The History of Student Behavior Charts

Behavior charts have been used in classrooms for decades. In the 1920’s they were used to monitor attendance and punctuality, then according to the Journal of Educational Psychology in the 1980s and 1990’s they shifted towards behavioral management and incorporated positive reinforcement. In the late 1990’s as many as 70% of elementary school teachers were using some behavior chart in the classroom, according to a study published in the Journal of Applied Behavior Analysis.

Today, a survey by the National Center for Education Statistics (NCES) notes that 65% of elementary school teachers living in the U.S. reported using behavior charts or a similar system in their classrooms. 75% of these teachers found that they helped students’ behavior. However, 55% expressed concern about how they affected their students’ self-esteem. Ultimately, the idea behind behavior charts was to find an immediate way for students to see that their actions had consequences and understand that they must be held accountable for their actions.

The Pros of Student Behavior Charts

Student behavior charts can be beneficial in the classroom. Here are a few of the advantages.

Clear Expectations

Behavior charts provide a clear framework for students to understand what is and is not expected of them and the consequences of their actions. When students know what is expected of them and they know that the rules are consistently enforced, they are more likely to follow them.

Immediate Feedback

Behavior charts give students immediate feedback about their behavior. For example, if a child is helping a classmate, they may be asked to move their sticker up the chart or if a child is interrupting in class, they may move a notch down. This feedback helps young students connect their actions with real-time consequences.

Positive Reinforcement

Some behavior charts incorporate positive reinforcement for good behavior or helping others. Students can earn stickers or move up on a chart to earn positive reinforcement. This can help motivate students to strive for more positive behavior, resulting in a more positive classroom atmosphere.

The Cons of Student Behavior Charts

While behavior charts have advantages, they can also have disadvantages. Here are some of the notable drawbacks.

Damaging to Self-Esteem

One of the main criticisms of behavior charts is that they can be humiliating for children. When a child’s negative behavior is showcased for all to see, it can damage a child’s self-esteem. Publicly highlighting these mistakes may lead to embarrassment and undermine their confidence. This can create a harmful, negative cycle where the child continues the negative behavior because they feel they are not worthy.

Excessive Focus on Negative Behavior

Behavior charts that focus solely or too much on a student’s negative behavior can create a negative learning environment. For example, if a chart is used to punish an undesirable action, rather than encourage a positive one, then it may create a negative cycle which will foster a negative atmosphere.

Short-Term Fix

Behavior charts are a quick solution to managing behavior. While they may reward good behavior and penalize negative behavior, they don’t equip students with the skills they need to change that behavior. To truly change a student’s negative behavior, you must address the root cause in addition to using the chart. This will help students build the skills needed to manage their behavior.

Are Student Behavior Charts Beneficial?

This is a complex question that depends on the student’s needs and how the behavior chart is implemented in the classroom. For younger students, the immediate feedback that behavior charts give, as well as the structure they provide, can help guide their behavior and help them develop better self-regulation skills. However, the effectiveness of the chart depends on how it is implemented in the classroom.

On the other hand, some older students may not benefit from a behavior chart because they may require a more nuanced approach that needs to address an underlying behavior issue. Since behavior charts are useful for basic compliance, the chart may not lead to a genuine behavior change.

Overall, behavior charts can be useful tools for managing behavior, but to be effective, they must be tailored to each student’s individual needs and used alongside other strategies.

Tips for Maximizing Benefits and Minimizing Drawbacks

With behavior charts, it’s essential to focus on a student’s positive behavior and achievements and celebrate their successes. Involve students in setting behavior goals and tracking their progress. Be sure to prevent public shaming by talking to students privately and using individual charts. Make your expectations clear so students will trust the system. Finally, be flexible and adapt the system as needed to ensure individual students’ needs are being met.

Behavior charts can be a helpful tool in managing your classroom, but their success ultimately depends on how you use them. Tailoring them to meet the needs of students and using them in combination with other strategies can be an effective approach. By focusing on positive behaviors, keeping them private to avoid public shaming, and being clear and consistent with your expectations, you can create a positive, supportive classroom environment.

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Behavior Management

One of the major benefits of punch cards is their effectiveness at managing behavior in the classroom. Because punch cards are a tangible reward system, they allow students to see their progress, which provides them with immediate positive reinforcement. Here are a few ways to help make this system work for your classroom.

Set Behavior expectations

Start by setting clear expectations along with correlating rewards. Whether it’s for participating in classroom discussions or rewarding timely homework, students need to know what behaviors will earn them a punch in their card. Consider creating a chart or list and placing it on the wall for students to refer to.

Be Consistent

Consistency is key when it comes to punch cards. You want to ensure that students understand the conditions for earning punches on the card and that it is applied fairly for all. This will help build trust within the classroom and encourage students to adhere to the rules. This immediate reinforcement will help students connect their actions with rewards.

Customize Rewards

Consider tailoring the rewards to suit individual or groups of student’s needs. For example, younger students may enjoy small prizes while older students may appreciate a homework pass or extra credit points. Consider creating a reward menu for students to choose from. This gives them a sense of control and makes the rewards more meaningful.

