. I want to include some additional primary resources along with the teaching activity. So, my next question is: What are some primary sources I could teach along with those suggestions? ChatGPT suggests some great resources, but who has time to go digging those up?! Oh yeah! ChatGPT does. I ask it for links for each of the resources it suggested.

Lastly, I ask for it to write an exit ticket. Whoops, I stumped it! But when I ask it for two summative and two formative questions about the lesson, and voila!  I have to put in some revision time, but I’ve got the building blocks for a great lesson.

And note, this works for any subject, at any grade level. It’s not an ELA thing.

2.     ChatGPT Can Help with Managing Family Communications

Let’s say you’re sending a weekly update to families on Friday. Ask your teaching aide to help compile it for you! Just follow these steps:

1. Upload your lessons from the week
2. Ask ChatGPT to write a paragraph with bullet points detailing the main ideas of the week’s lessons with three “Ask Me About” questions.
3. Link to any resources you’ve pulled from ChatGPT over the course of the week.
4. Ask ChatGPT to write engaging social media posts for Facebook and Twitter to promote your weekly update.

It’s not that you couldn’t do this yourself; it’s that your AI teaching aide can save time by doing it for you in mere seconds.

3. ChatGPT and that One Parent…

You know that one home adult who’s overly enthusiastic with their emails and texts or otherwise pushes the boundaries? You know how coming up with an appropriate response takes so much time? ChatGPT can help with these responses. There’s a free handy-dandy assistant available 24/7 who’s never impatient. Here are two easy ways it can help:

1. Upload the offending email or text message to ChatGPT and ask it to write a polite but firm response explaining why the request isn’t possible.
2. Ask ChatGPT to write a broadcast email to all parents/caregivers explaining the hours you’re available to talk and when to expect responses to emails/texts. Then, ask it to write a polite follow up to a parent who is making unreasonable demands on your time.

Again, some editing will be required, but personalizing text is a lot quicker than generating it from scratch.

Teachers Shoulder a Lot of Responsibility

Student teachers, while great, require mentoring. But ChatGPT? Why not take advantage of a free, always-available teaching aide to help you stay in communication with families? Because the more you communicate with home adults, the more successful their students will be.

Want proof? Just ask ChatGPT!

Related:
How schools can respond to ChatGPT with inquiry-based learning
5 things to know about ChatGPT in education

Ask me what technology I’d most like to see implemented in every single K–12 classroom and I’d say instructional audio. As a long-time audiologist, I’m admittedly biased. But research bears out the benefits and I’ve seen the results firsthand in my 27 years (and counting!) working in public schools.

Here are some of the ways we know instructional audio technology helps build students’ confidence and benefits all student groups—as well as a few suggestions on how to get started.

Amplifying students’ voices

Did you know a fear of public speaking affects an estimated 73 percent of the population? Unfortunately, that stress and fear can start in the classroom at a young age. Whether presenting a project, raising a hand to answer a question, or reading a passage out loud in front of others, students are often hesitant to put themselves out there.

At Rio Rancho Public Schools in Rio Rancho, New Mexico, we’ve seen how some students can be reluctant to participate and engage in the classroom. However, we’ve found that microphones can help boost confidence and classroom participation. Students often struggle to hear their soft-spoken classmates, someone with an unfamiliar accent, or someone talking from the opposite side of the room. Audio clarity particularly impacts the ability of non-native English speakers to follow discussions.

With all the hours students spend listening in the classroom, students must be able to hear clearly and without undue concentration. If it’s too much work for too long, they mentally check out. Instructional audio remedies that by giving every student in the room access to clear and comprehensible audio. As a result, students are more alert, engaged, and focused on what’s being said, not falling behind as they work to process sounds.

The Lightspeed microphones make it easy for our students to speak during class. One of our teachers commented that some of her soft-spoken and shy students especially like the microphone because it makes them sound more natural, not like a “karaoke voice.” She believes that while some low-cost classroom systems are intrusively “sharper and more amplifier-sounding,” instructional audio solutions designed specifically for the classroom don’t disturb the ambience of the classroom and help create an environment where all voices are heard. 

Ensuring clear, concise instruction

If you’re a teacher, you know all too well the physical challenges of speaking day after day to a roomful of students inherently prone to distraction and disinterest. Projecting your voice to reach students sitting in the back of the class, speaking loudly to be heard above routine classroom noises, and using your voice to manage behavior can take a toll. Analysts report that teachers are more than twice as likely as non-teachers to have voice problems and almost 600,000 teachers miss a day or more of work because of voice issues.

