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Using Student Surveys to Inform Your Teaching Strategies

by Macee Hall
written by Macee Hall

It’s no secret that many teachers employ back-to-school student surveys to get to know their new students. But, did you know that these surveys are good for more than just breaking the ice? It’s true! Student surveys have the power to inform your teaching strategies, from planning and development to grading and beyond.

How Can a Student Survey Shape My Teaching?

Student surveys can shape every aspect of your lesson plan, from ideation to feedback. 

They can help you:

  • Understand students’ individual learning styles
  • Discover what makes each student feel secure and confident
  • Differentiate learning strategies for each student
  • Help students set unique goals for their own learning journey
  • Empower students to take ownership of their education

And so much more. 

Making a Student Survey

Selecting Questions

When making a student survey, there are several key points you’ll want to consider. Are there key data points you need for your specific subject, such as what kinds of books your students prefer for an English class or what technology they have access to at home for a tech class? Are there any demographically-based questions you should avoid to prevent offense or discomfort? How can you progress your line of questioning to build trust and relieve anxiety? Plan a mix of fun questions and helpful ones to make this an engaging activity for your entire class, while also gathering the data you need!

Building Your Survey

Now comes the fun part! Building your student survey can be as labor-intensive or not as you want it to be. You may choose to build your own template via Microsoft Word, Google Docs, or even Canva. Or you can find a template online and customize it to fit your unique classroom needs. 

Here is a super basic example I whipped up on Canva! You can edit and download it here. 

Using Student Surveys to Shape Your Lesson Plan

Understand Student Learning Styles

First and foremost, student surveys can help you gain a better understanding of your students’ unique personalities and learning styles. Some students may respond better to factual data while others respond better to narrative storytelling. Gathering information about their preferences can help you understand who they are as developing people, allowing you to interact with more familiarity sooner in the school year.

Create Differentiated Learning Paths

You can also determine what interests or motivates students through their preferences. If a student plays on an athletic team and tends to like movies about teamwork and leadership, they might do well working with a team of like-minded students, whereas a student who is interested in art-related subjects may like to work on a diorama or other creative project. Plus, by asking what students typically need help with, either in class or when working on homework, you can preemptively come up with a plan to better support them!

Build a Classroom Community

When you start an open line of communication for feedback and help requests in your classroom, you begin a more positive and beneficial student-teacher relationship. You’ll be able to better understand students’ backgrounds, interests, and more, to build relationships faster and more effectively than ever before. 

Enhance Student Engagement

Empower students to advocate for themselves and take ownership of their education by posing questions that make them think about their own learning styles and motivations. For older students, you might even consider pairing this with a Skills Finder Assessment or other tool to help them discover more about themselves. For all ages, you can even use student surveys as a way to set goals for the semester or the school year — just remember to follow up and help students stay on track!

What are some ways you plan to use student surveys in your classroom this year? Let me know in the comments below!

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AI/VRArtificial IntelligenceClassroom ManagementCommunicationCTO/CIODigital CitizenshipDigital LiteracyUncategorized

Responsible AI Adoption

by Miguel Guhlin
written by Miguel Guhlin

While attending a start-of-the-year school district event, it became apparent to me that many districts are at different places in a journey towards adopting AI in schools. The fundamental question for them is, “How can we as educators responsibly harness the power of AI while safeguarding student interests?” As artificial intelligence (AI) reshapes how schools work — and leaders lead — schools face the challenge of effective, ethical integration of AI in academic settings.

That’s why we’re providing two powerful documents that you can use to integrate AI responsibly into your district.

The first document gives you a roadmap towards full AI adoption in your school organization. The second provides you with TCEA’s Essential Learning Expectations for AI. Together, these documents provide a framework for AI adoption in your teaching, learning, and leading spaces. They seek to provide practical guidance for educators trying to make sense of it all.

Key Points

It’s important to keep several key points in mind, especially since AI adoption in schools will take time. There are no shortcuts, but you can track your school or District’s progress using the Five Phases of District AI Adoption. Those phases include:

  1. AI Secured. At this phase, AI usage is prohibited or discouraged.
  2. AI Exploration. In this phase, guardrails are available that allow exploration of free versions of digital tools.
  3. AI Pilot Programs. Managed AI tools are introduced for specific purposes.
  4. AI Unification. A clear district-wide approach to centralized AI use is in place and it is integrated into key areas.
  5. AI Everywhere. AI is fully integrated into school district policies, procedures, curriculum, and guidance is available to all.

These descriptions briefly touch on the points raises in the infographic above. Let’s take a closer look at each of the categories that define each phase.

Categories

There are also categories that define each phase, including:

  • District Policy. Policy moves from outright securing of AI tools to full integration and acceptance.
  • Account Management. This area determines central account management, moving from no accounts allowed to integration into single-sign-on (SSO).
  • District Guidance. The District has put together documents providing specific guidance on the use and evaluation of AI tools for a variety of purposes.
  • Curriculum Integration. AI usage in the classroom ranges from non-usage to teacher and student use.
  • Community Outreach. Shifts from focusing on fear to inviting the community to better understand what part AI plays in K-12 education.

What other areas are key to responsible AI adoption? Let’s take a look.

Data Privacy and Security

Protecting student information is paramount when using AI tools in education. Account management for students and staff, data is critical. Districts must ensure AI solutions are part of SSO. This makes it easier for staff and students to access it in approved ways. Do this to safeguard sensitive information. Another point to remember? Communicate clear suggestion on how to protect data.

