Positive Behavior Supports:
Toolbox for Teachers
Creating Community
in the Classroom
There are many reasons why a teacher would want to spend valuable time
“creating community” in a classroom. First, it creates a safe place for
learning. It helps more easily intimidated students feel comfortable asking
questions and participating in discussions. It can help students who aren’t
traditionally high achieving feel like they too have a valued role in the
classroom. Creating community promotes positive social emotional
development. It encourages cooperation, not just competition. Finally,
students are more likely to buy into rules and values if they feel part of the
community that created the rules and values. If a teacher establishes the
right atmosphere and the right procedures in the beginning of the
year, he/she will likely have more time during the rest of the year to
devote to academics. It’s an up-front investment that can yield great
returns.
Here are some tips and tricks for creating community in YOUR classroom.
Many of these examples have been used with success by your peers.
Please adapt them in any way you see fit for your classroom. Share your
successes (and struggles) with your peers and we will all benefit.
Table of Contents:
1. Seating Arrangements………………………………………………………………….1
2. Establishing Rules in Your Classroom………………………………………………..2
3. Classroom Agreements………………………………………………………………...4
4. Working with Parents…………………………………………………………………...5
5. Icebreakers……………………………………………………….................................8
6. The Two-Minute Interview…………………………………………………………….12
7. Who Are You?......................................................................................................15
8. The Power of Words…………………………………………………………………..19
9. Good News……………………………………………………………………………..21
10. The Affirmation Assignment………………………………………………………...22
11. The One Sentence Intervention…………………………………………………….25
12. Ten Methods to Get Active Classroom Participation……………………………..26
All of the resources we gathered these ideas from have been listed immediately
following the activity and those books will be available in the LMC. This entire toolkit will
also be on the Shared (S) drive so can save your own copies of the forms to be edited.
Seating Arrangements
How you organize the seating arrangement of the classroom has an effect on the rest of
the school year. If a classroom is organized for efficient work habits and access for all
students, students will feel more actively engaged in classroom activities.
There are many ways of arranging the desks in a classroom, and many philosophies
about why one arrangement is better than another. The bottom line is this: the best
arrangement is the one that fits the teacher’s style, fits the classroom dimensions, and
feels comfortable to the students.
Five Common Seating Arrangements
Desks in groups: The groups can be in two, four or six, with six usually the high
number. When a group is larger than six, it interferes with the group dynamics
and students splinter off into smaller informal groups of two or three. If grouping
for cooperative work is the goal, then the number of students in the group should
equal the number of tasks or jobs for cooperative work.
Horseshoe shape: In this arrangement, two rows of desks are facing each other from
opposite sides of the room, and one row faces forward toward the whiteboard.
This allows for communication between all members in the class, and is perfect
for class sizes of 20 or fewer students.
L-shape arrangements: Two desks are placed at a right angle to two other desks.
This desk configuration creates groups of four students that can work together
cooperatively. In a small space, the L shape may be tessellated through the room
with no space between the groups. This allows for a wide center aisle in an
otherwise crowded room.
U shape arrangement: The desks are arranged in a U across the room, allowing all
the students to see each other. This is similar to the horseshoe shape and is an
excellent choice for classes that have class meetings for social development.
Creating a comfortable learning space is a way to be proactive about preventing and
controlling problems between students in the classroom. If students feel crowded, stress
levels may rise, and arguments may occur. Plan now for a pleasant, relaxing, and safe
classroom.
Adapted from: http://classroomorganization.suite101.com/
What you accept, you teach.
What you permit, you promote.
Establishing Rules in your Classroom
Goal: To help students create the classroom rules. If you want the students to honor
the rules, give them some ownership of the rules. Students are more likely to respect
the values and expectations of the group if they had some say in creating them.
Procedure:
1. Ask the students if they would like to write the rules.
2. Divide the class into small groups of 5-6 students. Give each group 1 copy of “If we
made the rules”, ask them to select a recorder, and give them about 15 minutes to
collectively write down the 5 most important “do’s” and “don’ts” for the school year.
3. Have each group report out their rules. Start with the “don’ts”. Write the first group’s
on the board. Ask each successive group to report out any that were different. Add
those to the board. Repeat the same activity with the “do’s”.
4. Create a master list of “do’s” and “don’ts” to be posted in the classroom and
distributed to students.