Highlight Positive Reinforcement

Punch cards are a tangible behavior management tool that provides immediate positive reinforcement. They reward positive actions rather than focusing on negative behaviors. Since they help to create a more positive learning environment, they may also lead to improved student behavior throughout the classroom.

Boosting Academic Performance

Punch cards can be a powerful tool to enhance academic motivation. By linking academic achievements to the system, you can motivate students to work harder and see a visual representation of their work where they can take pride in their accomplishments.  Here are a few tips on how to set goals and track student progress.

Set Achievable Goals

Utilize punch cards for setting achievable academic goals. For example, you may reward punches for mastering a skill or an improved test score, or you may reward a punch for a reading or writing challenge. This is a great way to show students the value of setting and achieving goals.

Encourage Active Participation

Create an active learning environment by rewarding punches for student involvement in classroom discussions and group activities. This will not only motivate students to be engaged in their learning but also enhance their communication and teamwork skills.

Regularly Acknowledge Achievements

Celebrate student achievements with their punch cards by highlighting their progress and efforts with the entire classroom. This is a great way to boost student motivation while building a sense of community within the classroom.

Visual Progress Tracking

Punch cards offer a visual representation of student progress. This makes it easy for students to monitor their achievements. It also breaks down larger tasks into smaller, more manageable steps, allowing for a more rewarding tracking process.

Encouraging Collaborative Learning

Punch cards are a great tool to enhance peer collaboration and foster a sense of classroom community. Here are a few ways to strengthen the sense of community within your classroom and build a supportive learning environment.

Peer Recognition

A fun way to build a positive classroom atmosphere is to have students nominate their classmates to earn a punch based on a specific category, such as a character trait they’ve displayed or an academic achievement. This is a great way to teach students the importance of recognizing and acknowledging others’ achievements.

Positively Resolving Conflicts

Punch cards can be used as a conflict resolution tool. When a conflict arises in the classroom, the students who positively resolve the issue get a punch on their card. This will not only help build relationships within the classroom but also show all students that they support one another and contribute to a positive classroom atmosphere.

Create Team Goals

Establish a class challenge where students earn punches for group work or projects. This encourages teamwork, motivation, and student support for one another as well as builds a sense of community where students learn the benefits of helping their classmates.

Building a Classroom Community

Incorporating punch cards into group activities creates opportunities for students to build relationships with one another. This sense of community can enhance the overall classroom experience and contribute to a positive learning environment.

Incorporating punch cards into your classroom can greatly improve student behavior, boost academic motivation, and increase student-peer collaboration. By setting expectations and being consistent with your rewards you can create a system that engages and motivates students to want to do their best. Also, by encouraging teamwork and recognizing and celebrating student achievements you will improve student behavior and create a positive learning environment where students are motivated to learn.

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From fostering cognitive abilities and emotional resilience to enhancing academic performance and learning lifelong skills, art class provides much more than just a creative outlet. Here, we’ll explore why art class is so essential and how to make it more accessible to all students. 

Cognitive Skills 

Art classes play a critical role in developing a student’s cognitive skills. They encourage creativity, allowing students to express themselves in a different way other than writing. This freedom promotes innovative thinking. It also helps to develop students’ critical thinking skills.

As students look at their work and that of their classmates, they learn to observe, analyze, and make judgments, which are all valuable skills students will use in all aspects of their lives. Art classes can also enhance students’ visual-spatial skills. When students are drawing, painting, or creating sculptures they need to understand space and perspective which are skills they need if they ever go into fields like architecture or engineering. 

Social-Emotional Learning

Art class extends beyond a student’s cognitive development, it can also impact their social- emotional learning. Artistic activities can tap into students’ feelings so if they have a hard time vocalizing their feelings, they may be better able to express themselves through art. 

This can feel therapeutic and help to build their self-confidence. It can also release any anxiety and stress they may be feeling. Art can also promote empathy. When students explore different art forms and learn different cultural and personal perspectives, they have a better understanding of other people’s experiences. 

Academic Achievement

Various studies conducted over the years have shown a correlation between art education and academic achievement. Reports from organizations like the Arts Education Partnership and the National Endowment for the Arts in the United States suggest that the arts are linked to improved test scores, enhanced reading and language skills, and higher rates of going to and completing college. Additional findings show artistic activities enhance memory and attention to detail. Integrating art with other subjects, referred to now as STEAM (Science, Technology, Engineering, Arts, and Mathematics) can help make learning more relatable and deepen students’ understanding and retention. 

Lifelong Skills

The skills learned in art class extend far beyond the classroom. In today’s job market creativity is valued. Employers are seeking individuals who are innovative, creative, and who think outside of the box. This need for creative thinking is ranked as a top skill for future professionals. Additionally, art class teaches risk-taking and resilience. By continually taking creative risks students are developing resilience which can help them with any challenges they may face in the future. 

