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Elementary Classroom Management: 10 Strategies That Work

Alisa Kaczorowski — Thu, 03 Sep 2026 13:28:11 +0000

Key takeaways

A strong and effective classroom management plan is key to a successful year in an elementary classroom.
Clear expectations, communication, and consistency are critical components of a proactive and effective elementary classroom management plan.
A strong elementary classroom management plan helps students develop the foundational habits and skills they need for middle and high school.

In an elementary classroom, your classroom management plan can either make or break your entire school year. Recognizing the unique needs and developmental milestones of elementary schoolers will go a long way toward creating a calm, safe, and predictable learning environment where students can thrive. Your elementary classroom management plan should focus on learning and on helping students develop a strong sense of belonging and felt safety, while giving them opportunities to practice important social and life skills in a low-stakes environment.

Start building your elementary classroom management plan with these ten strategies, and tap into the educational resources available online.

10 Effective Elementary Classroom Management Strategies

Relationship Building

Building strong relationships with students is the most important proactive strategy for elementary classroom management. Start on the first day of school, as many teachers do, with traditional “getting to know you” activities. Keep the momentum going throughout the school year by asking questions, having informal conversations with students, and following up on what they share. Use this background knowledge when planning lessons to connect learning to their real lives and increase student interest and engagement. Making your students feel safe, seen, and valued will go a long way toward building the intrinsic motivation they need to make thoughtful choices in the classroom.

Clear, Specific Routines and Expectations

From the very first day of school, create and communicate clear, specific routines and expectations for students. Do this for every aspect of the school day, from entering the classroom in the morning to transitioning between activities to walking through the hallways of the school building. Help students understand why these routines and expectations matter, and build in time to practice them throughout the year, as needed.

Consistency

Consistency really is the key to effective elementary classroom management. Kids thrive on routine. Communicate expectations at the beginning of the year, and be consistent in following through and holding students accountable for their actions. If students see inconsistency, they will take every opportunity to take advantage of it. Minimize downtime, as this almost always leads to disruptions and other behavior issues.

Morning Greetings

Standing at the door to greet students as they arrive each day is a great elementary classroom management strategy. It makes students feel welcome, and it’s also a good time to gather information about and chat with your students. As students arrive at school, greet them by name, engage them in informal conversation, and make them feel welcomed back into the classroom.

Morning Meetings

Morning meetings are a terrific way to build acaring classroom community. Typically, a morning meeting happens at the beginning of the day or class period and lasts about 10-15 minutes. During a morning meeting, students might answer a question of the day, participate in a role play or team-building activity, or listen to a book and discuss a related social-emotional learning skill. The overarching goal of a morning meeting is to give students opportunities to get to know one another better, get to know you better, and practice important social skills.

Mindfulness Practice

Implement a daily mindfulness practice into your classroom. Choose a time of day that is often chaotic, such as when students return from gym or recess, and explicitly teach students a mindfulness strategy. Practice it each day for a week or two, before moving on to a new strategy. Help students understand that mindfulness is a proactive way to keep their bodies and brains calm, and that they can use these same strategies reactively to calm down when they feel escalated. This practice helps students build the self-regulation skills they will need as they get older.

Brain Breaks

We all need breaks throughout the day. Recognize this need and plan for it by scheduling brain breaks into your instructional day. Brain breaks are short breaks that let students stand up, move around, stretch, and turn off their brains for a few minutes. Incorporating a few brain breaks into your day ensures students’ brains are ready to learn and reduces disruptions and behavioral issues. Be flexible in incorporating brain breaks into your day. You know your students. When they look like they need a break, they probably do.

Calm Down Space

If you’ve ever needed a space to retreat to for peace, quiet, and time to think, you understand the importance of a calm down space. Intentionally plan a space in your classroom for this very purpose. It should be within eyesight of classroom instruction, and might include sensory tools, visual reminders of strategies students have learned, comfortable seating options, and low lighting. Set clear expectations for the calm-down space, and teach students how and when to use it, as well as the tools available to them.

Positive Reinforcement

Consistent positive reinforcement is an important part of your elementary classroom management plan. Provide this feedback not only to students who consistently make smart choices and often don’t get the recognition they deserve, but also to struggling students when the opportunity arises. Celebrating small wins as a normal part of your classroom culture gives students the affirmation many need and models how to encourage peers.

Have Fun!

When students see you having fun in the classroom, the feeling becomes contagious, and that’s a win for everyone.

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Why is effective classroom management in elementary school important?

Effective classroom management is critical in the elementary classroom. At this age, students develop the foundational habits and social behaviors that will carry them through the rest of their lives. They need strong teacher control and structure, along with simple processes and routines, to learn these skills and build the independence and autonomy necessary for middle school.

Creating an elementary classroom management plan that maximizes learning time, builds a positive classroom environment, and relies on clear, consistent routines and expectations will help students thrive academically, socially, and behaviorally. This can lead to fewer disruptions, smoother transitions, stronger student engagement, and improved academic performance. This puts the focus on learning rather than constantly addressing classroom behaviors and disruptions.

Take the time at the beginning of the school year to develop your elementary classroom management plan. Consider the boundaries, expectations, and routines that are a priority for you, and how you can explicitly communicate them to students. Think about the classroom environment you hope to create, and identify the components needed to make it happen. Be flexible as the year progresses and you get to know your students better. Most importantly, have fun, and your students will too.

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What Is Formative Assessment? A Complete Guide for K-12 Educators

Dr. Becky Cahill — Fri, 28 Aug 2026 12:50:33 +0000

Key takeaways

With formative assessment, a teacher can gather evidence to guide their decision-making, rather than waiting until teaching is complete to know whether a student understands the content.
Formative assessment methods are powerful because they are quick and easy for teachers to use. This is not a tedious or labor-intensive process that will overwhelm educators or students.
Using formative assessment is more than gathering student responses. A teacher will need to incorporate specific feedback into their practice to ensure that changes in student understanding can occur quickly.

Assessment of student understanding is a cornerstone of the educational system. Educators can teach content and skills, but if the students do not actually learn, then nothing is gained. In the history of American public education, assessments were completed at the culmination of a unit, semester, or school year. At the point the tests were completed, the learning either happened or it did not.

The push for formative assessment is an attempt to gather information about student learning and understanding during instruction. With this approach, teachers can make adjustments to ensure that students move successfully toward mastery.

What Is Formative Assessment?

Formative assessment is a different way of thinking about testing. The emphasis is not on a numerical grade but on a low-stakes approach during the teaching cycle, in which teachers gather data to support their instructional planning and strategies.

The timing of formative assessment is ongoing and happens frequently; this provides teachers and students with opportunities to analyze their thinking before a final grade. Formative assessment methods can be qualitative or quantitative, but they should be quick to create, implement, and analyze.

It can be tempting to treat formative assessment practices as the same as checks for understanding. When a teacher plans a check for understanding in their lesson, they hope to discover what students know. Although checks for understanding can be a part of a formative assessment plan, the goal is to gain insight into student cognition.

Formative assessment is more than ensuring students know the answer; it is about creating opportunities for teachers to see patterns and trends among their students. The data collected should yield valuable insights into how students think, not just whether they have memorized an answer.

Formative Assessment vs. Summative Assessment

A formative assessment plan includes multiple opportunities to gauge student understanding throughout the learning process. With each formative assessment, a teacher can correct misunderstandings and provide immediate feedback to individual students, ensuring they provide personalized guidance when needed.

A summative assessment is a one-time test or project that is used to measure a student’s final understanding of a concept or topic. Often, this type of assessment results in a numerical or letter grade that reflects a student’s mastery. Summative assessments have an important place in education because they provide a way to measure a student’s overall grasp or performance.

Key Differences and When to Use Each

Formative assessment should be used throughout the teaching and learning process to support growth. A teacher will want to have a multitude of small formative assessments planned out daily or at least weekly. These should take a short period and be limited in their scope to allow an educator to make immediate adjustments.

Summative assessment should be used to evaluate a demonstration of understanding at the culmination of a learning unit or other complete cycle. A teacher will typically have one or two summative assessments based on the skill required. These are often measures of overall achievement or performance evaluations.

Why Is Formative Assessment Important?

The use of formative assessment is important because it allows teachers to discover what students do not know, rather than only what they do. Often, educators can learn more from incorrect or partially correct answers because they can identify where students are confused and make decisions moving forward. The use of formative assessment provides a students’ thought processes, which is vital for teachers to intervene appropriately.

Benefits of Formative Assessment for Teachers and Students

There are numerous benefits to using formative assessment in the classroom.

For teachers, gathering and analyzing the data from an individual formative assessment provides an in-the-moment view of student understanding. This is important so that teachers can adjust their instruction before moving forward, preventing student misunderstandings from becoming permanent. Teachers can immediately address misconceptions through feedback or can offer interventions to support student learning.

