Classroom Management

What To Do When a Student Refuses to Work

October 15, 2018 by pathway2success 14 Comments

Throughout my years teaching middle school, I have had the experience of seeing many “work refusals”. These are the situations when kids, for a variety of reasons, just refuse to start the work you give them. They might shut down and rest their head on their desk or lash out in anger, shouting about how they just will not complete your assignment. This can be extremely frustrating for educators, especially when teaching a well-designed lesson that you thought would go so well! Let me say that sometimes our lessons themselves can have little or no impact on whether or not a student refuses to work. There are quite often bigger challenges at play that we’ll delve into. Quite honestly, even with a special education background, my college and training did not really prepare me for what to do when students refuse to work. These are skills and strategies I had to develop on the ground running while working with young adults. It’s an area I’m especially passionate about because all kids deserve to learn and feel good about themselves. It’s always important to remember that kids who are refusing are reaching out for help in some way, and you CAN be the one to help them.

Let me say that we ALL have bad days here and there! If a student puts their head down during a lesson and won’t finish an assignment because of a headache, it doesn’t mean you need to sound the alarm. This article specifically focuses on the students who repeatedly refuse to complete work and need specific targeted strategies to help them overcome these challenges.

What does work refusal look like? Really, it can be different for every student. Some students put their heads down and don’t pick them up, despite encouragement and prompting. Other students will look you straight in the eyes and say, “I’m NOT doing it!” while they are clearly expecting a response from you! Other kids might just ignore your directions completely and continue doing what they want to do, whether that is coloring, reading, or any other activity they are engaged in. All of these behaviors are work refusals because they are avoiding doing the tasks that the adult is expecting.

What are the reasons for work refusal? If a student is outwardly refusing to do work in the classroom, there is always a reason. Quite often, we don’t know the individual reasons. Some students have had a history of trauma. Again, we may or may not know about the potential trauma. Other students might be dealing with social or emotional challenges at home or in their personal life. Some examples might include a family divorce, a new baby at home, the death of a family member, and feelings of loneliness with a parent working increased hours. Those truly are just a few small examples. Sometimes, when the challenges in a child’s life become so difficult for them, they can have a need to control parts of their life that they can control (like doing work in school or not). Some learners might be diagnosed with oppositional defiant disorder, while others aren’t. Regardless of the actual reason, it’s important to take a step back and recognize that the child or young adult is struggling with SOMETHING, whether or not we can see it. Thinking in this way encourages educators to be solution-focused, which is what really matters anyway.

Here are some simple do’s and don’ts for kids who refuse to do work:

DON’T:

Don’t just punish. If a child or young adult is struggling with some social or emotional challenges at the moment, a punishment is only going to push them away further. Your punishment will appear as harsh, mean, and uncaring. I know that educators do not intend for punishments to feel that way, but for many students, they do, including those with trauma in their past. This isn’t to say you should “let the student get away” with any behavior. Instead, you can use logical consequences, which I explain below.
Don’t send the student out of the room. I can’t stress this enough! As an educator, I know this is sometimes a preferred option because it deals with the situation swiftly. It does not fix the problem, though. In fact, it will most likely make it worse in the long-term. The student might feel anger and resentment towards you. The message you are sending is that you can’t deal with the situation and you need to send the student out to another teacher or the principal. If a student is just sitting at their desk and refusing to work, it should not be a reason to send them out of class. Kids and young adults are getting much more education being in your room and hearing the discussions than being in the principal’s office.
Don’t get in a power struggle. No one ever wins in a power struggle! So much energy is wasted is wasted and even if the student eventually complies, it will be filled with resentment. Read up on more ways to avoid power struggles.

Don’t just assume the child is lazy. So many times, it is often actually easier for the child to comply and do their work and refuse. So, it’s clear that there is something else in play. Reframe your thinking to remember that the child is struggling and needs your support.
Don’t act out of frustration or anger. When you start to feel frustrated due to a child’s behavior, remember this phrase: “He’s not giving me a hard time, he’s having a hard time.” There is no shame in taking a deep breath and walking away from a situation. As adults, it’s important we are calm and collected so we can make the best choices in each situation. It’s okay to feel frustrated with a situation, just don’t act on that frustration.
Don’t use threats. You might be tempted to say things like, “If you don’t do your work, I’m going to call your parents,” or “Finish this or you can’t go to gym.” Sometimes, these threats can only make a student dig their heels in deeper and you might regret what you’ve said later on. Instead, be mindful about what you say and make sure your consequences fit the crime.
Don’t embarrass the student. Again, publicly calling the student out might result in a power struggle or escalating the situation. Instead, consider ways to privately support the student to help both of you get what you need.

Do:

Keep teaching. Just because a student doesn’t lift their pencil up, doesn’t mean they’re not listening and learning. Continue teaching, talking, and even involving that student if they want to participate. Remember that the ultimate goal is to educate the student, not force them to work. If they are in the classroom, keep teaching them!

Give wait time. When a student refuses work at first, sometimes all they need is a little wait time. It’s okay to let them have their head down or keep their arms crossed. Use planned ignoring and wait to see if they come around within 5 minutes or so.
Ignore the small behaviors. If the student crumples up the paper, breaks their pencil, or scribbles all over it, avoid the impulse to tell the student they shouldn’t do that or give any further instructions. When things like this happen, the student is either agitated or attention-seeking. One intervention that will help in this instance is just giving space.
Be reflective. Consider what you could be doing that might be triggering the student to refuse to work. For example, are you using a harsh tone? Did you embarrass the student by calling them out for something right before? Sometimes, there isn’t anything apparent, but it’s always worth considering first!
Focus on the relationship. For many kids, relationship is everything. Put the work aside for a bit. Spend time with your student during lunch, talk with them after class, and really just get to know them. Teach them about you as a person, too! Once a relationship is built, many times your students will have a much easier time working for you because they know you care. This isn’t a quick process, but it’s always important and worth it. Read up on more ways to build relationships with kids and young adults.

