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Autism Awareness Month: In the Classroom

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April is Autism Awareness Month. Autism Spectrum Disorder may present itself in many different ways in and out of the classroom. In an effort to raise awareness and support for each and every student, it is important that educators are informed about Autism Spectrum Disorder and learn strategies to help our students feel comfortable and achieve success. With diagnostic data indicating a rising rate of almost 1 in 70 births, it is likely that this information will prove to be helpful in the classroom.

Because treating and managing a child with an autism diagnosis is often stressful and nerve-wracking for parents, it is common for parents to be more involved and hands-on in many aspects of the child’s education. Especially when transitioning into a new class or school, parents, too, will likely need some extra TLC and reassurance to ease the stress of acclimating their child into a new environment.

Plan to maintain consistent and positive communication with parents of your students with special needs. Be sure to ask parents about successful strategies that they implement at home. As much as possible, reinforce these practices in your classroom. The more consistency that your students experience, the better. Remember that, as always, parents are your biggest assets when finding ways to best serve your students.

Maintaining a stress-free environment is always the goal. However, this is especially important when considering the needs of a student with an autism diagnosis. Stress, loud noises, commotion, or unexpected changes in the routine can totally throw students for a loop. Students on the spectrum are usually most comfortable when routines are maintained and expectations are met. If you are planning a collaborative group activity, a boisterous lesson, or anything that strays drastically from the norm, consider how your student may react. Being proactive as opposed to reactive can mean the difference between a good day and a bad day for your student.

Plan assignments and activities that generate positive self-esteem and celebrate every student’s unique talents. Too often, when we hear of a diagnosis or condition, our minds jump straight to the hurdles—“such and such is more difficult for so-and-so.” Instead, consider how to highlight your student’s unique strengths and hidden talents. Student choice is the best practice as is, but be sure to keep an open mind and truly tap into the interests of your students with special needs.

Providing encouragement while maintaining your perspective is not always a simple task when dealing with a student’s strengths and weaknesses. What we consider to be supporting, praising, or reassuring may actually come across quite differently, depending on a student’s social perceptions. Some students with ASD are not comfortable with any sort of recognition or attention—giving this type of attention, no matter how positive, may cause unnecessary distress. It is also possible that constructive criticism or suggestions could be taken more negatively than intended. Thus, we must be cognizant of student sensitivities and preferences when providing praise or suggestions for improvement.  

Behavior Management

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A few years in the classroom has taught me a lot in terms of managing behaviors. I can honestly say that behavior management can make or break a classroom environment. As amazing as your planning and delivery might be, without the proper management in place, an unruly classroom will derail any lesson. If you have hit a speedbump in your management style, which happens to even the most seasoned teachers, consider these pointers:

Be the adult.

When it seems that your buttons are being pushed from all angles, remember that these are children or adolescents with whom you are dealing. There is no negotiating unless you feel the need to open that door. When students push back, keep your head and say something like, “I’m sorry you are upset, but I gave you my answer. This conversation is over.” This lets them know that you are in charge and that no amount of effort on their behalf is going to change the decision you have made—because trust me, they will try to convince you otherwise. Once you have made your decision, close the door on negotiating, begging, guilt-tripping, etc. Be sure to stand your ground—the second that you go back on your word, you’ve lost. Explain that no amount of disrespect or anger is going to help their cause, regardless of how much they argue, question or try to manipulate you.

Remain calm.

Similarly to standing your ground, teachers must remember to try to remain calm and keep cool—even when the students are not doing the same. Easier said than done, I know. We teachers know all too well that emotionally engaging in an argument or tiff with a student is never beneficial. Again, you are the adult. The conversation ends when you end it; no need to fuel the fire. As much as we are inclined to be kind, supportive, and nurturing towards the young people in our classrooms, we must remember that we do not need to seek their approval. Every student will not always like you all the time, but building a respectful relationship is what matters most. When you start to feel bad or guilty about managing behaviors strictly and swiftly, remember that being their friend is not your prerogative.

Wield power with responsibility.

