• Decision making is a person’s approach to problem solving, learning from experience and using values to guide behavior and accept responsibility.

• Personal responsibility is a person’s tendency to be careful and reliable in his/her actions and to contribute to group efforts.

• Self awareness is a person’s realistic understanding of his/her strengths and limitations and consistent desire for self-improvement.

• Social Awareness is a person’s capacity to interact with others in ways that show respect, tolerance and cooperation.

• Goal-Directed Behavior is a person’s initiation of and persistence in completing difficult tasks. It is having perseverance.

• Relationship skills are a person's skill at promoting and maintaining positive connections with others.

• Optimistic thinking is a person’s attitude of confidence, hopefulness, and positive thinking about her/himself and her/his life situations in the past, present and future.

• Self-Management is a person’s success in controlling his/her emotions and behaviors, especially in new and challenging situations.

https://vimeo.com/rhithm

1. Listen: validate the student's voice, “I hear you.”

2. Inspire: validate the student’s feelings “You are important to me.”

3. Collaborate: “This task must be hard for you ‘Let’s work together’”

4. Comfort: “I see you might be upset ‘What do you need from me right now so that I can better support you.’”

5. Celebrate: “You did it! Look at how much you have grown.” This builds confidence and resilience.

• Two word check in: The two word check in is a quick and easy way to get a pulse of your students' temperaments. Ask each student in the room to share two words that describe their mood (example: excited, tired). This will let you know overall how they are doing and if you need to check in with individual students later should they be having a difficult day.

• Two minute connection: This connection activity is a great restorative tool that builds classroom community. Have students stand at the peripheral of the room for a “Stand and Share” session. Pose a question(s) such as "What makes a good friend?", "If you won a million dollar, what would you do with it?". Students should feel safe sharing but are not required to share. This quick activity allows students and the teacher to connect with one another as they listen to the responses to the question(s).

• • 1. Have question(s) prepared.

    2. Set a timer for 2 minutes. Have students stand and form a square/rectangle in the classroom. Proactively, inform students the direction (left or right) of our conversations.

    3. As the teacher, you share first.

    4. After you share, look in the direction of the student who will share after you. Remind your students that the head turn will signify the passing of your voice. Remember, students may pass.

    5. Listen to your students responses as they share to make connections.

• 60 Second Relate Break: This activity is similar to a typical “brain break” that takes place in the classroom. The teacher presents a question to the class. Sets a timer for 60 seconds and guides students to start sharing in a “turn and talk” manner to those around them. The teacher walks around the class listening to students share their responses. At the end of the time, the teacher shares their personal response to the prompted question so students can learn about the teacher. Focus on students learning about each other and you learning about them!

• • 1. Pose a question to the class. Have question(s) prepared.

    2. Set timer for 60 seconds, and allow students to turn and talk with their immediate neighbors. If responses take less than 60 seconds, guide students to continue conversing about school appropriate content.

    3. As students are sharing, walk around the classroom listening to the conversations.

    4. When the timer sounds, redirect students to wrap up their conversations.

    5. As the teacher, you share last.

• 2 by 10: This is a simple activity used to build a relationship with a particular student. Select a student with whom you have had difficulty connecting or perhaps has struggled in the classroom behaviorally, socially and/or emotionally. For 10 days spend 2 minutes each day connecting with that particular student. Focus on discussing topics that are not academically related; rather select topics that will allow you to get to know them personally. Simply put, purposely plan to give a bit of quality time in class each day for ten days with that student and see what happens. You will be amazed at the results.

Compliment Mad Lib

Send someone in your life an out-of-the-blue "I admire you" message with this handy fill in the blank mad lib.

"Do you know why I admire you? It's partially __________, but it is mostly you ___________. I want you to know I admire you more than __________."