Tips for Teachers

How to Integrate Executive Functioning Skills into the Classroom

February 2, 2021 by pathway2success Leave a Comment

25+ strategies to integrate executive functioning skills in the classroom

If we want learners to develop strong executive functioning skills, it is critical to integrate them into the daily classroom. Integrating executive functioning skills into classroom instruction just makes sense. In short, this means taking important skills like organization, planning, and self-control, and practicing them right alongside average daily tasks.

At first it might seem overwhelming to teach executive functioning skills. It’s important to note that every educator is already a teacher of executive functioning skills. These are skills educators and students use every day (in fact, all people use them every day). Some ways students use them include:

Students organize their desks and binders.
They pay attention during conversations and class lessons.
Students initiate tasks when starting work.
They persevere through difficult tasks and assignments.
Students use self-control to make positive choices.

This is why integrating this instruction into the day makes so much sense. Kids and teens are already using these skills, so let’s teach and support them along the way.

Of course, integrating EF skills is great, but I’m also a huge advocate for teaching these skills explicitly too (you can feel free to read my 12 reasons why). If you want to skip straight to teaching these critical skills explicitly, I’ve got you covered. One great way to start is using this executive functioning workbook. It’s one of my favorites because it’s no prep – just read and learn together. If you want more ideas for integrating in other ways, though, keep reading!

Below I’ve listed some examples for ways to integrate executive functioning skills into the regular classroom instruction. Some of these techniques educators might already do in the classroom. Of course, that’s great! Moving forward, though, it’s even more helpful to be explicit about what you are teaching, why it matters, and how students can use these skills in the future. Name the executive functioning skills kids and using and spending time discussing how it can help them.

It’s also worth mentioning that integrating executive functioning skills isn’t a one-time activity. These tasks can be done again and again. They might need to be reviewed and re-practiced. The good news is that all learners benefit from learning and practicing executive functioning skills. In fact, teaching executive functioning skills too much is almost enough. The goal is that kids and teens learn these skills so well that they no longer need adults reminding them to organize their binder, write down their homework, or make a list of what they need to study.

Teaching executive functioning skills too much is almost enough.

Here are 25+ strategies for integrating executive functioning skills into the classroom:

Explain how executive functioning skills are used in the classroom.

Kids and teens need to know they are already using executive functioning skills every day in class. In math, we use working memory to solve problems in our head and we use flexibility to try a new way when one strategy isn’t working. In reading, we use perseverance to figure out a word we don’t know and megacognition to think about what we’re reading. These are just a few quick examples to begin the conversation. Grab these free printable and digital executive functioning posters to start.

Use think alouds.

A think aloud is the process of actually saying the words out loud that you are thinking. This seems like such a simple task, but it has big impacts! Many times, kids and teens with executive functioning challenges don’t understand why we do certain things. Think alouds can change that. For example, you might say, “I am writing the due date of the upcoming project up on the board right now. This will help all of us remember that it’s coming up. You might want to write it down in your planner, too.” Again, this can be done with literally any task.

Teach and practice study strategies before a quiz.

It only makes sense to discuss study strategies prior to a test or quiz. Of course, this benefits kids by giving them concrete ways to prepare for the upcoming assessment, but it also helps build a toolbox of study skills for a later time. Different assessments might mean different study strategies. For example, before a math test on fractions, students might want to look back on older homework assignments and re-do past examples. Spend time practicing a few in class before sending kids home to study on their own. Read these tips for teaching study skills for more ideas.

Highlight one executive functioning skill each week.

Even if you don’t have an entire class period to cover executive functioning skills, you can dedicate a week (or month – whatever works best for you) to cover them as you go. Start with planning. Spend a few minutes explaining what planning is and why we do it. Then, throughout the week, make it a point to highlight specific examples of when kids are planning, such as writing down in their homework logs or writing an outline before starting a complete report. Grab this free printable executive functioning poster to help explain each skill.

Executive functioning free printable poster

Discuss and list out strategies for getting stuck on assignments.

All kids and teens get stuck sometimes. Before challenging assignments, make a list of ideas for what to do when they don’t know the answers. Make a list to keep on the board or encourage kids to write down their own list ideas. This can even be a poster up in the classroom somewhere you review often. These strategies build flexibility and perseverance along the way.

Make mini-deadlines for a long-term project together.

When assigning a long-term project, take a few moments to map out important mini-deadlines with your students. So often, a long-term project is daunting for anyone. Breaking it apart into more manageable tasks can help with task initiation, organization, planning, and time management.

Map out mini-deadlines for projects to build executive functioning skills.

Give reminders for expected behaviors.

While giving reminders about behavior is just a best practice in the classroom, it’s also a way to strengthen executive functioning skills. Before a lesson, remind kids what behaviors you should see that would help them stay focused and pay attention. Before walking to another class, have a quick chat about how to stay quiet when walking in the hall (self-control). Not only will these reminders help students in the moment, but they can be a great way to reinforce executive functioning skills too.

Give daily and/or weekly organization time.

Daily (and weekly) organization time has huge benefits! Kids and teens need extra time to put papers in the correct spot, tidy up binders, and toss out pages they don’t need. This extra time reinforces the idea that organization is an ongoing practice (not something you do once!). Make it a regular routine by scheduling it into your day.

Exercise.

Movement is shown to increase skills for attention and memory. Make it a morning routine to do stretches, practice yoga, or do jumping jacks. You can change up the routine and even have student leaders (kids love this!). Most importantly, you’ll help set the stage for success for the rest of the day.

Use a visual timer.

A visual timer is a helpful tool that shows how much time is left for something. You can use these during quizzes, working sessions, organization time, or during a transition. It’s a great way to incorporate time management skills into whatever you are already doing.

Use task cards to discuss EF skills during downtime.

Use time during the minutes before class starts, while kids are waiting for the bus, or even between transitions. Every minute is valuable! Spend this time discussing questions and situations to build stronger executive functioning skills. Put your executive functioning task cards on a ring and ask the questions you have time for. Here are a few questions you might want to try (or grab these executive functioning task cards that are ready to go!):

How could staying organized help you reduce stress? (organization)
You have a lot of homework and you have practice at 6pm. What can you do? (planning)
List three tasks you need to accomplish and estimate the time it might take to complete them. (time management)
What are some routines that could help someone get started with work right away? (task initiation)
A teacher in class gives a direction. What can you do to remember it? (working memory)
Give two examples of times when someone might use self-control in school. (self-control)

Use task cards to discuss EF skills during downtime.

Preview changes to the schedule and discuss staying flexible.

When a change to the schedule is coming up, spend time previewing and discussing the switch. For example, if you know there will be an assembly where students will miss part of their art time, bring it up sooner rather than later. This can help kids and teens build skills for flexibility while coping with change.

Talk about executive functioning skills in literature.

Characters show perseverance, self-control, and flexibility. Use such examples to talk about executive functioning skills and why they matter. These skills can be weaved into practically any short story or text, but you can also choose books that specifically target EF skills. Here are just a few:

What We’ll Build by Oliver Jeffers (planning)
Respect and Take Care of Things by Meredith Johnson (organization)
The Paperboy by Dav Pilkey (task initiation)
Your Fantastic, Elastic Brain by JoAnn Deak (metacognition)
My Magical Choices by Becky Cummings (self-control)
Salt in His Shoes by Deloris Jordan (perseverance)

I’ve also developed a set of executive functioning read-aloud stories with activities. These are great to teach skills like planning and time management in a concrete and fun way.

Talk about executive functioning skills in literature.

Role-play scenarios.

Instead of just talking about writing homework down or focusing in class, act out what these behaviors look like. You might say, “Who can show me what it looks like to put this paper away in your binder right away?” Kids and teens will love the acting practice, and it will help them commit these behaviors to memory for the future.

Model and practice positive self-talk.

Positive self-talk is a critical component for flexibility, self-control, and perseverance. Model, practice, and encourage positive self-talk often! Some examples of statements you might use include:

“This is tough, but I can do this with hard work.” (perseverance)
“I can think this through and make a plan.” (planning)
“I am in control of my choices.” (self-control)
“This didn’t go like I expected, but I’m going to go with the flow.” (flexibility)

Model using a calendar and homework assignment list.

Kids and teens do what they see. Keep a calendar in the classroom visible where important dates are posted on a regular basis. Similarly, set up a homework spot in the classroom where daily assignments are listed each day. Not only does this provide a clear model for students on how to stay organized and plan, but it also serves as a critical support to those who need an extra boost.

Use digital tools and supports.

Apps like MyHomework and Remind can be extremely helpful to keep kids and teens on track. Even online games and websites can provide a little extra support. One of my favorites is this site filled with virtual manipulatives kids can use in math. Feel free to explore more digital supports for executive functioning skills.

Send ideas home.

Not all executive functioning work needs to be done in school! Encourage families to plan a meal together (planning), learn something new (metacognition), or do a puzzle (working memory). Use this free digital and printable poster to send home to families with some ideas to start.

Executive functioning home ideas printable

Estimate time for tasks.

Build time management skills by helping kids and teens understand how long tasks might or should take. You can even have them give their best estimates, record these, and compare once the task is done.

Allow work re-dos.

Let’s face it – kids and teens don’t always do their best on academic work. Consider times to allow kids to re-do their work for extra points. For example, if a student does poorly on a quiz, you might assign them to re-do the problems they got wrong and give a short written explanation for what they fixed to make it right. This helps kids and teens work on metacognition by thinking about their own thinking. They also work on flexibility by considering what they did wrong and what they need to change. Of course, this task also builds perseverance.

Play games.

Games are a great way to give a break or reward at the end of the week. It’s easy to integrate executive functioning skills playing games when you are purposeful about the skills you’re practicing. Here are a few of my tried and true favorites:

Scrabble (planning, flexibility)
Jenga (planning, self-control)
5 Second Rule (time management, metacognition)

Learn more about other games to build and strengthen execuitve functioning skills.

Assign executive functioning work for early finishers.

If students finish early, give them the “reward” of working on a digital executive functioning workbook. It’s a fun and interactive set of lessons that teach meaningful skills, such as being self-aware, understanding how the brain works, how to plan, using self-control, getting organized, and more.

Model staying organized.