The costs of voice strain go beyond the financial to impact teacher availability, retention, mental health and of course, student learning. With instructional audio, teachers don’t have to work as hard to engage students, and report less end-of-day fatigue and more enjoyable teaching experiences because of the ability to use the full expressive range of their voices.

Instructional audio ensures students hear your voice and, in turn, are aware of what’s being asked of them. As educators, we often assume our students will hear each word from us, but realistically, students often miss parts of words or sentences, or even fail to distinguish between similar sounds. Instructional audio eliminates the distortion that occurs when certain words and consonants are spoken loudly, making sounds like “th” and “f” much more audible and intelligible—ensuring students know what’s being asked of them and, in turn, they don’t second-guess what they need to do next.

Promoting engagement and discussion

With the potential for such positive impact on student learning, districts should be working to fully outfit each of their schools and encouraging every teacher to consistently use a lapel or pendant-style wireless microphone.

If your school already has an instructional audio solution installed, use it. Training can help teachers better understand the simplicity and benefits of using the technology. When training, I start with the system off then turn it on 5–10 minutes into the training so they can hear the difference. “Wow” is the most common response.

I also recommend that teachers leave their microphones on all day. It’s easier to use the mute/unmute control than to take the microphone off and set it down somewhere only to have to search for it when you need it. We also encourage teachers to give a microphone to anyone—including students—talking to a majority of the class.

Instructional audio is a fast, simple avenue for building students’ confidence in the classroom, and on top of this, it gives us the tools to create an environment where everyone’s thoughts and ideas are heard—all while promoting authentic discussion and engagement. While it’s scary for students to participate and voice their opinions with their classmates, instructional audio provides that little bit of confidence boost students need.

Related:
3 reasons instructional audio is a must-have in classrooms
How I build relationships with students using instructional audio

Modern technological advancements can make education noticeably more exciting and entertaining, but accompanied by all its benefits, uncontrolled use of technology in schools can divert students’ attention to unwanted places. That is why efficient school management is important.

Most American children’s daily screen time averages around five to seven hours. Consequently, and considering today’s widespread use of smartphones, tablets, and other electronic devices among children, monitoring and managing children’s screen time is essential for protecting their physical and mental well-being. Unhealthy usage (may it be time-based or content-based) can lead to physical health issues, feelings of isolation, disconnection from the real world, and a number of other problems.

That is why the problem must be also faced in schools, where students spend a big part of their day. Thus, teachers must be able to monitor student screen time in the classroom. Educators can use several strategies to limit students’ screen usage and efficiently foster engagement.

#1: Establish Clear Classroom Rules

Establishing classroom norms defines the atmosphere of the class and is essential for creating a thriving learning environment. Make sure to decide which behavior in the classroom is acceptable and which isn’t. Communicate your expectations and allow students to partake in setting the norms. This will give them the confidence to share their opinions. Once some ground rules are established, offer explicit instructions and discuss them with students. Clearly outline the expectations to ensure the classroom remains a safe and productive learning space. And with that, also plainly define the consequences for breaking the rules.

#2: Make Sure the Expectations Are Reasonable

When you are setting limits for student screen time, the limits must be realistic. It is best to consider various factors, such as how much screen time is required for fluent schoolwork, how much time students spend behind screens besides that, etc. While establishing these expectations, again, ensure that students know what is expected of them.

Related:
5 ways tech helps create calmer learning environments
4 tips to build a strong classroom culture this year

#3: Monitor Screen Use in the Classroom

Modern problems usually come with modern solutions. So, the fear of students uncontrollably using technology in the classroom is unnecessary. You can use various classroom screen monitoring tools to stay on top of students’ online activities. School management tools help you manage everything from supervising the websites students use and introducing time constraints, to blocking inappropriate content and keeping track of their attendance.

You can use content-filtering student safety software that also allows communicating with parents and allows them to participate in their children’s activities. In addition to facilitating parent-teacher communication, this often enables parents to impose time restrictions on their children’s device use and block access to particular websites and apps.