5. If the students missed any rules that you absolutely insist upon, add them to the list
with an asterisk to indict you wrote them.
Adapted from Lessons from the Classroom: 20 Things Good Teachers Do, Hal Urban
Names ________________________________________
IF WE MADE THE RULES
Students would not be allowed to…
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
Students would be encouraged to…
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
Another Way to View Classroom “Rules”Establishing Classroom Agreements
Goal: To create a trusting environment, in which all students feel safe to learn. Framing
these as agreements can help the environment feel more positive.
Procedure: Allow students to brainstorm in small groups or a large classroom circle
what they need in order to feel safe, or trusting, in a group. Typically students will say
things that can be synthesized or summarized into one of the four agreement listed
below. Create a poster to be displayed in your room that can be referenced when one
of the agreements is broken. Plan to teach the students what each of the agreements
means and how to carry it out.
Attentive Listening: Listen silently with full attention, use non-verbal encouragement
(head nods, “uh-huh”), paraphrasing (“What I heard you saying was…”), reflecting
feelings (“You sound angry…”)
Appreciations/No put-downs: Challenge students to prohibit put-down remarks,
encourage students to exchange statements of appreciation, teach students to use Imessages in response to put-downs
Right to Pass: This agreement does not apply when individual accountability is
required on learning tasks. It is to protect students who do not feel comfortable in
activities when sharing of personal information or personal risk is involved. It is
essential that we allow students the right to be self-determining and responsible for their
own well-being among peers. If you have cultivated an atmosphere of respect, students
will not often need to pass.
Mutual Respect: This includes respect for everyone, no matter what their race, gender,
age, color, learning ability. It also includes teachers, parents and other caring adults,
respect for personal property and individual privacy, and for individual talents, skills and
contributions. Discussion of this agreement is a good way to also discuss confidentiality
and how gossip can damage a classroom environment.
Adapted from Tribes: A New Way of Learning and Being Together by Jeanne Gibbs
Working with Parents
Research shows that parents do get involved
when they’re treated as partners.
It all begins with an invitation.
~ Professor David Gleason
Consider inviting parents to form a closer partnership with you. Parents may appreciate
receiving more information about you and your class sent home with their student to
discuss. Teachers can send this packet of information home with the student as one of
the first homework assignments of the year.
Materials you could send home to parents:
1. A letter explaining more about you and your classroom (a sample letter is on the next
page)
2. A course description or syllabus
3. A description of rules or expectations in the classroom, possibly also describing
under what circumstances a call home may occur.
4. A contact information form for parent(s) to complete and the student to return. (a
sample form is following)
Adapted from Lessons from the Classroom: 20 Things Good Teachers Do, Hal Urban
School letterhead
Dear _________________________,
The purpose of this letter is to introduce myself as one of ____________ teachers. I
also want to extend an invitation, share my philosophy of education, provide you with a
brief course decription, explain my policies, ask you a few questions, allow you to ask a
few of your own, and establish open lines of communication.
Introduction: Include information about how long you’ve been teaching, your
educational background and what you love about teaching.
Invitation: The most important purpose in writing this letter is to invite you to join me as
partners in teaching your son or daughter. Research shows that when parents and
teachers work together, the result is a better education. I look forward to meeting you
and working with you. Please remember to put ______________ on your calendar. It’s
Go-to-School Night.
Philosophy of Education: Include all of the important things you do in your classroom
to help the student not only learn your curriculum, but shape them as a person.
Contacting Me: Be clear and concise about the best way for parents to contact you
and your expected timeline to return their call or email.
I am looking forward to a great year and I look forward to partnering with you. Please
be sure to complete the enclosed contact information form and return with your son or
daughter.
Sincerely,
Contact Information
This information is for my records only and will be kept confidential. Please answer only
the questions you deem appropriate. If you have any questions for me, please write
them on the back of this sheet. I will get back to you soon.
Name of student ________________________________________________________
Course __________________________________________ Period _______________
Name of parent/guardian _________________________________________________
Mailing address ________________________________________________________
Home phone _______________________ Work phone _________________________
Cell phone ______________________ Email address __________________________
Please indicate the best way to contact you and the best times to reach you
______________________________________________________________________
Name of parent/guardian _________________________________________________
Mailing address ________________________________________________________
Home phone _______________________ Work phone _________________________
Cell phone ______________________ Email address __________________________
Please indicate the best way to contact you and the best times to reach you
______________________________________________________________________
Do both parents need to be contacted separately?