Consider learning challenges. Sometimes students refuse work due to social and emotional challenges, but other times it might be because they think the work is just too hard for them. Consider if the student needs interventions with reading, writing, or math. Sometimes learners might even need direction instruction with executive functioning skills to help them get started and work through challenges. If you are a regular educator, consider discussing the student with the special education teacher or interventionist to get some ideas and strategies.
Meet with the student privately. It’s important that this is seen as supportive and not punitive. Talk to the student, ask them what’s going on, and problem-solve about how you could help. You might say, “I noticed your morning work isn’t being finished, what is going on with that?” When meeting with a student who is struggling to complete work, the most important thing is to just listen! Try to avoid interjecting your own thoughts about what’s happening or giving your point of view. Let the student talk and sometimes you might be amazed at what you learn. Perhaps the student shares that they hate where they sit because someone keeps talking to them, or that they haven’t been getting any sleep at night due to a crying baby. Be open-minded, listen, and be prepared to problem-solve with the student to help them.

Use logical consequences (and consider them ahead of time). Logical consequences are outcomes from behavior that make sense. For example, if a student is refusing to finish their morning work, a logical consequence would be using some break time later in the day to finish at least 5 problems or sending it home as homework to be done later.
Discuss those consequences with the student. Consequences shouldn’t be a surprise to your student. Let them know ahead of time in a positive way. For example, you might say to the whole class, “Everyone needs to finish their work so we can finish watching the rest of the movie.”
Use de-escalation strategies to help calm the situation. In the moment, it can quickly become a power struggle when a student outwardly tells you they are not doing the work. It is critical to know how to de-escalate a situation. My favorite strategy has always been saying, “Let’s talk about this later.” It gives you the perfect way out of a heated situation with a student while letting other students around know you’re not ignoring the behavior, you’re just dealing with it later. Read up on more de-escalation strategies and use this free printable de-escalation strategy worksheet.

Give choices. For students who struggle with work completion, consider giving limited choices for assignments. Limiting the number to two is usually best so that it’s not overwhelming, but it still gives control and choice. You might say, “Would you rather write about this prompt in your journal or draw a scene from the text and write a sentence about it?”
Consider reducing work. Another one of my favorite ways to give choice is to allow the student to choose which 10 problems they will finish. Similarly, you might ask the student to complete only 1 of the 3 essay questions. Sometimes educators have argued that this is making it too easy on the student. Of course, the ultimate goal is to get the student back to completing all the work, without a doubt. However, when a student is outright refusing to do work, completing just one item over none is a success. We all have to start somewhere.
Provide accommodations. Giving accommodations doesn’t necessarily make an assignment easier, it just gives more options for how the student approaches the task. Allow a student struggling with reading to listen to audio books. If a student isn’t writing, allow them access to a laptop. Give out a calculator to a student who gets fatigued with math problems (provided the math skill isn’t calculations themselves). Give a word bank, provide multiple choices, let the student use manipulatives, and so on.
Think about trends. Is the work refusal only happening during math? Or maybe during partner work? Maybe it’s only in the morning or in the afternoon? Think about these trends and really delving into the data can help inform your judgements about what’s really going on.
Consider interventions for task initiation. Our skills for task initiation are like the motor that starts us up. When kids and young adults lack these skills to get started, it can be extremely frustrating for everyone involved. Sometimes, kids don’t actually know HOW to start a challenging task or assignment. It’s important to consider if these skills are lacking when a child or young adult isn’t completing work, because they can be taught. Read up more on this blog post focused on interventions for task initiation skills.
Create an incentive plan, if needed. Sometimes educators are opposed to incentives plans, and I agree they shouldn’t always be a first strategy. However, there is a time when they can a struggling student work towards their goals. You might develop a contract that outlines what the student is responsible for and what incentives the student will get by completing work. A contract sets the tone that you will stick to your word so you expect that the student makes an effort to do the same. Find out what the student would like to work for, remembering that each individual student is motivated by different things (I’ve had some students who want silent drawing time and others who want to help the custodian, for example). My favorite way to find this out is by using a reward inventory. You can visit here to see more about my reward inventories, behavior plans, and contracts.

Collaborate with families. It’s important to note that the first time you call the family shouldn’t be to mention that the student isn’t working. I’m a huge believer in always calling to share something positive first. With that said, it is important to share concerns about students who are struggling to work in class. Be mindful of how you communicate this with families, too. Rather than saying the child is “refusing to work,” share that they are “struggling with getting started even on assignments that are at their level.” Collaborate to discuss if anything is going on outside of home with the child and if there are any other strategies you as the educator can try. Often, parents are more than willing to talk with their child and sometimes (definitely not always) this even fixes the issue from the start.
Focus on your own self-care. This is definitely not stressed enough in the world of education. Working with students who are refusing to work can be emotionally draining. Take time to focus on yourself when you can. You can’t pour from an empty cup.

5 Daily Struggles for Kids with Executive Functioning Challenges

September 4, 2018 by pathway2success 1 Comment

A number of kids struggle with executive functioning skills on a daily basis. Sometimes these struggles are obvious, like having a messy binder or forgetting to turn homework in, but other times they are more hidden. This is a critical topic because all educators have these kids in our classrooms every single day. Here are five daily struggles for kids with executive functioning challenges and what you can do to help:

STAYING ORGANIZED. To me, this is one of the biggest challenges I’ve seen after teaching middle school especially. In school, kids are expected to juggle and organize so many different papers, binders, journals, and books. So often, students don’t know the right place to put materials or organize in the first place. Other times, even when students do understand how to organize, there is often just not enough time. The bell rings and it’s time to transition to the next class, so what does the student do? Shove all their papers into the closest folder and heads out right away. Finally, for many kids, disorganization has been the only way they’ve ever known! Some of these kids don’t realize how much easier and orderly life would be if they just learned a few extra skills and tricks.