In the fast-paced world of being an educator, it’s not always easy to stay organized. Papers pile up. It’s important to note that kids and teens benefit from seeing more organized spaces in the classroom. That includes student workspaces, teacher desks, and even visual spaces around the room. Work to avoid clutter and organize spaces on a regular basis.

Use questioning techniques.

Rather than telling students what to do, use more questions. In other words, instead of telling kids what to do, try asking them what they should do. This takes a little longer, but builds critical problem-solving skills that help learners become independent over time. This practice prompts kids and teens to think and problem-solve on their own. These are really only limited by your imagination, but here are a few sample phrases you might try:

“What should you do next?”
“What do you think the best way to solve that might be?”
“So, what can you do?”
“What could you try?”
“What are some steps to help you accomplish that?”

Rather than telling students what to do, use more questions to build executive functioning skills.

Give time checks during working sessions.

Kids and teens who struggle with time management often lack a good understanding of time in general. During working sessions, make a quick note when students have five or ten minutes left. Even better, you can try using a bell or chime to give a time warning.

Come up with “study lists” together before assessments.

In order for kids and teens to be able to study well, they need to know what to study. Believe it or not, this can be a huge mystery for kids who struggle with executive functioning. Before a quiz or test, make a study list with your students. While handing out a pre-made study list is helpful, it’s even better to do this practice with students. That’s because you are engaging their brains to start to think about what they need to study and why.

Use visuals.

Visual supports can serve as simple and permanent reminders about executive functioning skills. For example, you can have a poster about perseverance encouraging kids to work hard and not give up when something in tough. You can even add your own strategies for what to do when they get stuck. Post these visuals around the room and refer to them whenever the particular skills come up.

Discuss prioritizing assignments.

Being able to prioritize is a critical skill for planning, organization, time management, and even task initiation. When many different activities are assigned all at once, make the most of your time by talking about how to prioritize them. For example, imagine students have a history quiz at the end of the week, a journal entry due tomorrow, and a book report that needs to be finished next Thursday. Spend time talking about how to juggle and prioritize which work should come first. Let kids brainstorm and share what works for them. So often, kids learn best from one another.

Use executive functioning activities as brain breaks.

All kids need a break sometimes. This is an important time to clear the mind. It just gives a reset! Use this time to play games and activities that also target executive functioning skills. For example, Simon Says is a simple game that can build self-control and attention skills. Need more ideas? Take a look at these executive functioning play activities!

Post an executive functioning bulletin board.

I’m a believer that visuals and bulletin boards in the classroom should be meaningful. Use this space to provide reminders about skills like planning, organization, self-control, and perseverance. Make your own with your students, or use this ready-to-go executive functioning bulletin board.

Give responsibilities.

Responsibilities themselves build critical executive functioning skills. So often, kids and teens really enjoy having jobs in the classroom. Assign weekly or monthly responsibilities to students to help build their skills for planning, organization, time management, and perseverance. Some examples of responsibilities might include:

Board cleaner
Note messenger
Pencil sharpener
Attendance taker
Gardener
Librarian
Technology support

Integrate arts and crafts.

Everyone needs an arts and crafts break sometimes! Consider adding some executive functioning skill work right into this time. One really fun and meaningful craft is to create “executive functioning keys” for each of the skills. You can then have kids hold up their keys when they are using the skill later on.

Conference individually with learners to work on goals.

Individual conferencing is a great way to work on a variety of executive functioning skills, and it can be done by teachers of any grade or academic area. Meet with students briefly once a week or once a month (this is going to depend on the number of students you have, of course). Mark SMART goals together for aspirations your students want to achieve. Go over how they are doing, what goals they’d like to work on in your class, and strategize a plan together. This builds skills for planning, organization, time management, flexibility, attention, and perseverance.

I hope some of these ideas have been helpful! If you love this article, please make sure to share with others, and feel free to comment below with any strategies you use in your classroom.

25+ strategies to integrate executive functioning skills

8 Mindful Brain Breaks with a Nature Theme

October 20, 2020 by pathway2success Leave a Comment

Everyone needs a break in their day. This is true whether students are learning in the classroom (in person) or taking part in a virtual classroom and learning from a distance. Brain breaks are a healthy strategy to help kids and teens clear their minds, refocus, and start fresh.

As a bonus, mindful brain breaks are more than a quick break between academic tasks. They are actually a coping skill kids and teens can take with them wherever they go. By learning techniques for mindfulness, students can work to improve self-regulation skills, manage tough emotions, and develop a sense of calm in challenging times.

In particular, I’m a huge fan of brain breaks with a nature focus. Why? Nature is naturally calming. Everything from the feel of the wind to the sound of the birds singing brings about a sense of calm. Venturing off into nature to calm down is great, but sometimes we don’t always have that luxury. That’s where brain breaks with a nature theme come in.

It’s worth mentioning that all of the brain breaks listed below come from a Mindfulness Brain Breaks for Nature set you can grab and use with your learners. They are printable and digital, making it easy for you to use in the classroom or virtually.

Mindful brain breaks are a helpful tool to help improve focus, encourage self-regulation, and just give a fresh start. Use these mindfulness brain breaks in the classroom or virtually to help students to do their best!

Get started with mindfulness nature break breaks with your learners.

In the meantime, here are are 8 mindful brain breaks you can use with your learners (or just for yourself!) right away:

Mindful Observance. Pick any object around you. This can be anything from a water bottle to a book. Of course, it’s even better if you can choose an object from nature, such as a leaf, rock, or stick. Focus all of your attention on that object. Think about what it looks like, what shapes it contains, how it moves, and even how it makes you feel. Keep focusing on that object for at least two minutes.

Feelings of Gratitude. Sit comfortably. Breathe in and out. List 10 things in nature you are grateful for. You can say them out loud or write them down. Picture them in your mind as you think of them.

Be the Hawk. Sit comfortably and close your eyes. Imagine you are a hawk flying over land. Imagine what you can see, smell, hear, feel, and taste as you fly. Breathe in and out as you imagine this.

Like a Plant. Stand up tall like a growing plant. Stretch up to the sky and hold your pose. Think about all the ways you have grown in the past year. Release and come back to normal. Try again three more times.

Butterfly Breathing. Imagine you are a beautiful butterfly with colorful wings. Use your arms to pretend you are flapping your wings as you breathe in and out slowly.

Rainforest Visualization. Imagine you are standing in a rainforest filled with green plants and waterfalls rushing over rocks. Just breathe. Think about what you can see, hear, feel, smell, and taste.

Songbird. Imagine you are a bird perched on a branch overlooking a vast green forest. Quietly hum a song to yourself as you slowly breathe in and out.

Floating on a Cloud. Sit in a comfortable position. Close your eyes and imagine you are floating on top of a cloud. Relax all of your muscles and let the cloud control your weight. If you can, feel free to try this while lying down!

Remember that brain breaks should be simple and fun. While they might seem “silly” at first, practicing them a few times can provide kids and teens with the quick break they need to get back to learning their best.

10+ Phrases to Avoid Saying to Learners with Executive Functioning Challenges

October 6, 2020 by pathway2success 1 Comment

Kids and teens who struggle with executive functioning challenges go through a lot every day. From trying to focus in class, remembering to turn homework in, and working through daily challenges that pop up, it can be stressful. Executive functioning challenges are real.

What are executive functioning challenges?

Executive functioning skills are the life skills we use every day to accomplish daily tasks. They include planning, organization, time management, task initiation, self-control, working memory, flexibility, and perseverance.

When you think about it, these skills are ingrained in everything we do. For example, when you need to clean or tidy a room, you use a variety of skills all at once. You need organization skills to help you figure out where things go, time management skills to work most efficiently, self-control to help you stay with it when you want to watch television instead, and task initiation skills to get started in the first place.

Over 10 phrases to avoid saying to kids and teens with executive functioning challenges.. and what to say instead! Use these strategies to build kids up and help them become independent. — *Grab your free executive functioning skills poster.*

Humans aren’t pre-programmed with these skills. Some children learn them at home, with peers, during real life situations, and at school. While many kids and teens walk into the classroom with these skills intact, it’s safe to say that many still do not.

Kids and teens with executive functioning challenges are going to struggle with a variety of tasks. As individuals, we each have our own unique profile of executive functioning strengths and weaknesses, so this may look different for different kids.

You might see a student who loses homework assignments or never remembers to bring the right binder to class (planning and organization). This might be a child who continually calls out in class and acts in impulsive ways (self-control). You might see this in a learner who gives up too quickly on assignments because they are “too challenging” for that student (perseverance). Perhaps it is a teen who spends the entire working period on one math problem instead of being able to move on and work on other questions instead (flexibility and time management).

Can executive functioning skills be strengthened?

In a one-word answer: yes. Executive functioning skills can be strengthened and improved over time. Just like improving math or reading skills, learners can also strengthen their abilities to plan, stay organized, and use self-control in challenging situations.

Most importantly, adults (both parents and teachers) do not have to be experts in executive functioning skills to help kids and teens make improvements. There are many different ways to teach executive functioning skills to students, from board games to discussions.

If you need something to help young adults learn these skills right away, I’ve put together an entire yearlong executive functioning set filled with printable and digital activities.

Get started with executive functioning activities for the year.

How do our words impact kids with EF challenges?

As adults, we play a huge role in supporting learners through these challenges. And one thing is for sure – our words can be powerful.

Below, I highlight some phrases to try and avoid saying to kids and teens with executive functioning issues. Just an important note that many of these things I’ve said (some many times). This is in no way meant to shame or embarrass anyone who has said them. Instead, I share this as an educational and supportive post meant to help us all grow and learn along the way.

Additionally, this isn’t just a way to “sugarcoat” what we want to say. It’s really about working with kids and teens in the best way. If we can make small changes in what we say to help kids feel more confident, strong, and empowered, it makes sense to give it a go.

And of course, while the intent is focused on learners who struggle with EF needs, it should go without saying that many of these strategies could be applied to all kids and teens.

10+ Phrases to Avoid (and what to say instead):

#1 “This is easy.”

I am guilty of using this phrase in the past. It sounds like it should be encouraging, but actually can have the opposite effect. Just because something is easy for one person, doesn’t mean it is easy for another. And if a student is struggling with something that should be easy, it could be a big blow to their confidence.