When a teacher provides feedback from formative assessment, a student can understand where they are in their learning before a culminating project or summative assessment. In this period before the end of a unit of study, students are provided with information, time, and space to update their understanding. Along with learning content, they are practicing important executive functioning skills.

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Types of Formative Assessment

When considering the use of formative assessment, a teacher should view their full unit to create an assessment plan. They can decide when, where, and how they will build individual formative assessments into their instruction. Even with a plan in place, teachers should demonstrate instructional agility to make quick decisions based on their observations during each class period.

Pre-Assessment, Self-Assessment, Peer Feedback, and Feedback Breaks

Although most formative assessment use will relate to academic growth, it can be used effectively to support student behavior, social-emotional learning, and overall well-being.

Pre-assessment is a traditional measurement technique in which teachers assess students’ understanding prior to the start of a unit. Data gathered will inform the teacher about prior knowledge and the areas where students will need the most support.

Self-assessment is a valuable tool for teachers to collect data about a student’s thought process and their perceptions of their own learning. It is also great practice for students as they develop skills that will support them throughout life.

Peer feedback can be helpful for all students involved. However, there should be prior learning and procedures in place to ensure that students understand how to provide and receive feedback. They will need clear guidelines and time to practice.

Feedback breaks should be built into teacher planning and instruction. These are the moments when a teacher plans ahead to provide feedback to individual students or a class as a whole. There will be times when an educator decides to implement an unplanned formative assessment based on their observations, but most should be strategically planned.

Formative Assessment Strategies and Examples

A teacher can conduct a quick internet search and discover hundreds of pre-existing formative assessments. However, over time they will begin to develop their own based on their classroom practices and unique students.

Exit Tickets, Think-Pair-Share, and Other Classroom Checks

When selecting a formative assessment option, a teacher should consider the method for collection and the specific data they hope to obtain.

Methods for formative assessment should be quick and usable at any point in the lesson. One example that works in any setting is a parking lot. A teacher creates a designated area in the classroom for students to place their responses; typically, students use a sticky note. Another method is think-pair-share, wherein students work individually, with a partner, and then with a larger group. At the end of a lesson, many teachers use exit tickets. These are collected as students leave the classroom.

With each of the methods mentioned above, a teacher has myriad options for addressing the content itself. One might consider asking students to craft a one-sentence summary for a read-aloud chapter. Students could be challenged to provide examples and non-examples for that day’s learning. Another effective strategy is to use inverted questioning. With this approach, a teacher makes a statement and then asks a student to explain their thinking. For example, rather than asking whether basalt is an igneous rock, a teacher could state that basalt is igneous and ask students how they could prove it.

How to Implement Formative Assessment in Your Classroom

The most effective way to implement formative assessment in a classroom is to plan ahead. A teacher will need to identify where in their instruction they will gather data, how they will collect it, and their process for analyzing the data. When first starting, a teacher can consider areas for pre-corrections based on when students typically struggle or demonstrate common misconceptions.

Aligning Assessments with Learning Objectives and Providing Feedback

It can be easy to utilize formative assessment daily; however, this should become a practice once a teacher has a clear plan. Including formative assessments but not using the data is not a productive use of teacher time. It is best to start with a few points throughout the week to gather student responses related to specific learning objectives. The process should be a quick cycle that includes student answers, teacher analysis, teacher feedback, and adjustments to instruction the next day. As confidence grows, educators will be able to organically add formative assessment throughout their instruction.

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Middle School Classroom Management: 10 Strategies That Work

Alisa Kaczorowski — Thu, 27 Aug 2026 16:16:18 +0000

Key takeaways

Effectively managing a middle school classroom means recognizing and adjusting for the rapid developmental changes students are experiencing.
Building and maintaining strong relationships with students is the most effective classroom management strategy for any grade level.
Effective classroom management looks very different at the elementary, middle, and high school levels. Middle school students require greater independence and autonomy.

Middle school is a time of rapid developmental change for students. While teaching middle school students can be exhausting and challenging at times, it can also be incredibly rewarding. Recognizing these developmental changes and the resulting need to treat students a bit differently than elementary schoolers is key to effective middle school classroom management.

Like elementary students, middle school students need clear expectations, positive reinforcement, and explicit routines. These things, along with a caring and empathetic teacher, help build the sense of felt safety and belonging most students need at school. However, middle school students need more independence and autonomy to thrive at school, as well as a teacher who approaches classroom management through an empathetic rather than compliance lens.

A variety of educational resources can help teachers navigate the tricky waters of middle school, but these 10 strategies for middle school classroom management are a great place to start.

10 Effective Classroom Management Strategies for Middle School

Morning Greetings

Standing at your classroom door to greet students as they enter the room, rather than sitting at your desk frantically finishing the last items on your to-do list, is an effective way to build relationships with students, show them the “human” side of you, and get class started on a positive note. Use this time to strike up conversations, ask questions, and get to know students. Building and maintaining strong relationships with students is the foundation of any effective classroom management plan.

Morning Routine

Create a morning or beginning-of-class routine that stays the same day to day. Students should know exactly what to expect when they enter the classroom, including tasks to complete and procedures to follow. You might communicate this through an anchor chart on the wall or a morning message on the board. The goal of this routine is to create a calm, welcoming, predictable classroom environment that helps students ease into the day or class period. Consider lowering the lights or playing soft music to help students focus.

Relationship Building

Building and maintaining strong relationships with students is the most effective middle school classroom management strategy. All kids want to feel safe and known at school, but these feelings matter especially during the tumultuous middle school years when confidence levels drop and peer pressure rises. Take every opportunity you have to engage students one-on-one and get to know them on a personal level. Implementing the 2×5 conversation strategy is a great way to facilitate these relationships. With this strategy, you choose a student to have a 2-minute conversation with for 5 consecutive days, and the conversation is NOT about schoolwork or behavior. Start with students who are shy or may be trickier to involve in conversation, as they likely need to connect most with a trusted adult at school.

Student-Centered Learning

Student-centered learning puts students in the driver’s seat and gives them more autonomy over their learning by allowing them to choose what they learn and how they learn it. In this classroom model, the teacher becomes more of a facilitator of learning, sparking curiosity, encouraging critical thinking, and providing opportunities for inquiry-based, project-based, and collaborative learning. Because the learning interests students, they naturally become more engaged and motivated, leading to fewer disruptions and off-task behaviors.

Thoughtful Interactions

Remember that you are 50% of every interaction you have with a student. A large component of middle school classroom management is being intentional in how you interact with students. Avoid unnecessary authoritative directives, shaming, power struggles, and known triggers. Provide reasoning or context for your directions or requests, and consistently give students choices. Rely on nonverbal cues and redirections as the first line of defense, and be sure to include affective statements when redirecting verbally.

Provide Choices

The more choices you can offer middle school students, the better. Developmentally, they are ready for increased independence and need opportunities to practice thoughtful decision-making in a low-stakes environment. Allow ample opportunities for student choice throughout the day. This might mean choosing how to demonstrate understanding of a topic or which flexible seating option works best for them on a given day. Be sure you can live with the options you’re offering to avoid undermining them.

Establish Clear and Consistent Routines

Establishing clear, consistent routines from the first day of school is one of the best ways to reduce classroom behavioral issues. Clearly communicate these routines to students and allow them ample opportunities to practice. Minimize distractions and downtime in the classroom, as these almost always get students off track.

Incorporate Brain Breaks

We all hit the point in the day when we just need a break. Our brains are tired, and our bodies need to move. Make brain breaks a regular part of your middle school classroom management plan by intentionally scheduling them into your instructional day. Additionally, become proficient at reading students’ cues and body language to recognize when they need a break. Allow five minutes of movement, stretching, or sensory tools to help students regulate so they are ready to learn again.

Practice Mindfulness

Practicing mindfulness in the classroom is not only a fantastic way to set the tone for the day or class period, but it is also a great way to fill students’ toolboxes with the emotional regulation skills they need to de-escalate on their own. Explicitly teach students a variety of mindfulness strategies and allow ample time and opportunity for practice in the classroom. Post visual reminders of these strategies around the classroom or in a calm-down area, and encourage students to use them reactively when necessary.

Reward Positive Behavior

Students who typically do the right thing and make the right choices are often the ones who are rarely recognized in the classroom. Don’t let students with higher-need behaviors overshadow those who consistently behave and make positive choices. These students need positive reinforcement just as much, and often never receive it. Have a plan to regularly recognize, reward, and celebrate these students. This kind of affirmation is just what many of those students need to continue on this trajectory.

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How is middle school classroom management different from elementary and high school?

Middle school classroom management differs from that of elementary and high school in many ways. In elementary school, students build foundational habits and social behaviors, such as basic sharing and listening skills, that require strong teacher control, structure, and support. Teachers spend a lot of time modeling behaviors, redirecting students, and addressing off-task behavior. Additionally, teacher support for students’ emotional regulation through modeling and co-regulation is critical as young students build self-regulation skills.