Cultural Awareness and Appreciation

When students are engaged with art forms from different cultures, they gain a deeper understanding of global cultures. They learn to respect and value different viewpoints and traditions. By creating and discussing art from various backgrounds, students dispel stereotypes and prejudices, promoting a society that is more inclusive and empathetic to others.  

Making Art Class Accessible 

Art classes are not always accessible to all students. This may be driven by socioeconomic status, school funding, or geographic location. Ensuring that every student has access to art education is crucial for a student’s well-rounded academic experience. Here are a few approaches to achieve this goal. 

Invest in Art 

One way to make art classes universally accessible is to invest in art programs. Allocate funds for basic supplies and materials that will inspire students to create as well as invest in professional development for teachers. Teachers who have a background in art education will help foster a greater appreciation for the arts among students. 

Integrate Art

Art can be integrated into the core curriculum to ensure all students have access to art education. STEAM education combining art with other core curricula can become fundamental to every child’s educational experience. 

Utilize Technology 

Art education can be made more accessible through technology. Digital tools can bring art classes to children across the globe. Virtual classes mean students can learn, create, and share their work with anyone worldwide. 

Form Partnerships within the Community 

Partnerships with local art galleries and artists can provide schools with additional resources. These partnerships might involve professional artists working with students, or collaborations with local museums that offer field trips or workshops. Community involvement enhances the school’s art program and strengthens the community culture. 

Art class is a vital part of a child’s educational experience. It nurtures cognitive, social, and emotional skills, boosts academic achievements, makes them more culturally aware, and prepares students with skills they will use throughout their lives. Making art education accessible for all students should be a priority for all leaders and administrators. 

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Promotes Physical Health

Recess provides children the opportunity to play and burn calories, and according to a 2020 study, it can account for as much as 70% of a child’s physical activity during the weekdays. This dedicated time for physical activity not only helps students naturally burn calories and increase stamina but also strengthens their bones, increases their flexibility, and contributes to better coordination. Additionally, it is well-known that physical activity can improve sleep, mood, and brain function, which are all vital for a child’s growth. 

Enhances Social Skills

Recess is where children learn to interact, share, negotiate, and solve problems without help from an adult. During this unstructured time, children develop social skills and learn empathy, teamwork, resolving conflicts, and resilience. As they learn how to refine these skills, they also learn how to form friendships and navigate disagreements. They learn to take turns, become leaders, and mediate conflicts between classmates. By interacting with diverse groups of children in a social setting, they develop the skills they need to navigate life in higher grades, at work, and in adult situations. 

Boosts Cognitive Abilities

While some may argue that recess should be shortened or eliminated because recess hinders academic learning, research has shown that these breaks throughout the day can significantly enhance a child’s cognitive abilities. Research from the Centers of Disease Control and Prevention suggests that physical activity breaks during the classroom day can positively impact students’ attention, concentration, behavior, and academic performance.  

A 2014 study found that physical activity can boost language arts skills. While children interact in a play environment and are free to think outside the box and be imaginative. These experiences are critical for a child’s development as they develop essential thinking skills for school and beyond. 

Can be a Stress Relief

Recess can be a wonderful outlet for stress relief. According to Harvard Health Publishing, it can help reduce children’s stress levels, anxiety, and depression.  This free time is not just a break from learning but also a time for children who deal with anxiety or feel the academic pressures to step away and unwind in an unstructured atmosphere. The physical activity of recess helps to release endorphins, improve mood, and reduce stress.

It allows children’s minds to rest and reset. It also allows children to interact with their peers, which is essential for children who need to feel connected to others and need that social and emotional support. Nature can also have a calming effect and is known to reduce stress. So, when children play outdoors, it can help promote relaxation and relieve stress. 

Is Linked to Better Behavior

Multiple studies have found that recess contributes to improved behavior in children. The CDC notes that recess can help decrease disruptive behavior in the classroom. Recess allows children to release their pent-up energy, which may lead to disruptive behavior if it is not released. Since recess can relieve stress, this reduced stress can be linked to fewer behavioral issues in the classroom.

After participating in recess, students come back to the classroom with a renewed focus. They can engage better in their studies, leading to better behavior and students feeling less frustration and stress. Additionally, regular breaks make students feel happier, contributing to better behavior, more cooperation, and an overall positive classroom atmosphere. 

Must be Inclusive and Accessible

Ensuring the recess is inclusive and accessible to all children is essential. For all children to reap the benefits of recess, schools must accommodate children with varying abilities and physical disabilities. This means investing in adaptive playground equipment that is universally accessible for all children. In addition to physical accessibility, it is important to consider inclusivity for children who may be bullied or feel isolated by their peers.

• Observe social interactions during recess so you know when to intervene.
• Teach students the signs of bullying and how to intervene.
• Consider guided activities to help foster interactions among all students, especially those you know who are shy.
• Teach children about inclusivity and empathy so they can make recess an inclusive experience for all students.