What to do or say instead:

Teach positive affirmations to help kids and teens develop a positive inner voice. (example: “You’ve got this.”)
“On a scale of 0-10, how easy or difficult is this for you?”
“Let’s get started and see how you do.”
“How are you feeling about this so far?”
“Do you want me to show you some strategies that can help you through this?”
“You can do this with hard work.”

#2 “Hurry up.”

Kids and teens with executive functioning challenges are more likely to take longer on tasks. This can be due to slower working memory, weak attention skills, or difficulty with task initiation. While it’s normal to want to move along quicker, telling a child or young adult to hurry up actually can have the opposite effect. It can create feelings of shame, worry, and anxiety. It’s clear that doesn’t solve the problem and often only makes it worse. Instead, let’s remind kids and teens to go at the pace that’s right for them.

What to do or say instead:

Remember to have empathy and give patience first and foremost.
Give wait time.
“Think about it and I’ll come back to you in a few minutes.”
Give a heads up before calling on a student in class.
Make a checklist for tasks together to serve as a written and visual reminder. This can help build independence.
“Go at the pace that’s right for you.”
Teach time management skills.
“Let’s take a time check. Think about where you are and what you need to finish.”

#3 “I already told you.”

Imagine this situation: A child finally figures out that they need to get started on an assignment but realizes they have no idea what to do. When they go and ask for help, they are told, “I already told you.” This is a huge motivation and confidence killer. There are several reasons why the student might not have understood or heard the instructions the first time around. The goal is always to help kids and teens learn the skills and become independent. So, when a learner comes around asking for help, it’s important to give them that support instead of turning them away.

What to do or say instead:

“What could you use help with?”
“Where could you find that information?”
“Do you need a refresher? That’s okay! We all need that sometimes. I can explain.”
“What questions do you have?”
Incorporate visuals and written reminders to help promote independence.
Provide interventions for attention skills.

#4 “I’ll just do it.”

Learned helplessness is a real threat for kids and teens with executive functioning challenges. This is what happens when they learn they just can’t do thing on their own. Eventually, they figure out it’s easier if someone else just does it all for them, stripping them of their independence. Even though it’s often more challenging and time consuming for kids and teens to complete tasks on their own, it’s critical they go through the process.

What to do or say instead:

Give prompts and encouragement, but let the child do it independently.
“What do you think you should do next?”
On most challenging tasks, take turns with the student. For example, the adult can write one sentence and the student writes the next. This provides support, while still setting the expectation that the child is also doing the work on their own.

#5 “You’re lazy.”

Kids believe what is said about them. By labeling a child or teen as lazy, it can be incredibly dangerous in the long-term. And while it’s pretty obvious that this is a phrase no adult should ever say directly to a child, I think it’s worth stating that it’s not something that should ever be said about a kid, either.

What to do or say instead:

Teach strategies for task initiation.
Consider incentives to help motivate the child or teen.

#6 “You should already know how to do this.”

As educators, we’ve all thought this one. We teach a skill or expectation and have the belief that every child should know how to move forward on their own. In reality, that’s not always the case. If a child or teen doesn’t complete a direction or task, there is a reason why. Consider where the breakdown is and go from there.

What to do or say instead:

“What do you think you should do?”
“Where could you find the directions for this assignment?”
“Who could you ask if you are stuck?”
“What strategies can you use if you are stuck?”
Stop and consider what skills that student might need to be taught. If they are lacking a skill, teach it explicitly before moving on.

#7 “Calm down.”

Telling an agitated person to calm down doesn’t actually help anyone calm down. Working through executive functioning challenges can absolutely be stressful and difficult day after day. And it’s okay if kids feel frustrated sometimes. Instead of “calm down,” try teaching and practicing some coping strategies together.

What to do or say instead:

Teach and practice coping strategies together. Use this free coping strategies activity to help students develop their own coping strategies list.
Practice mindful breathing exercises.
“Let’s take a walk together.”
“Let’s take some deep breaths together.”
“I can tell you are frustrated. It’s okay to feel that way.”
“What would help you right now?”
Create a calm down area to support self-regulation.
Create a coping strategies binder for the student to use when needed.

#8 “Act your age.”

The idea of acting your age is an interesting area for discussion when it comes to executive functioning skills. Some researchers, such as Dr. Russell Barkley, have indicated that learners with EF weaknesses (specifically learners with ADHD) actually behave younger than they would without those challenges. Quite often, this statement is really intended to help kids and teens make better choices. Here are some strategies to get there.

What to do or say instead:

“What are the expectations you should be following?”
“What should you be doing right now?”
“I know you can make a better choice. I believe in you.”
“Let’s reflect. What did you do well? What could you do better for next time?”

#9 “You need to redo this. You did it wrong.”

Kids and teens mess up sometimes (we all do, right?). So, there is nothing wrong with having them redo assignments or tasks when they aren’t right. In fact, it’s often important. What’s critical is the way that we, as adults, approach this. Simply telling a child they did something wrong often invites shame and discouragement. When we want kids to improve, it’s important to build them up and help them understand what they can do better.

What to do or say instead:

Use rubrics or checklists and have students assess themselves first.
“Let’s reflect together. What did you do well? What could you use help on or improve?”
“Before turning that in, I’d like to to re-read the directions and make one improvement.”
Use the sandwich technique (give positive feedback, then criticism, and then more positive). Ex: “You really did a great job on your introduction here. I like how you explained your argument clearly. I noticed on your next paragraph, you could add some extra details to support that claim in a stronger way. You made a HUGE improvement from the last paper, so I’m so excited to see the final product. Keep it going!”

#10 “Sit still.”

Many kids and teens with executive functioning challenges have difficulty sitting still for extended periods of time. If a student seems like they need to move, it’s usually because they do in fact need to move. Further, many times these students often learn better moving than sitting still.

What to do or say instead:

Give movement breaks.
Incorporate brain breaks between tasks.
Allow students to stand while working.
Consider flexible seating.
“Could you answer up at the board for me?”
Practice mindfulness.
“Let’s take a movement break before getting back to work.”
“Go ahead and stand while you work if that’s best for you.”

#11 “I like the way _____ is acting.”

This is one of the phrases many of us educators learned in college. It is supposed to be a classroom management strategy. Instead, it teaches kids and teens to always compare themselves to others. While the intent is good, the impact can be a negative one for learners.

What to do or say instead:

Instead of comparing, just be explicit with expectations.
Meet privately with the student if they are not meeting expectations.

#12 “You should have brought that with you.”

Kids and teens with executive functioning challenges are more likely to forget things. Usually, they know this. They don’t want to forget things; they just struggle with planning and organization.

What to do or say instead:

Incorporate interventions for organization.
Come up with strategies with the student to help them remember the materials they need. For example, come up with a list to keep on their binders or in their lockers. You can even post reminders at the front door before kids walk in.
Set up a classroom office with supplies for students who need them.
“Here, I’ve got this one you can borrow.”
“Is there a classmate you can share with today?”

#13 “Quit doodling.”

Sometimes, when we see someone doodling, we assume that means they are not listening. It’s important to adjust that mindset. For some learners, doodling is a way to keep their hands busy while they are taking in information. Rather than asking kids to stop doodling, give a simple check-in to assess for understanding.

What to do or say instead:

“Can you draw a picture about what you’ve learned so far?”
“Tell me your three biggest takeaways from the lesson?”
“What are your thoughts on that?”

#14 “You’re late.”

Kids and teens with EF challenges struggle with getting to class on time. Perhaps they lost track of time (time management) or started down the hall with the wrong binder (organization). Regardless of the reason, they usually know they are late. This statement can start the tone off in a negative way.

What to do or say instead:

“I’m happy to see you.”
Develop strategies and supports to help assist with getting to class on time, like checklists and a schedule.

#15 “You’re on your own.”

While it’s true that we want all learners to be independent, they also need to know we’re here to help them along when things get tough. Kids and teens with executive functioning challenges are notorious for giving up prematurely because tasks feel too difficult for them (perseverance). Instead of telling them they are on their own, remind them they can do it in the first place.

What to do or say instead:

“You can do this. I believe you.”
“I want you to try on your own first, but I’m here if you need me.”
Teach and practice perseverance.
Teach and practice positive affirmations.

Member exclusive:

When working with any kids or teens, our words mean a lot. If you take just one thing away from this post, I hope that it is that you can absolutely help kids and teens improve their executive functioning skills. Sometimes, that might be big things like teaching skills directly. Other times, it might just be considering the very things we say.

30+ Ways to Integrate SEL During Distance Learning

September 1, 2020 by pathway2success 1 Comment

Over 30 fun and engaging ways to integrate social emotional learning skills for distance and virtual learning. This list includes lots of free digital resources, activities, ideas, and links to help teachers, educators, and parents build SEL skills while teaching remote or during homeschool. This list focuses on strengthening skills for building empathy, working through challenges, improving self-control, and much more! #pathway2success

Integrating social emotional learning skills is a critical element to any classroom. These are the skills that help learners understand their strengths and challenges, recognize emotions, become socially aware, develop empathy for others, build meaningful relationships, and make positive decisions. Truthfully, the skills listed are only a fraction of what social emotional learning encompasses, but it is enough to highlight how important these life skills really are.

In every classroom all over the world, integrating social emotional learning is a necessary method to helping kids and young adults become successful. Add distance learning into the equation and SEL takes on even more importance. Normally, in the classroom, learners are engaging with peers, starting conversations, working with partners, developing friendships, learning the social rules, resolving conflicts, problem-solving, and learning to make positive choices along the way.

This year, for many, is different. Learners won’t have access to all of those natural social-emotional situations in the classroom. And while it isn’t a perfect situation, it’s worth highlighting there are many ways to integrate social and emotional learning skills virtually.

Below is a list of over 30 strategies, ideas, links, and resources (many that are free) to build social emotional learning skills from a distance. This list is purposefully long to give lots of choices and options for educators. Instead of trying to do everything, choose a few strategies to implement and see where they take you.

Strategies for Integrating SEL Virtually:

1. Start the day with virtual greetings

Greetings are always a healthy way to start the morning with students. Teaching digitally is no exception to this! Before starting your lessons or activities, take a minute to do virtual greetings such as an air first bumps, heart hands, or an air high five. You can choose a daily greeting or let your students pick. Use this free visual with daily greetings to get started.