YES
NO
Personal Information
How would you rate your son/daughter in the following categories?
1. Motivation
2. Manners
High
High
Average
Average
Low
Low
Is there anything else you would like to me know about your son/daughter? If yes,
please explain. _________________________________________________________
______________________________________________________________________
Icebreakers
Goal: The goal of any icebreaker activity is to let students become more comfortable
with one another in a non-threatening, fun way in which they can learn more about each
other.
Line Up
Give instructions for the students to line up in a particular way. Students should get
in line as quickly as possible. When, they are done, move to the next “line up”
descriptor.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Line up in order by shoe size.
Line up in order by length of arm’s reach.
Line up in order by number of siblings you have.
Line up in order by hair color, lightest to darkest.
Line up in order by age, youngest to oldest.
Line up alphabetically by first or last name.
Line up in order by the number of siblings you have.
Line up in order by the number of bones you’ve broken.
Think of your own fun characteristic to line up by.
Adapted from The Big Book of Icebreakers by Edie West
Ball Toss to Learn Names
1. Divide the class into groups from 8-12 kids, or play as a whole class. You need 2-3
balls or beanbags for each group.
2. Participants toss the ball around the group until each person has a chance to catch
and throw. The trick is, they have to toss it in the same order each time. This is a great
activity for learning names. Each person should say the name of the person to whom
they are throwing the ball, every time. The object of the activity for the group to establish
a forward and reverse pattern while throwing one ball around, then repeat the same
pattern with 2 more balls added.
3. The first person will pass the ball and say the name of the person they are
throwing it to.
4. Wait until the 4th person has caught the ball and toss another ball.
5. Wait until the 4th person has caught the second ball, then start the last pattern
with the last ball.
6. The last person who gets the first ball reverses the pattern by throwing it back to
the person who threw it to him or her;, and he does the same with the other the balls.
7. Continue until all balls are back in the possession of the first person who started the
pattern.
Adapted from The Big Book of Icebreakers by Edie West
Peculiarities
Ask the class to stand. Explain that the object of the activity is to discover
interesting things about each other. Pass out the list to students and ask them to find
others in the room who share these characteristics.
Peculiarities List:
1. Was born on February 29th.
2. Is wearing an article of clothing that was a gift from someone.
3. Competes in sports.
4. Is a vegetarian.
5. Was born in another country.
6. Volunteers at an organization in their free time.
7. Was born in another state.
8. Has been to Idaho. (or Alaska, or Hawaii, etc.)
9. Writes songs or poetry.
10. Has a twin brother or sister.
11. Has milked a cow.
12. Has five or more siblings
13. Has been on TV, on the radio, or in the newspaper
14. Prefers winter to summer
15. Has a shoe size greater than 12.
16. Likes to draw
17. Dislikes sweets
18. Is the oldest sibling
19. Is the youngest sibling
20. Has a grandparent living with them
21. Has paid employment
Adapted from The Big Book of Icebreakers by Edie West
The following icebreakers have been gathered over time from various sources
that we could not locate.
The 3 Word Interview
Assign each person in the group to another person from the group. Then have them find
out as much of the following information about each other as they possibly can in 2-3
minutes: name, hobbies, family, favorite color, food, music, etc. Then when they share
to the group, have them use 3 words, only 3 words, to describe their partner. For
example: Joe was my partner. He’s funny, energetic, and witty.
Fire
Ask students to tell what is one object they would want to save if there was a fire in their
home. Assume family and pets are safely outside.
2 Truths and a Lie
Have each person tell 2 true statements and one false statement about themselves,
without revealing which is which. Then have classmates try to guess which one is the
“lie”.
Purple Panda Bear
Have each student tell which animal best fits their personality, and why.
Dream Vacation
Have each person tell where they would most like to visit on a dream vacation, and why.
Same Letter
Have each person describe themselves using only words that start with the first letter of
their name.
Memorable
Have each person tell the most memorable moment in their life so far (one they care to
share).
Build a Team
When each person comes in, give everyone a slip of paper that has a famous person,
character, team, or something that could be “grouped” on it. Then have each person
find other people with the same name, character, team etc. Once they are in their
groups, continue with any other activity that requires groups.