Here’s a sample classroom scenario to illustrate this:

Mr. Rodriguez, a middle school math teacher, uses an AI-powered math practice app. Before implementation, he ensures all student data is anonymized and securely stored, explaining to parents how the tool enhances learning without compromising privacy.

AI as a Supplemental Tool

Responsible AI adoption seeks to enhance, not replace, curriculum and instruction. When exploring how to use AI in the classroom, knowing what guidance to give teachers and staff is critical. AI should be approached as a tool that complements our efforts at teaching and learning, not supplants it.

What this might look like in the classroom:

Dr. Lee, a biology professor, incorporates an AI-driven virtual lab simulation into her course. She emphasizes to students that this tool complements hands-on lab work, providing additional practice opportunities rather than substituting real experiments.

Critical Thinking and Media Literacy

AI isn’t a panacea or perfect tool. While many know that they need to be critical, they may be unsure of how to best critique and assess AI generated content. To ensure staff and students don’t simply use and consume AI content uncritcally, all must learn to critically evaluate AI-generated content.

You can find several critical thinking approaches in the TCEA blog, as well as direct mention of The SIFT Approach.

View | Get a Copy in Canva | Get PPTx or PDF

Consider this scenario with an elementary school librarian:

Ms. Patel, an elementary school librarian, designs a lesson on distinguishing between human-written and AI-generated stories. She guides students through analyzing text characteristics and discussing the importance of human creativity.

TCEA Essential Learning Expectations

TCEA offers Essential Learning Expectations for students, teachers, school leaders, and instructional coaches.

The Essential Learning Expectations for AI in Education are designed to guide all stakeholders in the educational system – teachers, students, instructional coaches, and administrators – in the ethical and effective use of AI technologies. These expectations build upon existing educational research and best practices, while addressing the unique challenges and opportunities presented by AI in learning environments.

The TCEA Essential Learning Expectations (ELEs) for Artificial Intelligence (AI) in Education (View | Get a copy)
TCEA Essential Learning Expectations (ELEs) for AI in Education – Generated by Author

The TCEA ELEs for AI in Education include:

  • AI Literacy
  • Ethical AI Use
  • AI-Enhanced Learning
  • AI and Critical Thinking
  • AI Collaboration and Innovation

You can explore these expectations in more details with examples in this document.

Responsible AI Adoption

By adopting a phased approach and sticking to essential guardrails, you can begin the work of using AI in teaching, learning, and leading situations. You will be able to seize the benefits of AI, while protecting students and staff. What’s more, you can use AI to have a positive impact on the work you are about in K-12 education.

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Hersey-Blanchard Model
CommunicationInstructional CoachingLeadership

Revolutionize School Leadership with the Hersey-Blanchard Model

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

As an educational leader, have you ever been frustrated when your go-to leadership approach doesn’t work with certain teachers? Imagine using a motivational strategy that was successful with an enthusiastic new hire, only to find it falls flat with a veteran teacher. Or using a hands-off approach with a usually reliable educator who suddenly struggles with a new curriculum. If these scenarios sound familiar, you’re not alone. The truth is, there’s no one-size-fits-all approach to leading teachers. This is where the Hersey-Blanchard Situational Leadership Model comes in.

This powerful framework can transform how you support and develop your teaching staff, and offers a flexible, intuitive approach that adapts to each educator’s unique needs and growth stage. By mastering the Hersey-Blanchard Model, you can navigate the diverse landscape of teacher development, fostering a more responsive, effective, and thriving educational environment.

Understanding the Hersey-Blanchard Model in an Educational Context

The Hersey-Blanchard Model (pictured above) identifies four distinct leadership styles that instructional coaches and principals can employ when working with teachers. Each style combines different levels of directive and supportive behaviors to meet the needs of teachers at various stages of development.

  1. Directing (S1): High directive, low supportive behavior
    • Leaders provide specific instructions and closely supervise performance. For example, a principal might use this approach with a new teacher by clearly outlining lesson planning expectations, demonstrating specific instructional techniques, and frequently observing classes to ensure proper implementation.
  2. Coaching (S2): High directive, high supportive behavior
    • Leaders explain decisions and solicit suggestions while still providing guidance. An instructional coach might employ this approach by collaboratively planning lessons with a teacher, offering constructive feedback, and providing encouragement as the teacher implements new strategies.
  3. Supporting (S3): Low directive, high supportive behavior
    • Leaders facilitate and support teachers’ efforts and shared decision-making. For instance, a principal might use this approach with experienced teachers by involving them in curriculum development, encouraging peer observations, and providing resources for their professional growth initiatives.
  4. Delegating (S4): Low directive, low supportive behavior
    • Leaders adopt this style when working with highly competent and motivated teachers. An example might be a principal assigning leadership roles to master teachers, such as mentoring new staff or leading professional development sessions with minimal direct oversight.