2. Develop a mindful morning practice.

The start to the morning can mean everything. Take 5 minutes and begin a mindful practice to help learners develop a sense of calm. You can do this with different activities, such as mindful breathing, practicing gratitude, and using positive affirmations. I developed a free mindful morning routine that incorporates these techniques and more.

3. Use break-out rooms for team-building.

Kids and teens need practice working together. This builds a number of social emotional skills, such as conversation skills, conflict resolution, problem-solving, perseverance, and teamwork just to name a few. Breakout rooms can be a great way to allow students this partner/group time. One important tip is to be explicit as to what you want students to accomplish during their group time. Have them come back and share their progress or provide you with the work to allow for accountability.

4. Start with morning meeting.

Morning meeting is a semi-structured time each day that gives students the chance to talk, share, and learn new skills. It’s intended to be fairly short but meaningful. So often, this can be one of the best times to integrate SEL skills. After greetings, discuss a social emotional skill and give kids practice with it. For example, if you are learning about self-awareness, have students reflect on waht makes them unique. Give them the chance to share some interesting things about themselves or words that describe who they are.

If you’re not familiar with morning meeting, read here about how you can get started in five easy steps.

Not only does this build on critical social emotional learning skills, but it promotes a positive community too. Every classroom (in person or digital) can start with a morning meeting. You can design your own daily morning meeting times, or use these morning meeting activities I’ve developed (and this set for elementary kids too!).

5. Use discussion starters.

One of the simplest strategies for integrating SEL skills is just talking with kids and young adults. Ask them what words best describe them, what goals they have for the future, and to describe someone important in their lives. Not only do these questions build meaningful relationships among you and your learners, but they give you valuable insight to who students are and what they need. Use these free relationship-building questions to start building those relationships right away.

6. Host a weekly show-and-tell.

Kids and young adults need to share about their own lives! During distance learning, so much “down time” is taken away, from the quick chats before class to the lunch discussions with peers. Give students some of that time back with a scheduled weekly show-and-tell. Allow time for students to share something they’ve done, a new activity they’ve tried, something they’ve learned, or anything else.

What’s important is that this shouldn’t have to be connected with academics. Allow kids to show off their dirt bike, take a tour of their house, showcase a new trick they’ve taught their dog, or talk about how they beat a level in a videogame. This share time is essential to building confidence and a positive classroom climate.

7. Use journal writing.

Journaling is a healthy way to integrate social emotional skills into the academic classroom. There are multiple options for using a journal to support SEL skills. Start with a topic your students need, such as learning about feelings or making positive choices. Create daily prompts for kids to respond to. Then, give time to discuss as a group to allow for shared learning. Use this SEL Journal to target social emotional skills throughout the entire year or make your own!

8. Schedule weekly check-ins.

While whole class and small group meetings are important, individual check-ins with students can give a great deal of insight about how they are doing. Schedule short weekly check-ins with students to ask how they are doing, what’s going well, and what they need help with. In some cases, teachers may not have the time or flexibility to meet individually with all students (especially educators teaching large groups or caseloads in the upper grades). If that’s the case, meeting individually can at least be a targeted intervention for the students who need a little bit extra support along the way.

9. Give non-digital brain breaks.

During distance learning, not everything needs to be digital! Give non-virtual brain breaks to help break up the academic work. Assign activities like coloring, journaling, making a gratitude list, taking a walk outside, going on a scavenger hunt, and doing a chore at home. Use these free printable mindful coloring activities to start!

10. Play games.

Games are another brain break that can also serve as a way to teach SEL skills. Play BINGO to work on attention and listening skills. Use charades to work on social cues. Play Simon Says to practice attention, listening, and self-control.

11. Use read alouds.

One of my favorite ways to integrate social emotional learning is using read alouds and picture books. This can be done a few different ways. First, you can choose a book using this list of 100+ read alouds for SEL skills. The list is organized by SEL skill, making it easy to target a skill your students need.

The other option is just to choose any book you want. You can almost always integrate 1-2 SEL skills just by talking about the characters’ emotions, their perspectives, what problems they are working through, and how they persevere in the end. There are a number of YouTube videos with books already read aloud for you and your students, or you can read live during a meet.

12. Watch videos.

Videos and movie clips are a fun and engaging way to work on social emotional learning skills through distance learning (and in the classroom). Just like with literature, video clips give the chance to talk about emotions, empathy, perspective-taking, problem-solving, perseverance, and more.

13. Teach SEL skills explicitly.

Teaching social emotional skill explicitly is always worth the time it takes. In a perfect world, learners would come to class with skills for showing empathy, working well with others, and persevering through challenges. As educators, we know that’s not always the case. Teaching skills explicitly means talking about a skill, teaching what it means, why it is important, and giving meaningful practice so that students can build on that skill.

I recently created a digital social emotional learning workbook for students to learn about SEL skills like empathy, respect, organization, attention, teamwork, and more. When activities are more fun and interactive, students are more likely to engage and learn.

Spend time talking about one skill each day to help cover the SEL skills your learners need for success. Just one more important note: you don’t need to be an expert on SEL skills to teach them to your students! It’s better to start and learn together than never start at all.

14. Model flexibility and perseverance.

As educators, kids and teens are always looking at us as a role model. Even in difficult circumstances (and maybe especially in difficult circumstances), it’s important to model flexibility and perseverance. Be mindful of the words and tone you use when discussing distance learning. Even though a distance learning situation is far from perfect, the mindset you start with sets the stage for how students deal with the situation too.

15. Use digital tools to help kids share ideas.

There is an endless amount of digital tools for teachers and students to use during distance learning, from Zoom to Flipgrid to Seesaw and Screencastify. Choose a program or platform that can help students share ideas and collaborate, something that is essential for kids to build relationships, confidence, and problem-solving skills. With the help of some amazing educators, I’ve compiled a list of digital tools that help students share ideas and build relationships. Rather than getting overwhelmed with all the new technology, try to start with 1-2 ideas and start from there.

16. Practice and model coping strategies.

Managing emotions is always an important skill, but probably even more important for kids right now. Spend a few minutes each day (or week) practicing coping strategies together. These are activities like listening to music, practicing mindfulness, exercising, and coloring. It’s important to give learners a variety of skills to practice. As individuals, we all have different strategies that work best for us. By practicing coping strategies together, this can help students find the activities that work best for them.

You can even help students create their own coping strategies notebook. Choose a strategy, have them list out the steps, and they can add a picture of themselves doing that strategy. This is a teaching tool, and a support for later on. Students can return back to their coping strategies notebooks to remind them of calm down skills in the moment.

17. Use positive affirmations.

Positive affirmations are the positive words we say to ourselves. These words can provide assurance, encouragement, and support through tough times. Positive affirmations can be a healthy way to start the morning or even act as a coping strategy in stressful moments. By using positive thinking, students can build confidence, calm emotions, and refocus for the day. Use this free positive affirmations list to help students develop a positive voice and make their own lists.

18. Use brain breaks between tasks.

We all need breaks sometimes, especially after looking at a screen for hours. Make sure to integrate brain breaks in between tasks to give students a quick reset before moving on. During a break, you can play a game (like Simon Says or I Spy), play a quick video, exercise together, or just have an off-topic chat. Not only are these breaks essential to everyone’s social and emotional well-being, but they also provide another opportunity to build relationships at a distance.

19. Integrate SEL skills in academics.

Every teacher is a teacher of social emotional skills! When you are intentional, it can be much easier to integrate SEL skills into what you’re already doing. Before starting group work, take a few minutes to remind students what group work looks like and sounds like. Before taking a test, practice mindfulness to help kids clear their minds and start fresh. These are just a few simple and quick examples of how you can add SEL skills into your every day.

If you need ideas for what skills to focus on, use this free printable social emotional learning skills at a glance page to help. It covers several skills for every domain of social emotional learning from self-awareness to decision-making.

20. Assign art, crafts, and other non-digital activities.

Arts and crafts are an option educators can use to break up the monotony of screen time. So often, art can be an excellent way to work on SEL skills. Have students make their own self-collage to showcase their strengths and talents. This builds self-awareness and confidence. Learn more ideas about using art activities for social emotional learning.

If you’re looking for more activities to use right away, I’ve developed a set of activities to target social emotional learning with art.

21. Host special days.

Host special days to create a positive climate for your learners. Days like “pajama day” and “crazy hat day” shouldn’t be just for the classroom. You can choose to schedule these days or add them in an an incentive along the way.

22. Allow students to share work.

Kids and young adults need time to share their work with each other. This can be a positive way to build confidence, work on public speaking, and allow students to get outside their comfort zones. Using platforms like Zoom and Flipgrid can be a helpful solution to allow student discourse and sharing of work.

23. Respect boundaries and privacy.

It’s important to mention that when educators teach students from a distance, they are in the homes and personal lives of their students. Some students may not be comfortable showing their home or even their face through certain platforms. It’s critical to respect those boundaries and privacy in a difficult time. If needed, meet privately with students via online platforms or a phone call instead of requiring students to be on camera.

24. Send snail mail.

A quick and simple handwritten message to your students can mean a lot. Consider sending out snail mail to students with a positive message to provide encouragement and confidence through their distance learning journey.

25. Assign SEL activities as homework.

Sometimes, time doesn’t allow for all the social emotional skills to be taught during school time. When that happens, consider providing additional practice as homework for students. If you are teaching about kindness, assign students to complete 1 kind act and then write about what they did. If you are learning about decision-making, have students draw themselves making a positive choice.

Use this yearlong set of SEL choice boards to provide additional practice as you need. It includes over 300 unique learning activities in the form of engaging choice boards as students learn about skills that matter most. If you want to take a peek, you can even get started with this free set.

26. Use digital task cards.

Task cards are often a favorite in the classroom. During distance learning, they don’t need to be forgotten. You can use digital-friendly task cards to work on social emotional skills. Try these free social problem-solving task cards to get started. You can read them with your students, discuss, and have students add their own individual responses to show what they’ve learned.

27. Use digital calm down tools.

Virtual calm down activities such as apps, games, and animal live cams can be a tool to help students regulate emotions in the moment. I’ve added several free links to help you get started!

One of my favorites, though, is this mindfulness digital workbook filled with activities from A-Z that help kids and teens calm down.