Getting to Know You
Divide the class into partners or small groups. Then have them answer the following
questions and share to the large group:
Personal:
o A moment in my childhood that I’ll never forget
o What I want to be when I “grow up”
o The best time of my life was….
Organizational
 My expectations for the class
 What I can give to the class
 I will try to
Frisbee Anyone?
Bring a frisbee to class. Throw it around the room and have the people who catch it
answer a question or tell something about themselves. They can also throw it to each
other.
Scavenger Hunt
Have each student write down their name and an obscure fact about themselves that
few people know about. These are then typed up on a sheet of paper, but with the
names left blank. Hand out the sheets to all the students and tell them they are to match
the obscure facts with the actual person.
Take as Much as You Think You’ll Need
Props: M&Ms, toilet paper, skittles, etc., and small cups
The teacher passes around the bag of candy or the roll of toilet paper. Each person is
given the instructions: “Take as much as you think you’ll need.” Once everyone has
some, the first person begins by telling one thing about him/herself for every M&M/toilet
paper piece they have taken. Then move on to the next person. If you are using candy,
you could also assign each color an information category:
Red: personal (name, age)
Yellow: family (parents, brothers, sisters, pets)
Orange: free category—something fun, or you could pass
Green: hobbies, other interests
Purple/Blue: talents, say something positive about yourself
The Two-Minute Interview
Goal: To help all students get to know each other better
Procedure: Each student is required to interview all the other students one-to-one. You
could allow students to use some class time for the first week or so of school and then
give them three weeks to finish it on their own. Each student should also interview the
teacher and have the teacher interview them.
Trigger Words and Questions:
Live With-With whom do you live?
Own-What’s something you own that is very special to you? Why?
Place- What’s the best/favorite place you’ve ever been? Where would you like to visit?
Goal-What is an important goal you have for your life?
Achievement- What’s your proudest achievement thus far?
Hobby- Do you have one? What is it?
Special Interest- Do you have a special interest in something. Explain.
Hero- Who is someone you greatly admire? Why? (Must be someone you know.)
Other- Question of your choice, but something better than what’s your sign.
Adapted from Lessons from the Classroom: 20 Things Good Teachers Do, Hal Urban
Due Date: ___________
Name: ________________________________
Period: ________
The Two Minute Interview
Live With – Own – Place – Goal - Achievement
Hobby - Special Interest – Hero – Other
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________ Name: ___________________
1. _______________________ 1. ______________________
2. _______________________ 2. ______________________
3. _______________________ 3. ______________________
4. _______________________ 4. ______________________
5. _______________________ 5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________ Name: ___________________
1. _______________________ 1. ______________________
2. _______________________ 2. ______________________
3. _______________________ 3. ______________________
4. _______________________ 4. ______________________
5. _______________________ 5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
Name: ___________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
Name: ___________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
Name: ___________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
The Two Minute Interview
Live With – Own – Place – Goal - Achievement
Hobby - Special Interest – Hero – Other
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________ Name: ___________________
1. _______________________ 1. ______________________
2. _______________________ 2. ______________________
3. _______________________ 3. ______________________
4. _______________________ 4. ______________________
5. _______________________ 5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________ Name: ___________________
1. _______________________ 1. ______________________
2. _______________________ 2. ______________________
3. _______________________ 3. ______________________
4. _______________________ 4. ______________________
5. _______________________ 5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________ Name: ___________________
1. _______________________ 1. ______________________
2. _______________________ 2. ______________________
3. _______________________ 3. ______________________
4. _______________________ 4. ______________________
5. _______________________ 5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
Name: ___________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
Name: ___________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: __________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Name: ___________________
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
Name: ___________________
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
Who Are You?
Goal: To help the teacher get to know their students better and to let the students know
the teacher is interested in them. The personal details can be used when greeting
students, when you are having relationship challenges with a student, or to add some
student interests to the class.
Procedure: This assignment works best when given very early in the class, like the
third or fourth day. It also works better as a homework assignment as opposed to an inclass assignment. Many students have said this is one of their favorite homework
assignments.
Adapted from Lessons from the Classroom: 20 Things Good Teachers Do, Hal Urban
Period: ___________
Name: _________________________________
Who Are You?