During middle school, students need more independence, autonomy, and support navigating tricky peer dynamics, complex social drama, and peer pressure. Teachers continue to spend a lot of time helping students build self-regulation skills and a sense of responsibility while maintaining a positive attitude. Preserving student dignity is central to effective middle school classroom management, as others’ opinions play a vital role in a middle school student’s sense of self.

By high school, teachers can spend less time on students’ emotional regulation and more time building a culture of mutual respect and autonomy. Although external factors like college entrance exams and scholarships influence students’ motivation, high school teachers still spend a lot of time addressing motivation and apathy in the classroom.

There are many ways to manage a middle school classroom so that students’ developmental needs are recognized and met, they feel a sense of safety and belonging, and they thrive academically, behaviorally, and socially.

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What Is Instructional Design? A Complete Guide for K–12 Educators

Michael Healey — Wed, 26 Aug 2026 12:38:36 +0000

Key takeaways

Instructional design starts with what students need to learn and how they will show what they know.
Models such as ADDIE, Bloom’s Taxonomy, Universal Design for Learning, and Gagné’s Nine Events can help educators plan and make instructional decisions.
An effective design provides direction while giving teachers the flexibility to respond when students need additional time, support, or challenge.

There are lessons that look great on paper but still don’t connect with the students sitting in front of you. It is aligned to a standard, the materials are engaging, and every minute is accounted for, yet students might still leave without being able to apply what they just learned.

The problem may not be the activity itself. Instead, the different parts of the lesson may not work together in ways that help students build and apply their understanding.

This is where instructional design matters. It asks educators to think deliberately about the students, the learning goal, the evidence that will demonstrate success, and the experiences that will help students reach that goal.

Teachers have always done this work, even if they have not called it instructional design. However, today’s classrooms include a wider range of student needs, instructional resources, technologies, and expectations. Having a thoughtful process for connecting those pieces has become increasingly important.

What Is Instructional Design?

For educators asking what instructional design is, the clearest answer is that it is the process of creating a connected and effective learning experience. It begins by identifying what students need to learn and ends by examining whether they actually learned it.

In a school setting, instructional design may be used to develop a lesson, unit, intervention, or even professional development for staff. It includes decisions about goals, assessments, content, sequence, instructional strategies, accessibility, resources, and feedback.

Instructional design overlaps with lesson planning and curriculum development, but the terms are not interchangeable. Curriculum establishes the broader content and learning expectations across a grade, course, or subject. A lesson plan generally outlines what a teacher and students will do during a particular class. Instructional design examines how each part of the learning experience works together for a particular group of students.

For example, consider a middle school science lesson on erosion. A video and stream-table investigation can both be useful, but effective lesson design is about more than choosing engaging activities. Teachers also need to think about what students should learn, how they will demonstrate their understanding, what they need to know before the lesson begins, and what support will help them succeed without making the work less challenging.

Once those questions are answered, the video, investigation, discussion, and assessment are no longer separate activities. Each serves a clear purpose within the larger learning experience.

Why Is Instructional Design Important?

Teachers make hundreds of decisions during a school day. Effective instructional design does not remove that complexity or try to predict everything that will happen in the classroom. It provides a dependable structure that helps teachers make those decisions with a clear purpose.

When the learning goal, instructional approach, and assessment are aligned, teachers can focus more closely on what students are showing them. They can determine whether students are ready to move forward, need another example, require additional practice, or would benefit from a different approach.

Instructional design also helps teachers make better use of learning time. Students can be engaged in an activity without necessarily doing the required thinking. Starting with the learning goal helps ensure that each part of the lesson moves students toward that goal.

Instructional design also helps schools make better use of resources. A textbook, primary source, lab, simulation, video, or digitaleducational resource only adds value when it is selected for a clear reason, and students know what to do with it. The same is true of high-quality instructional materials. Strong materials matter, but implementation still requires planning, professional development, time, and teacher expertise.

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Instructional Design Models: The Most Common Frameworks

Teachers do not need to use one model for every lesson. Different instructional design models help answer different planning questions. One may guide the development of a unit, while another helps teachers examine rigor or lesson sequence.

The model should serve the work. If completing the framework becomes more important than improving learning, it has become another compliance exercise.

The ADDIE Model Explained

ADDIE is one of the most widely recognized instructional design frameworks. Its name represents five phases: analysis, design, development, implementation, and evaluation.

Analysis focuses on the students, their needs, and the context. Teachers may review prerequisite skills, student work, assessment results, misconceptions, resources, and instructional time.

Design establishes the learning objectives, evidence of success, sequence, and instructional approach.

Development turns those previous decisions into materials teachers can use, including texts, tasks, examples, questions, supports, and assessments.

Implementation is putting the plan into action by teaching the lesson, observing students, providing feedback, and adjusting instruction as needed.

Evaluation examines whether the design produced the intended result and what should change.

ADDIE is often presented as a sequence, but it should not be treated as a one-way process. Information gathered during teaching may require a return to an earlier step. If students lack a prerequisite skill, for example, the teacher may need to adjust the sequence or provide additional instruction.

Other Key Instructional Design Frameworks

Bloom’s Taxonomy, Universal Design for Learning, and Gagné’s Nine Events of Instruction offer different ways to examine a learning experience.

Bloom’s Taxonomy helps educators consider the level of thinking required by an objective. Its revised levels, remember, understand, apply, analyze, evaluate, and create, can reveal a mismatch between the standard and the student task. If students are expected to evaluate competing claims, an activity limited to recalling definitions will not be enough.

Universal Design for Learning, or UDL, recognizes that students learn in different ways. UDL encourages teachers to provide multiple ways for students to engage with content, understand information, and demonstrate what they know; these might include text, visuals, or hands-on activities. The goal is to remove unnecessary barriers while still keeping expectations high.

Gagné’s Nine Events of Instruction offers a general sequence for planning a lesson, from gaining students’ attention and connecting to prior learning to practice, feedback, assessment, and application. The framework reinforces the need for our students to connect, practice, receive feedback, and apply what they learn.

Teachers do not have to choose one framework and stick with it. They might use ADDIE to shape a unit, then Bloom’s, UDL, or Gagné’s when thinking about rigor, access, or how a lesson should unfold.

The Instructional Design Process: Step by Step

These models can be translated into a practical planning process.

1. Define the Learning Need

Begin with the students, not the resource or activity. What do students already know? Where are they struggling? What background knowledge, vocabulary, language, or skills will they need? Base those answers on student work, observation, assessment results, and teacher experience rather than assumptions.

2. Set the Learning Goal

Be clear about what students should know or be able to do by the end of the lesson. The goal should guide the lesson, provide students with a way to show what they learned, and align with what the standard asks them to do.

3. Decide How Students Will Show What They Learned

Before choosing activities, consider how students will demonstrate they have met the learning goal. This might be through an explanation, a discussion, an investigation, a project, a performance, or an assessment.

This is part of effective curriculum planning. Start with what students need to learn and how they will show it, then plan the instruction and activities that will help them get there.

4. Build a Logical Learning Sequence

Organize the experience so students can move from what they know toward what they need to learn. Depending on the content, this may involve modeling, guided practice, discussion, feedback, and independent application. Over time, more of the thinking and responsibility should shift from teacher to student.

5. Choose How Students Will Learn

Select teaching strategies based on what your students need to learn. For example, a teacher might first explain a new idea, then give students time to explore it, ask questions, and make sense of it on their own.

Discussion, group work, and project-based learning can all be useful for different purposes. The key is to choose an approach that supports the learning goal. Technology should also have a clear purpose and help advance learning.

6. Plan for Different Learning Needs

Plan ahead and consider where students will need additional support. Things like vocabulary support, clear directions, guided notes, teacher-selected grouping, or extra examples can often help students better understand the work.

Teachers should also think about students who are ready for more. Differentiated instruction can provide extra challenge or support without lowering expectations.

7. Teach, Check, and Adjust

Use questions, observations, student explanations, and exit tickets to determine what should happen next. The evidence may show that the class is ready to continue or that students need clarification, reteaching, regrouping, or additional practice.

8. Review What Worked

After the lesson is completed, look at what students learned and compare it with what you wanted them to learn. Identify where students did well, consider where students struggled, where the lesson may not have connected, and which supports were most effective. Revising a lesson based on what you learn is part of the process.

Instructional Design Strategies and Best Practices

Effective instructional design starts with alignment. The learning goal, practice, and assessment should all fit together. Students should practice the same kind of thinking they will be asked to use at the end of the lesson.

The lesson should also have a clear focus. Too many goals or activities can make it harder for students to see what is most important. A few well-connected activities can be more effective than trying to do too much in one lesson.

Students should be actively thinking. They should explain, compare, question, investigate, practice, create, or apply. Meaningful student engagement involves what students are thinking and experiencing, not only whether they appear busy.