What you can do:

Explicitly teach organization. Always spend time teaching organization. No matter the age, your learners are going to need to learn your system of organization. That takes time and practice! I developed an Organization Boot Camp specifically for kids and young adults who struggle and need a more in-depth set of activities to teach these skills.
Set up a homework binder. Helping kids set up a specific spot for homework only can make a huge difference for organization. This should be the dedicated spot where all current homework goes. It helps kids differentiate what work needs to be done tonight and what work needs to be filed away in another spot. You can use this free homework binder template to start your students off.
Give time to organize. I would say this is one of the easiest things you can do that is often forgotten about! When you ask students to change from one binder to another, give your struggling organizers sufficient time to do it. Moving on too fast only reinforces kids who shove papers away in a messy manner. These kids are going to take more time putting materials away in the right spot, and they deserve that time to do it.
Use visuals. Take a picture of a model desk to show how it should be organized. Tape the photo on the wall or on a certain student’s desk to help remind them.

TRANSITIONS. Many kids with EF challenges struggle when it’s time to stop something and move on to something else. This task switching really takes a lot of brain power! You have to have self-control to stop what you are already engaged in, use organizational skills to put things away in their correct places, initiate the switch, and be mentally flexible to move on to something new. This can be especially difficult when adults are expecting a learner to transition to a new task or class within just a few minutes. While many students have have routines and strategies to help them during transition times, there is a large portion of kids who just never put those puzzle pieces together. This can often leave them even more disorganized, confused, and behind schedule.

What you can do:

Create routines. Practice your transitions several times with students so they become second nature. Kids who are inflexible and struggle with changing from one activity to another will do considerably better when the transition is practiced and more comfortable.
Give countdowns. Let students know how much time they have left to work on their research papers or during break time. This at least gives a concrete warning. For kids who struggle with time management, setting a backwards timer can be helpful, too.
Use a chime. Using a calming sound like a chime when it’s time for transitions can help prime kids and young adults for the change. It will gain their attention and help serve as a memorable indicator that it’s time to change what we’re doing.
Use visuals. Make a list of steps for transitions that are particularly difficult and keep them posted. This will serve as a visual reminder when it is time to move from one activity to another or switch classes.
Use social scripts. Previewing the steps of a transition can be extremely helpful for kids. A social script is a short narrative a child or young adult can read to themselves prior to the transition to remind them of the expectations and plan. You can create your own or use these social scripts to help kids who need this extra support.

HOMEWORK. The whole idea of homework is that it should be extended practice kids and young adults can do independently. When a learner has a difficulty with executive functioning skills, that is often not the case at first. So often, kids with EF challenges don’t ever stop to write the homework down in class in the first place, or stop to make sure they have all their materials before they head home. This is the first thing that sets them back. Further, starting homework independently takes a good amount of task initiation skills mixed with self-control. For kids with already-weak inhibition skills, playing videogames, chatting with friends, or playing outside seems a lot more enticing than opening up a math book. Finally, when learners do finally start the homework, it can be challenging and, let’s be honest, boring. Sticking with it, or perseverance, is a skill that many students don’t always have on their own. If they come to a task that’s perceived as challenging, it’s often easier to abort the mission than to seek out solutions and work though.

What you can do:

Be consistent. Keep homework written in the exact same spot in your classroom every day. Teach students that this is the one homework spot and keep it consistent throughout the year. This makes a huge difference for kids who struggle with EF skills, since it can become a lot of mental energy and work to figure out where the homework is before even starting the process of writing it down.
Give prompts. Take time to prompt students to write homework down, especially the ones you know struggle to do it. Instead of just telling them to write it down, encourage them to think on their own by saying, “What should you be doing down right now?” or “Look around and notice what others are writing down.”
Make an end of the day checklist. Help kids come up with a list detailing what they need when they walk out the door. This can help students review their homework planners, make sure they know what assignments to work on, and bring home the necessary materials. Use this free end of the day checklist to get started.
Talk to families. Help set up more positive supports at home for kids who struggle with getting their work done. Talk to families about a dedicated workspace for homework and strategies for when the child gets stuck on assignments.

FOCUSING IN CLASS. Attention is a fascinating skill. It’s not something we just keep on permanently. Instead, it’s a skill we learn to focus and re-adjust constantly when we find ourselves starting to zone out. Kids with weak executive functioning often don’t know this secret, though. In a class, these are the students who are frequently looking out the window, playing with something in their desk, or just daydreaming to themselves. It’s not that they mean to not pay attention. It’s often that they don’t know how and when to refocus themselves in the right way. This becomes especially challenging in long classes with lots of lecture and talking. Of course, a child or young adult can also become extremely frustrated when they can’t focus, as it causes them to feel confused and not know what is going on. Sometimes, this can unfortunately snowball into a child who gives up easily and doesn’t try. Again, it’s not that they want to be unfocused, but they are severely lacking the skills to get there.

What you can do:

Incorporate movement. Learning doesn’t have to be stationary! Kids learn better when they are moving. Have students working while standing up at the board during math time, or moving from center to center when completing writing prompt questions. If you have a specific student who needs even more movement, give them specific jobs to deliver messages to another teacher or the office just to get their legs moving throughout the day.
Practice mindfulness. Mindfulness is a great strategy to help kids improve their focus while also learning skills for managing emotions and feeling calm. You can use mindfulness activities just before a test, after a transition, or any other time to calm kids feel more focused and in control. Note that mindfulness is a long-term practice and not a quick fix, but can really help kids over time!
Give time for brain breaks. Brain breaks are another great option to get kids moving. They are quick activities that help break up the learning and let the brain recharge for a short period of time. You can do anything from having kids do 10 jumping jacks to practicing a few yoga postures. These activities can be done anytime between transitions to help keep kids alert. I love these executive functioning games and play activities, mainly because they provide a fun brain break while still working on the skills kids need!
Teach attention skills. Explicitly teach what it means to focus in class, what behaviors students can engage in to help them stay focused, and how to refocus when attention wanes.

SOCIAL INTERACTIONS. Sometimes when we think of executive functioning, we only think of academics. That’s actually not always the case! Kids and young adults who struggle with EF skills also can experience big challenges when it comes to social skills and dealing with others. Lots of social situations require us to understand social rules, use self-control, plan our responses, have flexibility when things don’t go our way, and use coping skills to manage our emotions when we are upset. For kids who lack these skills, social interactions can be especially difficult.