We’re going to spend a lot of time together this year, so I’d like to get to know you, not
only as a student, but as a person. Please answer the following questions to help me in
this process. Feel free to pass on any question you choose. All of your answers will
remain private. Feel free to ask me any of the same questions.
1. What is your favorite free-time activity? ____________________________________
2. What is something you do well? __________________________________________
3. What would you like to do in your career? __________________________________
4. Do you plan to attend school after high school?
YES
NO
5. If yes, what school is your first choice? ____________________________________
6. Do you like school?
YES
NO
Briefly explain: _______________________________________________________
7. What do you like the most about school? __________________________________
8. What do you like the least about school? __________________________________
9. What two words describe you best as a student? ____________________________
10. What two words describe you best as a person? ____________________________
11. Where were you born? _______________________________________________
12. How many of the 50 states have you been in? _____________________________
13. How many foreign countries have you been in? ____________________________
14. If you could go anywhere in the U.S., where would it be? _____________________
15. If you could go anywhere in the world, where would it be? ____________________
16. If you could meet any living person, who would it be? ________________________
Why? _____________________________________________________________
17. What are three things you’d like to achieve in your lifetime? ___________________
______________________________________________________________________
18. Who is the best person you’ve ever known? _______________________________
Why is he/she the best? ______________________________________________
19. What are some of the things you are most thankful for? ______________________
______________________________________________________________________
20. What is your best quality? _____________________________________________
21. What’s your favorite subject in school? ___________________________________
22. Who’s the best teacher you’ve ever had? _________________________________
Why was he/she the best? _____________________________________________
23. Who’s your best friend? _______________________________________________
Why? _____________________________________________________________
_________________________________________________________________
24. What is a valuable lesson you’ve learned about life? ________________________
______________________________________________________________________
25. What is something you’d like to learn to do? _______________________________
26. What extra-curricular activities are you involved in at school? _________________
______________________________________________________________________
27. What activities are you involved in outside of school, including your job?_________
______________________________________________________________________
28. What is your favorite sport? ____________________________________________
29. Who is your favorite athlete? ___________________________________________
30. What’s your favorite team? ____________________________________________
31. What’s your favorite TV show? _________________________________________
32. What’s the best movie you’ve ever seen? _________________________________
33. Who are your favorite actor and actress? _________________________________
34. What’s the best book you’ve ever read? __________________________________
35. If you could own any car, what would it be? _______________________________
36. What’s your favorite type of music? ______________________________________
37. Who is your favorite male singer/band? __________________________________
38. Who is your favorite female singer/band? _________________________________
39. Is there anything else you’d like to me to know about you? If yes, please explain
below. ________________________________________________________________
The Power of Words
Creating a Classroom
“Dirty Thirty” & “Thoughful Thirty”
Goal: To create a positive atmosphere that is nourishing and to banish toxic words.
This activity will help students truly understand the power of their words and how they
can choose the type of atmosphere they want.
Procedure:
1. Start with a discussion of the words toxic and nourishing and ask the students what
kind of environment they would like in their classroom. Use visual aids such as a can of
Lysol with a doctored label to indicate poison, to help aid the discussion of toxic words
as poison.
2. Allow students to brainstorm the types of things they do not like to hear in a
classroom. From past experiences, everything can usually be contained in a list called
the “Dirty Thirty”, listed below.
1. Bragging
16. Phony & insincere compliments
2.. Swearing & other gross-out language 17. Ethnic & racial slurs
3. Gossip (esp. the vicious kind)
18. Sexist comments
4. Angry words
19. Age-related put-downs
5. Lies
20. Being negative
6. Mean spirited & hurtful words
21. Threats
7. Judgemental words
22. Arguing
8. Playing “poor me”
23. Interrupting
9. Making discouraging remarks
24. Always topping someone else’s story
10. Embarassing or humiliating others
25. Being a know-it-all
11. Excessive fault-finding & criticism
26. Sarcasm
12. Complaining, whining, groaning
27. Yelling, screaming
13. Rude & inconsiderate language
28. Talking down to people
14. Teasing
29. Exaggerating
15. Using words to manipulate others
30. Blaming & accusing others
3. If you would like, you can also create a “Flagrant Five” to highlight the categories that
are most offensive. In the past, most students have included the following things on the
list.
