Call-and-response interactions are used to bring students to attention, think about class mantras, reinforce content, or celebrate achievements.

Providing Clear Instructions is a practice that involves giving students directions in a way that is clear and defined.

Social norms are ideals and standards of behavior shared by a group. They can be used with students in the classroom and with adults during meetings.

Flexible grouping is the strategy where students are placed in groups based on their readiness level, interests, or learning styles. The groups are flexible because the groups can change between each task, assignment, or unit to best support individual student learning. 

Jigsaw is a cooperative learning strategy that allows students to work in small groups, yet cover a body of information on different topics. Students meet initially in "Home Groups" to review previously introduced content. They separate into "Expert Groups" for a specified amount of time for in-depth study on a topic. The students then return to their original "Home Group" and teach the other group members the essential information from the topic.

Four Corners is a debate strategy that requires students to show their position on a specific statement. This technique stimulates student learning through movement and discussion, and it can also be used as a formative assessment.

A visual schedule is a set of pictures or words that communicates a sequence of activities a student is to complete independently.

QSSSA  is a structured conversation strategy to facilitate peer conversations and develop academic language. It can be used in any content area by any grade level.

Assigning Classroom Jobs is a way to have students take ownership and responsibility for different aspects of the classroom and routines.  Teachers can use jobs to support student independence and create an inclusive environment.

Tight Transitions is a quick and effective practice that students perform to move from one activity to the next during a lesson without extensive guidance from the teacher.

Using Reinforcers is a practice that supports process praise by providing positive cues in response to a student behavior

Acknowledge Actions is a social-emotional learning strategy in which the teacher takes purposeful action (e.g., positive verbal statements, eye contact, gesturing, proximity) in order to make it clear to learners that they are heard and noticed in a classroom setting. 

A calming space is an area where a student can go to relax, refocus and recenter.

Philosophical Chairs is a format for classroom discussion that ensures respectful dialogue, mutual understanding, and deep engagement into the subject matter.

A meeting between a teacher and a student where both the student and the teacher identify strengths and areas of growth during their discussion and then collaboratively select specific strategies that will support the student's progress.  The teacher should model selected strategies and participate in guided practice with the student during the conference.

With this strategy, a small group of students model language, expectations, or discussion for the rest of the class.

Providing clear behavioral expectations for instructional activities ensures students know how to be successful during the day.  They can be practices at the beginning of the year and after any long break and reviewed regularly prior  to beginning an instructional activity.

See, Run, Do is a n icebreaker and team building activity that tests students’ communication skills and creativity. It is a great activity to use as an introduction to a topic or unit.

Mystery Student is a fair and practical class wide incentive strategy that targets specific behaviors. Use the Mystery Student strategy when there is a specific behavior of concern that more than 20% of the students repeatedly exhibit

A protocol for emphasizing and restating expected behaviors in an overall positive manner. 

Table Talk is a strategy that provides students with an opportunity to engage collaboratively with their peers to process new information, solve a problem, or complete an activity. All students are accountable and have a shared responsibility in completing the learning task. The teacher’s role moves from “information giver” to that of a facilitator of learning. It is important that the teacher monitor the groups as they work to check their understanding and progress, ensure they students are on track, and encourage them if they get frustrated or discouraged.