28. Teach about adversity.

Going through a difficult situation requires perseverance and resilience. One of my favorite ways to teach about adversity is researching famous athletes, actors, and others who have persevered through challenging times. For example, Michael Jordan was cut from his high school basketball team. Imagine what might have been if he had given up! This is such an important lesson for students as they are coping with challenging times of their own. You can also explicitly teach about overcoming adversity with this free workbook.

29. Practice mindful breathing.

Mindful breathing is one of my favorite techniques for managing emotions. It’s one of those skills that kids and teens (and yes, even adults) can practice anywhere and anytime. Use fun and engaging mindful breathing exercises like “Cool off the pizza” to help these techniques stick in the minds of young learners. Learn more about breathing exercises you can try with your students in person or virtually.

30. Give choice.

Students need choices to build independence. When working on academic work, provide options for how students can show you what they’ve learned. For example, allow students to write a journal entry or create a video. You can also give options for the topics kids are covering. If your goal is for them to write an essay, allow each student what they will be writing about. These are just small examples that can have a big impact.

31. Create a kindness challenge.

Kids and young adults love challenges. Create your own kindness challenge to help students practice compassion and empathy for others. You can get started by teaching kindness with a free activity.

32. Practice gratitude.

Practicing gratitude helps boost self-awareness and positive feelings. It’s a healthy technique to teach kids and young adults to start their days in a more positive place. You can even use this as a brain break. Have students take 5 minutes and list 5 things they are thankful for. These can be silly or small things, like feeling thankful for a certain candy they like. Gratitude statements can also take on a bigger meaning, such as feeling grateful for family, friends, or a comfortable bed to sleep in. Best of all, this is a practice you can do every day or once a week.

33. Discuss daily SEL topics.

Social emotional learning skills are so important that they should be talked about every single day. Spend 10 minutes each day discussing important topics, like empathy, confidence, self-control, integrity, friendships, and everything in between.

Simply put, there are enough SEL skills to cover an entire year. I know this because I developed this yearlong set of SEL prompts and discussion starters to highlight skills from self-awareness to decision-making. It is distance-learning friendly, but can be used on the whiteboard once you are back in the classroom too.

34. Take virtual field trips.

Even if real in-person field trips are off the table, virtual field trips can be a positive experience for learners. A number of museums, farms, zoos, and landmarks offer tours that can help students see the world without ever leaving their house. Good Housekeeping compiled this list of virtual field trips from Ellis Island to Mars.

Even though the actual field trips may not explicitly teach social emotional skills, these skills can be integrated right into the discussions as you learn together. Consider what the setting is, what the social expectations might be, how students might prepare for actually visiting that place, what interactions they might have, and more.

35. Schedule weekly reflections.

Take a few minutes at the end of the week to reflect on progress, growth, and plans for the incoming week. This gives students a chance to feel proud about what they did well, own their mistakes or mishaps, and make a goal for the future.

36. Stay in touch with parents.

Keep parents involved in a positive way. Give a friendly reminder what social emotional skills you are targeting this week. You can even suggest a few activities at home kids can do to practice those skills. Most importantly, though, check in with parents to see how your student is doing at home and what they might need. That relationship (like all relationships) is going to play a huge role in student success.

37. Use apps to build SEL skills.

There are a number of interactive apps and web-based games to work on social emotional skills from a distance. Use Conversation Planner to work on building conversation skills and Stop, Breathe, & Think to work on emotions and mindfulness. These are free, but there are also many paid apps to support SEL as well. Read more about different apps to support social emotional learning.

38. Practice and model self-care.

Self-care is important for everyone, including educators. Model self-care by spending the time you need on yourself. That most likely means setting up boundaries for when you will and will not be available to support students at home. It also means giving yourself time to take a walk, exercise, read, and spend time with family. If you need more reminders, grab this free printable self-care for educators poster. You matter.

39. Use digital lessons and activities.

While I’ve mentioned lots of free (and paid) virtual lessons in this post itself, I thought it was worth sharing that I’ve got a lot more! A huge goal of mine recently has been to add digital content into my social emotional learning resources to provide extra value to educators whether they are working in the classroom or at their computers. I recently wrote another article focusing on SEL activities for the virtual classroom (and yes, it includes 9 amazing freebies you can use right away!).

This list has taken on more strategies than I had originally planned, and I’m so happy to give many options to educators working through distance learning. If you have another suggestion I haven’t written about, feel free to reach out!

12 Reasons Why Every Class Needs Morning Meeting

August 10, 2020 by pathway2success Leave a Comment

Morning meeting is a daily time to meet with students and help frame the day for success. Sometimes it might be called a daily check-in or morning circle. Whatever you call it, the idea is pretty simple. Educators sit with their students, greet each other by name, talk about topics that matter, and give everyone a chance to share.

Morning meeting is also a technique that can be used across all age and grade levels. For elementary learners, morning meeting would most likely happen the first 10-20 minutes of the day in the regular classroom. For secondary learners, morning meeting could take place in homeroom or advisory. It’s always important to make sure the morning meetings work for you and your classroom.

If you are teaching online, it’s worth mentioning that morning meeting can be practiced virtually online, too. Just like your in-person morning meetings, start with greetings, discuss important topics, and give time to share.

Whether you are face-to-face with learners or virtual through an online program, morning meeting sets the tone.

Here are 12 reasons why all educators should implement a morning meeting:

#1 Morning meeting builds strong relationships. By meeting and talking about things that matter to kids each day, you are helping to build strong relationships and a climate of trust. Not only do educators get to know their students on a deeper level, but students will learn from other students, too. During this time, students will likely share their thoughts, feelings, problems, needs, and hopes for the future. You can use this free printable of 100+ relationship-building questions to ask during your morning meetings.

#2 Morning meeting is the perfect time to teach SEL skills. I developed an entire yearlong set of morning meeting cards that focus on social emotional learning skills. Grab them if you’re looking for a no-prep way to run your morning meetings and integrate these skills! Even if this set isn’t something you want to invest in yet, try integrating SEL skills into your morning meeting times right away. Spend a day talking about skills that matter, like empathy, friendships, coping skills, growth mindset, developing goals, responsible decisions, and more. Talking about these skills directly will make a big difference for your learners. Grab this free printable SEL poster to highlight different skills you can target during your time!

#3 Morning meeting can be an outlet for mental health supports. The goal is that with time and consistency, morning meeting can be a place where students will feel comfortable voicing their concerns, thoughts, and needs. This can create a safe space for all learners. Additionally, morning meetings provide the perfect setting to talk about strategies for managing stress and mental health, such as coping skills, healthy habits, and dealing with tough emotions.

Morning meeting or circle time is the ideal time to teach social emotional skills to your students while building community and strengthening relationships. Learn what is morning meeting, why it matters, and grab some activities to get started.

#4 Morning meeting can help learners build confidence. Morning meeting is daily group that gets together to talk about topics that matter, so how can this build confidence? Learners get to know each other so well that they start to feel comfortable stepping outside their comfort zone! They are better able to take risks, share their voice, and feel proud of who they are as individuals. Best of all, these skills don’t just show up in morning meeting. Students who feel more confident might be more likely to succeed in all areas of the curriculum, too.

#5 Morning meeting is a time when kids can just share what is on their mind. This point maybe isn’t obvious, but it’s important. So often, the school day is extremely busy. There aren’t always chances for kids to talk about a new artist they are interested in or the soccer game last weekend. It’s always important to dedicate part of morning meeting to just a share-out time when kids can share what is on their minds.

#6 Morning meeting helps students problem-solve. Let’s face it: kids and young adults deal with some challenging situations from day-to-day. Morning meeting can be a space where learners can ask for feedback or ideas about how to solve problems in their life, like someone being mean on the bus or how to handle a fight with a friend.

#7 Morning meeting is an emotional check-in. A daily morning meeting is a simple check-in time for each student to think about (and share) how they are feeling and what is on their mind. A daily check-in builds self-awareness and emotional intelligence. Most importantly, this can be a big deal for students who might need some extra support.

#8 Morning meeting builds community. This goes beyond just strong relationships with each other. Building a community means caring about each other, having empathy, working together, giving support, and always including others. When you start your day with your group and talk about issues that matter to your learners, it helps build the foundation for that community. Not only does this benefit your classroom by teaching skills for working together, but it also gives the feeling that we’re all in this together.

#9 Morning meeting can teach and discuss academic skills. Morning meeting can provide an outlet to teach skills like studying for a test, getting organized, paying attention in class, and time management. These self-management skills are foundational to academic and personal success. Sometimes, in the busy school schedule, there isn’t always a perfect time for them, which is why morning meeting can be a great solution.

#10 Morning meeting can reduce behavioral challenges. When students feel valued, supported, and listened to, it makes sense that there would be less behavioral challenges. A research study showed that greeting students each day reduced behavioral challenges. Now, just imagine taking 5-10 minutes each day with greetings and discussion. One major benefit to morning meeting is that this time can turn diminish behavior problems before they even start.

#11 Morning meeting teaches that all voices matter. One important aspect to morning meeting is that all students have a chance to share. When morning meeting becomes a daily practice, it teaches all students to respect and listen to one another. Not only is this an important skill for the classroom, but an important life skill, too. Help show that every voice matters by starting with a daily greeting. Download a free poster with daily greetings to build community to start.

#12 Morning meeting increases student engagement. A daily check-in and discussion time can be the perfect recipe to help wake up and engage young minds. Morning meeting focused on social emotional learning can help students become more focused, alert, and ready to go for the rest of the day.

Getting Started

Now that you understand the value and importance of morning meetings, give them a try! You can always start on your own just with greetings, sharing out, and daily activities.

Head over here to learn more about leading morning meetings, setting up your expectations, and how to get started.

If you’re looking for a bit more structure and focus on social emotional learning, I’ve developed a Morning Meeting for Social Emotional Learning for the entire year. If you work with older learners, you can check out this set of SEL morning meeting cards for older kids too!

I’ve added computer-friendly pages to each set to help educators teach virtual morning meetings from a distance. Just share your screen and discuss the questions to get started. Try it out and let me know how it works for you!