Frame every decision so that it is in the best interest of your students. Demonstrate fairness to the class by explaining that you are not making decisions just to assert control or power. They need to understand that teaching is a decision-making role that involves a great deal of responsibility. Teachers are responsible for the safety and education of every student—so any behaviors that disrupt that must be redirected for the good of the whole. Yes, students will have plenty of opportunities to make their own choices, but for now, they need guidance from the adults in the room. They may not show it, but they will eventually understand your sound reasoning.

Recognize trends and triggers.

Finally, gauge emotions and recognize triggers for your many students. After years in the classroom, teachers are masters at recognizing behavior patterns, trends, and triggers for different personalities and age groups. So, take mental note of when a student begins to exhibit frustration. Isolate the root of the emotional response and act on that—they may be whining about homework, but the frustration may stem from a lack of confidence, knowledge, or patience. Of course, every student is different. So it is important to manage behaviors accordingly. What works for one student may not work for another.

Ready, set, GO BACK TO SCHOOL!!! Organization Style. Part 1 of 6

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Ready, set, GO BACK TO SCHOOL!!!!

TIME MANAGEMENT

It’s that time again—the back-to-school commercials are in full swing! Backpacks, lunch boxes, clothes, and school supplies are some of the things occupying the minds of parents these days. As the sun sets on summer 2016, it is important to ensure that your child is given every advantage to begin the school year with a bang!

While much focus is put on school supplies and the “necessary” materials, one key element in preparing for a successful year ahead is to put organization in the forefront. And, as they say, practice truly makes perfect—or close to it. Organization applies to a multitude of facets in the educational realm. While all are important, organizing time or “time management” is essential. For example, consider if a student has color-coordinated references, organized notes, and an impeccable outline for a research paper, yet that same “organized” student gives himself Sunday night to complete the final draft of his research paper. All of the prior organization becomes a futile attempt if time was poorly organized.

Organization, specifically time management, is a skill that comes with practice. Even as adults, we sometimes drop the ball by failing to plan ahead accordingly. Here are some tips to ensure that time management makes its way into your household this school year.

Start from the beginning. As we all know, it is much easier to prevent negative habits than to correct them later on. Right from the start, discuss a realistic daily schedule that includes designated homework/reading time, after-school activities, family time, and reasonable sleep/wake times. Of course, be prepared to be flexible when things inevitably come up. But, for the most part, a set schedule will help your child to maintain balance and assuage the stress that comes with cramming.
Model the practice of planning ahead. Especially in the middle and upper grades, projects and assignments become more labor-intensive. With several steps, check-in points, and deadlines, it is easy for students to quickly lose track or get overwhelmed. As with many difficult tasks, showing is more beneficial than telling. Show your child how to organize by breaking down large assignments and setting at home check-in points in advance of the actual due dates. Also, show them how to prioritize more difficult tasks. For example, a five-paragraph argumentative essay is going to need more attention than a vocabulary practice sheet.
Be proactive with organizing your time. It is important to anticipate certain roadblocks to prevent last-minute school stressors. Check the printer for ink before the paper is due; plan for picture day so that the outfit of choice is clean and pressed; pack gym clothes with extra socks so that the morning rush through the dryer can be avoided; email teachers about foreseen absences ahead of time to get any missed work or important information; have a plan for sick days, in which your child has a buddy in the neighborhood to bring work back.

Teaching students how to organize their time is a skill that will prove beneficial throughout their academic and adult lives.

Looking to empower your child to succeed? Learning Essentials’ Brain Camp teaches students practical step-by-step ways to study, organize, manage time, prepare for tests, and use executive functioning strategies— essential skills for today’s academic environment. Click here to learn more or enroll: https://learningessentialsedu.com/brain-camps/

Homework Time Made Easier

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Homework is simply a fact of life for today’s students. As early as kindergarten, children are bringing homework home from school. While homework has its many benefits, the majority of students would rather forget about the additional practices, projects, and papers. With such an aversion, homework time at home can be a real battle. Yet, it does not have to be. There are many tried-and-true strategies when it comes to alleviating the stress of homework.

Here are some of our favorites.