Assessing Teacher Development Levels

To effectively apply the Situational Leadership Model in an educational setting, instructional coaches and principals must accurately assess the development levels of their teachers. This assessment considers two key factors: competence (the teacher’s skill and knowledge) and commitment (their motivation and confidence). The model identifies four development levels:

  • D1: Low Competence, High Commitment
    • These are often new teachers or experienced teachers facing unfamiliar challenges. For example, a first-year teacher who is enthusiastic but lacks classroom management skills, or an experienced teacher implementing a new curriculum or technology for the first time. Teachers at this level need clear direction and support to build their skills and maintain their initial enthusiasm.
  • D2: Some Competence, Low Commitment
    • Teachers at this level have developed some skills but may be struggling or feeling discouraged. Examples include a second-year teacher who has mastered basic classroom routines but is struggling with differentiation, or an experienced teacher who is resistant to a new school-wide initiative. These teachers require both guidance to improve their skills and support to boost their confidence and motivation.
  • D3: High Competence, Variable Commitment
    • These are typically experienced teachers who are skilled but may lack consistency in their performance or enthusiasm. For instance, a veteran teacher who excels in content knowledge but is becoming complacent about trying new instructional strategies, or a skilled teacher who is experiencing burnout and needs renewed inspiration. Teachers at this level benefit from autonomy in areas of strength and supportive coaching to reignite their passion.
  • D4: High Competence, High Commitment
    • These are your master teachers who demonstrate both skill and motivation. Examples include a teacher leader who consistently achieves excellent student outcomes and eagerly pursues professional growth, or an experienced educator who innovates in their classroom and inspires colleagues. These teachers thrive with delegation and opportunities for leadership.

It’s crucial for educational leaders to recognize that a teacher’s development level can vary across different aspects of their job and may change over time. A teacher might be at D4 in content knowledge but D2 in using educational technology. Regular observation, open communication, and data analysis are essential for accurately assessing where each teacher stands.

By understanding these development levels, instructional coaches and principals can tailor their leadership approach to meet each teacher where they are, providing the right balance of direction and support to foster growth and excellence in teaching.

Matching Hersey-Blanchard Model Leadership Styles to Teacher Needs

The key to effective situational leadership in education is aligning your leadership style with the development level of each teacher. The flexible approach of the Hersey-Blanchard Model ensures that teachers receive the appropriate balance of direction and support to thrive and grow professionally.

  1. Examples of when to use each style based on teacher development level:
    • Directing (S1) for D1 teachers: A principal might use this style with a new teacher struggling with classroom management. They could provide specific strategies, model techniques, and regularly observe classes to offer immediate feedback.
    • Coaching (S2) for D2 teachers: An instructional coach working with a teacher who’s having difficulty implementing differentiated instruction might co-plan lessons, demonstrate techniques, and provide encouragement as the teacher practices these skills.
    • Supporting (S3) for D3 teachers: For a competent but unmotivated teacher, a principal could involve them in decision-making processes, such as curriculum selection or professional development planning, to reignite their engagement.
    • Delegating (S4) for D4 teachers: An instructional coach might ask a highly skilled and motivated teacher to lead a professional learning community or mentor new teachers, providing resources but minimal direct oversight.
  2. Strategies for transitioning between styles as teachers grow:
    • Regular assessment: Continuously evaluate teachers’ competence and commitment through observations, data analysis, and conversations.
    • Gradual release: As teachers show improvement, incrementally reduce directive behavior and increase supportive behavior.
    • Clear communication: Explain your changing approach to the teacher, emphasizing their growth and evolving needs.
    • Collaborative goal-setting: Work with teachers to establish new objectives as they progress, fostering a sense of ownership in their development.
  3. The importance of flexibility in leadership approach:
    • Recognizing individual differences: Each teacher’s growth path is unique, requiring personalized leadership strategies.
    • Adapting to changing circumstances: External factors like new curricula or technologies may temporarily shift a teacher’s development level, necessitating a change in leadership style.
    • Building trust: Flexibly adjusting your approach demonstrates responsiveness to teachers’ needs, fostering a supportive professional environment.
    • Modeling growth mindset: By adapting your leadership style, you exemplify the continuous learning and adaptability you wish to see in your teachers.

Remember, the goal of the Hersey-Blanchard Model is not to pigeonhole teachers into categories but to provide the most effective leadership for their current needs. Skillful educational leaders fluidly move between styles — sometimes even within a single interaction — to best support their teachers’ growth and, ultimately, student learning. By mastering this adaptive approach, instructional coaches and principals can create a dynamic, responsive leadership culture that nurtures teacher development at all levels, leading to improved instructional quality and student outcomes.

It’s important to note that these styles are not fixed traits of a leader, but rather approaches to be flexibly applied based on the situation and the individual teacher’s needs. Effective educational leaders learn to adapt their style to best support each teacher’s growth and development. Understanding the four styles of the Hersey-Blanchard Model provides a framework for instructional coaches and principals to reflect on their current practices and consider how they might adjust their approach to better meet the diverse needs of their teaching staff.

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Illustration depicting a leader and their team engaged in activities symbolizing leadership impact, team morale, and continuous improvement, with gears, lightbulbs, stars, and speech bubbles, without any text
CommunicationCTO/CIOLeadership

Reflecting on Leadership and Shaping Organizational Success

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

As summer arrives, it’s an ideal time for campus and district administrators to reflect on the past year and discuss ways to enhance the upcoming school year. One valuable exercise during this period is to examine your leadership shadow – the influence and impact you have on your team and organization. Understanding the shadow you cast can reveal insights into how your behaviors and decisions shape your team’s morale and productivity. By taking the time to reflect and make intentional adjustments, you can foster a more positive and effective leadership presence, setting the stage for a successful year ahead.