As you can see, recess is more than just a time filler; it’s a vital component of child development. It supports physical health, enhances social interactions, boosts cognitive abilities, and contributes to the emotional and psychological health of children. Therefore, recess must be persevered as it is a fundamental component of a child’s development.

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Most educators experience students’ glazed eyes, heads down, whispering, texting under the table and disruptive classroom behavior. While frustrating to teachers, these behaviors indicate that students are overdue for a brain break. Dr. Judy Willis, author of “Research-based Strategies to Ignite Student Learning: Insights from Neuroscience and the Classroom” informs educators that the requests for water, bathroom, and behavior flare-ups may not be excuses to skip out on work. Granted, let’s be honest, sometimes they are! However, teachers who understand brain science know why these student behaviors happen. It’s natural for students to get fidgety, off-task, and drive us to our last nth of sanity by the end of the week!

Don’t flee the education field demoralized like a wounded soldier. Arm yourself every morning with brain science-backed strategies for effective teaching and energized students. Brain science explains how to fight off student disengagement before it occurs (Willis, 2020).

Learning begins at the Reticular Activating System (RAS) inside the brain. Our students’ RAS filters an enormous amount of sensory information created by the environment. Imagine the RAS as the sifter you use when sifting flour to bake a cake. Visualize one tiny grain of flour falling into the bowl from a five-pound bag. That is the power of the RAS. Luckily, students can manipulate the RAS intake as they get older (Willis, 2020).

The RAS alerts the brain to stimuli for protection from danger. Hence, any external stimuli more exciting than the teacher wins! While great for directing focus to emergencies, the RAS does not always serve our student population. If a student finds the curriculum or the teacher’s delivery mundane, the RAS blocks the information from entering the prefrontal cortex or “higher brain.” The results: Students are not learning. Likely, students did not even process the teacher’s words. Can you hear the echoes of, “What page is it on again?” Students can listen and retain a page number. Unfortunately, their RAS was busy letting in other sensory information instead of the teacher’s instruction (Willis, 2020).

Competing to make it through the RAS filter is the first step in better teaching practices and improving student achievement. Our voices must be the sensory information launched into the prefrontal cortex where memory and critical thinking occur. Then, students connect previously learned information to the current lesson for the chance of the information going from short to long term memory (Willis, 2020). As educators, we must stare ourselves down to find the facets of content delivery which lose the RAS fight.

We reminisce over decades of “sit and get” teaching, but that methodology does not meet the 21st century students’ needs. Willis’s 2020 brain science and education research tells us that students learn through appealing entertainment. Essentially, today’s effective teacher is a “teachertainer.”

The Benefits of Brain Breaks for Classroom Management and Academic Achievement

Teachertainers teach higher-order thinking strategically in brain breaks and lock freshly learned skills into the prefrontal cortex on the sly! Think with me for a second. A brain break, in its essence, is a time used to relieve cognitive stress, boredom, and frustration. Teachertainers purposefully use brain breaks to reset attention, focus, motivation, and the joy of learning with activities students perceive as a “break.” Don’t waste time letting your students sit and gossip! Willis (2020) details a myriad of strategies to tap into strengthening neural connections in the brain and boosting intrinsic motivation in, “Research-based Strategies to Ignite Student Learning: Insights from Neuroscience and the Classroom.”

Teachertainers frame the brain break as a “break” from complex thinking, but secretly, it’s where learning, memory storage, and classroom management overhauls can occur!

Here’s the kicker: Short brain breaks need to happen before boredom sets in. This allows the information to move to working memory (Willis, 2020). Especially for middle and high school students, hearing the word “break” increases dopamine levels refreshing the brain’s curiosity and receptiveness to learning.

Teachertainer Strategies

Choosing activities that build a collaborative team spirit is a classroom climate booster. A simple student-led Simon Says game increases oxygen flow to the brain as students unwittingly practice focus and attention skills. Teachertain with encouragement and laughter, transforming any student awkwardness into positive energy.

Try handing students mini-whiteboards and markers. Ask them to draw a symbol representing happiness but restrict drawing the typical emoji or smiley face. Watch small grins circle the room as students’ imaginations spin the details of their personalized happy symbol. Have students close their eyes. No peeking! Quickly swap the whiteboards. Ask students to play a guessing game matching each student to the right symbol. Teachertain by celebrating students’ individualities. Act as if you hit the MegaMillions Jackpot with awe and enthusiasm for students’ creative connections. Don’t forget to lead snapping or clapping for each correct guess!

After a few days of brain “break” strategies like these, classroom management begins to take care of itself. Watch student leaders defend a classmate against an unkind jest. Students advocate for what they value. Now, they value each other’s contribution to the team.

With harmonious classroom management, the Teachertainer can seamlessly weave in and out of brain breaks, continually elevating students’ love for learning and each other.

Research-Based Strategies to IGNITE Student Learning: Insights from a Neurologist and Classroom Teacher

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Call and Response Techniques

Call and response techniques are an age-old method to gain attention. However, teachers are getting creative and turning old, boring call-and-response techniques into new, unique responses that require students to participate in the classroom actively. Here are a few verbal attention-getters teachers have shared online that use humorous or fun phrases to engage their students. These attention-getters involve students because they require an immediate response. Feel free to be creative and change them up.