What you can do:

Openly express social expectations. If you are having group work, make sure you go over what it means to be a good partners ahead of time. I love using visuals for this because they are something you can keep up to remind students, as needed. Just a simple list for what you do when you are playing games with others or a visual to show group work expectations can go a long way.
Explicitly teach social skills. All kids can benefit from social skill instruction, though some need it more explicitly than others. You can use social skills lessons for younger students or social skills lessons for older kids to teach the skills they need. These lessons and activities can be taught in morning meeting, during a lunch group, or advisory periods.
Use social scripts. Some students really benefit from previewing social expectations right before a situation occurs. You can have social scripts for before recess, lunch, group work, and other social times to help remind students what will happen and what they can do. You can develop your own or use these pre-made social scripts to help support students’ needs.
Give opportunities for positive social interactions. Kids need practice in applying social skills! You can always integrate your content into games and group activities to give students this time with their peers. I also love these games and play activities for executive functioning skills as a way to specifically target the EF skills these kids need.

EXECUTIVE FUNCTIONING RESOURCES & IDEAS. If you are seeking more information about executive functioning skills and how you can support your learners, consider the following blog posts and resources:

Blog Posts:

Resources to Teach EF Skills:

13 Ways to Avoid Power Struggles

April 15, 2018 by pathway2success 4 Comments

As an educator or parent, getting into a power struggle can be an awful thing. We waste so much of our energy trying to get we we want that we sometimes forget what our goal was in the first place. Power struggles can be especially difficult with kids with ADHD, autism, oppositional-defiant disorder, and other social-emotional challenges. After teaching middle school special education in a behavioral classroom for ten years, I’ve picked up a few strategies on how to avoid (and get out of) power struggles.

If you find yourself needing more support with de-escalation strategies for kids and young adults, consider this De-escalation Strategies Guide with a detailed educator guide, sample scenarios, proactive strategies, and de-escalation techniques.

Here are some strategies for avoiding power struggles that you can use right away:

1. Develop a relationship early on. This is by far the most important element to reducing power struggles with kids and young adults. Talk to kids about what they’re interested in and spend time learning about those topics. That often means talking about non-school related topics, and that’s okay. Time spend on relationship building is never time wasted. It’s a prerequisite for learning.

2. Hide your frustrations. We all get frustrated with students sometimes! When that happens, take a breath and walk away. Kids really need more positivity in their lives. By showing our frustrations, we are just making kids feel poorly about themselves instead of helping them reach their individual potentials.

3. Be kind. A kind tone and “please” really can go a long way. Sometimes this can be all the child or young adult wants. Other times, kids are so shocked that someone would ask them so politely, they just end up following through right away. Be reflective with yourself frequently about how you might be coming off to another individual.

4. Give the expectation and run. That means what it says! Literally tell the child your expectation or direction privately and then get out of there. Don’t give the child a chance to talk back to you or tell you they aren’t going to do it. Get out of there!

5. Ignore what you can ignore. If a behavior isn’t interfering with the learning of others, try to ignore it. Even if it bothers you personally (like pen clicking or tapping), let it go. Most likely, another student will end up politely correcting the child. This is really the best thing when this happens because kids listen to each other much more than they listen to adults! Additionally, sometimes our reactions are actually the reinforcement that kids are looking for. By ignoring many behaviors, we are helping to extinguish them. When you want to correct a behavior, consider if you can ignore it or not first.

6. Let the child or young adult get the last word. This seems counter-intuitive in the education world. Adults always feel the need to get the last word with kids, but so often it really does not get us anywhere except further argument! My favorite strategy is just to pretend I didn’t hear it when a student talks back or says something negative under their breath. Things like, “I’m not doing it,” and “This is a stupid project,” can just be completely ignored! It will make your life easier in the end.

7. Listen and validate. If a student is having a problem or starts to argue, listen to them without interrupting. Validate them by saying, “I see your point,” and “So what you’re saying is…?”. Spending that extra time just listening to a student and letting them have a voice can defuse power struggles before they start.

8. Explain your reasoning. Let students know, “I really need all eyes on me right now so I can explain the directions to the lab and then you can go off with your groups.” Kids need to know why they should be paying attention and following rules. So often, a simple explanation can make a big difference.

9. Give choice. It’s healthy for kids and young adults to have choices. On a math homework page, let kids choose any ten to finish. For a presentation, allow students to select whether to do an oral report, a multimedia presentation, or write a report. Even really small choices can make a big difference. For example, if you have a student who struggles working with group work, ask them to choose between two groups.

10. Be flexible. Kids and young adults need structure, of course, but adults need to show they are flexible and compassionate, too. Don’t get stuck on having one right way to do things. My favorite example is letting students use gel pens to complete their work. I have never in my life seen middle schoolers so excited to complete homework. If students are working and growing, it’s okay to be a bit flexible in how they do it.

11. Know how to back out of power struggles. Finally, if you do happen to get in a power struggle, here is a winning phrase that can stop the battle right away: “Let’s talk about that later”. It defuses the situation, lets the child or young adult know you will follow up, but puts the disagreement on hold. This is a great way for teachers to address the behavior without making a huge deal of it in the moment. It tells your other students that you are handling the behavior, just not at the moment. Get this list of over 50 free de-escalation strategies you can use right away.

12. Compromise with a goal in mind. Consider what your goal is for the child. Do you want them to finish an assignment? Work in a group? Finish their test? Stay quiet during a lesson? Be willing to make accommodations and compromise with the student in order to have them meet your expectation for them. Let’s consider an example. Let’s say a student is outright refusing to start their math homework. They tell you it’s too long and they don’t do homework. If your goal is to help that student work on some math problems, ask them how many they think they could finish before the end of class. Compromise on a number and assign only those ones. While it’s not where you want the student to be, it’s a stepping stone to get there.

13. Embrace the behaviors you can. If a student has their phone out in class when they shouldn’t, direct them to look up a question about your curriculum and then give them time to share the answer with the class. When a student makes a joke, make a joke right on back! This has to be done thoughtfully, but it’s healthy to embrace the challenges when you can.