Feedback should be provided while students still have an opportunity to use it. It has limited value when the class has already moved on and students have no time to revise, practice, or try again.

Key Principles of Effective Course Design

Whether teachers are planning a lesson, unit, or course, a few basic principles can help:

Start with what students should know or be able to do.
Make sure the goal, instruction, practice, and assessment work together.
Build learning step by step.
Keep the work challenging while removing unnecessary barriers.
Give students time to practice, get feedback, and use what they learned on their own.
Review what worked and make changes when needed.

School leaders can support this work by giving teachers time to plan, providing useful instructional materials, and makingprofessional learning relevant to what teachers are teaching. The process should also stay practical; a lengthy planning template or extra paperwork should not become the focus.

Keep the Focus on Your Students

At its best, instructional design gives teachers a clear plan for learning while leaving room to respond to what happens in the classroom. It helps teachers focus on what matters, connect the different parts of a lesson, plan for possible challenges, and see whether students are making progress.

No instructional design model can predict every question, misunderstanding, or need that may come up. The plan provides direction, but what students say, do, and produce should help guide what happens next.

The most important test is whether the learning experience makes sense from the student’s point of view. Students should understand what they are learning, engage in activities that prepare them for what they are expected to do, receive useful feedback, and have opportunities to apply what they have learned.

When those pieces come together, instructional design has done its job. Standards, materials, strategies, and activities work together to create a learning experience that helps students succeed.

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Classroom Community Building Activities for Every Grade

Alisa Kaczorowski — Tue, 25 Aug 2026 13:19:56 +0000

Key takeaways

Classroom community building activities are a great tool for helping students get to know one another better throughout the school year.
Integrating classroom community building activities can increase a sense of safety in the classroom.
Incorporate one or two classroom community-building activities, and build slowly from there based on your students’ needs.

Most teachers look forward to the fresh start of a new school year – a tidy and carefully curated classroom, sharpened pencils, and the excitement of getting to know yet another classroom full of students. We have high hopes for making this the best school year yet and look forward to building a sense of community or family in our classroom. We want our students to respect one another, be engaged, and play a critical role in building a collaborative classroom.

Classroom community-building activities are the perfect way to achieve these goals. These simple, daily activities not only help students get to know their teacher and peers better throughout the year, but also increase student engagement, build a sense of belonging in the classroom and school, and promote felt safety in students.

What Are Classroom Community Building Activities?

Classroom community-building activities are simple ways you can help students get to know you and their peers. They can take the form of a short exercise, game, or activity that is easy to implement, takes only a few minutes, and should be integrated into your daily routine to build community among students.

Why is Classroom Community Building Important?

There are many benefits to implementing classroom community-building activities, but one of the most important, particularly at the beginning of the school year, is fostering a collaborative learning environment in which students encourage and support one another. This really sets the tone for the classroom environment for the school year.

Additionally, classroom community-building activities foster a sense of felt safety among students, which can help build trust between students and teachers. This can result in fewer behavior referrals, higher levels of student engagement, and improved academic achievement. Classroom community-building activities have also been shown to improve students’ sharing, listening, and teamwork skills across all ages.

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10 Classroom Community Building Activities

Create a Community Agreement

Most teachers begin the first few days of school going over the classroom rules. Over the past decade or so, this practice has gone through various iterations – classroom norms and expectations, a classroom compact, etc. Let’s break away from the tradition of telling students what NOT to do in the classroom and instead focus on the behaviors we DO expect of them. Bring students together to create a Community Agreement, a document or poster of the behaviors, words, and actions they should expect from you and each other in order to thrive in the classroom this school year.

Icebreakers

It’s the activity we all dread at every professional development workshop – the icebreaker. Why? Because it forces us out of our comfort zone and encourages us to talk to and learn about new people. As silly as it sometimes feels to participate in an icebreaker activity, it really does work. Students have to start learning about and talking to one another at some point, so you might as well lean into an icebreaker activity on the first day of school. Icebreakers suit all age levels and take many forms.

Morning Greetings

The few minutes before school or class starts can often feel like a race to finish the last tasks on our to-do list before students arrive. Sometimes that means we are huddled over our laptop or the copier until the bell rings, and when we look up, our classroom is full of students. While this may seem like an efficient use of your time, it’s not the best way to build community in your classroom. Trade those last-minute tasks for standing at your classroom door at the beginning of the school day or during passing periods. Use this time to greet students by name as they enter your classroom, ask about their weekend, or follow up on tidbits they’ve shared with you on previous days. This is what relationship building looks like, and your students WILL notice the difference.

Morning Meeting

A great classroom community-building activity is holding a daily morning meeting. A morning meeting should take about 10-20 minutes and focus solely on building community in your classroom. During a morning meeting, students may share about themselves, answer a question of the day, listen to a read-aloud, discuss a specific social-emotional learning skill, participate in a debate, or role-play a particular situation. With practice over time, you can gradually transfer some responsibility for the morning meeting to students.

Weekly VIP

Each week, assign a different student as the classroom’s Very Important Person. Give the VIP opportunities each day to share about themselves, teach the class a new skill, or share some of their favorite things. Assigning a weekly VIP is not only a great way for students to get to know one another better, but also an opportunity for students to practice skills such as verbal communication and risk-taking, and to build a sense of ownership and belonging in the classroom.

Peer Celebrations

Encourage students in your class to celebrate one another’s accomplishments. Build this skill by openly celebrating students’ small wins, whether academic, behavioral, or social-emotional. Make a big deal of these accomplishments and encourage other students to get involved in celebrating successes. Once this practice becomes a fundamental part of your classroom culture, create a system for students to celebrate their peers. This could take the form of a shout-out bulletin board, individual success journals, or a weekly practice of writing congratulatory notes to one another.

Classroom Jobs

Setting up classroom jobs is a great way to build classroom community for students of all ages. Expecting students to care for the classroom, materials, and one another builds ownership and a sense of responsibility and accountability. Consider having students “apply” for jobs they are interested in by writing a few sentences (or even a persuasive letter) detailing why they are well-suited for those jobs. Keep it fresh by letting students change jobs regularly.

Random Acts of Kindness

Encourage your students to do random acts of kindness throughout the classroom and the entire school building. Start this practice at the beginning of the year by planning a random act of kindness for a teacher, student, or classroom at the school, and involve your entire class. Treat it like a secret mission, and younger students will be hooked. Give students the opportunity to brainstorm random acts of kindness they can do individually or as a class, and set a goal for how many they hope to complete each week, month, or quarter. Encourage students to branch out and do random acts of kindness on their own around the school, at home, or in their communities.

3 Stars and a Wish

Teach students the 3 Stars and a Wish method of providing feedback to others. The three stars represent things that the other person did well, and the wish represents one piece of constructive feedback. This classroom community-building activity can be used with students of all ages and in a variety of situations. For example, students could share a piece of narrative writing aloud and receive 3 Stars and a Wish from a couple of classmates. This activity not only gets students thinking critically about their own work and others’ work, but also gives them the opportunity to practice giving and receiving feedback in a constructive and kind manner.

Alternatively, you can use this classroom community-building activity to help students reflect on their day. In this case, the stars represent things that went well during the day, and the wish represents something they wish had been different to make the day even better.

They’re the Expert

Students love to share the talents and skills that make them unique. Consider adopting a weekly practice in which a student (possibly the Weekly VIP) serves as the expert and teaches the class about something they know well. Have a student who is really into meteorology? Ask them to bring their weather lab set to class and teach the other students about each component. What about the student who’s been really into making friendship bracelets lately? Ask them to teach the class a simple friendship bracelet-making technique. Through this classroom community building activity, students gain confidence in public speaking, share something genuinely interesting to them, learn new skills, and potentially find others with similar interests.

By embracing our students’ diverse interests, talents, skills, and personalities and incorporating a variety of classroom community-building activities, we create a classroom community that is welcoming, supportive, and thriving. Start small by choosing one or two classroom community-building activities to integrate into your classroom. If those go well, consider adding another that feels right for your students. Every class is different, and you know your students’ needs better than anyone. Consider what is best for your students and build from there. You can find a variety of educational resources to support classroom community building and more here.

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Data-Driven Instruction: Turning Student Data Into Better Teaching

Michael Healey — Thu, 20 Aug 2026 16:40:07 +0000

Key takeaways

Data-driven instruction is a continuous process of gathering evidence, identifying what students need, responding through instruction, and checking whether the response worked.
The strongest decisions come from multiple sources of information. No single assessment, score, or data point can fully explain what a student knows or needs next.
Schools are more likely to improve outcomes when they keep the process focused, collaborative, and close to classroom practice.

A teacher gives an exit ticket at the end of a lesson. By the next morning, she knows that most of the class understands the concept, six students are missing the same prerequisite skill, and four are ready for a greater challenge. She changes the opening activity, works with a small group of students, and adjusts the next task based on student needs.

This is an example of data-driven instruction at its most useful and effective, using evidence to make a better instructional decision while there is still time for that decision to matter.