1. Swearing and other offensive words
2. Complaining, whining, moaning, groaning
3. Put-downs – mean-spirited and hurtful words
4. Rude and inconsiderate language
5. Gossip (especially the vicious kind)
Four of these categories tend to be pretty clear, but this conversation may lead to a
whole discussion of what constitutes a swear word. See the indicated book for more
ideas on having this conversation.
4. Now brainstorm with students the kinds of words people like to hear, that create a
positive environment. Again, most things can fall into one of the following 30
categories, known as the “Thoughtful Thirty”.
1. Give encouragement
16. Praise, honor, build-up
2. Express thanks
17. Express caring
3. Acknowledge others
18. Show understanding & empathy
4. Extend greetings
19. Give approval
5. Give a compliment
20. Extend an invitation
6. Congratulate someone
21. Show courtesy & respect
7. Teach, give instruction
22. Give helpful advice
8. Offer words of comfort
23. Apologize
9. Inspire others
24. Forgive
10. Celebrate & cheer
25. Offer to help
11. Inquire, express interest
26. Tell the truth
12. Mend relationships
27. Point out the good
13. Make others laugh
28. Use terms of affection
14. Show faith & trust
29. Supply needed information
15. Share good news
30. Communicate love
5. Most students will need lots of time to learn how to build up and not tear down. See
the Affirmation Assignment as one example of how to teach students this skill. But
remember that every minute you spend on this topic will be completely worth it.
Teaching kids to build up instead of tear down may be one of the most valuable and
powerful concepts you will ever teach.
Adapted from Lessons from the Classroom: 20 Things Good Teachers Do, Hal Urban
The Affirmation Assignment
Goal: To allow students to practice finding the good and appreciating people in their
lives.
Procedure:
1. Give students the Affirmation Assignment (handout on the following page).
2. Ask them to choose any three people in their lives and give those people a verbal
affirmation. They then need to write down what they said and what the person’s
response was.
3. Give the students some starters, such as “Do you know what I like most about you?”
or “Would you like to know why I appreciate you?”
4. Allow students to share their experiences with the assignment in class.
5. Help students problem-solve conversations that did not go as they planned.
Adapted from Lessons from the Classroom: 20 Things Good Teachers Do, Hal Urban
Due on: ____________ Name: ____________________________ Period: _________
Verbal Affirmation Assignment
“Words go into the body. They can cause us to be well and hopeful and happy and
high-energy and wonderous and funny and cheerful.” ~Maya Angelou
Assignment: Use your words to make someone else feel one of the things Maya
Angelou mentions above. Give three people a verbal affirmation – one that is personal,
not physical (hair, clothes, looks, etc.) Make someone feel good.
Person: __________________________ Relationship: _________________________
What you said: _________________________________________________________
______________________________________________________________________
______________________________________________________________________
Response: _____________________________________________________________
______________________________________________________________________
Person: __________________________ Relationship: _________________________
What you said: _________________________________________________________
______________________________________________________________________
______________________________________________________________________
Response: _____________________________________________________________
______________________________________________________________________
Person: __________________________ Relationship: _________________________
What you said: _________________________________________________________
______________________________________________________________________
______________________________________________________________________
Response: _____________________________________________________________
______________________________________________________________________
Good News
Goal: To allow students to share something positive and create a more positive,
uplifting atmosphere.
Procedure: As often as you are able (once a week, once a month, everyday!), allow
students to volunteer to share something positive. This can be good news or something
good that’s happened to them, but just that alone does not always invite enough
students to share. Try using one of the four options listed below.
1. Share some good news that’s happened for you or someone you know.
2. Tell us who or what you are thankful for.
3. Say a kind word or appreciation for someone else in the class. The comment must
be sincere and cannot be about the person’s physical characteristics or possessions.
4. Make us laugh. Jokes or stories must be clean and classroom appropriate. (If not
very many students take you up on this option, see the book below to find more ways to
involve students in making you laugh.
Adapted from Lessons from the Classroom: 20 Things Good Teachers Do, Hal Urban
The One Sentence Intervention
Goal: To get students who think that no one will ever notice them to realize that they
are worthy of someone’s attention. This works on those really tough kids that don’t
really care if you like them. Here’s why typical compliments don’t work on these kids.