Understanding Your Leadership Shadow

Illustration of a leader standing with a shadow composed of positive symbols like lightbulbs, gears, and hearts, with the heading Understanding Your Leadership Shadow.

The concept of a leadership shadow refers to the influence and impact that leaders have on their teams and organizations, often extending beyond their immediate actions. This shadow encompasses the attitudes, behaviors, and decisions of a leader, which collectively shape the culture and environment within their sphere of influence. For district administrators and technology directors, understanding this shadow is crucial because it highlights the pervasive effect a leader has on their team’s morale, productivity, and overall climate.

Leaders’ actions, behaviors, and attitudes are constantly observed by their team members and can leave a lasting impression. For example, the way a technology director handles stress during a district-wide system upgrade or communicates during challenging times like budget cuts sets a standard and expectation for the team. Positive behaviors can inspire and motivate, while negative ones can lead to disengagement and resentment. The lasting impression left by these actions often determines the team’s cohesiveness and overall effectiveness, impacting everything from project completion rates to staff turnover.

Self-awareness is a critical component in recognizing and understanding the shadow a leader casts. By regularly reflecting on their actions and seeking feedback from colleagues and team members, leaders can gain valuable insights into how they are perceived. For instance, a district administrator might conduct anonymous surveys to gather honest feedback on their leadership style. This awareness allows leaders to make intentional adjustments to their behavior, ensuring their impact is aligned with their values and the goals of the organization. Embracing self-awareness fosters a more thoughtful and impactful leadership style that can positively influence the entire organization, from administrative offices to classroom environments.

Impact on Team Morale and Culture

Illustration of a diverse team of professionals interacting positively with icons and symbols representing teamwork, morale, and culture

A leader’s demeanor plays a pivotal role in shaping team morale and workplace culture. When leaders exhibit positivity, approachability, and empathy, they create an environment where team members feel valued and motivated. Conversely, a leader who is consistently negative, unapproachable, or unsupportive can foster a culture of fear, disengagement, and low morale. For example, a tech director who actively listens to teachers’ concerns about new software implementations can build a supportive and collaborative environment, while one who dismisses these concerns can create resistance and frustration.

Positive leadership shadows are characterized by behaviors such as recognizing and celebrating team achievements, providing constructive feedback, and demonstrating a commitment to professional growth. For instance, a tech director who regularly acknowledges the hard work of their team and encourages innovation can inspire creativity and a strong sense of purpose. Conversely, negative leadership shadows might include micromanaging, displaying favoritism, or neglecting to address conflicts. These actions can lead to decreased motivation, increased turnover, and a toxic work environment, undermining the district’s goals and objectives.

The behavior of a leader has a ripple effect that extends throughout the team and organization. When leaders set a positive example, it encourages similar behaviors among team members, promoting a culture of collaboration, respect, and high performance. This positive dynamic can enhance overall productivity and foster a supportive work environment. Conversely, negative behaviors from leaders can cause discord, reduce morale, and hinder productivity, creating a challenging and less cohesive team atmosphere. Understanding this ripple effect underscores the critical importance of mindful and intentional leadership, particularly in education settings where collaborative efforts are essential for success.

Guiding by Example

Illustration of a leader guiding their team by example, with team members following and collaborating, featuring symbols of guidance and inspiration

Leading by example is a fundamental aspect of effective leadership. When leaders embody the values, work ethic, and behaviors they expect from their team, they build credibility and respect. For instance, a district administrator who consistently demonstrates a commitment to student achievement and staff development sets a powerful example for their team to follow. This approach creates a powerful model for team members to follow, demonstrating that the leader is not above the standards they set. By consistently aligning actions with words, leaders can foster a culture of accountability, integrity, and excellence, inspiring their team to strive for the same standards.

To effectively model desired behaviors and values, leaders can adopt several strategies. First, they should communicate their expectations clearly and consistently, ensuring everyone understands the standards and goals. For example, a tech director can set clear guidelines for cybersecurity practices and consistently follow them themselves. Second, leaders should actively demonstrate these behaviors in their daily interactions and decision-making processes, showing transparency and fairness. Third, recognizing and rewarding team members who exemplify these values reinforces their importance. Additionally, leaders should be open to feedback and willing to adapt, showing that continuous improvement is a shared value.

Consistency and integrity are crucial in building trust and respect within a team. When leaders are consistent in their actions and decisions, they create a stable and predictable environment, reducing uncertainty and fostering trust. Integrity involves being honest, ethical, and accountable, even when faced with difficult choices. Leaders who consistently uphold their values and commitments demonstrate reliability and earn the respect of their team. This trust and respect form the foundation of a strong, cohesive team that is more likely to collaborate effectively and achieve its goals, whether it’s implementing new educational technologies or improving student outcomes.

Continuous Improvement and Reflection

Illustration depicting continuous improvement and reflection, with a leader and team members engaged in brainstorming, reviewing progress, and setting goals, without any text.

Seeking feedback and reflecting on their impact are essential practices for leaders committed to continuous improvement. By actively soliciting input from team members, peers, and mentors, leaders can gain valuable perspectives on their strengths and areas for growth. Reflecting on this feedback helps leaders understand the real effects of their actions and decisions. For instance, a district administrator might use performance reviews and feedback sessions to gather insights and make necessary adjustments. Regular self-assessment and reflection sessions can illuminate blind spots and foster a culture of openness and improvement within the team, encouraging everyone to grow together.