If you are interesting in this topic, be sure to read my article on 50+ de-escalation strategies with a free printable list!

7 Tips to Survive the End of the Year

May 8, 2017 by pathway2success Leave a Comment

After state testing finishes, many kids (and adults) struggle to survive the last few weeks of school. Summer is coming and everyone knows it! Here are seven tips that will help teachers and kids have a positive and fun ending to the school year.

1. Assign end of the year projects. Kids love projects with a final result. One of my favorites is an End of the Year Time Capsule Project. Kids can select and bring in three items that symbolize important events, people, or places in their lives this school year. Then, they write essays detailing why each item is important to them. Best of all, this is an easy project to differentiate. You can have kids write longer or shorter essays, depending on ability level. Another option is to include fewer or more items that are meaningful for the school year. The end project is a time capsule in a shoe box that they can share and then bring home to talk about with families. Other options for end of the year projects include designing their own perfect school, creating a list of “must read” books, creating a class book of favorite class activities, and planning a pretend field trip to anywhere in the world.

2. Cut back on grading assignments. You can always give extra practice, activities, and projects without grading them all. Give yourself permission to reduce the amount of time you spend grading papers and entering those grades.

3. Assign organizing jobs to kids. Some students seriously love being given a job by the teacher. Use some of those students to help you organize materials that can be tidied and put away early. You will be happy that you got to it during the school year so you don’t have extra to do during the summer or on the first days back.

4. Plan a bulletin board that kids can help with. One of my favorite end of the year bulletin boards is a project that kids create for next year. That means the kids will be doing the bulk of the work while reflecting upon the school year, with the intent to leave it up for your next years kids. It’s just genius. Kids can write reflections on what fun activities they did this year, what advice they have for next year’s kids, how they felt challenged, what they did in each subject, and more. You can make your own or purchase the What We Learned Bulletin Board here.

5. Plan some fun downtime. Plan a movie afternoon. You can choose a movie aligned with something in your curriculum, or just make it a fun kid’s choice selection. Another alternative is having games centers that kids can play on their own. Games like Scrabble, Chutes and Ladders, Sorry, and practically any other board games make perfect center activities. You can have kids play just for fun or answer a task card of your choice before taking a turn. These downtime activities also give you the time you need to correct assignments, finish reports, or get grades in.

6. Consider materials and resources for next year. It’s never too early to get a head start for next school year. While the year is winding down, I find it helpful to inventory what I have and what I need for next school year. Make a list and purchase some materials and resources if you find the time. You will thank yourself in the fall!

7. Get outside. Spend time doing a read aloud outside underneath a tree. Consider an outdoor scavenger hunt or take a nature walk that you plan to write about. Getting outside can be fun and give you the dose of sunshine that you need during the springtime months.

If you find yourself needing some fun materials, see what end of the year resources I have available to keep your kids going for the last few weeks of school!

Best of all, TpT is having a Teacher Appreciation Sale on May 9th and 10th, which is a great time to stock up on resources for the end of this school year and the beginning of next. To celebrate, I’m hosting a $10 TpT gift card giveaway below. Please enter to win! Good luck and happy shopping!

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10 Best Times to Practice Mindfulness in the Classroom

April 17, 2017 by pathway2success 2 Comments

Mindfulness means being present in the moment with your thoughts and feelings without making judgements. It is being aware of what is happening but not being overwhelmed. Practicing mindfulness on a regular basis can help you feel calmer, happier, and be more in tune with yourself. People of all ages and abilities can practice mindfulness, including kids and young adults. Some people practice mindfulness for different reasons, too. If a child gets nervous before a test, it can help calm them down and regain focus. If a young adult struggles with controlling their anger, it can help them control emotions. And if someone just wants to feel a bit happier (who doesn’t?), it can help take away negative thoughts. Overall, practicing mindfulness can be helpful in so many different ways.

There are many different ways mindfulness can be practiced. Some strategies include practicing slow breathing, mindful observance, mindful listening, walking meditation, yoga, or even mindful coloring. If you need specific materials to start teaching mindfulness, consider this ready-to-go mindfulness activities guide. The mindfulness activities include listening to music, coloring, making crafts, and much more. Best of all, activities are specifically tailored to kids and young adults.

Here are the 10 best times to practice mindfulness in the classroom:

1. At the beginning of a morning meeting. Start the day together with a positive intention. This helps kids to get centered for the day ahead while leaving any emotional challenges they have at the door. It’s a great way to begin a fresh start.

2. After lunch or recess to help bring the class back together. It’s easy to say that lunch and recess are two of the biggest sensory-overloads kids experience all day. Rather than trying to fight that, turn the day around by meditating for a few minutes. It can become a signal that “we are back in the classroom now”.

3. Before high-stakes testing to help focus and calm the mind. So many kids and young adults get extremely stressed over high-stakes testing. Even the ones who don’t say anything may be experiencing a high level of anxiety and worry. Spending a few minutes mindfully relaxing can help kids de-stress and do their best on the test.

4. In small group counseling sessions to promote relaxation. Many kids and young adults just do not know HOW to relax. Much of their time is spent at school, playing sports, playing games, being online, and checking their phone. Unfortunately, none of those activities promote relaxation. Arrange a small group of kids that meets on a regular basis to practice mindfulness strategies. Anyone can do this, including a special education teacher, counselor, psychologist, social worker, or even regular education teacher. By setting up this small group to practice mindfulness, you can explicitly teach these relaxation skills that so many kids desperately need to cope with stressors in their lives.

5. In between class transitions to provide a mental break. Transitioning from one task to another can throw an entire class off. Transitions provide the perfect natural break to practice mindfulness and relaxations.

6. At the beginning of a resource class or independent work session. One of the greatest elements to mindfulness is that it can help clear the mind. Dedicate five minutes or so to practicing mindfulness just before an independent working session and the benefits will last.

7. Small group counseling sessions to teach strategies for anxiety. Kids and young adults with anxiety need to learn coping strategies to help them through their challenges. Mindfulness and meditation are some of the best ways to deal with anxiety. Remember to try several different techniques to help find ones that work best for individual students. Also, note that many kids struggle with “invisible anxiety” and may benefit from these strategies without ever having the actual anxiety label documented.