Teacher: “Macaroni and cheese.”
Students: “Everybody freeze.”

Teacher: “Hocus pocus.”
Students: “Everybody focus.”

Teacher: “Ready to rock.”
Students: “Ready to roll.”

Teacher: “One, two.”
Students: “Eyes on you.”

Teacher: “One, two, three, eyes on me.”
Students: “Three, two, one, talking is done.”

Using Music and Sound Effects

Incorporating music or any type of sound effect while transiting between activities or just when you need your students’ eyes on you is a great way to gain their attention without having to raise your voice or use your voice at all. At the beginning of the school year, select a specific song or sound that represents when students need to stop what they are doing immediately to focus on you. This can effectively allow students to quietly transition from their task to you without any loud disruptions. Enlist the help of your students when choosing a sound or song to enhance their engagement.

Ideas include:

• Bells
• Chimes
• Nature sounds
• Animal sounds
• Short clips of classical music
• Popular TV show theme songs
• Digital sound effects

Visual Aids

A powerful non-verbal cue to draw students’ attention back to you without having to use your voice is to use visual aids. Visual aids can be an effective method because they clearly understand what is expected of students. They also cater to visual learners who may find it easier to remember something that they’ve seen rather than heard. Additionally, they are a non-disruptive reminder to focus on you, the teacher, without disrupting the flow of what is currently going on in the classroom.

The following visual aids may cater to different learning styles.

• Countdown posters
• Digital/visual countdown timer
• Red, yellow, and green signal light
• Hand signal chart
• Interactive whiteboard

Hand Gestures

Nonverbal attention-getters like hand signals are a great way to manage the classroom because they are nondisruptive ways to communicate with students. By establishing a hand gesture, you reduce the noise level and interruptions that other signals may cause. Before implementing any hand gestures, clearly define what they mean and routinely practice them. Additionally, adjust signals if you find they aren’t working or add more if you find they are working.

Try these non-verbal attention-getters:

Teacher: Lifts hand to signal “Give me five”
Students: Respond by raising their hands.

Teacher: Touches their ear to ensure students are listening.
Students: Respond by touching their ear.

Teacher: Holds five fingers up and puts one down at a time for a silent countdown to be quiet.

Lighting Cues

You may recall when you were a student the simple flicker of the light switch would signal it’s time to quiet down, get back to your seat, or face the teacher. This signal for quieting down or starting something new can draw attention in a matter of seconds. The reason teachers did it back then is the same reason teachers still do it today, it works. This non-verbal cue quickly captures the student’s attention without saying a word.

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Breaking the Silence

To transform a muted classroom into an actively engaged one, you must first understand the barriers that prevent students from participating. Fear and anxiety are on the top of the list for both boys and girls followed by self-esteem and seating position, says a 2018 study on the Factors Behind Classroom Participation. Many students are afraid to speak up in fear of being judged by their peers, while for others, past negative experiences like responding with incorrect answers may affect their self-esteem.

Additionally, the classroom layout, particularly when students sit in the back of the class, has been associated with students being less engaged and less focused in class. Understanding these barriers is important to foster a more inclusive, engaged classroom environment.

Strategies for Boosting Student Participation

Creating an environment where students feel comfortable and confident enough to participate in classroom activities and discussions requires intentional strategies. The most widely used strategies use the active learning approach. This involves engaging students in activities requiring them to actively process and apply knowledge rather than just passively listening to an instructor. By involving students in the process, active learning can boost participation and engagement. Here are a few methods to try to help solicit student participation.

Student-directed Discussions

This approach has students taking the lead to drive the classroom discussion. This can be done in large groups, small groups, or individually. Students lead the discussion on a specific topic of their choosing, where they will pose questions and engage with their classmates. Taking the role of facilitator encourages deeper engagement, which can be empowering for students.

Utilizing Interactive Technology Tools

Digital platforms such as Kahoot, Flip, and Google Classroom can make classroom participation more engaging and fun. These tech tools allow students to respond to questions, participate in online discussions, and complete quizzes and projects right from their devices. These interactive digital platforms also cater to students’ unique learning styles and interests making it more appealing for students to participate.

Implementing Cooperative Learning

Cooperative learning strategies such as the Think-Pair-Share and Jigsaw method are two great choices to boost student participation. The Think-Pair-Share method involves posing a question, giving students a moment to think about their response, and then pairing up with a peer to discuss their thoughts before sharing with a larger group.

This approach reduces anxiety in students by allowing them to think about their response, and then share it with their classmates before having to discuss it in a whole group setting. The jigsaw method is another collaborative technique that allows students to become an expert on a topic before teaching it to their peers. After each student in the group researches their part, they teach it to their group members. This approach ensures active participation by giving each student a specific role.

