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Building Stronger Relationships: Strategies for Educators and Beyond 

Published on February 13, 2025
Heart hands as a group of diverse people hands connected together shaped as a love symbol expressing the feeling of being happy and togetherness.

Many people think of February as a time to celebrate love and connection. While Valentine’s Day celebrates romantic and platonic love, this season can also be an opportunity for educators to reflect on the relationships they build in their classrooms. Although you may be familiar with some simple ways to work on building relationships with students, you probably haven’t considered how these same strategies can be used to improve other relationships in your life. Let’s look at some relationship-building skills for the classroom, and how you can focus on improving all of your relationships this Valentine’s season—in and out of school.  

The Power of Meaningful Conversations 

Engaging in discussions with students about non-academic subjects is one way teachers can build positive relationships with students. Giving people time to talk and listen to what they are saying can be beneficial, as this interaction can help the individual who is talking process emotions and thoughts, feel heard and understood, and reduce their stress.  

One effective strategy for changing the behavior of a student is the 2×10 strategy— spending 2 minutes talking to that student about non-academic topics for 10 school days in a row. These conversations can help the student improve their behavioral and academic outcomes, and it could reduce your need to use punitive discipline. Just a few minutes of talking can encourage students and teachers to build understanding and respect for one another and help students meet their needs for attention, safety, and control.  

Try This Outside the Classroom: Think about someone in your life you’ve been struggling to connect with lately. What would it look like to take a small step towards consciously connecting with them? What do you think engaging in 2 minutes of conversation with that person, especially the listening component, could do for your relationship?  

Using Praise to Reinforce Positive Behavior 

Using praise is another effective tool for encouraging positive behavior and utilizing it could help build a connection between teachers and students. When used effectively, praise can reinforce good habits, motivate students, and contribute to a more positive classroom environment. Here are some tips for giving meaningful praise to students: 

  • Use Names: Use the student’s name to make sure they know you’re talking to them: “Cevan, I noticed that you did a great job raising your hand before you answered.” 
  • Be Specific: Explain the behavior that the student performed well so they know how to do it again. “Good job” doesn’t give much direction, but “Kira, I love how detailed these adjectives are” tells the student exactly what she did right.  
  • Maintain a Positive Ratio: Focus on giving more praise than direction or criticism— using a ratio of three positive to one negative comment is suggested.  
  • Catch students being good: When appropriate, wait until a misbehaving student does something correctly so you can give praise, rather than scolding or redirecting them while they’re slightly off-task. 
  • Praise Small Steps: When working to shape a complex behavior, start by praising small behaviors that approximate or precede the expected behavior. For instance, this could be praising a student for starting their work when the goal is that they complete the task.  
  • Set Praise Goals: Give praise frequently and consider setting a goal for how much praise you will try to deliver during a lesson.  

 Apply This to Personal Relationships 

  • Give specific feedback instead of settling for “thanks.” An example of this could be saying, “thanks for grabbing me a coffee this morning because I mentioned I had a long night. That was so thoughtful of you, Marisa.” 
  • Offer criticism paired with some examples of things the other person is doing well. An example of this could be saying, “I really love how creative this idea is, and how fun you make it sound. You’re so interesting! That said, I don’t think a picnic in February is a good idea. What else could we do?” 
  • Focus on noticing how often you offer positive information in conversations. It can be easy to fall into a negative pattern, and you may think that you’re “being real” or people don’t mind. Consider how you can shift your ratio of positive-to-negative interactions. 
  • Look for small actions that people in your life are doing right and try to acknowledge them. You could recognize these actions by using a gesture; remarking on an action or habit (like always putting dishes in the dishwasher) that often gets taken for granted; or noticing and mentioning small steps that are being taken to reach a goal. 
  • Make a habit of looking for the good in others and telling them that you noticed. Consider setting a goal for how many compliments you give out every day.  

Strengthening Connections Inside and Outside the Classroom 

If you’re interested in learning more about building relationships with students, you can look at our trainings on active listening, giving praise, the 2×10  strategy, and being a warm demander. 

If you’re interested in learning more about simple strategies for improving your relationships outside of school, you could start by talking openly with your friends and loved ones and listening empathetically to what they have to say in return. Happy Valentine’s Day! 