First and foremost, a key to easing homework stress is to make sure that the homework actually makes it home. Depending on your child’s age, it may be a struggle to simply keep track of the many worksheets that need to travel to and from school. Keeping your child’s work organized can make all the difference when sitting down to work. Try using a homework folder designated for nightly assignments. Use color-coded tabs or sticky notes to manage daily assignments and due dates. Staying organized is a significant start to managing the homework routine.

Set a Schedule

Set expectations by creating a homework schedule. Between the many afterschool activities and busy schedules that each family undoubtedly juggles, homework may become an afterthought. Make sure that your child knows when and where he or she should be completing homework each night. Set limits on the use of technology during homework time. Cell phones, television, and other distractions can make homework completion impossible, so it is best that these things remain off limits until homework is completed.

Break It Down

When homework has mounted to a seemingly unmanageable level, break the assignments down to avoid a mental meltdown. Especially during the middle and high school years, the amount of homework assignments can increase greatly. Staring down a mountain of papers can stress out both you and your child. If your child is unable to chunk the assignments into manageable pieces, help them out by creating an “order of importance” list. Arrange the work into a schedule based on difficulty and due date. This way, you and your child can prioritize the homework and alleviate any stress from the many assignments.

Promote Practice, Not Perfection

When it comes to difficult assignments, emphasize the importance of effort and completion, not necessarily perfection or 100% correctness. When homework becomes a frustrating tear-session for your child, explain that homework is meant to be practice. Too often, students stress over the need to answer questions and submit flawless assignments. Yes, that is the eventual goal, but homework is meant to provide practice—not display perfection. In fact, most homework assignments are intended to show the teacher whether or not students understood the content. Teachers also use homework assignments as a way to gauge the pacing of lessons or content. So, when the tears start welling, remind your child that homework is for practice.

Homework Time Made Easier

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board-928381_1920

Homework is simply a fact of life for today’s students. As early as kindergarten, children are bringing homework home from school. While homework has its many benefits, the majority of students would rather forget about the additional practices, projects, and papers. With such an aversion, homework time at home can be a real battle. Yet, it does not have to be. There are many tried-and-true strategies when it comes to alleviating the stress of homework.

Here are some of our favorites.

First and foremost, a key to easing homework stress is to make sure that the homework actually makes it home. Depending on your child’s age, it may be a struggle to simply keep track of the many worksheets that need to travel to and from school. Keeping your child’s work organized can make all the difference when sitting down to work. Try using a homework folder designated for nightly assignments. Use color-coded tabs or sticky notes to manage daily assignments and due dates. Staying organized is a significant start to managing the homework routine.

Set a Schedule

Set expectations by creating a homework schedule. Between the many afterschool activities and busy schedules that each family undoubtedly juggles, homework may become an afterthought. Make sure that your child knows when and where he or she should be completing homework each night. Set limits on the use of technology during homework time. Cell phones, television, and other distractions can make homework completion impossible, so it is best that these things remain off limits until homework is completed.

Break It Down

When homework has mounted to a seemingly unmanageable level, break the assignments down to avoid a mental meltdown. Especially during the middle and high school years, the amount of homework assignments can increase greatly. Staring down a mountain of papers can stress out both you and your child. If your child is unable to chunk the assignments into manageable pieces, help them out by creating an “order of importance” list. Arrange the work into a schedule based on difficulty and due date. This way, you and your child can prioritize the homework and alleviate any stress from the many assignments.

Promote Practice, Not Perfection

When it comes to difficult assignments, emphasize the importance of effort and completion, not necessarily perfection or 100% correctness. When homework becomes a frustrating tear-session for your child, explain that homework is meant to be practice. Too often, students stress over the need to answer questions and submit flawless assignments. Yes, that is the eventual goal, but homework is meant to provide practice—not display perfection. In fact, most homework assignments are intended to show the teacher whether or not students understood the content. Teachers also use homework assignments as a way to gauge the pacing of lessons or content. So, when the tears start welling, remind your child that homework is for practice.