18 Mindfulness Activities for Outdoors

June 23, 2020 by pathway2success Leave a Comment

18+ Mindfulness activities for kids and teens to practice outside. These activities are perfect for a mindful summer activity, incorporating physical activity, or just a planned way to get outside of the classroom during the school day. #mindfulness #pathway2success

Mindfulness is a critical self-regulation strategy for people of all ages. It can help us feel calm, focused, and in control. Learning to be mindful doesn’t have to be confined to the four walls of a building or classroom. In fact, there are numerous opportunities to practice mindful activities outside.

Here are a few outdoor mindful techniques to try:

Blow bubbles. A strategy for focusing on deep breathing, blowing bubbles is an interactive and fun way to practice mindfulness. You can find bubbles at your local dollar store, online, or make them yourself with dish soap. Before blowing the bubbles, talk about mindful breathing and focusing on your breath. This is one of the most foundational elements to mindfulness. When we calm our breathing, we can calm our minds.

Watch wildlife. Spend time watching wildlife in your backyard, a local park, or on a hike. Once you spot something, spend time actually watching the behavior of the animal. Binoculars help, but this is something you can do without them, too. Afterwards, talk about all the things you saw that you never noticed before.

Go barefoot in the yard. In a spot that is safe, like the backyard or a sandy beach, kick off your shoes and let your toes touch the ground.

Watch the clouds. Sit or lie down on the ground. Breathe in and out as you watch the clouds roll by. And of course, take note when a cloud looks like something else. This is a fun activity by itself!

Practice mindful breathing. Of course, mindful breathing is a technique you can practice anytime. Essentially, mindful breathing is focusing on our breath as we breathe in and out. One summer breathing activity is to imagine you have a dandelion in front of you. Slowly breathe in and breathe out. Grab these mindful breathing exercise cards or read up on more mindful breathing strategies to get started.

Play “I Spy” outside. This is an outdoor games that practices mindfulness through mindful observation. Have one person find a target item. They might say, “I spy something green.” Others in the group should look around and take turns guessing what item might be the target.

Take a walk. Put the electronics away and just go for a peaceful walk. Notice what you see, hear, smell, feel, and taste. These sensory sensations on the walk can be calming and mindful.

Read outside. Find a nice shady spot under a tree or on a park bench. Read a good book aloud or silently for a period of time. When practicing mindfulness, it’s important to focus on feeling calm and relaxed. Don’t pay too much attention to the academic portion of reading in this case. Read and just be!

Go on an outdoor scavenger hunt. Choose a list of outdoor items to look for. You might seek a plant, a butterfly, something that starts with an s, and a bird singing. The options for this are endless. Put together your list before you head out or grab these printable mindful scavenger hunts. Then, take time to find the items as you walk in the yard, field, around the block, or in a local park. Can’t find everything on your list? That’s okay, too! Part of mindfulness is learning to just be and avoiding the need for perfection. That’s a lesson in mindfulness just as well.

Practice yoga. Learn some yoga poses ahead of time and practice them outside. Some of the best postures for kids include warrior pose, tree pose, and downward dog. There are lots more!

Color with sidewalk chalk. Draw fun designs or positive messages with sidewalk chalk. If you’re not sure what to write, look up some positive quotes ahead of time.

Stack rocks. Find some different sized rocks. Stack them and try to see how high your rock tower can go. This activity works on mindfulness and balance. You can talk about what balance means in our lives.

Color on a clipboard. Grab some coloring pages and a clipboard. Then, find a cozy spot underneath a tree to sit and color mindfully. You can use these free printable mindfulness coloring pages to give it a try.

Have a picnic with mindful eating. Mindful eating is the practice of thinking about the sensory experience as you eat something. That means thinking about how it feels, smells, sounds, looks, and tastes while you are eating. If the weather is warm, try mindful eating with summer foods like ice cream, watermelon, or smores.

Smell flowers. If you happen to find a garden or some flowers growing, use them for mindful breathing practice. Slowly breathe in to smell the flowers. Think about what sensations you feel as you smell them.

Paint rocks and hide them. Rock painting can be extremely calming. To get started, find some smooth rocks (or you can purchase at a craft store). Use paint to design them with positive messages or interesting designs. Let them dry. Then, when you’re ready, head out to a hiking spot or walking path and hide them somewhere for someone else to find.

Build with sand. Use a sandbox or head to the beach for this outdoor mindful activity. Build some sandcastles or just feel the sand in your hands or a mindful experience.

Gardening. Taking care of plants and weeding is a mindful activity on its own. As a bonus, gardening works on lots of other skills like empathy and responsibility, too.

Journal write. Free writing outside on a sunny day can be extremely calming. Grab a journal and encourage writing time. Encourage kids to write about their feelings, respond to a prompt, write a story, or write about anything they choose. If you’re a Pathway 2 Success member (thank you!), grab the free Mindfulness Journal in the free resource library.

If you love these mindful activities but aren’t sure exactly how to teach mindfulness, I’ve got you covered with this set of mindfulness lessons and activities.

More Mindfulness Ideas:

Strategies to Focus on SEL Through Distance Learning

April 7, 2020 by pathway2success 4 Comments

9+ strategies and ideas to focus on social emotional learning during distance learning. This post includes free ideas, printables, and even digital resources to help teachers and support staff get started. #pathway2success

In the midst of a challenging situation, it’s critical to make time and space for social emotional supports for learners. Simply put, social emotional skills are the foundation for overall well-being. Kids and teens need to feel safe, respected, loved, and valued. They need to have strong coping skills to work their emotional challenges and they need to improve cognitive flexibility to deal with the changes that are happening, so many outside of their control.

For these reasons, it’s important that social emotional skills take the front seat when it comes to distance learning. While these skills are important all of the time, it’s easy to argue that learners need them now more than ever.

Whether you are a classroom teacher, school counselor, social worker, paraeducator, or parent, this list includes specific strategies and ideas to help support all learners during this distance learning experience.

SEL Distance Learning Strategy: Read Stories

It’s easy to say that literature is a great way to integrate SEL into the day. Pretty much any book or short story targets a variety of social emotional skills like kindness, empathy, perspective-taking, and more. It’s important to note that picture books aren’t just for little kids. Many older kids love a good read aloud, too!

Record a video of you reading a text (making sure the author gives permission for this first) and send to your students. You could even do a live read aloud with some videochat tools, like Zoom or Screencastify.

Use this free digital and printable list with ideas for SEL read alouds.

If technology isn’t an option, you can always recommend students and families read books as use. Use this free printable that highlights picture books for every area of social emotional learning.

SEL Distance Learning Strategy: Virtual Morning Meeting

Morning meeting is the semi-structured time of day when students and educators greet each other, check-in, and learn some important skills before starting the day. While it’s certainly preferable to lead a morning meeting in a face-to-face way, it’s also important to note that virtual morning meetings can work, too!

One of my favorite ways is to use a video conversation app, like Flipgrid, to start the conversation on a daily SEL topic. Topics you could choose might be positive self-talk, staying organized, or showing kindness. The specific topic is really up to you. After choosing the topic, record a video of you briefly explaining the skill.

Then, ask a question you want kids to respond to. If you are focusing on kindness, you might ask them to share a kind act they’ve done in the past week. If you are highlighting strengths and abilities, you might ask kids to talk about something they are great at doing. The best part is that with a video conversation app like Flipgrid, kids get to connect with you and each other.

Another option is to schedule a weekly or daily time with your learners to meet online using the software or programs your school is encouraging. That might be Zoom or any other program, depending on your school or student needs.

If you need some extra ideas for morning meeting topics to discuss, I’ve created this set of morning meeting cards for older learners and this set of morning meeting cards for elementary students. They specifically target one SEL skill every day, making it easy to go over all the skills kids need in every domain of social emotional learning.

SEL Distance Learning Strategy: Virtual Emotions Check-Ins

This is a stressful time for everyone, kids and teens included. Spend 1:1 time with individual students and check-in with how they are doing. Use this virtual conference time to ask students how they are feeling, what strategies they are using to focus on wellness, and techniques for managing stress.

Virtual check-ins can be simple messages through emails or Remind, or they can be in the form of videos using Google Hangout or other video programs.

Use this free digital and printable activity as a mindful morning check-in.

I also created this free digital and printable mindful morning activity to help learners start off the day in the right way.

SEL Distance Learning Strategy: Digital Task Cards

As an educator, I have always loved task cards. They are a simple activity to teach skills in a way that feels so different from a worksheet. Of course, in times of distance learning, it might not be as practical to send sets of task cards to each of your students. That’s where digital task cards come in.

For many of my favorite social emotional task cards I’ve already created, I have added a digital component. This makes it easy for kids and teens to still get the social practice they need, while responding to the cards right on the digital Google Drive page.

While there are many distance learning activities to choose from, these social problem-solving task cards are a free set to get learners started.

Use these free digital task cards to help learners work on social skills.

SEL Distance Learning Strategy: Video Instruction

Using videos can be a valuable tool in teaching a variety of skills. Some educators are using pre-recorded YouTube videos to share with their learners, while others are recording their very own personalized videos to send to their students.

If you aren’t quite sure how to get started, try recording yourself on your phone while teaching a mini-lesson to your students. For example, you might record a lesson teaching about using coping strategies, using positive self-talk, or practicing mindfulness (all skills that are extremely important right now).

Make a quick video just to practice and get started. Then, send it to your learners. Not only will you be sending valuable skills, but your students will love seeing you teach again.

SEL Distance Learning Strategy: Digital Lessons and Workbooks

One of the best ways to provide lessons through digital learning is Google Classroom. Using Google Drive digital-friendly resources, students can respond right on the workbooks and activities. Not only does this make things much easier for the student and families at home, but your students can then send their completed assignments straight back to you for review.

Browse a complete collection of digital resources for kids and teens.

I have added digital versions to a number of social emotional resources already. The reason why I’m adding digital version to pre-existing materials is simple. If you have already purchased a social emotional activity from me, you get the update for free. You deserve to have both options so that you can use digital materials now, but always have the choice to using print/paper copies in the future. Browse through the complete collection of digital resources to get started. Many resources are paid, but some are free, too!