Continuous personal and professional development is crucial for effective leadership. Leaders should prioritize ongoing education, such as attending workshops, seminars, and pursuing advanced certifications relevant to their field. For example, a tech director might attend conferences on the latest educational technologies to stay ahead of trends. Reading widely and staying current with industry trends and best practices can also enhance their knowledge and skills. Additionally, engaging in mentoring and coaching relationships provides opportunities for both learning and teaching. Setting specific, measurable development goals and tracking progress can help leaders stay focused and motivated in their growth journey.

Adjusting and improving the leadership shadow requires deliberate and practical steps. Mentoring and coaching are powerful tools that provide personalized guidance and support. Leaders can benefit from both being mentors and seeking mentors themselves. Learning from other leaders, whether through networking, observing, or studying their approaches, offers valuable insights and inspiration. For example, a district administrator might shadow a peer in another district to gain new perspectives. Regularly reviewing and reflecting on one’s leadership style, coupled with a willingness to make necessary adjustments, ensures that the shadow cast is positive and impactful. Implementing these practices can lead to sustained personal growth and a more effective, respected leadership presence.

Invitation to Reflect on Our Leadership Shadows

Illustration showing a group of leaders sitting in a circle, engaged in reflective discussion with symbols of reflection, ideas, and conversation, without any text

I invite you to work with your team to examine both your personal and departmental shadows. This reflective activity can be a valuable part of your next staff meeting, fostering self-awareness and promoting a positive organizational culture.

Activity Description:

Begin by explaining the concept of a leadership shadow and its significance. Emphasize that everyone, regardless of their role, casts a shadow that influences the team’s culture and effectiveness. Distribute sticky notes or index cards and pens to all participants. Ask each person to spend a few minutes reflecting on their own behaviors and actions, noting down one positive behavior they believe positively impacts the team and one behavior they believe might negatively impact the team. Assure them that this exercise is anonymous to encourage honest reflections.

Collect the sticky notes and randomly select a few to read aloud, or have participants stick their notes on a designated wall or board. As you review the notes, group similar behaviors together to identify common themes. Encourage open, respectful discussion about the examples shared, focusing on understanding rather than judgment.

Divide the participants into small groups and assign each group one of the common themes identified. Ask each group to discuss the potential impact of the behaviors on the team and organization, strategies for reinforcing positive behaviors, and approaches for addressing negative behaviors.

Reconvene the entire group and have each small group share their discussion points and suggestions. Create a collective action plan on a flip chart or whiteboard, including specific steps to promote positive behaviors, strategies to address negative behaviors, and personal commitments from each participant on what they will work on improving.

Summarize the key takeaways from the activity and emphasize the importance of ongoing self-awareness and reflection. Encourage participants to support each other in maintaining positive leadership shadows and to continue the conversation beyond the meeting.

By engaging in this reflective exercise, you can help your team understand and positively influence the shadows they cast, fostering a culture of openness and continuous improvement.

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Google Sheets can be used to store data, Looker Studio can be used to display data, and Autocrat can be used to communicate data and data updates!
Communication

Boost Communication with Autocrat, Google Sheets, and Looker Studio

by Dan Larson
written by Dan Larson

Communication is the cornerstone of any successful school. It fosters collaboration between teachers, keeps parents engaged, and ensures students feel informed and supported. Yet, navigating the complex web of communication needs within a school community can feel like a constant uphill battle. This is where technology steps in, offering a powerful trifecta to streamline data sharing and revolutionize communication across all stakeholders: Autocrat, Google Sheets, and Looker Studio. Let’s delve into how each tool can empower your school to achieve smoother and more effective communication.

Google Sheets: Organize Your School’s Data

Think of Google Sheets as the central nervous system of your communication strategy. This user-friendly spreadsheet tool offers a collaborative platform for collecting, organizing, and managing all your school’s data in one place.

Here’s how Google Sheets can transform communication:

  • Consolidated Data Source: Say goodbye to scattered information! Google Sheets allows you to create a central repository for student data, attendance records, grades, and parent contact details. This ensures everyone has access to the same accurate and up-to-date information.
  • Real-Time Collaboration: Multiple teachers or staff members can work on the same spreadsheet simultaneously, fostering better collaboration and ensuring everyone stays on the same page.
  • Data Analysis Made Easy: Google Sheets offers built-in data analysis tools, allowing you to identify trends or patterns in student performance or parent engagement. This valuable information can then be used to inform communication strategies.

But what if you could amplify the power of Google Sheets and leverage it for better communication?

Autocrat: Automate Tasks and Save Time

Imagine a world where repetitive administrative tasks are handled automatically, freeing up valuable time for educators to focus on what matters most – their students.  Autocrat, a potential game-changer in this scenario, is a tool that automates communication workflows.

What is Autocrat?

Autocrat is a Chrome extension that seamlessly integrates with Google Sheets. It automates repetitive tasks within your spreadsheets, freeing up valuable time for educators. Imagine sending personalized birthday greetings to every student in your class or automatically generating report cards. Autocrat can handle these tasks, and more, all based on the data you have in Google Sheets.