Reference(s):

Dweck, C., & Carlson-Jaquez, H. (2010). Using praise to enhance student resilience and learning outcomes: Applications of psychological science to teaching and learning modules. American Psychological Association. https://www.apa.org/education-career/k12/using-praise

McKibben, S. (2014). The two-minute relationship builder. Educational Leadership, 56(7). https://www.ascd.org/el/articles/the-two-minute-relationship-builder  

Time for a Fresh Start

Published on January 17, 2025
Hands clasped over water reflecting clouds.

Reflect, Refocus, and Refresh for a New Year

While most school years begin in August or September, many people use the start of the calendar year—January—as a time to reflect and refocus on growth. Now may be a good time for you to consider how you’re doing on your goals from last year and make plans for what steps you need to take to meet those goals, if you haven’t already, and establish new ones.

As school professionals, we’re experts at setting and managing school-related goals, but we also need to focus on ourselves. This blog examines some potential areas for your growth, professionally and personally, over the coming year. Using these strategies and ideas may help to ensure your well-being throughout the rest of the school year and the rest of 2025.

Professional Growth: Goals for the School Year

The new year (and, therefore, New Year’s resolutions) is conveniently placed just about halfway through the school year, so this may be a good time for you to reflect on which practices and strategies have been working well in your classroom. In addition, you may want to consider methods or styles you use that could be improved. The new year presents an opportunity for you to reassess practices, try new strategies, or dedicate more time to continuing education. Some examples of school-related goals may include the following:

  • Expand Your Knowledge Base: Commit to learning about one new professional-development topic this year. You could read a book, attend a workshop, take a course, or spend time talking with other professionals to build your knowledge base.
  • Enhance Classroom Management: Improve your classroom management by trying new, positive strategies. You could set a goal regarding how much praise you want to give or how much time you spend building relationships with students. You could also focus on greeting students each day.
  • Achieve Work-Life Balance: Establish the much discussed “healthy work-life balance.” Set boundaries around work, such as considering when you are willing to answer work-related emails and grade student work.

Setting positive goals to be pursued while you are at school can help give direction and structure to your work and potentially reduce your risk of burnout. In addition, seeking and engaging in better mental health at work by implementing the above strategies can contribute to better mental health all around.

Personal Growth: Goals Beyond the Classroom

Making sure you’re keeping up with your healthy habits and hobbies can be an important part of establishing and maintaining your overall health. Some goals that may be worth considering this year include the following:

  • Learn a New Skill or Hobby: Look, you’ve been thinking about buying roller skates for years. Surely, the excitement and adventure that learning a new skill will bring are worth the investment.
  • Strengthen Relationships: Work on increasing how frequently you meet with friends; commit to calling a loved one (hands free) on your commute home once a week; take an exercise or drawing class to meet new people.
  • Cultivate Mindfulness: Adding a mindful practice, such as journaling or breathing exercises, to your schedule, even if just for a few minutes a day, can help you stay calm, grounded, and focused.

A Successful Year Ahead

By setting thoughtful goals and taking deliberate steps to achieve them, you can make 2025 a year of growth and balance. Whether you focus on professional development, personal enrichment, or both, these strategies will help you thrive.

For additional resources on self-care and goal-setting, click here.

Reference(s):

Lesh, J. J. (2020). Don’t forget about yourself: Words of wisdom on special education teacher self-care. Teaching Exceptional Children, 52(6), 367–370.

 

Keeping Your Cool This December: Strategies for Educators During the Holiday Season

Published on December 12, 2024

Introduction: Tackling the Holiday Challenges for Educators

December can be a tricky time for educators. For many, the end of November and all of December is considered to be the holiday season, which can bring celebration, joy, and anticipation. For most, the holiday season provides a welcome break from work and, perhaps, time to de-stress. However, the break actually comes at the end of December, and educators have to stay engaged and keep students involved and occupied as they forge on from Thanksgiving to winter break before they can indulge in relaxation. We know what that’s like, and we wanted to share some of our thoughts regarding one of the toughest teaching seasons of the year.

The Impact of Disruptions on Students

Whether they admit it or not, our students rely on routines to keep them organized and regulated. When breaks in the routine occur—such as special events, the end of the marking period, and vacations—students lose that sense of stability you’ve spent all year building. Students may lose motivation, feel overstimulated, or experience higher levels of stress, which can manifest as disengagement and misbehavior.

December doesn’t have to be nightmarish or traumatic. By thoughtfully planning your approach to these disruptions, you can minimize the psychological and behavioral effects students may experience during the holiday season.