Accountable Talk for Behavior Modification

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The somewhat recent educational philosophy of accountable talk is rooted in the idea that, through discussion, students practice accountability for their learning and their contributions to others’ learning through discourse. To simplify, the word accountable means, “required or expected to justify actions or decisions; responsible.” Therefore, when students are using accountable talk in the classroom, they are maintaining responsibility for accurate, verifiable evidence, support, or reasoning, and are expanding their own thinking through rigor and collaboration.

 

Since this strategy is shown to boost engagement, communication skills, and cooperative learning, why not utilize the same philosophies to support behavioral modifications? The idea translates quite simply—if students are able to practice accountable talk regarding academic content, try applying those skills to discussions involving behavioral issues.

 

 

Accountable Talk
Standard/Expectation

For Instruction,
accountable talk requires that students:

For Behaviors,
accountable talk requires that students:

Listening
  • Practicing active/attentive listening
  • Be able to summarize what another student said
  • Be capable of building upon a peer’s thoughts by adding their own considerations
  • Turn and face the peer or adult who is speaking to them; this demonstrates respect and builds positive communication skills
  • Maintain eye contact; avoid straying, daydreaming, and eye-rolling
  • Nod when in agreement to show that they are engaged and/or are aware of the other speaker’s position and opinion

Knowledgeable
  • Be able to defend their position, opinion, stance, etc. with evidence or support
  • Make connections between prior knowledge, other content areas, or a peer’s comment to establish relevance
  • Be able to verify one’s point if challenged or questioned
  • Unpack their position with details and analysis of how they arrived at such a conclusion
  • Explain why they made the choice that they did; discuss their thought process for acting or speaking the way that they did in class
  • Be able to recap or summarize the events prior to the incident or observed behavior
  • Examine the cause and effect relationship between triggers and decisions or responses

Reflective
  • Have opportunities to consider another’s perspective
  • Be provided with wait-time, as to ensure that thoughts are processed and responses are worded precisely
  • Consider how they might approach the task, challenge, or problem differently if given another opportunity or different circumstances
  • Think carefully before speaking
  • Consider the other person’s feelings or reactions to the incident
  • Connect this experience to something they have encountered previously
  • Brainstorm and discuss how this problem, quarrel, or conflict could be ironed out in more productive ways next time
  • Take responsibility for their actions and consider solutions for moving forward or making amends

 

Again, the same principles and benefits that accompany accountable talk practices for critical thinking and rigor during instruction can prove to be just as beneficial for addressing behavior concerns. The more opportunities that students get to practice accountability, whether with regard to academic content, or their own behavioral impulses, the more responsible students will become. Through accountable talk, they must not only listen to others to develop communications skills, broaden their knowledge, and expand on the ability to reflect, but also they must gain a sense of ownership in what they say and how they say it.

Creating a Positive Climate for Learning Pt. II

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Whether schools are public or private, religious or non denominational, set in rural America or in bustling cities, the push for a more positive learning climate is a common thread throughout. Much like schools have their own ways of encouraging the entire student body, classroom teachers can employ different strategies to build the positivity around learning as well.

 

At the classroom level

  • Teachers can foster positivity before students enter the room with one simple tactic—stand at the door and greet students by name as they arrive. This easy, everyday practice is one that immediately sets the positive tone, not only for the classroom as a whole, but for a student’s motivation and engagement on an individual level. This is also a helpful way for teachers to gauge any academic or social-emotional struggles that a student might be experiencing. A student who slumps, walks slowly, appears emotionless or otherwise dreary might need some extra TLC that day. A student who appears to be agitated or worked up may need a moment to recover from an earlier incident before his or her learning can continue. Whatever the case, the point of greeting individual students as they enter is to demonstrate care for each and every learner. A simple, smiling “hello” lets students know that a teacher is happy to see them, excited to teach them, and open to communicating if a student needs a pep talk.
  • Encouraging growth, not instant perfection, is another way that teachers can positively reach those students who may not always get the honor roll, student of the month, highest GPA, etc. Praising and celebrating achievement in the form of growth allows students to see that, while natural intelligence is great, effort, motivation, perseverance, and grit are worthy attributes as well.
  • To track growth, teachers may want to have students create data folders or portfolios to collect and organize their work and scores. These simple folders help students recognize their own development and growth. They also motivate students to take accountability for and agency over their grades and schoolwork.
  • When students need a little extra encouragement, teachers should consider using real-life examples of successful people who once struggled. These inspirational stories of famous leaders, athletes, performers, scholars, etc., help students recognize that, with diligence and optimism, obstacles can be overcome.
  • Make it a point to recognize positive study skills, attitudes, camaraderie, behavior, and outlooks. When students are recognized for anything, the recognition reinforces that behavior, making it more likely that the student will want to repeat that behavior, practice, task, or skill. Of course, teachers should keep praise and recognition genuine—we don’t want to acknowledge when students are simply following the rules or directions; make sure that the act is praiseworthy.