Screenshot by Emily Horn: Example Template with Autocrat Merge Fields from TechNotes article The Autocrat Add-On: Easily Generate Certificates, Progress Reports, and More

Here are some ways Autocrat can benefit your school:

Automate Newsletters and Reports: Autocrat can automate the creation and distribution of routine reports like attendance updates, lunch menus, or upcoming events, ensuring everyone receives timely information. Here is a tutorial from Matt Miller’s Ditch That Textbook blog on how to create a newsletter and use Autocrat to send it:

Personalize Communication: It can personalize communication by automatically merging pre-written templates with relevant data from Google Sheets, saving teachers the hassle of repetitive tasks. Imagine sending birthday greetings, certificates, or personalized progress reports to students effortlessly.

Streamline Grading and Feedback: Autocrat can potentially automate the process of sending out grades or feedback. Make a Google Sheets Gradebook, create a grade report template in Google Docs, and use Autocrat to merge and send. This can significantly reduce teacher workload and improve communication with parents.

But what if there was a tool that made reporting and analysing this type of data easy?

Looker Studio: Transform Data into Meaningful Visualizations

Data is powerful, but raw numbers on a spreadsheet can be overwhelming. Looker Studio bridges this gap by transforming data from Google Sheets into clear, visually appealing dashboards and reports. Connect it to Google Sheets and send visual data reports with Autocrat!

What is Looker Studio?

Looker Studio (formerly known as Data Studio) is a free data visualization tool by Google. It connects to your Google Sheets and transforms raw data into interactive dashboards and reports. Looker Studio allows you to present complex information in an easily understandable way, making it ideal for communicating with parents and administrators. Here is a one-minute intro:

Here’s how Looker Studio empowers communication:

  • Easy-to-Understand Reports: Looker Studio allows you to create interactive dashboards that present complex data in a user-friendly format. Imagine presenting student progress reports to parents with clear charts and graphs, making it easier for them to understand their child’s performance.
  • Targeted Communication: Tailor reports to specific audiences. Create custom dashboards for teachers to track student progress or generate reports for administrators to visualize school-wide trends. This ensures everyone receives the information most relevant to them.
  • Data-Driven Decision Making: Looker Studio empowers data-driven decision making. By visualizing trends in areas like attendance or student performance, schools can identify areas for improvement and tailor communication strategies accordingly.

The Benefits

Imagine a Looker Studio dashboard for parents that displays their child’s progress in various subjects using clear charts and graphs. This dashboard would be directly linked to the student’s data in Google Sheets, and Autocrat could be used to schedule automatic updates to the dashboard throughout the semester. This creates a single source of truth for parents, allowing them to easily track their child’s performance.

The true magic lies in how these three tools work together. Google Sheets provides a central data hub, Looker Studio transforms data into clear communication, and Autocrat automates tasks. This integrated approach offers a multitude of benefits:

  • Reduced workload for teachers and staff.
  • Improved transparency and communication with parents.
  • Enhanced student engagement through personalized communication.
  • Data-driven decision making for school improvement.
  • Increased efficiency and streamlined communication workflows.

The Communication Trifecta

 The magic truly happens when these three tools work together. Here’s a breakdown of the integration:

  • Autocrat automates tasks: It uses data within your Google Sheets to populate reports, personalize communication, and streamline workflows.
  • Google Sheets acts as the central hub: It stores all your school’s data in one place, ensuring everyone has access to the same information. Autocrat interacts with this data to perform its automation magic.
  • Looker Studio visualizes the data: It takes the information from Google Sheets and transforms it into clear and compelling reports and dashboards, perfect for communicating with parents and administrators.

By embracing technology and leveraging the power of Autocrat, Google Sheets, and Looker Studio, schools can bridge the communication gap and foster a more informed, engaged, and successful school community. Remember, effective communication is a journey, not a destination. Take the first step today and empower your school community to thrive.

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Explore scenarios and constructive ways to say no, set boundaries, prevent burnout, and avoid overwhelm.
CommunicationLeadership

The Art of Saying No: Strategies for School Leaders

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

Are you one of the 72% of leaders who report feeling burnout by the end of the day? Feeling overwhelmed and burnt out can lead to poor decision-making, missed opportunities, reduced employee morale, decreased engagement from your team, and even damage your health. One thing you can do to help reduce burnout is to say no to some requests that come your way. But, saying no to requests can sometimes be difficult and stressful. Let’s look at four tactics for saying no in a constructive way.

1. Value Alignment

This strategy is best used when a request deviates from the agreed mission and goals. School leaders often face decisions that must align with educational goals and district policies. Emphasizing value alignment ensures that saying no is a step toward upholding the school’s mission and educational standards and further from unnecessary burnout. For this strategy, you will need to say “no” to stay true to your goals, ensuring it steers you right and keeps you on the same page. Communicate non-alignment with core objectives. Be sure to affirm shared goals before stating the misalignment.

Scenario #1: The school district is considering the adoption of a new educational technology platform district-wide. The IT director, after reviewing the proposal, recognizes that the platform does not support the district’s long-term goals of inclusive education due to its lack of accessibility features. Despite the platform’s potential for enhancing learning in other ways, the IT director decides to say no to the adoption. They explain to the stakeholders that while the technology is promising, it does not align with the district’s commitment to ensuring equal access for all students. Instead, they suggest looking for alternatives that fulfill this crucial need.