SEL Distance Learning Strategy: Using Apps and Websites

There are a number of websites and apps that students can use to practice social emotional skills. Some are free all of the time, while others have offered free membership for a period of time. Some possible apps and sites to try out include:

Breathe, Think, Do
Emotional ABCs
Smiling Mind
GoNoodle
Calm

SEL Distance Learning Strategy: Daily Journal

More than ever, now is a great time to get kids journaling on a daily basis. Not only is writing in a journal a calming and mindful activity, but it’s also a great way to help kids share thoughts and feelings. Even more, you can use journaling as a specific way to target social emotional skills.

Each day, assign a journal topic for kids to write about. For example, you might have them list out some positive thoughts and then writing in a journal about how positive thoughts can be helpful.

Another simple strategy is to encourage kids to journal about their thoughts and feelings each day. Not only will this help them in the moment, but we are living through historic times, so it will be meaningful to them later on.

If you are looking for a simple solution, there are many pre-made digital journals to choose from. You might have students fill out a daily mindfulness journal, for example.

Use a daily journal to target social emotional skills.

My favorite journal, though, is a daily SEL Journal, with every week targeting a different social emotional skill. I created this SEL Journal for elementary students and this SEL Journal for older learners.

SEL Distance Learning Strategy: Family Check-Ins

With all that is going on, it’s also important to check in with families. If we want kids and teens to do well, we need to also support the families they live with. Provide a weekly check-in with families just to briefly ask how things are going and if they need any support.

With a weekly check-in, educators can also suggest a couple of simple activities for families to help build SEL skills at home, such as reading literature, playing board games, having conversations, or even watching a movie together and talking about how characters feel. It’s important to note that there are numerous strategies to work on SEL at home, but we have to give families the tools to get there.

SEL Distance Learning Strategy: Assign Mindful Activities

Whether learners have technology or not, educators can always encourage mindful activities at home. Assign 10 minutes of mindful time each day. You can ask students to complete a specific activity or have them choose from some ideas below:

Drawing or coloring
Free journal writing
Spending time outside
Reading
Go on a mindful scavenger hunt
Practicing deep breathing
Listening to music

Use digital mindful breathing cards to help focus on self-regulation skills.

One of my favorite mindful activities is mindful breathing because it’s a strategy kids can use anytime. I recently added a digital version to these mindful breathing cards, making it easy for kids and teens to carry them along with them wherever they go.

If you’re still looking for ideas, know that I have several free digital resources you can download and send home to students and families right away.

Side note: I’ve recently gotten some questions about how to properly send materials to students/families, so I’ll share here, too. All of my resources, free and paid, can be sent to families and students through e-mail or any other password-protected means, like Google Classroom or an app. Just please don’t post openly on a website, since these can be found from a Google search.

As always, if you have any questions or feedback, please reach out. Thank you for all you do.

Managing Disrespectful & Rude Behaviors in the Classroom

March 3, 2020 by pathway2success Leave a Comment

Strategies for managing disrespectful, rude, and other challenging behaviors in the classroom. This post is targeted to teachers and principals who need support with challenging behaviors in elementary, middle, and high school. #pathway2success #behaviormanagement

Let’s talk about disrespectful behaviors in the classroom. The child who talks back. The student using their cell phone, even after being told to put it away. The kid who refuses to do their work, and even loudly tells you, “no!” when you try to politely give some encouragement. The student who jokes about your class being dumb, causing an eruption of laughter in the room.

As educators, we’ve all encountered some (or probably all) of these situations from time to time. Here are some strategies to help you manage these challenging behaviors and get back to what you do best – teaching your students.

Change your mindset. First, the most effective strategy is actually a mindset shift. Kids aren’t being rude to be rude or disrespectful. Kids and young adults are coping with challenging feelings the very best way they know how to in the moment. Let’s think about it: Wouldn’t it actually be easier for a student to follow the rules and just fly under the radar? In most cases, it would. So, it’s important to remember that disrespectful, rude, or challenging behaviors are not really directed at you. They are just a way to communicate needs.

Challenging behaviors are the way a child is communicating. Use these strategies, tools, and ideas to help support kids and teens in school. #pathway2success

Have empathy. Remember that we don’t know what goes on in the lives of our learners. Take a trauma-informed approach. Rather than blaming and accusing the student for their behavior, take a step back and consider that they are struggling in some way. Even if we don’t know the reasons for the struggles, it’s helpful to have empathy always.

Be consistent with expectations. Kids and teens need boundaries. Spend time teaching, discussing, and practicing the expectations. Adults can be fun and still have rules. The key, though, is that kids need to know and truly understand them. Prior to group work, talk about what the expectations for being a good ground member are. Act them out and highlight them while kids are working. Before independent work, model what a good independent worker looks like. Give reasons and explanations for these expectations. It’s also important to note that this isn’t just something for the beginning of the year. Reviewing expectations should be a year-round and continuous process. All kids benefit from a refresh and some kids truly need it.

Train yourself to not take offense. This takes real work. Remember, though, that these are kids and young adults. They are still learning and growing. It’s critical to stress that these behaviors are not often meant to be directed at you. Also, think about it: Are you really offended that a 10-year-old made fun of your hair? Do you actually feel upset that a teen said your class was stupid? When we phrase these “rude” situations like this, it seems even a little silly to take offense, really. With that said, there are times when kids and young adults can use their words as weapons. When this happens, it’s important to view those behaviors as needs and skill deficits. Train yourself to not take offense so that you can stay calm and collected.

Consider skill deficits. When a student says something mean or rude, consider how it could be the result of a lack of social skills. For example, if a student keeps blurting out in class, are they really purposefully being rude or are they struggling with self-regulation? If a child tells you that your shirt is ugly, are they trying to be mean or do they lack a strong social filter? While not all “rude” behavior fits into this category, it’s worth taking the time to consider first.

Focus on the relationship. Continually focusing on the relationship with your students demonstrating rude behaviors is extremely important – for you and for them. First, so often, a child or young adult with challenging behaviors needs connection. Spend time talking about non-school related topics, find out their interests, hear about family, and listen to their favorite music. No relationship-building topic is too small. There needs to be connection before there can be correction. There really is no other way. Use this free printable relationship-building questions list or read up on more strategies for building relationships with your learners.

Relationships are a key element to supporting kids with behavioral challenges in the classroom. Help kids and teens while improving the entire atmosphere of the classroom. #pathway2success

Ignore what you can ignore. Sometimes, kids and young adults act out as a way to express their feelings. Of course, they aren’t going about it the right way, but in the moment is not the right time to address it. Other times, kids might be acting out for attention. In both cases, ignoring what you can ignore is often the best action in the moment. Walk away or pretend you didn’t see that eye roll. If you have to address some behaviors in the moment, say, “We’ll talk about it later.” This gives the adult the opportunity to let others know they are handling it, but also reduces any chance for power struggles along the way.

Be prepared for behavioral episodes. Using the word “ADAPT,” you can remember to act calm, de-escalate, acknowledge feelings, problem-solve, and think reflectively.

Avoid the impulse to punish. Now, I’m all for logical consequences. Punishments, though, are a whole different ball game. Sometimes, when a kid or young adult acts out, our first impulse is to punish them by giving them a detention or assigning extra homework. Almost all of the time, these on-the-fly punishments will do more damage to the relationship than they will help the problem. Problem-solving over punishing will always win.

Keep them in the room. As long as students are in your room, they can keep learning. This is especially important for those kids who refuse to do their work. Even if the student is not starting the classwork, leave them be. They will get much more out of the class conversations and discussions than they would in the office or in a desk outside your room. There are exceptions to this, of course, including when students are disruptive to the learning to others or if there are any acts of violence. It’s safe to say that those are times when additional support outside of the classroom is necessary. When possible, though, keep them in the room.

Use de-escalation strategies. Strategies to defuse a bad situation are worth their weight in gold to an educator. I strongly feel these strategies should be emphasized, discussed, and practiced during educator training every single year. Grab this free list of de-escalation strategies to print as a reminder and read up on more de-escalation strategies.

Use de-escalation strategies to reduce behavioral challenges in the classroom. Grab your free copy and learn how to manage challenges behaviors in this blog post. #pathway2success

Consider the why. There is always a reason behind the behavior. If a student is acting out when they have to do math problems at the board, maybe they are really embarrassed to do work in front of others. If a learner disrespects you when you ask for the homework, maybe they didn’t understand it and they don’t want to look dumb. Don’t focus on the what. Focus on the why. These will lead you into the right direction of problem-solving, rather than blaming.

Be self-reflective. Take some time to reflect on the situations that led up to the problem situations in your classroom. Of course, this isn’t a blame game. Being self-reflective means just considering what went wrong and what could have gone better. Could you have asked a question in a different way? Did you put the student in a situation that was maybe extremely uncomfortable for them? Was the classroom too noisy, causing the child some distress? Be open-minded and ask yourself some questions to figure out what you could do better next time.

Strategies for managing challenging behaviors in the classroom: Be reflective! Think about what might have gone wrong and how you can fix it in the future. #pathway2success

Meet privately with the student. Not punitively, meet with the student and talk with them. Rather than blaming them personally, highlight that you noticed there was a problem and you want to help solve it. For example, you might say, “Jane, I noticed there was a problem when you were working in a group yesterday. What’s going on with that?”

Listen. As educators, sometimes we have the habit of talking more than we listen. In this case, rather than talking at the student, give them time to speak. Sometimes, you will be amazed at what you learn. Maybe that student didn’t realize they were calling out. Maybe the student felt disrespected by something you said first. Regardless of what you think about their behavior, give kids a chance to speak. They deserve that. It can become the foundation for repairing relationships and moving on.

Brainstorm solutions. After listening to a student, brainstorm some strategies that might solve the issues together. Again, stay open-minded about suggestions from the student. Offer some of your own ideas as well. Actually brainstorming solutions goes a long way. The best solutions are almost always developed together.

Make a plan together. After brainstorming, set up a specific plan of action with your student. Come up with at least one thing the student can do and one thing you can do to do better next time. For example, if a student was acting out when in a difficult group setting, perhaps they can come up with a list of group ground rules, and you can agree to ask their input about their groups in the future. It doesn’t have to be complicated. It just has to show that you care and you both are working in the right direction.

Make time for social and emotional supports. All kids and young adults deserve a supportive check-in with an adult. This can be done during morning meeting advisory, homeroom, or even study halls. Talk to kids about how their feeling and what’s going on in their world. You can even t each SEL skills with this morning meeting set for the year that I developed. While this intervention won’t fix disruptive or challenging behaviors in the moment, it is a proactive approach that will help learners throughout the year, even halting problems before they start.