 

When things are not so positive…

Consider time for a community circle or restorative justice meeting when things go off track. It takes time and effort (not to mention patience!) to establish a positive learning environment, especially where adolescents are involved. Teachers should not become discouraged after a rough day, or week, or even month—these things happen. Instead, educators might find that a restorative justice strategy is just the thing to help reroute the course. If behaviors, motivation, effort, academic integrity, or disrespect are prevalent issues during class, pump the breaks and talk about the issue directly.

    • Clear the class schedule or agenda for the day; a community circle does take up time, but it is time well spent when done properly.
    • Invite the students in as you normally do; however, ask them to sit in a circle with no other materials or distractions in their hands. You may want to have your room set up in advance, or you can ask students to add chairs to the circle as they enter.
    • Take a moment to go over the expectations of the circle: One person speaks at a time, comments are confidential and stay within the circle, participants should speak their truth, and students are allowed to pass the talking piece if they do not want to comment.
    • Review specifically what active and polite listening looks like; when a classmate speaks, students should shift to face the speaker, provide eye contact, listen attentively, and acknowledge a person’s moment to share.
    • Make sure that everyone agrees to the ground rules and that any distractions (pencils, phones, fidgets, candy, earbuds, etc.) are placed out of the circle.
    • Begin with a direct question about the issue you plan to address. An example might be, “When was the last time you felt disrespected?” As the facilitator, you should provide your own response to the question. Speak calmly and deliberately so that emotions are kept at bay, but your sentiments are still made to the group.
    • Pass the talking piece to the left or right and remind students that they do not have to speak or share unless they’d like to.
    • When the talking piece has made it back to you, the facilitator, thank the participants and ask the next question.
    • Alternate the direction in which the talking piece is passed around the circle so that everyone is able to share equally.
    • After the circle, ask students to reflect on what was said and how others felt. Ask students to reflect on their own feelings. Encourage them to think about how they as a class can use this teachable moment to make adjustments and progress forward.

 

The point of the circle is to build community and use communication as a positive tool to do so. As students get used to the process, community circles will become more proactive and meaningful.

Creating a Positive Climate for Learning, Part I

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Whether we’re talking public schools, private schools, tutoring sessions, or homework at the kitchen table, a positive mindset goes a long way when it comes to the learning environment. Research shows that when teachers and students feel valued, respected, motivated, and engaged, learning increases exponentially—of course it does! As logical as this push for positivity may seem, it does not simply emerge out of nowhere; it must be cultivated by those who wish to bring it to life. There are small, deliberate steps that schools, parents, teachers, and students can take to foster a positive, successful learning environment.

 

At the school level

Creating a safe, engaging, positive learning space is likely the goal of every school. In order to do this, schools must ensure that the individual mission and vision for the school is clearly defined and communicated. Simply put, the vision encompasses the goals for the school and its “ideal” future; the mission involves the day-to-day steps for how the school plans to make that vision a reality. Instead of passively including the vision on official letterhead or posting it to the school’s web pages, school administrators should make a concerted effort to vocalize the goals for their school.