Scenario #2: A high-performing school is under pressure to expand its extracurricular programs to include more competitive sports teams. The principal, however, recognizes that the school’s core value is academic excellence and that the current extracurricular balance supports this. They decide not to expand the sports programs at this time. When addressing the parent-teacher association, the principal emphasizes that while sports are important, the school must ensure that any expansion in extracurricular activities does not detract from the primary focus on academic achievement and the well-rounded development of all students. The principal suggests strengthening existing academic clubs and creative arts programs that align more closely with the school’s values.

2. Strategic Delegation

Strategic delegation is crucial in educational leadership because it ensures that tasks are completed by the most appropriate individual and prevents burnout from one individual taking on too much. This strategy is appropriate when the request doesn’t align with your expertise or capacity. For this strategy, begin by asking yourself if the task adds value and if it’s within your scope to delegate. If you said yes to both of these considerations, then saying no and suggesting another person be assigned the task, especially if the task isn’t within the scope of your expertise.

Scenario #1: The superintendent of curriculum is tasked with developing a new science curriculum district-wide. With multiple projects already in progress, the superintendent identifies a talented curriculum specialist who has demonstrated both expertise in science education and a desire to lead. The superintendent delegates the leadership of the curriculum development project to this specialist, providing guidance and setting clear objectives. This not only frees up the superintendent’s time but also capitalizes on the specialist’s strengths and invests in their professional growth. 

Scenario #2: An assistant principal at a high school is charged with implementing a new technology integration plan for classrooms. Knowing her schedule is already packed with student disciplinary issues and staff management, she strategically delegates this task to the school’s technology coach, who is both enthusiastic about new tech tools and has been looking for ways to have a larger impact on teaching and learning. The assistant principal remains involved at a strategic level, setting goals and benchmarks, while the technology coach handles the day-to-day management and training aspects of the initiative, ensuring a more effective and efficient rollout.

3. Assertive (but Professional) Communication

Clear and respectful communication is vital in an educational environment where collaboration and maintaining positive relationships are key. Assertive communication allows leaders to set boundaries while preserving professional relationships to avoid overwhelm and burn out. Realize that saying no with respect when setting boundaries can help keep work friendships healthy and the work moving forward. Firmly state your stance using “I” statements. Focus on being direct but without assigning blame or creating hostility.

Scenario #1: The director of a school district is approached by a group of teachers requesting additional resources for a new hands-on learning initiative. While supportive of innovative teaching methods, the director knows the budget is already allocated for the year with previously determined goals and initiatives. Instead of simply declining, the director uses assertive communication to explain the budgetary constraints clearly and respectfully. They express support for the initiative’s goals and suggest revisiting the proposal during the next budget planning cycle. Additionally, the director offers to work with the teachers to identify potential grant opportunities that could fund the project sooner.

Scenario #2: A middle school vice-principal is asked to lead a new committee focused on community engagement. Knowing that her schedule is already saturated with essential duties that impact student success, she opts to decline. Using assertive communication, she explains that while she values community engagement, her current responsibilities, which include a major student retention initiative, require her full attention. She assures them of her commitment to the school’s core mission and suggests a colleague who has the capacity and relevant experience to lead the committee effectively. She then offers to support this colleague to ensure the committee’s successful launch.

4. Boundary Setting

In a role that often extends beyond typical school hours, setting and maintaining clear boundaries is essential for work-life balance and preventing burnout among school leaders. This is especially true when taking on more tasks can compromise current commitments. Begin by setting limits to avoid overload, earning you respect and keeping commitments in check. Clarify what you can and cannot commit to. Be firm and polite when saying no, ensuring your limits are understood.

Scenario #1: A school principal has been receiving work-related calls and emails late into the evening from staff and parents, which is encroaching on family time. To address this, the principal sends out a respectful communication to the school community, stating that while they are committed to the school’s success, they will be setting specific hours for work communications. They clarify that they will respond to any messages received outside of those hours during the next working day. They also set up an emergency contact protocol for issues that genuinely cannot wait, ensuring that boundaries are respected without compromising critical school needs.

Scenario #2: The chair of the mathematics department at a high school has their prep periods frequently interrupted with ad-hoc meetings and non-urgent requests, leading to reduced effectiveness in the classroom. They decide to set clear boundaries by informing the staff that their prep periods will be dedicated solely to lesson planning and student assessment. They post a schedule outside their door indicating available times for meetings and encourage staff to schedule discussions during those times unless there is an urgent issue that needs immediate attention. This boundary-setting helps preserve the quality of their teaching while still allowing time for necessary collaboration.

Four strategies for saying no to prevent burnout include strategic delegation, assertive communication, values alignment, and boundary setting.

Navigating the demands of leadership while maintaining personal well-being is a delicate balance. Burnout and feeling overwhelmed can have far-reaching consequences, impacting decision-making, morale, and health. However, by implementing strategies such as value alignment, strategic delegation, assertive communication, and boundary setting, leaders can effectively manage their workload and protect their well-being. Remember, saying no is not always easy, but it is often necessary for maintaining focus and achieving long-term success. By employing these tactics, leaders can cultivate a healthier, more sustainable approach to leadership that benefits both themselves and their organizations.

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CommunicationCTO/CIOInstructional CoachingLeadership

A Model for Driving Effective Change

by Miguel Guhlin
written by Miguel Guhlin

“I lost my job today,” Emil said as he walked into our meeting. It was the monthly Campus Technology Representatives (CTR) Meeting. Emil was a campus instructional technologist (CIT) whose role was driving effective change and actively promoting instructional uses of technology. He had succeeded in being an instrument for change. But, change is not always welcome. How can you drive effective change without alienating the people you want to see change? It’s a tough question.