#4: Encourage and Foster Balanced Use of Technology

The easiest and most long-term effective method of managing student screen time is making sure students gradually learn how to use technology responsibly by themselves. Encourage students to use technology in balanced, constructive, and beneficial ways. Stressing the value of the benefits and possibilities of using technology for educational purposes is crucial.

#5: Cultivate Digital Citizenship

As we mentioned earlier, seeing how technology will play an important role in students’ lives, it is essential we teach children to use the internet ethically and responsibly. Cultivating digital citizenship is about using technology safely, all the while defending one’s privacy and the rights of other internet users. And this not only fosters responsible online behavior but also nourishes children’s compassion, thoughtfulness, and morality.

You can do that by developing courses centered around subjects like cyberbullying, online safety, and responsible internet usage. Learning how to navigate the online world safely is easier with the guidance of adults, especially if you are equipped with the aforementioned tools.

These are some methods for establishing a healthy and high-functional learning environment by regulating student screen time. When you make sure students are safe from threats and potential risks technology usage (and its exploitation) brings, you enable them to flourish in a safe and productive setting. With a little help, they can stay focused on their classwork and foster their digital competencies, with the goal of one day becoming upstanding responsible digitally literate people. And all the while promoting student engagement and making the best of the various benefits of today’s technology.

This post originally appeared on Blocksi’s site and is republished here with permission.

When I started as a school counselor more than 15 years ago, technology in the classroom looked much different than it does today. Only a handful of students had their own personal device and the concept of one-to-one models, meaning every student is given a school-issued laptop or tablet, had not yet taken hold. At that time, students were accessing the internet or using digital tools sparingly throughout the school day, and typically only in tech-focused classes. Today, most teens have access to a smartphone and more than 80 percent of K-12 students use a school-issued device as part of their learning. Students are clearly more connected than ever, both inside and outside of the classroom.

This increased access to technology in school has had both positive and negative impacts on students. For some, the internet has proven to be an incredibly engaging and useful learning tool, while for others, the constant stream of information can be overwhelming. Because of this, it is important for educators to help students use technology in a purposeful way that supports learning.

While it might seem counterintuitive, technology and certain digital tools can actually help provide students with a sense of calm while enhancing in-the-moment thinking.

Here are five ways I have seen technology serve as a remedy for brain overload:

1. Mental health check-ins to start class

The short time between class periods is often hectic, with many students physically moving to different classrooms or mentally preparing to dive into a new subject. Hallway passing time can also be filled with stressful social interactions or glances at social media.

Well-being check-ins at the beginning of class can be a great way to help students regain focus and center their thoughts. Simple online tools that let you survey your class – like Pear Deck, Google Forms, or Kahoot – can be used to support these emotional checks. Asking questions along the lines of “How are you feeling today?” or “What color would best describe your mood today and why?” and allowing students to respond anonymously can be a game changer in the classroom.

2. Mindfulness apps

Helping students practice mindfulness, or the ability to be present in the moment and aware of thoughts, feelings, and sensations, can greatly benefit mental health far beyond the classroom. In addition to non-tech strategies like paper mood boards, mindfulness dice, or breathing exercises, there are free digital tools and apps like Calm, Headspace, and more that can guide students through mindfulness exercises in both a group or individual setting.

Related:
How to identify student anxiety in the classroom
Teachers can’t keep up with the need for SEL

3. Private, digital feedback

Some students are not comfortable raising their hands in class or asking for feedback in a group setting. Leveraging solutions that have chat features or allow for real-time digital feedback on student work is a great way to engage students who prefer more private communication.

There are also certain classroom discussions where anonymity is key. If there is a conversation of a sensitive nature, where not even the teacher needs to know whose answer is whose, anonymous feedback will help educators facilitate an honest, open discourse. This way, students will feel more comfortable sharing their responses knowing that they are anonymous. Try utilizing digital tools that support this kind of safe engagement.

4. Audio & visual tools

Classroom environments can directly impact students’ ability to learn. Adding calming music, videos, or lighting can help put students at ease and create a more peaceful learning space. Music has shown to help improve focus, and there are endless playlists with classroom-appropriate songs available through services like Spotify or YouTube. Projecting videos of a fireplace, waves on a beach, or slow-moving clouds to the front of the classroom during work time can also help create a more relaxing atmosphere.

5. Digital guardrails

When students are using their school-issued devices, it can be helpful to set thoughtful guardrails or parameters around which web pages they can or cannot access during class. Certain filtering solutions or classroom management products can help narrow or broaden internet access depending on what is needed for the day’s lesson. This helps students focus on the task at hand and reduces information overload or distractions.