  • The vision should be visible in classrooms, conference rooms, and common areas, like the library or cafeteria.
  • The vision should be phrased in a student-friendly manner, and in a way in which student needs are clearly put at the forefront.
  • Schools should communicate how this vision will come to life and set up expectations for students and staff that foster such an environment.
  • Recognize students who embody the vision or mission statements with awards, celebrations, certificates, etc. The point is to grow an appreciation for the overall goals of the school and highlight when small gains are made by its members.
  • The vision should account for the community as a whole. Perhaps a middle or high school will partner with the neighborhood elementary school for a “buddy-study” program; or maybe the local businesses or organizations want to offer a career day or “shadowing” opportunity. A nearby retirement community may want to perform with the school’s chorus for an intergenerational choir.
  • On a similar note, schools can foster positivity by giving back to the community. A food drive, coat collection, trash clean-up, or anonymous pay-it-forward initiative in the community can build positivity and teach students what it means to contribute to society. Even small gestures, like thank you cards or planting a tree on campus for Earth Day can spur more positive motivation for learning.
  • Appreciation days for support staff, maintenance personnel, security, and cafeteria workers also help to exhibit a learning environment where everyone is valued. Students benefit from learning in a building where everyone’s efforts and contributions are acknowledged and celebrated. Showing admiration and appreciation to the hardworking people that run the building every day helps improve the school climate on both singular and wholistic levels.

On the topic of recognition, schools can foster positivity and an optimistic climate by celebrating student work and achievements throughout the building. Schools should think about using the daily news show or morning announcements to announce birthdays, students of the month, athletic scores and stats, community service achievements, etc. Ask students to exhibit their art work, photography, essays, or poems in display cases throughout the building—this shows young learners that, more than the grade, it’s the effort and growth that builds the foundation of a strong, successful school.

Teaching Tolerance in Secondary Classrooms

Teaching Tolerance in Secondary Classrooms

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Much of what goes on in our world makes its way into our classrooms in some form or another. In this sense, many view classrooms or schools in general as microcosms—mini representations of society. Ask any teacher, and tolerance is likely not part of their curriculum. However, much like with a productive and stable society, tolerance plays an essential role in creating a welcoming and productive classroom environment. Fostering a positive environment is no easy task, especially when our world is in the midst of such grave negativity. Tolerance in the classroom takes time, patience, practice, and reflection.

 

Remind students that everyone they meet knows something they don’t. Whether rich, poor, black, white, gay, straight, foreign, or not—every single person has lived a different life, experiencing their own realities and garnering life lessons along the way. Instead of viewing someone’s vastly different experiences as weird or wrong, students should be reminded of the value that varying experiences, perspectives, and lifestyles offer.

 

Change the language of the classroom when it comes to discussing differences. To avoid “othering” certain groups, encourage neutral or positive ways to address differences. Instead of allowing students to use weird, odd, strange, unusual, etc. to describe people, groups, or customs, a positive classroom environment should be one where words like unique, unfamiliar, uncommon, fascinating, diverse, various, or distinctive are used.

 

Approach confrontation with logical questions. Since students bring differing experiences and opinions into the classroom, occasional clashes are to be expected. When this occurs, teachers can use these opportunities as teachable moments by addressing the issue with open, honest, logical conversations. Guided or rhetorical questions also allow students to reflect on their own perspectives and how they react to others. For instance, a teacher might ask, “In what way does his/her different opinion or belief threaten yours?” “Is there a reason that their differences affect you?” “How can we focus more specifically on ourselves and less on how others behave, speak, learn, etc.?” “What do you think you know about certain people? What if you took a moment to consider where these beliefs/opinions come from?” “Saying that someone’s choices are wrong do not necessarily make yours right.” “This argument could simply be de-escalated by considering it a difference of opinions.” All of these talking points prompt students to reflect on their own belief systems while maintaining an open mind towards others.

 

Learn how to recognize your own implicit bias. This is often a difficult practice for teachers—we aim to be impartial, objective, open-minded educators that provide equal opportunities to all of our students. Therefore, recognizing, questioning, and shedding light on our own innate judgments goes against what we are working towards in the classroom. It also summons feelings of discomfort by forcing us to identify our own stereotypes and belief systems. As difficult and uncomfortable as this may be, we must address our own biases before we can ask students to do the same. To foster tolerance, there must first be a foundation of understanding—what better way than to begin with our own reflections?