Technology can make that process easier by giving schools access to more timely and detailed information. A K-12 online learning platform can help bring instructional resources, assessment information, and classroom tools together in ways that make it easier to act on that information.

The important question, however, is not how much data a school can collect, but whether that information reaches teachers in a form they can understand and use.

What Is Data-Driven Instruction?

Data-driven instruction is an ongoing approach in which educators collect and interpret evidence of student learning, use it to adjust teaching, and then monitor the results. The purpose is not to allow data to replace professional judgment. It is to give that judgment a stronger foundation.

Teachers have always observed their students working, listened to their questions, and adjusted their lessons when things weren’t going well. A formal data-driven instruction process makes those existing habits more intentional. It helps teachers move from “I think the class is struggling” to “Here is exactly what’s causing my students to struggle, here’s who needs support, and here’s what we will try next.”

How Does the Data-Driven Instruction Cycle Work?

An effective data-driven instruction cycle is developed around three connected stages: assess, analyze, and act.

Assess. Teachers gather evidence aligned to a learning goal. This evidence often comes from a benchmark, an exit ticket, a student conference, or a teacher observation. These are often quick, focused checks that help teachers understand how well students have learned a specific skill.

Analyze. Teachers need to look beyond the overall score to determine which skills students have mastered, where errors are occurring, and whether the challenge is a whole-class or a smaller-group issue. An incorrect answer might occur due to a misunderstanding, a missing prerequisite skill, or unclear directions. The goal is to use the results to identify what is hindering learning.

Act. Teachers respond by adjusting how they teach, providing a scaffold, forming a small group, or extending the lesson. After making an adjustment, educators revisit student learning to see whether the change had the intended effect. If students are still struggling, the next step is to determine what should change in the instruction, support, or learning task.

This process can happen over the course of a semester, within a unit, or in the middle of a lesson. The shorter the cycle, the sooner teachers can respond when students begin to struggle.

What Types of Data Are Used in Data-Driven Instruction?

Instructional data comes in several forms, and each answers a different question.

Diagnostic data establishes a starting point. A pre-assessment or review of prior work can reveal readiness and prerequisite skills. Formative data comes from questioning, observations, drafts, quizzes, and exit tickets during learning.

Interim or benchmark data helps show how students are progressing in a classroom, across grade levels, or even at different schools in the district. Summative data, such as final exams and state assessments, show what students have learned over a longer period of time and are often useful for identifying broader patterns and areas where the curriculum may need attention.

Student work and classroom observations matter too. What students say, the work they complete, their attendance, and their class participation can help explain what a test score alone cannot.

The clearest picture comes from looking at more than one source of information. When different measures point to the same need, teachers can respond with greater confidence. When the results do not line up, the next step is to look more closely rather than rely on the number that best fits an assumption.

Why Is Data-Driven Instruction Important?

The most important benefit is responsiveness. Instead of waiting until the end of a marking period to see that a student is falling behind, teachers can identify needs earlier and make adjustments. This makes differentiated instruction more focused because support is based on data rather than on a general impression of a student’s ability.

Data can also help schools promote greater support for everyone. Schoolwide averages can hide important differences among student groups, classrooms, or grade levels. Looking more closely at the data can show where some students may not have access to effective instruction or where a support is working for some students but not others. The goal is not to lower expectations, but to identify barriers and make sure support is available for the students who need it.

For school leaders, this process helps connect improvement goals to what is happening in classrooms each day. These goals become more meaningful when teachers understand how their work contributes and when leaders provide the time, tools, materials, and professional development needed to support that work.

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5 Effective Data-Driven Instruction Strategies for Teachers and Leaders

1. Begin With a Question

Before looking at the data, start with the decision that needs to be made. Teachers might be trying to determine whether students are ready to move on, which prerequisite skill is causing difficulty, or whether a recent change in instruction helped. Starting with a clear purpose keeps teams focused and prevents them from reviewing large amounts of data without knowing what to do with it.

School leaders can support this by keeping data conversations brief and focused. If a team cannot clearly explain what decision the information is meant to support, it may not be necessary.

2. Use Multiple Sources and Look at Student Work

Assessment results show where students are struggling, while student work often helps explain why. Looking at several student responses in addition to the assessment results is helpful in revealing patterns and the strategies students used.

This helps teachers avoid placing too much weight on a single score and keeps the focus on what students are showing through their work and what can be adjusted in instruction.

3. Turn Data Into Action

Data is at its most useful when teachers can review it easily and understand what it means. This information should lead to a clear next step, including which students need support, what that support looks like, and how teachers will know whether it is working.

A strongK-12 online learning platform can help by bringing high-quality instructional resources and flexible ways to demonstrate learning into the same planning process. Technology can make information and content easier to access, but teachers still determine which responses best fit their students.

4. Keep the Conversations Focused on Instruction

Meetings to review student progress should be focused on the next steps teachers can take, not just on reviewing data. Teachers need this time to adapt their lessons, choose different resources, and assess whether previous changes have made a difference in student learning.

School leaders should take part in these meetings to help solve problems and support teachers in their next steps. If disappointing results are treated as a judgment of performance, staff may be less willing to speak openly about challenges. When results are used to guide improvement, teams are more likely to have honest and productive conversations.

5. Keep the Process Manageable

Schools often make this much more difficult than it needs to be; most often by trying to do too much at once. Start with one priority standard, one common check, or one group of students. Work through the process, see what you learn, and build from there.

Students can also be part of the process. Clear goals, timely feedback, and opportunities to see their own progress help students understand what they are working toward and where they are improving. This can help them take a more active role in their learning.

From Data Collection to Better Decisions

The real benefit of effective data-driven instruction is whether teachers can use it to answer three practical questions: What do my students understand? What do they need next? How will I know whether my response helped?

Start small with a clear question, use the information that is already available, make one change, and then watch to see if it was effective. Over time, these small cycles can lead to something more valuable than a collection of scores. They can help create a culture where teachers use evidence to make decisions and students receive the support they need at the right time.

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What to Consider Before Purchasing AI for Schools

Michael Healey — Wed, 19 Aug 2026 13:36:19 +0000

Key takeaways

Begin with a clearly defined educational or operational need. An AI tool should solve a real problem, not just add another piece of technology to a district.
Pilot the tool in your own district with real students, real work, and a small group of users.
Decide what success should look like before the pilot begins so you can judge whether the tool is worth expanding.

School leaders are facing growing pressure to make decisions about artificial intelligence. New products appear almost daily, staff members are experimenting with free tools, and vendors are making ambitious claims about saving time, personalizing learning, and improving results. Boards of education and families also want to know how schools are preparing students for a world in which AI will be common.

Before making a purchase, a district should understand how a tool will be used, what problems it is expected to solve, and what new challenges it may create. The goal is to choose technology that improves teaching, learning, or school operations and is worth the time, cost, and effort required to implement it well.

For me, thinking about what to consider before purchasing AI for schools starts with a simple question: What problem are we trying to solve? Once that is clear, districts are in a much better position to determine whether an AI tool actually addresses that need and will make a meaningful difference for students and teachers.

What Should Schools Consider Before Purchasing AI Tools?

When determining what to consider before purchasing AI for schools, leaders should examine the tool from several perspectives. Instructional leaders need to consider educational value, technology staff must review privacy and integration, and teachers and students can speak to usability. Business officials need to understand the full cost and contract terms.

That review should also account for the fact that AI is different from many traditional digital tools. Its outputs can change based on the user, the prompt, and updates to the underlying model. It can generate inaccurate or biased content with complete confidence. A feature that performs well during a vendor demonstration may respond differently when used by hundreds of students across a range of ages, needs, and reading levels.

Schools should ensure the tool is a good fit for the students and staff who will use it, and that people, not the technology, remain responsible for important decisions. If the tool gives feedback, evaluates student work, or helps shape decisions about a student, schools should be especially careful.

Does the Tool Solve a Real Problem and Align with Your Goals?

Before scheduling demonstrations, write a short problem statement. Teachers may need a faster way to create accessible first drafts of materials, or students may need timely practice and feedback in a specific skill.

The more specific the problem, the easier it becomes to evaluate the product. Ask the vendor to demonstrate the tool using realistic district tasks, content, and users. A polished generic demonstration may show what the product can do under ideal conditions. It does not show whether it will work within the district’s curriculum, technology systems, policies, staffing, or daily schedule.

Leaders should identify what should improve if the purchase is successful. Will teachers save measurable planning time? Will students receive better feedback? The measure does not need to be complicated, but it should be established before the purchase.

AI should also fit within the district’s broader approach to teaching and learning. A strongK-12 online learning platform can provide high-quality content and flexible ways for teachers to engage students. AI features should strengthen that work while preserving the role of the teacher, the integrity of the curriculum, and the thinking students need to do for themselves.

How Should Schools Evaluate AI Data Privacy and Security?