8. Let partners or small groups practice before a test or quiz. Any type of assessment can be overwhelming for a number of students. Practicing mindfulness techniques just before a test or quiz can help kids get their thoughts together and feel more confident before they take on an assessment.

9. Just before an assembly or guest speaker. Big assemblies can be extra-challenging for many kids. Some students may feel anxious about the change in schedule, while others may have an extreme difficulty in keeping their thoughts to themselves for that whole time. Try practicing some mindfulness and relaxation strategies before such an effort to reduce challenges.

10. Anytime (just for no reason) to show that mindfulness can be done anytime and anywhere. While there are many times that are ideal to practice mindfulness strategies, it’s important to recognize that you can practice it anywhere and anytime! Use it when the class is getting a bit loud, a group of students are having trouble focusing, or you just need to set a calm tone. Sometimes just taking a mindfulness break can do the trick. And best of all, you don’t really need a reason to do it.

Use this Mindfulness Activities resource to teach and practice mindfulness with kids and young adults right away!

100 Coping Strategies for Anger, Anxiety, and More

April 2, 2017 by pathway2success Leave a Comment

Coping strategies are techniques that help reduce negative feelings when someone is feeling under stress. Those feelings might be the result of anxiety, anger, depression, or just general day-to-day stress. Practicing coping strategies can help kids and young adults learn how to manage their emotions in a positive way.

Every child or young adult should have a “toolbox” of coping strategies that works for them. It’s important to recognize that what works for one person may not work well for another. For example, one student may utilize a stress ball quietly and calmly to reduce anxious feelings during a test. A different student may try to use that stress ball and find themselves unable to hold onto it without tossing it, only creating more anxiety about getting in trouble. That is why it’s important to have a large list of positive coping strategies that kids and young adults can choose from.

If you’re looking for a fun craft to practice and try out some of these coping strategies, try this Coping Strategies Fortune Teller Craft. First, students will identify their top coping strategies from the list or on their own. They will write those strategies in the printable. After coloring and decorating, students will then cut out their fortune tellers and then use the directions to fold their craft together. Let students practice their coping strategies by playing with their fortune tellers in partners or groups. Encourage students to read each others’ coping strategies and even practice them, when appropriate. This can be a great activity in small groups to discuss strategies and identify what works best for each individual student. Give it a try!

Get your free printable list of 100 Coping Strategies here. Use this quick guide to help teach, practice, and choose the best coping strategies for your students. It can a fun and positive activity to read through the list and choose coping strategies to practice.

Here is a list of 100 coping strategies for emotional management:

1. Take deep breaths

2. Do a positive activity

3. Play sports

4. Think of something funny

5. Take a quick walk

6. Practice yoga

7. Stand up and stretch

8. Listen to music

9. Take a time out

10. Slowly count to ten

11. Use positive self-talk

12. Say something kind to yourself

13. Talk to a friend

14. Talk to an adult

15. Close your eyes and relax

16. Say, “I can do this”

17. Visualize your favorite place

18. Think of something happy

19. Think of a pet you love

20. Think about someone you love

21. Get enough sleep

22. Eat a healthy snack

23. Read a good book

24. Set a goal

25. Jog in place

26. Write in a journal

27. Hum your favorite song

28. Doodle on paper

29. Draw a picture

30. Color a coloring page

31. Clean something

32. Meditate

33. Use a stress ball

34. Dance

35. Write a letter

36. Look at pictures you’ve taken

37. Make a gratitude list

38. List your positive qualities

39. Do something kind

40. Give someone a hug

41. Put a puzzle together

42. Do something you love

43. Build something

44. Play with clay

45. Hug a stuffed animal

46. Rip paper into pieces

47. Play an instrument

48. Watch a good movie

49. Take pictures

50. Garden

51. Write a list

52. Keep a positive attitude

53. Schedule time for yourself

54. Blow bubbles

55. Write a positive note

56. Chew gum

57. Paint your nails

58. Write a story

59. Blog

60. Read a joke book

61. Write a poem

62. Drink cold water

63. Draw cartoons

64. Read a magazine

65. Write a thank you note

66. Count to 100

67. Make a list for the future

68. Read inspirational quotes

69. Compliment yourself

70. Visualize a stop sign

71. Laugh

72. Smile in the mirror

73. Smile at others

74. Do schoolwork

75. Look at animal pictures

76. Hyperfocus on an object

77. Notice 5 things you can see

78. Paint with water colors

79. Use a relaxation app

80. Watch a funny video

81. Drink some tea

82. Cook or bake

83. Plan a fun trip

84. Use an I-statement

85. Identify your emotions

86. Express your feelings to someone

87. Write down your thoughts

88. Identify a positive thought

89. Make your day’s schedule

90. List 10 positives about you

91. Ask yourself, “What do I need right now?”

92. Tell someone you are thankful for them

93. Pet an animal

94. Make a list of choices

95. Ask an adult for help

96. Organize something

97. Play a card game

98. Listen to nature sounds

99. Sit and relax all your muscles

100. Ask for a break

If you are interested in even more coping strategies, consider my Mindfulness and Coping Strategies Mega Bundle. With this resource, you will get over 600 pages of lessons, activities, crafts, task cards, posters, and more focused on practicing coping strategies and mindfulness.

Also, make sure you read up on one way I practice coping strategies with a craft! I’d love to hear what other coping strategies work for you and your learners!

5+ Ways to Encourage Gratitude

December 26, 2016 by pathway2success Leave a Comment

Gratitude means feeling thankful and appreciative for what you already have. By just taking the time to recognize what we are grateful for, we can become happier, more relaxed, and keep a positive mindset. Encouraging kids and young adults to develop gratitude has been an interesting area of study. Some research highlights that getting in tune with your gratitude help social, health, and emotional well-being. Just a few examples include better relationship skills, more trusting of others, fewer feelings of stress, better ability to bounce back from challenges, reduced feelings of jealousy, and improved quality of sleep. In order to really teach and encourage gratitude with kids and young adults, we have to first understand it ourselves, though.