Gallery Walks

Gallery walks are an active learning experience where students move around the classroom to engage with different “galleries.” These “galleries” are learning stations displaying specific topics, student projects, or questions students must answer. The way they work is you set up different stations around the classroom, each dedicated to a specific topic or question. Students then rotate through the stations in small groups, interacting and discussing the material within their group. This approach is a great way to get students up and moving while actively engaging with content interactively.

Fishbowl Discussion

This approach involves a small group of students discussing a topic while the rest of the class watches and listens. A small group of students known as “the fish” sit in the center of the classroom to discuss a specific topic or question while the rest of the class or “the bowl” observes them. After a specific amount of time, students who are in “the bowl” can ask questions or make comments. This is a great setup to encourage students to participate as well as engage the listeners actively.

Why Student Participation Matters for Us and Them

The advantages of student engagement go much further than just day-to-day classroom activities. For educators, student involvement means valuable insight into student understanding allowing them to adjust their teaching methods accordingly. Once educators can understand individual student challenges, they can personalize instruction to meet that student’s needs. Additionally, when students are more engaged, it makes for a more enjoyable learning environment, which can increase job satisfaction and give teachers a sense of accomplishment.

For students, active engagement helps to deepen their understanding of subject matter, which leads to better retention. It also enhances their critical thinking, problem-solving, and analytical thinking skills. Through regular classroom participation, students develop stronger communication skills which can boost their confidence and self-esteem, all contributing to a more positive learning environment.

Unleashing the power of student participation requires time, a little creativity, and a lot of dedication. By understanding the barriers that may prevent students from participating, as well as implementing strategies to encourage engagement, educators can transform their students’ learning environment into an immersive, engaged experience.

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What is Empathy?

Like the idiom, “walk a mile in someone else’s shoes,” having empathy is the ability to understand what another person is going through. Yet empathy is also more than that. Having empathy means a person can feel what a situation has caused another to feel. It is a deeper understanding of that person’s experiences, challenges, and even their thought process.

What is Sympathy?

Easily put, sympathy is feeling sorrow for someone else. We often associate sympathy with the loss of a loved one or perhaps a terminal diagnosis. It can also mean feeling pity for the misfortune of another person; for instance, if a neighbor’s house has burned down, one might feel sympathy toward their loss.

What is the Difference?

The ending of these two words, “-pathy,” has its origins from the Greek word “pathos” which means to suffer. While these two emotions are similar, there are several differences. Sympathy is a judgmental response. The person feeling sympathy may not fully connect to or understand what the other person’s loss means to them. Empathy is a more profound connection toward the feeling of what someone else is going through as related to one’s own experiences.

Recently, teachers have developed their empathy as they work with students who have suffered losses and family-related stresses due to the effects of the COVID-19 pandemic. A teacher may be sympathetic toward a student who has lost a loved one to the virus but will empathize by providing more time to work on computer-based assignments at school to the student whose parent has lost their job due to extensive quarantining.

Why are these Essential for Students to Have?

Through character-building activities, teachers often share the motto, “Treat others the way you want to be treated.” To teach students to be both sympathetic and empathetic, this often comes through modeling. If students see the teacher respond sympathetically when someone in the room experiences a loss, then students may react in the same manner.

Teaching empathy often requires an educator to think out loud and walk students through why they respond in a caring way toward someone struggling with a new skill or stressor in their life. This modeling will encourage students to think about others before responding without thinking about how the other will feel as a result of their words or actions.

Activities that Promote Empathy and Sympathy

Teaching skills through social-emotional learning takes time and lots of practice on the student’s part. They are not skills that can be taught in isolation but rather should be practiced frequently. As a teacher observes the students interacting, different needs may arise for which the teacher can emphasize.

There are a variety of classroom activities that can be used to promote the development of empathy and sympathy skills.

Videos that Teach Emotional Skills

For younger students, there are lots of short videos appropriate for teaching empathy for others. Some speak directly to the topic, such as All About Empathy and What is Empathy, while others have characters demonstrating empathetic actions toward others. These allow the teacher to stop and discuss and provide modeling for students through trusted characters. There are even TED Talks and other coaching videos for students through high school ages.

Model Empathy and Sympathy

One of the best ways to teach an emotional reaction is to be a good role model. When students see a teacher ask another student how they are doing after returning from a family member’s funeral, they learn how to respond in similar situations appropriately. Likewise, when a teacher talks to students about how an event, such as an illness, made the teacher feel and asks if anyone else has ever felt the same way, the teacher develops a sense of understanding and connecting to others’ feelings.

Discussions about Emotions

For just a few minutes each day, a teacher can open a discussion about potential scenarios and the emotions each brings. These could be turn-and-talk activities in which partners discuss how they felt or might feel if they experienced a particular negative or positive event, such as: when a pet got lost, when they won the race, when they needed a hug but no one was around, when someone told them they had their shirt on backward at the end of the day, when their grandparent brought them an unexpected gift, etc. To extend this activity, have the children make a face that expresses that feeling.