Create opportunities for students to learn about one another on deeper, more meaningful levels. Free writes, warm up topics, discussion starters, and icebreakers are all optimal opportunities to help build a solid, positive rapport in the classroom. Ask students to respond to questions such as:

 

  • What is one way that your family likes to celebrate an important accomplishment?
  • What types of traditions are unique to your family/community?
  • Do you have any rituals, superstitions, good luck charms, etc.?
  • Where do most family gatherings happen?
  • What important memory from your childhood makes you smile?
  • What does your typical Saturday look like?
  • What do you like to do on a snow day?

Stress Awareness Month: How to Lower Stress Levels in the Classroom

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Stress in the classroom is all too familiar to a teacher. Someone once likened teaching to monitoring 30+ open, blinking tabs on a computer screen, while juggling and reciting Shakespeare. This comparison seems fairly accurate a lot of the time. So, if the adult in the room is feeling the stress, how do you think the students are feeling? Not so surprisingly, American children are sadly experiencing chronic stress in and out of the classroom. In fact, data indicates that pharmaceutical use for children with emotional disorders has risen to an alarming rate, as has the suicide rate for adolescents. We know from our own personal experiences that mounting stress has an enormous ripple effect on our day-to-day lives. Sleeping patterns, eating habits, productivity, concentration, academics, social/emotional well-being—all of these factors are very much correlated to stress levels. Seeing as teachers spend much of the day interacting closely with students, it then becomes our responsibility to not only teach, but also monitor the emotional well-being of our students.

The solution to stress in children should not begin by managing stressors once they have reached their peak, but rather helping students avoid getting to that point of eruption. Here are a few tips to help teachers take a proactive approach to stress:

Allow time for homework, large assignments, projects, or conferencing during class. Yes, this down time is likely not a central part of the scripted curriculum. However, with pockets of down time, students can not only practice multi-tasking, self-reflection, and peer conferencing, but they can also use this time as a moment to simply breathe. The typical middle schooler has anywhere from five to eight core classes during the day. With only a break for lunch and the rushed locker visits between classes, it is no wonder why middle schools are reporting an increase in stress levels, visits to the counseling office, and absenteeism. A simple 10-15 minutes of class every other day to pause, organize, reflect, or ponder could be a very necessary practice to employ if students are visibly stressed. Often times, adolescents’ stress levels mount when they feel incapable of maintaining the balancing act. To avoid this, allow class time every once in a while to simply have students get their bearings. These pockets of time can be used for anything—a school project, extra math practice, reading, or simply organizing. The key here is that the time is used to keep that overbooked sense of urgency at bay.

Encourage feedback on how your students are managing their schoolwork. Explicitly discuss what assignments, assessments, or projects are consuming the most time outside of school. Inquire about how long it took the average student to complete last weekend’s homework. Often times, what teachers consider to be “simply extra practice” can end up being a student’s sleepless night. Perhaps you may give anonymous monthly surveys to gauge how stressed your students are. But don’t just collect the data—use it to plan how you and other colleagues can minimize the impact that school stress is having on students.

Be flexible when a student is visibly struggling. If you know that a student is having a personal struggle at home, or if he has been out sick for several days, consider excusing the student from any assignments that are simply review items or filler homework. Of course, most assignments are (hopefully) central to the learning objectives of the class. For these tasks, provide extra help or one-on-one assistance so that your student does not feel burdened with the piles of make-up work. Similarly, be lenient with due dates—as teachers, we can easily tell the difference between a student who desperately needs more time and one that is milking absences.

Think of outlets for stress. In the same way that we hit the gym to expel the stress of the day, allow your students to explore options to clear their minds and bodies of any angst. If a walk to the water fountain before a big test keeps the jitters at bay, make that a routine. Or, have a stress ball or fidget collection to occupy nervous hands during class. When said task/test/lesson is over, acknowledge your students’ concentration, tenacity, and composure.