Check-in System

Your day is complete. You are exhausted. You head to the store to pick up some last-minute groceries for dinner. The cashier asks, “How are you today?” How do you respond?

Is it the typical, “good” response that almost every single other person gives, despite if you are actually really good or not? Would you have the same response if a close friend asked you this over your morning coffee?

Too often we underestimate the power of a listening ear or a simple “How are you today?” It feels nice when someone takes the time to ask how we are doing. It feels especially nice when we are able to provide an honest response to someone with whom we have a relationship.

Now, how are your students or children doing? Because school can be rocky. Life can be rough. Whether you are a teacher, counselor, student, or parent, these past few years have been tough on everyone. Checking in with students has always been important. But when our schedules change, routines are disrupted; we lose connections. Whether you are physically going to school or attending virtually, those check-ins are even more important than they ever were. Of course, if you have ever met a child, you know kids have a variety of emotions about anything and everything.

Daily check-ins are a fantastic way to see how your students are doing, especially to see how your students with disabilities are doing. Some often struggle to put a word behind their emotions or feelings, especially if they have not quite found the words. Ask your student how they are feeling, and more often than not, you might get that grocery store response, “I’m good,” or “Meh,” followed by a shrug of the shoulders.

We often focus on the outward behavior — the sitting silently at the table, the head down at the table, the screaming child, an angry or sad facial expression – and react to just that. But what about that inward behavior — what is that child feeling today – anxious, depressed, blah? How do we know if they are struggling? When we provide a little window to show support and address how a student is feeling…

• They feel seen/validated

• They feel safe and confident by being able to connect a word with a state of being

• It’s the perfect way to prioritize learning (e.g., there has to be a connection before direction.)

Intentionally connecting with your student on that level is imperative. Whether you ask them face-to-face or have a check-in board on your wall, this can mean more to your student than you will ever know. It means their mental health comes first, that you care. Even if the response is, “I’m meh.” At least you would know where to go with the lesson – they might need extra support today, more or less space, they might need a buddy to work with. So, what does a “check-in” board look like?

You can design it your own way. This can be on a whiteboard, a giant piece of paper, or a chalkboard. Use all the colors, all the stickers, or just make it simple.

Find what works for you. Find what works for your students. In order to serve these kids and make the effort to connect and build a rapport with them, it takes time and energy. Creating a “check-in” board is a great way to start your morning routine and see where the student is at that day.