Make it a Guessing Game

Teachers can also help students relate to others’ feelings by reading body language. For this activity, the teacher can display an image of someone making a specific face or showing body language that expresses an emotion. The teacher can then ask students to determine their feelings. To extend this, the students can develop ideas that might explain why this person feels this particular way. This allows students to read body language and connect their own experiences to the situation.

Listening Skills

Teaching children to be good listeners when explaining how they feel can be a challenging task. By nature, children want to interrupt and tell how they feel instead of listening and relating to that person. This skill can be taught, though.

A teacher can read a passage from a story and ask questions like:

• How is the character feeling?
• How can you tell the character is upset/excited/etc.?
• What made the character upset/excited/etc.?

Teachers can extend the activity by asking questions like:

• What would you do to help this character feel better if you were in the story?
• Have you felt this way, and if so, what made you feel this way?

Teaching children to sympathize and empathize with others will help build a culture of respect. Students must be able to see another’s perspective when going through stressful situations, although it is also essential that children understand they don’t have to solve someone else’s problem to be empathetic. By modeling and teaching these emotions, students will learn to give and receive appropriate responses to multiple situations in another’s life.

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Instructional Challenges Students Hard of Hearing Face

There is a multitude of instructional challenges that deaf students face in school. The actual acoustics in a room presents a challenge as students hearing devices may amplify sounds that can distract students. Students that are hard of hearing struggle with communication in school as delays in language and speech can often be present. It can be difficult for students to understand directions from teachers or to participate in class discussions.

Experiential shortages are another instructional challenge that students hard of hearing face. Students that can hear well are constantly absorbing new information and knowledge through everyday happenings such as conversation and daily noises. It is more difficult for students experiencing hearing difficulties to do so. Hard-of-hearing students also often lack the same problem-solving, language, and number concept skills as their peers.

How to Best Help Students Hard of Hearing in the Classroom

Find the Best Ways to Communicate

One such way is to make sure you face the class and students when speaking and giving directions. Many students that are hard of hearing rely on reading lips when trying to understand spoken words. The COVID-19 pandemic has presented another issue: masks make it extremely difficult for hearing impaired students to read lips. Some masks have a clear piece over the lips, and if your district allows those to be worn, that can be helpful for students that rely on lip-reading.

Another way to best communicate with students that are hard of hearing is to use nonverbal cues such as body language, hand signals, and facial expressions. You do not want to over-exaggerate these motions, but it can be helpful for students deciphering what you are saying.

Written Directions

Another way to help student learning for those hard of hearing is to provide written directions to complement the verbal ones, as well as provide handouts of any notes for the students so they can focus on listening versus listening while also copying notes. If providing copies of notes does not work for you, you can assign the student a “note buddy” that takes detailed notes and can help provide missed notes or instructions to the hard of hearing student.

Closed Captioning

Closed captioning is vital for students that are hard of hearing. This will help students better follow along with videos used in class. It is also an excellent idea to try to reduce background noise as much as possible. Keeping the classroom door closed, putting tennis balls on the legs of chairs, or placing a carpet down can reduce noises that can be distracting for students.

Seating Arrangements

Seating arrangements can be crucial in contributing to the success of students that are hard of hearing. If you can arrange students in a large circle or a “U” shape, it will help students collaborate with others in the class. This can help the students to feel engaged and more included with their classmates.

Pointing

When facilitating a discussion in class, pointing to students and calling them by name is important to direct the attention from speaker to speaker in an effective manner. This will help increase the ability for a hard-of-hearing student to engage in the discussion and not miss important pieces of information being shared.

Hearing Assistance Technology

Hearing aids, microphones, sound field systems, and voice-to-text translators can also be an efficient way to best help students that are hard of hearing in the classroom. Hearing aids can be hooked up to a microphone worn by the teacher to amplify the teacher’s voice or a sound system that would amplify the teacher’s voice across the entire room. In a noisy classroom environment or one where the student has extreme hearing difficulties, the voice-to-text can be the best option.

Sign Language/Nonverbal Cues

Another idea for younger grade levels is to have deaf and hard of hearing students show others some ways to communicate using sign language or nonverbal cues. This is a great way to have the students teach their class how to best communicate with them. This is a helpful life skill as many younger students will likely love learning another language and making the hard-of-hearing students feel more involved in conversations inside and outside of the classroom.

Challenges Outside of the Classroom Students Hard of Hearing Face

Communicating with other students can be a challenge when the teacher does not facilitate it. For example, when students are playing a game on the recess field and students struggle to communicate with the students that are hard of hearing.

There are social concerns for students that are hard of hearing as they might feel embarrassed of their disability at a young age. They may feel inadequate to their peers and struggle to keep up with conversations which can affect the student’s self-confidence levels. Self-esteem is imperative to develop at a young age to lay the groundwork for high self-worth and confidence in tasks throughout life.

How to Best Help Students Hard of Hearing Outside the Classroom

It is essential to show the students that you care about them and support them. Be present to have conversations, and make sure to keep parents informed about ways to best support their child at home. Teach other students in the class different strategies to communicate best. Often, best practices of communication are great for a classroom in general, not just to communicate with those that are hard of hearing.