A privacy review cannot be reduced to merely locating the words “FERPA compliant” on a vendor website. Districts need to know what the tool collects, why it collects it, where it stores the information, how long it retains it, who can access it, and whether it uses it to train an AI model. They should also determine what happens to district information at the end of the contract.

To do this effectively, it’s helpful to start with rules established at the federal level. The U.S. Department of Education’s provides FERPA guidance for schools, and the Federal Trade Commission’s covers the online collection of personal information from children under 13. Districts also need to follow state laws, board policies, records-retention rules, and local purchasing requirements. For example, in my state, New York Education Law § 2-d includes additional requirements for protecting student data and personally identifiable information.

The contract matters, too. District leaders should ensure it clearly explains who owns the data, how it can be used, how it is protected, what happens in the event of a breach, how information is deleted, and whether the vendor can use the data for advertising or other commercial purposes. It is also important to ask how the vendor tests its security and fixes problems when they are found.

Privacy and security should be part of the decision from the beginning. If a district cannot clearly explain what data is being collected, how it is being used, and how it is being protected, it is not ready to require the use of the tool.

Why Do Teacher Training and Total Cost of Ownership Matter?

An AI tool can be easy to access yet difficult to use well. Teachers need time to understand where it adds value, where it can make mistakes, what information may be entered, and when its output requires closer review. They also need examples connected to their actual responsibilities, not training built entirely around the “perfect” prompts to use.

Professional development should begin before the tool is rolled out and continue once staff start using it. Early training helps people understand how the tool should be used, while follow-up support gives teachers a chance to ask questions and work through problems that come up.

When it comes to cost, district leaders also need to look beyond the annual license fee. Other costs may include setup, rostering, data integration, staff training, substitute coverage, technical support, and future price increases. There is also a time cost to consider. Time spent implementing one product is time that cannot be spent on other district priorities.

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5 Questions to Ask Before You Buy an AI Tool for Your School

1. What Specific Problem Will This Solve?

Start by clearly identifying the problem the district is trying to solve and who the tool is intended to help. Be specific about what you want to improve and how the tool could help. If the main reason for purchasing it is simply that the features look impressive or other districts are using it, that is probably not enough reason to move forward.

2. Will the Tool Work in a Real School Setting?

Ask your vendors for more than testimonials. Take a look at who tested it, who participated, and what the results showed. Then try it in your own district with a small group of students, use real work, and set clear expectations for what success should look like.

3. What Could Go Wrong, and How Will People Remain in Control?

Test for inaccurate, biased, inappropriate, or inconsistent outputs. Determine how users report problems, how quickly the vendor responds, and which decisions always require educator review. The offers a useful structure for identifying and managing AI risk.

4. How Will the Tool Protect Student and Staff Data?

Do not rely only on a vendor’s word alone. Review the privacy policy, security information, and contract language. Make sure you understand what data the tool collects, how long it keeps that information, whether it is used to train the system, who else can access it, and how the data is deleted when it is no longer needed.

5. What Will It Take to Implement the Tool Successfully?

Look beyond the cost and consider what it will take to use the tool effectively. Decide who will introduce it, train staff, provide support, monitor use, and review the results. Set those expectations up front so the tool doesn’t become another subscription purchased but rarely used.

Making the Right AI Purchasing Decision

Schools do not need a complicated process for every AI tool, but they do need to evaluate each one consistently. A simple checklist can help define the need, review the evidence, check privacy and security, test accessibility and accuracy, and decide how to measure success.

Most importantly, test the tool on a real classroom or operational need before making a larger commitment. Listen to the people who will use it and to those responsible for privacy, security, and implementation. If the tool isn’t ready or doesn’t meet the district’s needs, don’t be afraid to walk away, even if the demonstration was impressive.

An AI purchase should make work easier, improve learning, and earn the trust of students, staff, and families.

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Co-Teaching Models: A Complete Guide to All 6 Approaches

Kayla Terry — Fri, 14 Aug 2026 13:19:56 +0000

Key takeaways

There are six recognized co-teaching models, each suited to different classroom needs, group sizes, and instructional goals.
Knowing how to choose a co-teaching model means matching the approach to your students' needs, not defaulting to the same model every lesson.
Successful co-teaching depends as much on the partnership between teachers as it does on which model you pick.

Co-teaching has become one of the cornerstones of inclusive education, and for good reason. Pairing two teachers, ideally with different content areas and expertise, helps students receive more one-on-one attention. An example teacher pairing could be an ESL teacher and a special education teacher. But co-teaching isn’t a single approach. It’s a family of distinct co-teaching models, each with its own structure, strengths, and ideal use case.

This guide walks through what co-teaching actually is, breaks down all six recognized models in detail, and gives you a practical framework for how to choose a co-teaching model that fits your classroom, your students, and your teaching partnership. By the end, you’ll have a clear picture of which model to reach for and when.

What Is Co-Teaching?

Co-teaching is an instructional approach in which two educators share responsibility for planning, delivering, and assessing instruction for the same group of students in the same classroom. Most commonly, co-teaching pairs a general education teacher with a special education teacher, though it can also pair content teachers with ESL specialists, reading interventionists, or other support staff. The goal is to blend each teacher’s expertise so that all students, including those with IEPs, 504 plans, or other learning needs, receive instruction designed with their success in mind from the start, rather than retrofitted after the fact.

Benefits of Co-Teaching for Teachers and Students

Students benefit from the opportunity to receive regular, specialized one-on-one support. Co-teaching creates an environment with individualized support instead of universal instruction.

Co-teaching also naturally supports inclusive education. Students with disabilities benefit from learning in general education classrooms and still need specialized support. Co-teaching provides additional support along with peer influence. Creating an environment where all students receive support, get questions answered as they pop up, and misconceptions are caught before they become habits.

For teachers, co-teaching offers built-in collaboration, shared planning, and the chance to learn from a colleague’s expertise and instructional style. It also means classroom management and student support don’t fall on one person alone — when one teacher is deep in a small group, the other can keep the rest of the class on track. Over time, many co-teaching pairs report that the shared workload and shared problem-solving make them more effective and less burned out than teaching solo.

What Are Co-Teaching Models?

Understanding the full range of co-teaching models gives you options for nearly any classroom situation. Each model structures the two teachers’ roles differently, and most co-teaching pairs use several models throughout the year, depending on the lesson and the students’ needs.

1. One Teach, One Observe

As stated in the title, one teacher instructs while the other observes. The role of the observer is to collect data, observe student behavior, and promote student engagement and understanding. This is a great way to initiate a co-teaching relationship, helping both parties better understand one another. It can provide a fresh set of eyes and perspective, including which students appear to be struggling or which students are active participants. Observation isn’t a passive role but an insightful one.

2. One Teach, One Assist

In this model, one teacher delivers a regular classroom lesson, and the other provides student support. The teacher circles the room, providing one-on-one support as needed, and helping students stay engaged. This model requires minimal planning and is, therefore, a great starting point for new co-teaching pairs. It is important to swap teaching and assisting roles to facilitate a fair partnership and avoid one teacher feeling like only a classroom assistant.

3. Parallel Teaching

This method helps reduce class sizes by half, improving the teacher-to-student ratio. The class is split into equal groups and receives the same information from both teachers. This facilitates smoother group discussions, one-on-one support, and a faster pace. Parallel teaching is effective for review, practice sessions, or guided discussion. Any time students need more time to share, discuss, or talk with the teacher and one another, parallel teaching implementation can help.

4. Station Teaching

Station teaching keeps students engaged and diversifies learning. During station teaching, there are multiple stations, and a teacher owns one. Using this model incorporates differentiation, student engagement, and skill-level-tailored instruction. Station teaching relies on heavy upfront planning more than other co-teaching models, but it also provides a multitude of benefits.

5. Alternative Teaching

Alternative teaching breaks the classroom into two groups: one that receives general, core instruction and the other receives additional support, enrichment, and a new instructional approach. This model is useful when a few students need remediation, allowing them to receive targeted instruction. It may also be utilized by students seeking challenges; they can go deeper through extended learning. The groups created for alternative teaching must not be static. All students will receive support and general instruction.

6. Team Teaching

Team teaching is a shared instructional responsibility of the entire classroom. Taking turns explaining concepts and answering questions, perhaps providing the same information delivered differently. Sometimes a student needs to hear it explained differently. It may take a few lessons to develop synergy, but eventually, teachers should trade off explanations, model concepts, and present a fluid lesson. Team teaching requires recurring planning, respect, and a solid working relationship. It requires both teachers to feel confident in their content knowledge and to be flexible when teaching the material, especially at the beginning. Once both teachers feel comfortable with each other and the material, it can be a deeply educational and engaging model.

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How to Choose a Co-Teaching Model

With six co-teaching models to choose from, the question isn’t which one is “best” — it’s which one fits the lesson, the students, and the teaching partnership in front of you. Most effective co-teaching pairs move fluidly between models throughout a unit rather than committing to a single approach for the entire year.