So how does gratitude really make us happier? It just makes sense, really. The more you pay attention to the positive things in your life, the happier you will be. Best of all, there are truly SO many things to be grateful for each and every day. Too often, we overlook the small things (and even the big things) that add to our lives. You might be grateful for: Your sister helping to clean up after a family dinner, the smell of rain in the spring, how great you feel after a morning workout, the taste of your favorite dessert, or the ability to stay in touch with your cousin who is thousands of miles away. Talking and writing about those things we are grateful for really brings them back to life. Once you do, you realize how much you really have to be grateful for.

Here are some simple ways you can encourage gratitude with kids and young adults:

1. Start a daily practice. Have students write down at least one thing they are grateful for every day. This can be a simple routine first thing in the morning or before students go home at the end of the day. It doesn’t have to take long, but it will start to positively impact kids and young adults. By recognizing what they are grateful for, both big and small, students will see that there is so much positive around them. You can start with this free Gratitude A to Z printable.

2. Say “thank you”. And encourage others to say it, too. Make it a normal routine to express gratitude when someone does something kind. Not only will it help you express your gratitude, but it can be a quick statement that means a lot to someone else. Best of all, it really doesn’t take any time at all.

3. Use gratitude slips. These are a simple and really fun way to tell someone else you appreciate them. Print these free gratitude slips on different colored paper and hang them around. When someone wants to use one, they can just simply rip the slip off and kindly say “thank you”.

4. Start gratitude journals. One of the best ways to practice showing your gratitude is by writing in a gratitude journal. All it takes is 5-10 minutes per day that you dedicate to writing in a journal about what you are thankful for. If kids struggle with writing skills, they can simply make bullet points or lists. Gratitude journal writing is a fantastic activity to do in the morning to start the day off with a positive mindset, or in the afternoon to bring positive closure to the day. Teach kids that they can write about anything: feeling healthy, a certain best friend who can be trusted, or being able to watch the phases of the moon. Over time, research indicates that gratitude journals help build positive thinking skills and increase happiness. These effects don’t just happen overnight, but are grown over time.

Strategies for practicing gratitude with kids and young adults do not have to be challenging! Have students use an empty jar or tissue box and add their gratitude slips to it every day. They can read the slips when they are feeling anxious, worried, upset, or just need some extra positive in their lives! #gratitude #pathway2success

5. Make a gratitude jar. Just use any old jar. Clean it up and place it somewhere special. Once in a while (or every day, if you choose) practice writing down at least one thing you are grateful for. Write your gratitude note on a small slip of paper, fold it up, and place it in the jar. When the jar gets filled, open the jar and read all the things you are grateful for. Not only does it encourage kids to find and write more things to be grateful for so they can fill the jar, but it’s fun to reminisce and remember all the little things we have in our lives when we review them. This is also something easy that kids can do at home with their families.

6. Create a gratitude club. Find some eager students who want to work together to create a more positive community in your school or organization. Students can develop ways to share and encourage kindness and gratitude with others.

Teachers, parents, support professionals, and other adults can get a lot out of teaching gratitude to kids and young adults. If you focus on the positive things in life, you are just more likely to feel happy. In turn, you will return that happiness by being kind to others. It really becomes a cycle of kindness and a positive climate. While focusing on gratitude is great for all students, it can be especially beneficial for kids with special needs or emotional struggles. This includes kids struggling with managing their emotions or behavior. By focusing on the positive, kids can build their confidence levels over time. I have created a Gratitude Workbook where you can get all of these ideas and more resources for teaching gratitude. Best of all, not only will kids benefit from practicing gratitude, but all adults will, too.

Teaching Kids to Work Together

December 11, 2016 by pathway2success Leave a Comment

Having kids and young adults working in groups (and partners) is just part of everyday life as as teacher. It can feel wonderful when you see a small group of kids collaborating effectively and learning together about a new topic. It’s true that many kids really learn best from each other when compared to learning from a teacher at the front of the classroom. On the flip side, though, sometimes setting up groupings in your classroom can be a nightmare. Whether or not the groups work well can have a huge impact on your classroom management, lesson, and the entire flow of the classroom.

Here are some simple tips that teachers can implement in their classrooms to support and facilitate cooperative partners and groups.

Tips for Teachers During Group Work
1. Choose the groups ahead of time. It might be tempting to let kids pick their own partners, especially since it is quicker and easier on the teacher. Most of the time, this doesn’t work out nearly as effectively as teacher-chosen groupings. Spend the extra time up front to pick your groups and it will pay off ten fold. Ahead of time, you can make a list of a few possible groupings that work. Keep this as your backup if you forget to make groups ahead of time.

2. Give directions in many different ways. Once it is time to get started in a group, there are always a few kids who didn’t hear the directions and aren’t sure what to do. This can really create mayhem in group situations. Set up a routine with having directions written on the board, written on paper, said aloud, and/or listed on your website. Give kids multiple opportunities to go back to those directions without needing you right there in order to promote independence.

3. Teach skills for working in groups. Don’t assume that all kids know and understand how to work cooperatively in groups. Many don’t. Spend time teaching how to work effectively with partners and in small groups. Giving some “group ground rules” can save the day (and year).

4. Identify the kids who need stronger supports. Some students will need extra attention during partner and group time, such as reminder cards, frequent check-ins, or a checklist to keep themselves on track.

5. Give choice and differentiation in your group work. Provide choice and supports so that all kids have the opportunity to find success. Perhaps a student who struggles with writing doesn’t write the paper but draws for the group. You may also choose to have different groups doing different things. Give a lower level reading passage to those who have similar reading skills, for example. As long as each group is working and making progress, it’s okay if they get to their learning goal in different ways.

6. Modify assignments for students with special needs. Assignments that are just too challenging for kids with disabilities are a recipe for disaster when it comes to group work. Again, make sure that every student has a way to find success. Modifying each assignment specific to student needs is a way to reach that goal. Consider learning more about how to modify for students with special needs.