How to Provide Structure During December

Maintaining structure helps students stay regulated during disruptions. Here’s how:

Reinforce Behavioral Expectations & Focus on Academic Rigor

  • According to Elias (1997), “a caring, supportive, and challenging classroom and school climate is most conducive to effective teaching and learning”. One of the ways a caring, supportive, and challenging classroom can be built is by maintaining rigorous expectations for your students, especially during disruptions and transitions. This may mean continuing to focus on academics, even if other classes may be indulging in less academic activities.
  • Remind students that, although the schedule may have changed, your expectations of them have not. Review the classroom rules and expectations with students, and stress that these expectations apply whether students are learning, going to assemblies, or going on field trips. Frequently discussing behavioral expectations in different contexts can help support positive behavior. Continue providing reinforcement for positive behavior and implementing consequences for rule breaking.

Maintaining Student Motivation

Motivating students during December requires creativity and flexibility. Consider the following:

  • Instead of offering free time or less-structured activities, provide opportunities for students to do deep learning or creative projects. For example, consider using December as a time to offer choices in research topics, work on creating presentations, or have students engage in group work.
  • Use a variety of metrics to assess student learning. Since students may be less focused, they may not perform as well on traditional tests but may be able to demonstrate their learning in other ways, such as participating in large- or small-group discussions, writing or blogging, or creating digital storytelling or infographics.

Supporting Students’ Emotional Needs

The holiday season can be stressful for students as well as educators. To support their emotional well-being:

  • This season can be just as stressful for our students as it is for us. You can help by incorporating social and emotional skills into lessons or offering a refresh on skills you’ve discussed previously. You may want to focus on skills regarding emotion regulation.

Ready to dive deeper? Explore our learning modules on teaching SEL skills and managing student behaviors.

Final Thoughts: A Thoughtful Approach for a Calm December

December doesn’t have to be stressful. By maintaining structure, motivating students with creative activities, and addressing emotional needs, you can create a calm and supportive environment for your students during the holiday season.

Continue reading “Keeping Your Cool This December: Strategies for Educators During the Holiday Season”

Reinforcing Gratitude and Mindfulness with SEL Skills in Schools

Published on November 12, 2024
Photo of young adult smiling up at the sky with eyes closed.

Imagine you’re sitting at the dining room table with your family members. Quick, name something you’re thankful for that no one else at the table has said yet! It’s almost Thanksgiving, which means it’s time to get thoughtful and creative about what’s going right for you. Thinking about what we are grateful for can be good for making your grandmother cry happy tears at the dinner table, but it can also be an exercise in mindfulness and gratitude.

Practicing Gratitude and Mindfulness This Thanksgiving

Mindfulness is the practice of bringing one’s attention to the present moment in an accepting way. Practicing mindfulness can involve noticing one’s thoughts, feelings, or surroundings, and it involves one allowing their thoughts and sensations to drift into and out of their awareness without being distracted by them, judging them, or reacting to them. With practice, engaging in mindfulness can help an individual stay present, be less impulsive, and reduce their stress. For school personnel, specifically, using mindfulness is associated with having lower levels of job stress and lower rates of burnout and alleviating their depression and anxiety symptoms (Braun et al., 2019).

Three Mindful Practices for the Busy Season

  • Mindful Eating: Take time to really notice the flavor, texture, and smells of your food without distractions.
  • Attentive Listening: During conversations with family and friends, practice listening attentively and nonjudgmentally to what’s being said right now. Try not to plan what you’ll say next or think about the “baggage” others may bring to the conversation.
  • Appreciate nature: Getting outside and noticing the change of the seasons can be good ways to practice mindfulness and grounding. Notice the sounds, colors, and smells that surround you.

The Importance of Gratitude for Mental Health

Gratitude can also be a helpful tool that you can use to improve your mental health. The Greater Good Science Center at the University of California (Berkeley) reports that engaging in gratitude practices is associated with several improved individual, social, and health outcomes. For school professionals, participating in gratitude practices is also positively associated with better and more fulfilling work engagement and lower rates of burnout (Nicuță et al., 2022).

Three Ways to Practice Gratitude Year-Round

  • Reflect: Take time and reflect on your year, the last month, or just the last day. Consider all of the moments, decisions, and connections that have gone right.
  • Journal: Gratitude journaling is a common way to start keeping track of people or experiences you are thankful for. Writing for a few minutes a day can make a big difference in your perspectives on family, life, and even the world.
  • Give Back: Volunteering or donating can be a way to share your gratitude for your community.