Aligning the Right Model to Your Classroom and Student Needs

Narrow down the core idea of the lesson. If the core concept is new and complex, it may require a Team Teaching approach. Both teachers will provide a layer, fit to their expertise, to help students get a well-rounded understanding. When implementing a review session, Parallel Teaching may be invoked. This leads to smaller groups and allows teachers to provide one-on-one support. Throughout the lesson, you may realize that some students are excelling and others need enrichment. Using alternative teaching methods creates an opportunity to help both groups without slowing the overall pace.

Student needs matter just as much as lesson content. A classroom with several students who have IEPs requiring frequent redirection might benefit from One Teach, One Assist, so support is available in real time. A classroom working on a hands-on, multi-part project might be perfect for Station Teaching, where content naturally divides into segments. How to choose a co-teaching model ultimately comes down to matching structure to purpose — and being willing to switch models as the lesson, the unit, or the students’ needs change.

Tips for Building a Successful Co-Teaching Partnership

To develop strong and successful co-teaching relationships, it is necessary to have a foundation of respect and a shared goal. To keep a co-teaching relationship efficient, it is necessary to have a regular prep or planning schedule. This is an agreed-upon time each day or week to discuss and align on course models. Implementing a habitual schedule helps both teachers keep clear communication, receive support, and brainstorm. Over time, this develops an equally authoritative role for the students.

It is important to meet according to the planned schedule; however, all teachers’ schedules rarely stand the test of time. As the school year goes on, there will need to be flexibility, new schedules, and reschedules. What matters is protecting planning time, not enforcing a rigorous schedule, as long as the teachers agree. Co-teaching models are most effective when viewed as a toolbox to be applied in the current classroom, rather than as a rigid system to be followed.

Remember to give your partner grace; this will make the relationship sustainable. A general education teacher, a physical education teacher, and a special needs educator each have different perspectives; together, they complement one another and benefit students. Be careful not to fall into a lead-teacher and assistant role; each teacher needs equal authority within the group to truly facilitate a successful co-teaching environment.

Closing Thoughts

Co-teaching, done well, isn’t just an accommodation strategy — it’s a genuinely powerful instructional approach that benefits every student in the room, not only those with identified learning needs. Whether you’re just starting to explore co-teaching models or looking to deepen an existing partnership, the six approaches outlined here give you a flexible toolkit to match instruction to your students’ real needs. For teachers looking to build out lesson content that supports co-taught classrooms, �Ǹ��’s K-12 learning platform offers standards-aligned resources designed to work across differentiated and collaborative teaching models.

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Ready for Life: Building Skills, Confidence, and Healthy Habits That Last

Dr. Sharon Jones, Ed.D — Wed, 12 Aug 2026 14:57:32 +0000

Once of my most influential moments as an educator was a conversation I had with a student. The conversation was not for help with a coding problem, but to seek guidance on a delicate situation unfolding in a group chat. It had nothing to do with the curriculum, and everything to do with the kind of judgment call students make dozens of times a day without ever being taught how. I remember thinking: this is the part of school nobody puts on a syllabus, and it’s often the part that matters most.

That conversation is why this final piece of our back-to-school series is the one closest to my heart. Academic skills get students ready to learn, but life skills get them ready for everything else. Confidence, safety, healthy decision-making, financial common sense. These aren’t separate from a strong school year. They’re what make one possible.

A new school year is the perfect moment to build those skills alongside academic ones. Students are absorbing routines, testing boundaries, and figuring out who they want to be in a new grade, a new classroom, sometimes a new school altogether. The educators and partner organizations who show up for that moment with resources that are honest, age-appropriate, and genuinely useful do something worksheets never can: they help a student walk into the hallway a little more prepared for whatever the day brings.

Support Healthy, Informed Decision-Making

Every student will eventually face a moment where peer pressure, stress, or simple curiosity puts them at a crossroads. The goal isn’t to shield them from those moments, it’s to make sure they’ve practiced thinking through them before the moment arrives.

, developed with �Ǹ��, gives K–12 classrooms interactive lessons, videos, and activities built around exactly that kind of practice: managing stress, understanding mental health, navigating peer pressure, and making informed choices about medication safety and substance misuse. The program meets students where they are by grade band, from a read-aloud on medicine safety in early elementary to choose-your-own-path decision-making scenarios in high school. It’s the kind of resource I wish I’d had ready-made when a class conversation veered somewhere I knew mattered more than the lesson plan.

Build Confidence That Extends Beyond the Classroom

I’ve watched a brilliant piece of student work get buried under “it’s probably not good enough” more times than I can count. Confidence isn’t a soft skill, it’s the thing that determines whether a student raises their hand, submits their best work, or tries again after getting something wrong.

resources, created with �Ǹ��, give educators tools to build body confidence, counter bullying, and support healthy self-esteem from elementary through high school. From the Loving Me series for K–2 classrooms to animated topic videos and self-esteem kits for older students, the program gives teachers a structured, age-appropriate way to open conversations about identity and confidence that too often get left to chance.

Teach Everyday Safety Skills Early

Safety education works best when it’s built into a student’s routine long before it’s ever tested in real life.

, in partnership with �Ǹ��, equips K–3 students with standards-aligned fire safety and prevention resources designed to make those lessons memorable rather than forgettable. It’s a small, concrete example of a bigger idea: the earlier students practice a safety habit, the more likely it becomes second nature.

Address Substance Misuse Prevention Directly

Some of the most important conversations in a classroom are also the hardest to start. Giving educators a well-built entry point makes all the difference.

, developed with �Ǹ��, supports the national effort to prevent opioid misuse with classroom resources designed for schools, homes, and communities alike. Programs like this remind me that prevention isn’t a single lesson, it’s an ongoing, honest conversation that schools are uniquely positioned to help carry forward.

Bring Financial Decision-Making to Life

Confidence and safety go hand in hand with another life skill students need well before graduation: the ability to make sound financial decisions under real-world pressure.

, part of the Pathway in Schools program, turns financial literacy into an interactive investigation game where students set goals for savings, career success, well-being, or lifestyle and navigate daily decisions about working, spending, investing, and protecting their money. Paired with classroom activities like the Borrowing Olympics and Data Dollars, it’s a hands-on way for students to feel the weight of a financial decision before it’s one they’re making on their own.

More Life-Ready Resources on the Way

We’re also looking forward to SCC’s Future Ready Skills, a new resource launching soon that will add even more support for helping students build the practical, real-world skills they’ll carry with them long after they leave the classroom. Keep an eye out for it this school year.

The Whole Student, Ready for What's Next

Academic readiness matters. So does the confidence to raise a hand, the judgment to make a healthy choice under pressure, the habit of thinking through a decision before making it, and the basic safety skills that keep a student secure at school and at home. That’s the throughline across this entire series, exploring what’s next, learning through real-world connections, and now, building the skills that carry students through everything in between.

“This school year, my hope for every educator is the same one I carried into my own classroom and every classroom I enter: give students the tools to walk out more capable, more confident, and more prepared than they walked in and don’t over think it! That's what a "Ready for Life" school year really looks like.”

— Dr. Sharon Jones

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Student Growth: How Schools Measure Progress and Set Goals

Michael Healey — Wed, 12 Aug 2026 12:37:18 +0000

Key takeaways

Student growth helps schools understand progress over time, not just where students are at a given point.
Student growth should be measured with multiple sources, including assessments, student work, teacher observation, grades, attendance, and behavior data.
Student growth goals should give students a clear target, help teachers focus instruction, and help families understand progress.

In schools, we spend a lot of time talking about student achievement, and rightfully so. We look at standards, test scores, graduation rates, attendance, and student outcomes. All of those things are important, but student achievement alone does not always tell the full story.

It’s not uncommon for a student to start the year far below grade level and make significant progress, even if they are still not where we want them to be. Another student may meet expectations but not grow as much as they should. A class may show strong final results while hiding very different levels of individual progress.

That is why student growth matters.

Student growth helps schools track progress. It shows whether students are learning more, building skills, and moving closer to where they need to be. It also reminds us that students do not all start in the same place.

Student learning is complicated, and no single number can explain everything a student knows or can do. But when schools take the time to intentionally break down student growth, they can make better decisions about instruction, support, intervention, enrichment, and future planning.

A can also help students connect growth to future skills, workplace expectations, and paths after graduation.

What Is Student Growth?

Student growth is the progress a student makes over time.

That may sound simple, but it is an important distinction. Growth is not just where a student is at one point in time. It is the movement from one point to another over time.

For example, a student may improve from reading below grade level to reading much closer to grade level. A student may become more confident explaining mathematical thinking. A student may improve attendance, complete more assignments, write with more detail, or demonstrate stronger problem-solving skills.

All of those can be examples of growth.

The important point is that growth should be connected to something meaningful. It should not just mean a student is “doing better.” Schools need to describe what has improved and why it matters.