For today’s students who often find themselves overloaded, a calming learning environment can serve as a much-needed moment of stillness. As classroom technology continues to evolve, educators and school mental health professionals can use strategies like the above to help students navigate their digital world with purpose.

The past two years have been immensely difficult for our nation’s students and teachers. In the wake of the isolation and trauma of the COVID-19 pandemic, mental health and behavioral challenges are on the rise as students continue to process unprecedented amounts of stress, anxiety, and grief. The decline in child and adolescent mental health has been so great that the American Academy of Pediatrics, the American Academy of Child and Adolescent Psychiatry, and the Children’s Hospital Association have declared it a national emergency.

These mental health issues have translated into increased disengagement, conflict, and bullying — and as a result, disciplinary action — in school classrooms and hallways across the country. 

As a Dean of Culture at a public school in Queens, New York, until recently, I saw these challenges first-hand. I also know that traditional discipline methods fail to address the root cause of behavioral issues. Many forms of disciplinary action are doing more harm than good. This is especially true when research shows that Black students are disciplined far more than White students for the same offenses, perpetuating and sustaining cycles of inequity in our schools.

Rather than continue to create a culture of punishment, I worked with my school to enact a unique blend of mindfulness strategies and social-emotional learning–informed by Breathe For Change, a 200-hour Wellness, SEL and Yoga Teacher Training for educators–to create a safe and inviting space for kids. 

As we educators–exhausted from two years of our own stress, fear, and uncertainty–begin a new school year, it can be tempting to default to punitive discipline measures. But it’s critical that we start the year on a positive note. Here are four strategies that can help create a positive classroom culture as we begin the school year: 

Create a Calming Environment
It’s important to set up a welcoming space that invites feelings of calm and safety for students. This can include adjusting the lighting, setting out aromatic scents, and playing tranquil music without lyrics. When a student is struggling, teachers can bring them to this space to deescalate the situation and provide them with time to process what they are feeling. Before bombarding them with questions about what happened, offer students the opportunity to journal, guiding them through the process with thoughtful prompts. The student may also just want to sit quietly for a moment, and that’s okay too. When discussing what happened with the student, be sure to validate their perspective with compassion and understanding–even if you personally disagree. 

Related:

One district’s push to help students feel like they belong
How to transform your school culture

Offer Opportunities for Pause
These discussions can be stressful for students as they work to make sense of their emotions and stressors. Pay close attention to cues in body language and speaking tone and create ample opportunities to pause the conversation and allow for opportunities for students to re-ground themselves. If a student seems to be growing more stressed, suggest you both take a break.  Sometimes it’s helpful to frame the suggestion as you needing a break yourself. This both protects students from embarrassment and provides them with a clear model of how to use breaks as an effective coping strategy.

During these pauses, allow the student to go on a short walk in the hallway, drink some water, or simply take a few deep breaths. Teachers can also demonstrate to students how to use the 5-4-3-2-1 coping technique to help control their anxiety and the body scan method for promoting mindfulness. 

Enact the Peace Process
When the student has had a moment to calm themselves and reflect on the situation, ask them to describe the facts and their feelings about what happened. Allow for plenty of chances to express how they feel, then ask the student to state the specific needs that were not met at that moment using just one to three words. This should help illuminate for the student exactly what they were reacting to so strongly, and it will hopefully help them realize what could be done differently in the future. Wrap up the Peace Process by asking the student what they need to make themselves and the relationship feel better moving forward. Help them phrase the answer as a request. 

Close Out with a Two-Word Check-In
Before you and the student return to the rest of the day, close out the conversation with a two-word check-in. Tell the student to take a few more deep breaths and to soften their gaze or close their eyes. Then ask them to think of two specific words that capture how they’re feeling now. This step serves several purposes, from re-grounding the student back in the present to ensuring the teacher has an understanding of how effective the previous strategies were in helping the student. It could also help reveal unresolved emotions that still warrant further discussion.

We’ve all seen the headlines and know the challenges at hand: staffing shortages, teacher burnout, student trauma. But through centering social-emotional learning—and focusing on mediation and compassionate conversations over discipline—we can safely guide our students through this historically turbulent time as they make sense of the complicated emotions they are experiencing.