Working With Others – Groups and Partners

If you need more support in helping kids learn how to work effectively in groups, consider this Working With Others Workbook. Using this workbook, a teacher or specialist can work with a small or large group of kids to develop those cooperative learning skills necessary for success. The workbook is set up to be completed in order, with skills that build on each other. For example, kids will first learn and understand why it’s important to work effectively with others, understand how to be a responsible partner, and then even identify problem behaviors they might exhibit when working in groups.

When it comes to learning to work together, lots of guided practice will make the difference. Not only is group work is often something that kids really love, but a time when lots of student to student learning occurs. It will be worth the effort in the end!

Social Skills for Middle and High School Kids

September 4, 2016 by pathway2success 4 Comments

Most middle and high school teachers like to hope that students come to them already pre-programmed with strong social skills and abilities. It would definitely make classes easier, but we know that it is not true in many cases. Sometimes, problems with lacking social skills actually manifest themselves as behavioral challenges. For example, the student who is always interrupting in class may not know or understand the social rule that he should wait his turn. The student who constantly gets in trouble during group work might not know the group ground rules and how to work with others. Lastly, the student who gets involved in lots of drama and arguments with peers in your class might struggle with peer relationship skills. All of these behavioral challenges that cause such distress in our classrooms can be aligned with a lack of strong social skills.

Once your recognize that a student or group of students need some social skills support, the next step is providing the instruction that will teach them the social skills. If they do not have good social skills by middle or high school level, they will likely need a lot of direct instruction, practice, and support to make good progress. Kids CAN learn social skills though, regardless of their age.

What makes social skills instruction so challenging at the middle and high school level is that there usually is not any time in the day to focus on these skills. In elementary school, there might be a morning meeting time, small groups, and recess – all great times that teachers, school counselors, and social workers can target teaching social skills. At the middle and high school levels, though, the level of academic rigor is increased significantly, leaving minimal time for social teaching. Still, there are ways to weave social skills instruction into your classes.

Use literature to discuss social behavior. While reading a passage or book, use the characters to highlight social skills and behavior. Ask questions like, “Why do you think he did that?” and “How did his actions impact the others?”. Even more, highlight and discuss specific skills that some of your students might have challenges with. This is a great way to incorporate teaching social skills because it makes it less personal for kids.
Use small group work to review social skills. This goes for any group or partner work, such as science labs, partner reads, think-pair-shares, and more. Prior to starting group or partner work, review how your students should work with others. Explain and show what it means to keep eye contact with your partner, to listen to your group members, and to do your fair share of the work. These are essential social skills when working with groups or partners. You can find more direct instruction with the Working with Others – Groups and Partners workbook.
Allot a short period of time to social skills each week. This can be done during resource room, study hall, or an advisory period. Focus on explicitly teaching and practicing the social skills your kids need. Consider running a social skills group once a week for 20 minutes. Adding peer role models will help significantly.
Train peer role models to support social needs. Kids just learn better from other kids. This is especially true when it comes to social skills. Spend time training some peer role models to give cues and reminders to their “buddies”. Training them is simple – just privately meet with the student and direct them: “When you see Jimmy _____, just remind him to ______”. For example, in a science lab, “When you see Jimmy out of his seat during group time, just remind him to stay with his group”. The peer reminder will go farther than one from an adult.
Talk with the school counselor and social worker. The other support staff in your building may have other ideas and strategies for how to support kids inside and outside of your classroom. Find out if they are running any social skills groups and give names of kids who you think could benefit.

If you find yourself needing to practice social skills in your middle and high school classroom, try these Social Skills Task Cards for Middle and High School. It is a pack of 100 task cards specifically designed for middle and high schoolers. The cards are organized into five different sets that target different skills: Basic Interactions, Conversations, Empathy, Friendships & Relationships, and Conflict Resolution Skills. You can use them during a lunch group, study hall, resource room, advisory period, or anytime you have a few minutes left over in you class period to review.

Practice social skills with these task cards for middle & high school kids

Take the time to teach social skills and it will pay off – not only for your students but for your classroom management, too!

Organizing Task Cards

May 10, 2016 by pathway2success Leave a Comment

Task cards are fun, versatile, and really easy for teachers to use in their classrooms. With more than just a couple sets, organization of those task cards can be a pain, though. Here are some fool-proof strategies for keeping your task cards neatly stashed away until they are ready to be used.

Plastic Baggies. Place a stack of task cards into a ziplock plastic bag. Label the outside with a sharpie and you are set to go! You can also hole punch a corner of the bag and add them to a binder to add to similar themed task cards (like with the pencil pouch method). Alternatively, you can place several task card plastic bag sets into one bigger plastic bag to be held all together. Having a variety of plastic bag sizes is helpful for this reason.

Envelopes. Just place the task cards inside the envelope and label it. You can use different sized envelopes depending on the size of your task cards. This is a great way to set out the cards for individual groups. This is pretty quick, cheap, and simple since everyone should have envelopes on hand. Use a clip to hold the envelope shut so you don’t end up with task cards all over the place!

Pencil Pouch to Hold Task Cards

Pencil Pouches. Put a stack of task cards right into a pencil pouch. Then, zip it up and label the outside of the pencil pouch. Best of all, you can put multiple sets of task cards away like this within 1 binder. This is a great way to organize task cards for whole units or months. This is by far my favorite approach, especially if you invest in high-quality pencil pouches that will last over time.

File Folders. Set up a container with file folders. One container can be math and another container is reading. Then, label each file with specific topics you need to teach. Add your task card sets to each category, as needed. Another option is that you can also set the file folders up by the week (week 1, week 2, so on) or the month. Arrange which task cards you’d like to introduce for each week or month of school. This can be helpful if you love incorporating holiday themed materials in your classroom.
File Folders for Organizing Task Cards

Stack-able bins. Choose your size and style of bins that stack together. Label the outside of each bin with the type of task card. This is a great strategy if you plan to store task cards in a cabinet or shelf in your classroom.

For my last blog post on fun and simple ways to use task cards right in your classroom, click here.

How do you organize and manage task cards in your classroom?

7 Tips to Survive the End of the Year

5+ Ways to Encourage Gratitude

Teaching Kids to Work Together

Organizing Task Cards

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