When schools consider growth, they often only look at academic performance. That should be an important focus, but it is not the only way students grow. A student may start participating more often in class, managing time better, or asking for help before falling too far behind. Those things may not always show up on a state assessment, but they matter in the classroom.

Still, growth cannot mean lowering expectations. The goal is not to say that any progress is enough. The goal is to understand whether students are moving in the right direction and whether the school is doing enough to help them get there.

Schools need to know where students are compared with expectations, and whether students are making enough progress over time.

What Are the Different Ways Student Growth Is Measured?

There is no perfect answer for how to measure student growth.

Because student learning is too complex to understand from one data point, schools need to look at several measures. Each piece of evidence can tell part of the story and help leaders better understand where students are making progress and where they still need support.

One way to measure student growth is through benchmark assessments. Benchmark assessments can help to show whether students are improving in reading, math, or other academic areas over the course of the school year. When used on a consistent schedule, they help teachers see patterns, identify gaps, and adjust their instruction.

But assessment data should not be the only measurement used.

Student work is another important measure. Writing samples, projects, lab reports, presentations, and classroom assignments can show how student thinking is developing. Sometimes student work tells a clearer story than a score because teachers can see the actual strengths and needs in front of them in real time.

Teacher observation is also an important way to measure student growth. Teachers know their students and learn a lot by watching how they approach tasks. That includes whether students can get started on their own, keep going when the work gets difficult, explain their thinking, and work with others. Those observations can help teachers understand growth in ways that formal assessments may not capture.

Grades can also provide some useful information, but they need to be used carefully because grading practices vary. Attendance and behavior data can also be part of the picture, especially when improved attendance, participation, or time in class supports academic progress.

The point is not to collect data just to have more data. The point is to use information that helps teachers and school leaders make better decisions. Useful measurement should help schools understand what changed, what made a difference, what still needs attention, and what should happen next.

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7 Examples of Student Growth Goals

Strong student growth goals should be clear enough that teachers, students, and families understand what progress is expected.

They should also be realistic. A good goal should stretch a student or group of students, but it should not be so broad that no one knows how to act on it. For example, a goal to “improve reading” is not enough. “Students will use evidence from the text to support written responses” is much clearer.

Here are seven examples of student growth goals schools may use or adapt.

1. Use Text Evidence to Strengthen Reading Comprehension

A reading growth goal might focus on helping students use evidence from the text to explain their thinking. Students may work on identifying main ideas, choosing relevant details, summarizing key information, and answering text-based questions in their own words.

For younger students, especially in PreK-2, the goal may focus on the early skills that support reading comprehension, including vocabulary, phonemic awareness, decoding, and listening comprehension.

2. Build Writing Skills Beyond English Language Arts

Writing growth should not be limited to English language arts. Students need to write in science, social studies, career and technical education, and other content areas.

A growth goal might focus on organization, evidence, vocabulary, sentence clarity, or explanation. This gives teachers across subjects a shared way to support student growth.

3. Build Math Reasoning and Explanation

In math, growth is not only about getting the right answer. Students also need to explain how they solved a problem and why their approach makes sense.

A math growth goal might focus on helping students show their reasoning, use academic vocabulary, or solve multi-step problems more accurately.

4. Help Students Take a More Active Role in Their Learning

Some students know more than they show.

A growth goal can focus on participation, especially for students who are quiet, unsure, or reluctant to take academic risks. This does not mean forcing every student to speak or participate constantly. It means helping students engage more fully in learning.

5. Strengthen Attendance and Follow-Through

Attendance and assignment completion are not the same as learning, but they both affect learning every day.

A growth goal in this area might focus on improving attendance, reducing missed assignments, or completing a certain percentage of classwork on time. Schools should also look at barriers, communication, classroom routines, family outreach, and support systems.

6. Help Students Manage Their Work

Some students struggle not because they cannot understand the content, but because they haven’t developed the skills needed to manage schoolwork successfully.

This work might focus on helping students use a planner, organize materials, prepare for assessments, and break assignments into steps. These skills are especially important as students move into higher grades.

7. Connect Students’ Current Learning to Future Goals

Students are often more motivated when they can see how school connects to what comes next.

A growth goal might focus on career exploration, goal setting, or helping students explain how specific skills connect to future opportunities. This does not mean every student needs to choose a career early. It means students should begin to understand how their strengths, interests, and school experiences connect to possible future pathways.

Making Student Growth Meaningful

The value of student growth is not just in measuring it, but in what schools do with the information.

If growth data shows that students are improving, schools should ask what is working and how to build on it. If students are not growing enough, schools should ask what needs to change. That may involve instruction, curriculum, intervention, attendance support, teacher collaboration, family communication, or student engagement.

Growth should help schools take action.

It should also help students understand their own progress. Students should not only receive scores or grades. They should understand what they are improving, what still needs work, and what steps they can take next.

That is where student growth goals can be powerful. They give students a clearer target, teachers a clearer focus, and families a better way to understand progress.

For school leaders, the work is making sure growth is connected to real evidence, regular conversations, and better support for students and teachers.

Schools need to know how to measure student growth, but they also need to know how to respond to what they learn.

Student growth keeps schools focused on progress without losing sight of expectations. Students do not all start in the same place. But every student should be expected to grow, and every school should be organized to help that growth happen.

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Elementary Classroom Management: 10 Strategies That Work

Key takeaways

A strong and effective classroom management plan is key to a successful year in an elementary classroom.

Clear expectations, communication, and consistency are critical components of a proactive and effective elementary classroom management plan.

A strong elementary classroom management plan helps students develop the foundational habits and skills they need for middle and high school.

10 Effective Elementary Classroom Management Strategies

Relationship Building

Clear, Specific Routines and Expectations

Consistency

Morning Greetings

Morning Meetings

Mindfulness Practice

Brain Breaks

Calm Down Space

Positive Reinforcement

Have Fun!

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Why is effective classroom management in elementary school important?

What Is Formative Assessment? A Complete Guide for K-12 Educators

Key takeaways

With formative assessment, a teacher can gather evidence to guide their decision-making, rather than waiting until teaching is complete to know whether a student understands the content.

Formative assessment methods are powerful because they are quick and easy for teachers to use. This is not a tedious or labor-intensive process that will overwhelm educators or students.

Using formative assessment is more than gathering student responses. A teacher will need to incorporate specific feedback into their practice to ensure that changes in student understanding can occur quickly.

What Is Formative Assessment?

Formative Assessment vs. Summative Assessment

Key Differences and When to Use Each

Why Is Formative Assessment Important?

Benefits of Formative Assessment for Teachers and Students

Explore K-12 Instruction & Pedagogy Resources

Types of Formative Assessment

Pre-Assessment, Self-Assessment, Peer Feedback, and Feedback Breaks

Formative Assessment Strategies and Examples

Exit Tickets, Think-Pair-Share, and Other Classroom Checks

How to Implement Formative Assessment in Your Classroom

Aligning Assessments with Learning Objectives and Providing Feedback

Middle School Classroom Management: 10 Strategies That Work

Key takeaways

Effectively managing a middle school classroom means recognizing and adjusting for the rapid developmental changes students are experiencing.

Building and maintaining strong relationships with students is the most effective classroom management strategy for any grade level.

Effective classroom management looks very different at the elementary, middle, and high school levels. Middle school students require greater independence and autonomy.

10 Effective Classroom Management Strategies for Middle School

Morning Greetings

Morning Routine

Relationship Building

Student-Centered Learning

Thoughtful Interactions

Provide Choices

Establish Clear and Consistent Routines

Incorporate Brain Breaks

Practice Mindfulness

Reward Positive Behavior

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How is middle school classroom management different from elementary and high school?

What Is Instructional Design? A Complete Guide for K–12 Educators

Key takeaways

Instructional design starts with what students need to learn and how they will show what they know.

Models such as ADDIE, Bloom’s Taxonomy, Universal Design for Learning, and Gagné’s Nine Events can help educators plan and make instructional decisions.

An effective design provides direction while giving teachers the flexibility to respond when students need additional time, support, or challenge.

What Is Instructional Design?

Why Is Instructional Design Important?

Explore K-12 Instruction & Pedagogy Resources

Instructional Design Models: The Most Common Frameworks

The ADDIE Model Explained

Other Key Instructional Design Frameworks

The Instructional Design Process: Step by Step

1. Define the Learning Need

2. Set the Learning Goal

3. Decide How Students Will Show What They Learned

4. Build a Logical Learning Sequence

5. Choose How Students Will Learn

6. Plan for Different Learning Needs

7. Teach, Check, and Adjust

8. Review What Worked

Instructional Design Strategies and Best Practices

Key Principles of Effective Course Design

Keep the Focus on Your Students

Classroom Community Building Activities for Every Grade

Key takeaways

Classroom community building activities are a great tool for helping students get to know one another better throughout the school year.

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