When you say, “Oh, Douglas you did such a good job on this paper.” They have a mind
set that they are lower than dirt and what you are saying does not match what they
believe about themselves. Therefore, it floats right over their heads. They think, “Oh,
she’s just saying that because she has to; she’s my teacher. They pay her to say stuff
like that.”
However, When someone comes along and says thinks like “You are so stupid.”
BINGO that matches what they think about themselves so they hang on to it.
Here’s how you bypass their main circuit board in their brain.
Procedure: Twice a week, for three weeks you pull a one sentence intervention on
them.
You say “I noticed…. (name something that you noticed about them)….I noticed that.”
Non-example: “I noticed you like to talk while I’m talking.” NOT GOOD= Non-example: “I
noticed you wear really cool tennis shoes.” NOT GOOD
These two statements have value attached to them. The sentence has to have nonvalue/non-judgment.
Examples:
I noticed you like Dale Earnhart.
I noticed that when you talk people listen.
I noticed you always wear Nike tennis shoes.
I noticed you play football.
I noticed you like Dr. Pepper.
I noticed you held the door open for the lady with her hands full.
You do this for three weeks, only two times each week. The “I noticed” has to be
sincere. At the end of three weeks you will be able to ask that child to do something for
you like their math lesson and you will be surprised that they will do it.
Adapted from www.loveandlogic.com
Ten Methods to Get Active Classroom Participation
1. Open discussion: Ask a question and open it up to the group without any further
structuring. The straightforward quality of open discussion is appealing. If you
are worried that the discussion might be too lengthy, say beforehand, “I’d like to
ask four or five students to share…” To encourage students to raise hands, ask,
“How many of you have a response to my question?” Then, call on a student
with his or her hand raised.
2. Response Cards: Pass out index cards and request anonymous answers to your
questions. Have the index cards passed around the group or otherwise
distributed. Use the response cards to save time or to provide anonymity for
personally threatening self-disclosures. The need to state your answer concisely
on a card is another advantage.
3. Polling: Design a short survey that is filled out and tallied on the spot, or poll
students verbally. Use polling to obtain data quickly and in quantifiable form. If
you use a written survey, try to feed back the results to students as quickly as
possible. If you use a verbal survey, ask for a show of hands or invite students to
hold up answer cards.
4. Subgroup Discussion: Break students into subgroups of three or more to share
(and record) information. Use subgroup discussion when you have sufficient
time to process questions and issues. This is one of the key methods for
obtaining everyone’s participation.
5. Learning partners: Have students work on tasks or discuss key questions with
the student seated next to them. Use learning partners when you want to involve
everybody but don’t have enough time for small-group discussion. A pair is a
good group configuration for developing a supportive relationship and/or for
working on complex activities that would not lend themselves to large-group
configurations.
6. Whips: Go around the group and obtain short responses to key questions. Use
whips when you want to obtain something quickly from each student. Sentence
stems (e.g., “One change I would make in the United States is…”) are useful in
conducting whips. Invite students to “pass” whenever they wish. To avoid
repetition, ask each student for a new contribution to the process.
7. Panels: Invite a small number of students to present their views in front of the
entire class. An informal panel can be created by asking for the views of a
designated number of students who remain in their seats. Use panels when time
permits to have a focused serious response to your questions. Rotate panelists
to increase participation.
8. Fishbowl: Ask a portion of the class to form a discussion circle, and have the
remaining students form a listening circle around them. Bring new groups into
the inner circle to continue the discussion. Use fishbowls to help bring the focus
to large-group discussions. Though time consuming, this is the best method for
combining the virtues of large-and small-group discussion. As a variation on
concentric circles, have students remain seated at a table and invite different
tables or parts of a table to be the discussants as the others listen.
9. Games: Use a fun exercise or quiz game to elicit students’ ideas, knowledge, or
skill. TV game shows such as Family Feud or Jeopardy can be used as the
basis of a game that elicits participation. Use games that spark energy and
involvement. Games are also helpful to make dramatic points that students
seldom forget.
10. Calling on the next speaker: Ask students to raise their hands when they want to
share their views, and request that the present speaker call on the next speaker
(rather than the teacher performing this role). Use this technique when you are
sure there is a lot of interest in the discussion or activity and you wish to promote
student interaction.
Adapted from Active Learning: 101 Strategies to Teach Any Subject by Mel Silberman