Encouraging Gratitude and Mindfulness in Students

We, as educators can also encourage our students to practice mindfulness and gratitude. These skills can be incorporated into SEL skills lessons, or they can be themes that we can draw connections to throughout this season. We can also teach these skills by modeling them: give thanks and praise when students are doing well, appreciate the present, and ensure we provide students with positive feedback so they can learn how to support others.

Explore More SEL Resources

For more training on SEL and self-care, explore our SEL Learning Modules or check out our Self-Care Learning Modules for school personnel.

 

Reference(s):

Allen, S. (2018). The science of gratitude [White paper]. Greater Good Science Center at the University of California, Berkeley. https://ggsc.berkeley.edu/images/uploads/GGSC-JTF_White_Paper-Gratitude-FINAL.pdf

Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle school teachers’ mindfulness, occupational health and well-being, and the quality of teach-student interactions.. Mindfulness, 10(2), 245–255. https://doi.org/10.1007/s12671-018-0968-2

Nicuță, E. G., Diaconu-Gherasim, L. R., & Constantin, T. (2023). How trait gratitude relates to teachers’ burnout and work engagement: Job demands and resources as mediators. Current Psychology, 42, 30338–30347. https://doi.org/10.1007/s12144-022-04086-8

Implementing MTSS in Secondary Schools: A Guide to Using the Lippit-Knoster Model for Managing Complex Change

Published on October 12, 2024
Graphic breaking down the Lippitt-Knoster Model.
Caredda, S. (2020). The Lippitt-Knoster Model for Managing Complex Change.

Implementing a Multi-Tiered System of Supports (MTSS) in secondary schools can be challenging but rewarding, and it can offer comprehensive benefits to students and staff. The Lippit-Knoster Model for Managing Complex Change provides a systematic guide for MTSS implementation by focusing on six essential elements: vision, consensus, skills, incentives, resources, and an action plan. Addressing each of these components can eliminate common obstacles to change and foster a supportive school environment (Knoster, 1991; Reynolds, 2023).

Why MTSS Matters in Secondary Education

Secondary schools have unique challenges when it comes to MTSS implementation, including the complexity of student needs and a more rigid schedule with multiple class transitions. MTSS offers a structured approach to address these, benefiting students academically, behaviorally, and socially. Below, we outline how each element of the Lippit-Knoster Model applies to MTSS in secondary settings, with practical steps and resources.

Vision: Establishing Purpose and Scope

A well-defined, shared vision is foundational to MTSS success. As Jimerson, Burns, and VanDerHeyden (2016) emphasize, an unclear vision can hinder MTSS implementation, especially in high schools that have complex student needs. For instance, a high school’s MTSS vision might focus on reducing dropout rates, increasing graduation rates, or supporting student mental health. Aligning MTSS with school goals ensures the MTSS model is tailored to student needs, so its outcomes will be impactful.

Resource Spotlight: The Missouri Department of Elementary and Secondary Education’s MTSS resources offer exemplary guidance on implementing MTSS, which can be customized to individual school priorities (Briesch et al., 2020).

Consensus: Building a Collaborative Culture

Achieving consensus is vital for fostering a collaborative environment in which teachers, students, parents, and administrators support MTSS goals. An effective strategy for building consensus is “data storytelling,” which frames school data in meaningful ways. Visual and narrative presentations of data can help convey the purpose and benefits of MTSS and can help build a shared understanding and commitment (Curry, 2021).

Resource Spotlight: Edutopia’s guide to consensus-building strategies for school leaders provides frameworks for creating data stories that resonate with diverse audiences. Education Week created charts are based on Panorama’s State of MTSS 2023 Survey. Consider using these as the foundation, along with your school’s data, to tell your MTSS story.

Skills: Equipping Educators for MTSS Success

Equipping educators with the right skills is essential for the effective implementation of MTSS, which relies on a set of specific competencies across various roles within the school. These include skills in using data analysis, identifying and administering tiered interventions, and adapting instruction to meet diverse student needs. The Lippit-Knoster Model emphasizes that having the necessary skills can help to relieve staff anxiety and uncertainty, which are common barriers to successful MTSS adoption. A well-structured professional development program that is tailored to MTSS competencies can ensure educators feel confident and prepared to apply MTSS effectively in the classroom.