As a new school year kicks off, it is vital that schools work to prioritize the emotional needs and mental health of students over their punishment. We can do this.

A rise in harassment and violence against teachers is taking a toll on already-exhausted educators. A recent survey from the American Psychological Association found that 6 in 10 teachers reported student violence or verbal aggression during the pandemic, with nearly half expressing a desire or plan to quit or transfer schools.

To create a teaching environment where educators feel safe, school leaders may want to consider adding evidence-based behavior management strategies to their back-to-school plan. The more preventative maintenance teachers can do through proactive strategies, the less likely they will encounter problem behavior.

Here are five classroom management strategies to help educators regain control of their classrooms: 

1. Understanding students 

Getting to know each student individually will enable teachers to better evaluate the nature of the problem behavior when it occurs and respond appropriately. Additionally, challenging behaviors are much less likely when a teacher and student build a rapport based on trust and understanding. To build this rapport, teachers’ nonverbal behavior and paraverbal communication need to reflect their compassion for each student.

2. Practicing patience

An important de-escalation skill is what the Crisis Prevention Institute (CPI) terms “Rational Detachment”–the ability to manage one’s behavior and attitude and not take the behavior of others personally. When faced with student misbehavior, instead of thinking something like, “I can’t take this disrespect anymore,” teachers can use positive self-talk such as, “I’ve seen this before. This behavior is not about me. What is it about, and how can I help?”

Many educators know that not taking disrespectful or defiant behavior personally is a skill acquired through practice. Every challenging incident allows teachers to demonstrate that they are in charge, calm, and assured (even if they do not feel that way in the moment). As educators practice the strategies suggested below, they will become inoculated against student challenges to their authority.

3. Staying Calm

The first step in practicing rational detachment is remaining calm. When teachers encounter disrespectful or challenging behavior, starting with a deep breath will help them relax and remain silent, allowing them to further assess the situation at hand. Conversely, if a teacher overreacts, the entire class will take note of the cause, which virtually guarantees that some students will try it again. However, remaining calm does not mean ignoring the problem. From the students’ perspective, a teacher will have backed down and relinquished authority. Consequently, both overreacting and ignoring the situation result in the loss of control and authority.

The second step is simply to wait calmly and silently while assuming a supportive stance (i.e., standing askance or sideways to the student who issued the challenge) and “model cognition” (i.e., the teacher acts like they are thinking). An example of the latter action is standing with a hand on one’s chin, perhaps tapping the index finger to give the impression of thinking. These body positions are supportive, non-confrontational, and, most importantly, signal a willing determination without adding any more tension to a volatile situation.

The simple act of waiting, combined with a supportive stance, often solves the problem without the teacher ever having to say a word. Teachers have reported experiences where the silent period (usually lasting only five to nine seconds) causes the student to throw up their hands in defeat and say something like, “Fine. I’ll do it even though it’s dumb!” and storm back to his seat. Teachers can later address the student’s misbehavior on their own terms and set effective limits.

4. Setting effective limits 

Establishing clear, consistent classroom expectations can help students monitor their own behavior. Post the expectations where they are clearly visible so they can serve as reminders. Additionally, they should be stated in simple and positive terms that address what students can do. For example, instead of saying, “No side talk,” the posted expectations should say, “Please raise your hand to add to the conversation.”

5. Being aware of the causes of misbehavior

In all cases, a proper response to student misbehavior begins early in the chain of events. Being mindful of precipitating factors–preexisting circumstances that cause distress behavior–and early warning signs can prevent an incident. For example, if a student seems consistently irritable or inattentive in the morning, could hunger be causing the behavior? Can steps be taken to ensure the student gets breakfast in the cafeteria before class, or can the teacher keep granola bars on hand? Classroom management is not just about avoiding student disruptions. It’s also about creating an environment that enables students to focus on learning.

A common saying at CPI is, “Conflict is inevitable, but combat is optional.” Being proactive is the key to reducing the frequency and intensity of incidents so that the classroom can remain a safe, productive environment for students and teachers.

The 2021-2022 school year began full of promise. Students, families, and educators were ready to get back to pre-pandemic learning routines. Almost no one was prepared for how the landscape had changed – many educators had left the profession, staffing needs were at an all-time high, and students were engaging in more frequent and more severe challenging behaviors.