Students who are hard of hearing can accomplish anything they put their mind to. The better we all understand how to support their needs academically, emotionally, and socially, the better the experience. Just as Mark Twain stated, “Kindness is language that the deaf can hear and the blind can see.” Making your classroom environment a safe and welcoming one will cross over into all aspects of the lives of your students.

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Gratitude is a spontaneous feeling, but increasingly, research demonstrates its value as a practice—that is, making conscious efforts to count one’s blessings, according to Psychology Today.

In the school setting, gratitude can keep teachers going. A simple “thank you for what you do,” “Is there anything I can help you with in your classroom,” or “I recognize your hard work and it is appreciated,” can go a long way and change the culture and morale of any building. Educators appreciate gratitude because, often, the small acts of kindness outweigh the paycheck.

Students feel gratitude in school through connections and meaningful relationships with supportive adults. Students show gratitude for the educators who nurture them in various ways.

What Role Does Gratitude Play in Social-Emotional Learning?

Social-emotional learning is vital for students in all grades now more than ever. The effects of the pandemic are showing through the learning loss in academics but are also through social-emotional instability. Social-emotional learning teaches students about self-awareness, social awareness, how to engage in relationships and conflict, express your feelings, and make responsible decisions.

Mindfulness is a common practice in schools at all levels used by school counselors, teachers, and administrators to assist students in centering themselves and provide techniques to calm their minds and bodies. Leading students in brief meditations and giving positive affirmations daily promotes positive social-emotional health.

Gratitude connects students to positive emotions. When students feel valued, involved, and successful in school, they become grateful and motivated to do well. Many students come to school daily carrying challenges that may be obvious and some that are unknown. As educators, it is essential to uncover those challenges by making connections with students.

Imagine a class where the students do not feel valued by their teacher; a class where students do not have a voice, are not asked for feedback on what and how they are learning, and where the teacher is unaware of their feelings. Compare this setting to a class where students are seen and heard, given the opportunity to share their thoughts on learning styles and content, and where they know they are safe to release their feelings with an adult who cares. Gratitude comes from the latter and students thrive in all aspects.

It is important to know that social-emotional learning comes before instruction in any content area.  Students who feel safe, calm, and important give more effort, which yields better achievement.

Students show their gratitude towards educators in different ways. Some give words of affirmation and thank the teacher at the end of class, some bring gifts on special days, and others may do a random act of kindness.  The most important show of gratitude that a student can give is academic and personal growth, the ultimate goal.

Activities to Show Gratitude around the Holidays

There are so many ways to show gratitude around the holidays. Educators teach students about the world around them and how they can give back; this is a life skill that will not be soon forgotten.

Buddy Programs

Buddy programs have always been a great show of gratitude. We usually think of elementary schools engaging in this with a higher grade paired with a longer grade. This can also happen from school to school. The high school in your area could partner with a middle school or elementary school to mentor the younger students; reading to the students, helping with remediation, or discussing the most relevant issues the class is facing are beneficial.

Thank You Cards

Never underestimate the power of a handwritten thank you card. Giving students the opportunity and resources to write thank you cards to the educators or family members in their lives is very valuable. Hallmark cards are amazing but the ones that personally come from a student’s heart are invaluable.

Caroling

If you have a choir or not, you can arrange a group of students to carol inside the school. Educators would be surprised and feel appreciated with a knock on their door greeted with a holiday serenade from the students they work so hard for each day.

“What I’m Thankful For” Bulletin Boards

These are very popular and can be creatively done. Remember that student work should always be the focus; the posters from the school supply store are beautiful, but the original work of the children leaves a lasting impact. Allow them to free write and draw about what they are thankful for.

Culinary Class Snacks

The culinary class in high school has the perfect opportunity to practice and show gratitude by preparing a breakfast or lunch for the school staff. They could also prepare meals or snacks for all the administrators in the area. Another idea is to prepare something for a local shelter or nursing home if allowable. The possibilities are endless.

Veterans/Nursing Home Gifts

Students can host a fundraiser to purchase socks and gloves, soft snacks, or other senior-appropriate items to package and drop off at local nursing or veteran homes and facilities.

Community Clean Up

A very convenient opportunity to show gratitude is to assist in cleaning up the school grounds. There are always maintenance tasks that need attending to on campus. Supervised by a staff member, this would be a successful event and much appreciated by all stakeholders.

Faculty Car Wash

Students in high school could select a group of staff and wash the outside of their cars. Think about the feeling of gratitude the custodians, bus drivers, or cafeteria staff would have coming out to a clean car after a long day.

Food Drive

Food drives have always been valuable.  Students and staff bring in non-perishable food items for the less fortunate. Students could also raise money to purchase other items like turkeys, hams, or a gift card to the grocery store.

Whatever you do, always remember to show students that life is about giving back. We come full circle in education: our students take our place eventually. We want them to be their best and remember that they were growing with love.

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