Resource Spotlight: The MTSS training series by School Resources to Support Military-Connected Students offers short, focused MTSS training sessions that are helpful for working with diverse student populations.

Incentives: Motivating Engagement and Participation

Offering incentives can help foster engagement with MTSS by highlighting its positive impacts on school culture and student outcomes. For example, using Positive Behavioral Interventions and Supports (PBIS), which aligns with MTSS principles, can demonstrate how structured support may decrease disciplinary incidents and enhance the school climate. Studies like Elrod et al. (2021) show that PBIS’s focus on positivity and support correlates with fewer behavior incidents and improved teacher buy-in.

Resource Spotlight: Data from studies, such as those on PBIS effectiveness, can serve as incentives for educators by illustrating the tangible benefits of MTSS implementation.

Resources: Ensuring Comprehensive Support Systems

A successful MTSS model requires a strategic alignment of resources to support students and educators across all tiers of intervention. The Lippit-Knoster Model emphasizes the importance of accessible resources and notes that missing resources can lead to frustration and implementation challenges. According to Reynolds (2023), schools that prioritize strategic resource planning experience smoother MTSS integration and encourage staff to remain focused on student outcomes rather than logistical issues.

Resource Spotlight: The Continuum of Evidence by the Clearinghouse for Military Family Readiness at Penn State is a helpful tool that categorizes interventions by efficacy and target demographics. Additionally, evidence-based intervention platforms such as What Works Clearinghouse and Evidence for ESSA provide rigorous evaluations of interventions, allowing schools to select the most effective, research-backed programs.

Action Plan: Charting a Path for Sustainable MTSS Implementation

Creating and using a detailed action plan can be essential for sustaining MTSS implementation. The MTSS Center’s planning guides for middle and high schools outline critical considerations and offer guiding questions tailored to each educational level. These documents are helpful for planning phases, structuring interventions, and evaluating progress, which can help to ensure MTSS remains adaptable to school-specific needs.

Resource Spotlight: The MTSS Center’s action plan documents help organize implementation strategies that are tailored to meet the unique needs of middle schools and high schools.

Summary: Using the Lippit-Knoster Model to successfully implement an MTSS framework

The Lippit-Knoster Model provides a structured framework for managing MTSS implementation in secondary schools. Addressing vision, consensus, skills, incentives, resources, and action plans helps establish a robust foundation for MTSS that can be sustained over time. When fully implemented, MTSS improves student academic and behavioral outcomes and fosters a positive, inclusive school environment where students and staff thrive together.

Next Steps and Resources

Ready to implement MTSS? The MTSS Check-Up is a flexible toolkit that allows school personnel to create an MTSS framework that is effective for their needs.

Have you tried implementing MTSS at your school? Share your experiences and insights with us here.

Reference(s):

Briesch, A. M., Chafouleas, S. M., Nissen, K., & Long, S. (2020). A review of state-level procedural guidance for implementing multitiered systems of support for behavior (MTSS-B). Journal of Positive Behavior Interventions, 22(3), 131-144. https://doi.org/10.1177/1098300719884707

Curry, V. (2021, April 21). A consensus-building strategy for school leaders. Edutopia. https://www.edutopia.org/article/consensus-building-strategy-school-leaders

Durrance, S. (2023). Implementing MTSS in secondary schools: Challenges and strategies. Comprehensive Center Network. https://region6cc.uncg.edu/wp-content/uploads/2022/06/ImplementingMTSSinSecondarySchools_2022_RC6_003.pdf

Elrod, B. G., Rice, K. G., & Meyers, J. (2021). PBIS fidelity, school climate, and student discipline: A longitudinal study of secondary schools. Psychology in the Schools, 59(2), 318-335. https://doi.org/10.1002/pits.22614

Jimerson, S.R., Burns, M.K., & VanDerHeyden, A.M. (2016). Handbook of response to intervention: The science and practice of Multi-Tiered Systems of Support (2nd ed.). Springer. https://doi.org/10.1007/978-1-4899-7568-3

Reynolds, K. B. (2023). Implementation of a multi-tiered system of supports in public schools to improve student behavior indicators and mental health (Doctoral dissertation, Southern Nazarene University). ProQuest Dissertations Publishing. https://www.proquest.com/docview/2809324280