The disruption wreaked by Covid dramatically impacted our students, especially those who were at-risk or experiencing behavior challenges prior to the pandemic. School leadership often struggled to meet the training needs of their staff–many of whom were brand new–especially needs related to behavior support. 

The influx of staffing issues coupled with the uptick in challenging behaviors highlights the need for dedicated, integrated behavior support systems that are proactive, responsive to students’ individual needs, and grounded in evidence-based practices proven to increase prosocial behaviors.

Systems are what support staff behaviors and include training, ongoing coaching and performance feedback, efficient data collection processes, and opportunities for professional development. Models like schoolwide positive behavioral interventions and supports (SWPBIS) provide a framework for creating sustainable systems that can be brought to scale.

Practices support student behavior. Practices that increase the likelihood of prosocial behaviors include  clearly established and operationally defined expectations, explicit teaching and prompting related to those expectations across all school routines, reinforcement of behaviors that meet those expectations, and reteaching and restorative practices when behavior errors occur.

Clearly Establishing and Operationally Defining Expectations

Most positive behavioral support models begin with identifying three to five broad expectations (e.g., “Be Safe,” “Be Respectful,” and “Be Responsible”). These broad expectations are defined across all routines that students encounter during the day; for example, school staff would define what “being safe” looks and sounds like during arrival, dismissal, in the hallway, in the restroom, while in class, and for any other setting where students are expected to be safe. Operationally defining these expected behaviors includes stating exactly what the behavior looks and sounds like and ensuring that the behavior is positively communicated: telling students what we want them to do, rather than what we don’t want them to do.  Meaning, “being safe” in the hallways could look and sound like “keeping hands and feet to self,” “walk,” and “go directly to your destination,” instead of “don’t run” or “don’t linger.”

Teaching and Prompting for Expected Behaviors

Once we’ve established and defined our expected behaviors, we explicitly teach and prompt for the expected behaviors. We teach social behaviors like we teach academics: using a model, lead, test format with multiple opportunities for practice and feedback. We provide review and booster sessions as needed (e.g., after a long break; during the pandemic, many booster sessions have been required!) and prompt for expected behaviors before the student is expected to demonstrate the behavior. For instance, we say, “remember to walk in the hallway” before a transition, rather than waiting until students speed up a little and then saying, “slow down!”

Reinforcing Behaviors that Meet Expectations

Now, more than ever, we need to focus on what’s going well and acknowledge students’ appropriate behavior. There’s a good chance that students’ prosocial behaviors – like their academic skills – have not made steady upward progress over the last two years. In many cases, they’ve plateaued, or even deteriorated. One of the fundamental mechanisms of behavioral science is “behavior followed by pleasant outcomes for the learner tends to be repeated” (i.e., the principle of reinforcement), so we must set up the environment to increase the likelihood of behaviors that meet our expectations and provide acknowledgement and reinforcement of those behaviors when they occur. The first response should be behavior-specific praise (e.g., “great job reading this article so far!”), which consists of a positive statement that includes the behavior being praised. Behavior-specific praise helps form the contingency between the prosocial behavior and a positive outcome for the student, reminds all others within earshot of the expected behavior, and provides direct and personal attention for the student (which is often reinforcing). In addition to behavior-specific praise, school staff may employ more overt reinforcement practices, including token economies or group-based contingencies.

Responding to Behaviors that Don’t Meet Expectations

When students make behavioral errors, staff should respond similarly to how they react to academic errors: provide feedback and a reminder of what to do, offer the opportunity to try again, and assist if needed. This kind of specific error correction allows the student a chance to practice and receive feedback on the appropriate behavior and prevents teachers from relying on reprimands to correct behavior. In addition, if staff members remain supportive and helpful, behaviors are much less likely to escalate. When students make more serious behavior errors that cause harm to others or to the environment, responses should include a restorative conversation that includes a chance for the student to describe what happened, how they felt about their behavior and the harm caused, how they can make different decisions next time, and what supports they need to be successful. Students may also complete restorative tasks to repair harm done, as appropriate. Behavior mistakes provide opportunities for reteaching and growth.

During uncertain times, having an educational environment where expectations are clearly established, taught, and reinforced regularly will contribute to a consistent, positive experience for students – and consistency and positivity are in high demand right now. In addition, building a solid foundation of evidence-based practices makes for more efficient differentiation when students have varying needs.  Building durable systems ensures predictability and comfort for both staff and students.