Use morning meeting time to practice social emotional skills and reduce behavioral challenges in the classroom. Learn more strategies about challenging behaviors and social emotional needs in this blog post. #pathway2success

Teach the skills. If a student is lacking some social skills, teach them. If they need to work on managing their emotions, teach emotional management and coping strategies. If they need to work on self-control, discuss and practice strategies for self-regulation. While not all educators have time for this set up in their schedules, there are many ways you can integrate social skills into your instruction. Another option is talking with support staff about setting up a small lunch group to teach the skills kids need explicitly.

Focus on your own self-care. Working with challenging behaviors can be stressful. Schedule time for yourself to unwind and relax. Whether you take time reading at home, head to the gym, or schedule time with friends, find what works for you. Use this printable self-care poster for educators to remind you throughout the week.

Challenging behaviors can be stressful to deal with! Use strategies to focus on your own self-care. #sel #pathway2success

Throughout these strategies, there is a solid theme. Educators can learn to ADAPT. This is a acronym I created to stand for: Act calm, De-escalate, Acknowledge feelings, Problem-solve, and Think reflectively. These are the essential elements of handling challenging behaviors in the classroom, including behaviors we see as disrespectful and rude. If you are a subscriber, head over to the free resource library to grab your very own ADAPT poster as a reminder. If you aren’t a subscriber yet but are curious, head over here to learn more and join.

Have you been successfully managing disrespectful or rude behaviors in the classroom? Feel free to share what is working for you!

Executive Functioning Activities to Start the Morning

February 17, 2020 by pathway2success Leave a Comment

Use engaging and fun executive functioning activities to help jump start kids and teens in the morning. Simple activities like mindful breathing, brain games, journaling, and exercising, can help activate students' brains in the classroom. #pathway2success #executivefunctioning

We all want kids and young adults to start their days off calm, confident, and ready for success. Helping learners nurture their executive functioning skills can be a strategy for getting there. EF skills are the brain abilities we use to plan, organize, and start tasks. Ultimately, our executive functions impact everything from smaller activities like putting the right binder in the backpack to head out to school, to much more complex tasks such as planning for an essay to start and finish before the end of a class.

While some learners struggle with executive functions more than others, all students can build and improve them along the way. Here are eight executive functioning activities you can try to help start students off on the right foot.

Materials Checklist

It’s helpful to have a materials checklist listed just as they enter the door. My favorite spot to post this is actually right outside the classroom. For example, if students need their textbook today, post it and let them know. This gives kids a chance to ask themselves, “Do I have everything I need?” before even walking through the door.

For many classrooms, the list will be the same every day and that’s okay! It serves as a reminder for all students to have a pencil, their notebook, homework, and any other materials they need to succeed.

Preview of the Day

Start the morning by listing your daily schedule on the board. Review it by quickly highlighting your plan for the day. For example, you might say, “This morning, we’re going to review our homework, learn about how to visualize as we read, practice the skill, and start the homework for tonight.” This only has to take a minute, but it can have a positive impact on mindset because it prepares learners for what’s coming.

Morning Meeting

Holding a daily morning meeting helps build community. While at first, it might not seem like this practice is directly related to executive functioning skills, it is. By starting the day with a specific and predictable routine, this can help learners organize their thoughts.

Additionally, morning meeting can be the perfect time to talk about skills like organization, self-control, and perseverance.

Another thing to consider is that the classroom can be a scary place for kids with executive functioning challenges. We ask these learners to take risks every day by working on skills that don’t come easy to them. With that, it’s critical that classroom space is welcoming, encouraging, supportive, and accepting of mistakes. One way to gain that sense of positive classroom community is by leading a daily morning meeting. When students feel safe and loved, they will be better ready to pay attention, initiate tasks, and persevere through challenges.

Morning Exercise Routine

Exercise activates the brain. Help give kids a jump start every morning with a quick daily exercise routine. Spend a few minutes with a daily workout video. You could also lead students through simple stretches, jog in place or practice yoga postures.

If you’re looking to make things more interesting, try a timed scavenger hunt around the room, or outside if the weather is nice. Kids can do this in partners or on their own.

Not only is exercise encouraging a healthy habit, but it will also help students improve focus and be ready to learn.

Organize and Prepare Time

Explicitly schedule time first thing in the morning for students to organize and prepare for the day. During this time, students can sharpen pencils, gather belongings, tidy desk or backpack, write in homework log, and turn homework in.

Question of the Day

Writing can be used as a predictable routine to help students start off the day focused, organized, and calm. Choose a daily prompt to write on the board or projector. As students come in, have them respond independently in their journals. You can even touch other social-emotional bases using questions that target critical SEL skills, like empathy, organization, and problem-solving.

Grab a free week of daily social emotional learning journal prompts to start the morning.

Free-write Journaling

Similar to a question of the day, a free write also helps provide a predictable routine. The difference is that students are choosing what to write about entirely on their own. This can serve as a safe space for students to free their minds before starting the day. It can also help them ask any questions or share feedback with you in a private way.

Class Read Aloud

Choose a read aloud or have your students pick one for the morning. In particular, short picture books are a simple and quick way to increase attention for the day. Also, this can be an easy way to integrate other executive functioning skills like flexibility, self-control, and perseverance. As you read, stop and talk about the characters as they use each of those skills.

Brain Games

Brainteasers, riddles, and other puzzles are simple activities to help students activate their brains in an engaging way. Whether you use a crossword, word search, memory game, or play on words, these activities will help start the day off strong. As an added bonus, they can also help practice skills like organization, planning, working memory, attention, and perseverance.

Classroom Jobs

Classroom jobs are a healthy way to start each morning, as they give every child a purpose in the room. This can be a positive strategy in just setting a predictable routine, helping your students feel valued, helpful, and organized for the day. It’s helpful to assign specific classroom jobs to best suit your learners. For example, if a student has a strength with using technology, have them turn on the laptops first thing in the morning. If another student is especially artistic, give them the role of drawing a positive welcome message to others. A classroom job can help all students start the morning with a positive frame of mind and allow them to feel mentally prepared for the rest of the day.

Practice Mindful Breathing

Think of mindful breathing as a brain break. They are a quick activity to help students reset and refresh before moving on. Not only can they be an effective morning strategy, but really can be used between any tasks. Learn more about mindful breathing, why it’s important, and a few simple mindful breathing exercises you can use with your learners.

Positive Affirmations

All kids and young adults could use more positivity in their days. This is especially true for kids who struggle with executive functioning skills. These are the students who are more likely to struggle with basic tasks like following directions, starting work right away, and paying attention. Over time, these challenges can lead to reduced self-esteem. To counteract this, use positive affirmations to help build kids up and feel good about themselves before starting their day. More confident learners are more likely to task risks, stay motivated, and work to their individual potentials even in the face of difficulties. Grab a free positive affirmations list and let your students create their own individualized lists to start.

Download a free printable list of positive affirmations for kids & young adults.

If you want to help build learners’ executive functioning skills, just give one or two strategies a try! Even small steps are steps in the right direction to helping kids and young adults strengthen their executive functioning skills.

Interested in more executive functioning posts? Check out the following articles:

Using Positive Affirmations as a Morning Routine

February 4, 2020 by pathway2success 1 Comment

Use morning positive affirmations as a positive and motivating way to start each day with your students! Learn how you can follow a few steps to promote a more positive classroom climate with a free printable download right away. A great way to integrate social emotional learning into every teacher's classroom. #sel #positiveaffirmations #pathway2success

Positive self-talk is a powerful social-emotional tool that can help kids and young adults in many ways, from managing tough emotions to persevering through challenges. Reading positive affirmations, or sayings, in the morning is a healthy strategy to create a routine that builds our positive self-talk voice.

The power of positive self-talk is real. When used on a regular basis, positive self-talk can help build confidence, reduce stress, encourage risk-taking, improve mood, and promote a sense of happiness overall. By taking just a few minutes each day, we can teach kids and young adults skills they can use throughout their whole life.

So often, kids and young adults speak with a negative self-talk voice. Here are a few examples you might have heard:

“This class is dumb.”
“I can’t do this.”
“I’m not good at math.”
“I can’t believe I’m so stupid. How did I make that mistake?”

By explicitly teaching and practicing positive self-talk, we can help those students instead say things like:

“Today will be a great day.”
“If I work hard, I can do tough things.”
“I am strong and beautiful.”
“I make mistakes sometimes, and that’s okay.”

One of the most important ways to change negative self-talk to positive self-talk is to create an ongoing routine. It is truly a practice; one that requires effort, consistency, and encouragement. To create a positive morning routine, just use this free printable affirmations list and follow the simple steps to get started right away.

Grab your free printable positive affirmations activity to start right away.

Discuss the Importance of Positive Self-Talk

Explain to students that positive self-talk are the words we say to ourselves to provide encouragement. We might use positive self-talk before a tough test, when we feel overwhelmed with homework, or after something doesn’t go our way.

Read and Choose Affirmations

Have students highlight or circle their top affirmations. Encourage students to internalize the words and think about what they mean to them. It is helpful for every student to have their own individualized list of positive affirmations, so that it is personalized and special to them. Students can even come up with their very own positive affirmation statements.

Write a Positive Affirmation List

Have students list out their top ten affirmations on a piece of paper. After writing them out, students can color or design their affirmation list. This will be the set of affirmations kids and young adults will refer to day after day. While it’s true that they can go back and add or change statements, it’s helpful to have one static list to start.

Read Affirmations Each Morning

Students can keep this list in their folders, binders, or anywhere else that they will have access to it each morning. Start a morning ritual by giving 2-5 minutes each morning to read through their positive affirmations out loud to themselves (or silently, if you prefer).

Using Affirmations as a Coping Skill

Of course, morning isn’t the only time kids and teens can use their positive affirmations. Positive self-talk is a healthy coping skill. Teach them to pull them out and use them whenever they need them, such as before a challenging assessment or feeling let down by a friend.

Use these simple steps and this printable positive affirmations list to get your learners started. It will make a difference for now and in the future!

How to Integrate Executive Functioning Skills into the Classroom

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