The Four Domains of Effective Change

As a technology director, my biggest challenge involved navigating the political dimension. The question wasn’t, “How do I get superintendent approval for a new technology?” Rather, it was, “How do I get classroom teachers and principals to change what they do every day?” If only I had enjoyed a longer perspective, such as the one captured in this chart, the result of interactive prompt engineering with an AI model.

In my experience, these four domains are critical to consider. Without them, no change is successful. Successful change is change that endures for the long term— which is change that works, endures, and is effective.

An Example of Driving Effective Change

To drive effective change, imagine how the four domains might translate into a roadmap. This roadmap gives us a path forward. While one might have the research and the evidence, planning a joint journey forward is where it’s at. I imagine this as a parent trying to get all the kids in the car for a long trip.

In the following scenario adapted from a real situation, a problem emerges. The challenge is one many small school technology directors face. How would you handle it?

The Scenario

At St. John’s campus, a new plan aims to lower teacher stress by cutting their class load from six to five. This move seeks to boost teacher happiness and satisfaction without hiring more staff. The idea is to spread teaching tasks around, including to those not usually teaching. The campus instructional technologist (CIT), who is key to digital learning, faces added teaching duties. This shift worries several staff. They recall when this mix led to burnout and turnover. How can this change work? Is it possible to stop it or speed up?

The Driving Effective Change model offers some suggestions:

1. Vision

Set a clear goal to cut teacher workloads. Talk with everyone involved—teachers, staff, and families—to get their support. Action: Share stories on why instructional technologists are key. They help teachers use tech without stress, keeping work manageable and preventing burnout.

2. Support

Value the instructional technologist role in tangible ways. Action: Push for funding to keep this role. Show how it improves teaching and helps students. Collect and use metrics if possible.

3. Research

Use data to pick teaching methods and tech that meet standards. Make evidence-based teaching normal. Action: Change old ways with digital tools for better teaching. Offer ongoing training to help teachers adapt.

4. Connect

Build a community that embraces tech in teaching. Make sure students, staff, and families feel included and important. Action: Get everyone involved in updating teaching methods. Share how tech changes teaching and learning for the better. Enlist students and staff to tell their stories.

Reflection

If Emil had the support of such a structured process, his job might have been secure. More importantly, the whole campus would have benefited. Looking back, I see there was more I could have done for his success. His team would have enjoyed better, data-informed teaching methods paired with digital tools, and the students would have benefited from improved learning. What’s more, a community of leaders could have grown. See the application of Driving Effective Change Model to Emil’s situation.

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Communication

Boost School Public Relations with AI

by Miguel Guhlin
written by Miguel Guhlin

Managing the reputation and communication of your academic organization presents various challenges. You may find yourself providing information amid a crisis. Maybe you are communicating a reduction in force (RIF) due to budget constraints. Perhaps you find yourself communicating with diverse audiences, including students, parents, and the community at large. With the increasing drive for transparency, increased communication, and balance of mandates and ethics, how can anyone keep up? Consider reaching for an AI model as your school public relations assistant! Let’s explore five tips to assist you as you consider AI tools like ChatGPT, Claude, Gemini, and CoPilot, among others.

AI Tools for Public Relations and Communications

As a school public relations professional, you may be tasked with finding ways to bridge the divide between what is happening and what needs to happen with regard to communication. We will look at suggested AI tools for school public relations and uncover what each AI can do. There is a wide variety of tools available, and here are a few for your consideration:

A chart of AI tools, their capabilities, and how they can assist with school communications and public relations.
Access the full-size version of this chart and see additional information about these tools.

Now that you know what these tools do, let’s jump into the tips.

Tip #1: SMART Planning

You can use AI prompts and custom GPTs to shape SMART goals for public relations purposes. AI Models like ChatGPT, Claude, Gemini, and CoPilot can generate SMART goals from “long prompts” or megaprompts. These megaprompts come with detailed instructions for the AI. They provide the AI with background information, tone, and task. You may already be familiar with SMART goals, but here’s a quick example to jog your memory and see how this strategy might apply to your work.

A chart outlining an example SMART goal with specific, measurable, achievable, relevant, and time-sensitive attributes.

As you can see, SMART is an acronym that represents certain goal attributes. Goals or actions must be “Specific, Measurable, Achievable, Relevant, and Time-Bound.”

Here are some AI-generated SMART goals:

  • Increase Community Engagement. “By the end of the academic year, we will increase parent attendance at school events by 25% through targeted communication strategies and community outreach programs.”
  • Improve Communication. “Within the next six months, we will launch a monthly newsletter to keep parents informed about school activities, to reach at least 80% of our student’s families.”
  • Enhance Brand Image. “Over the next year, we will develop and implement a branding campaign to improve the school district’s image, aiming to achieve a 20% increase in positive media coverage.”
  • Boost Social Media Presence. “By the end of the semester, we will grow our school’s social media following by 30% and increase engagement rates by 15% through regular, high-quality content and interactive posts.”
  • Strengthen Crisis Communication. “In the next three months, we will create and test a comprehensive crisis communication plan to ensure timely and accurate information dissemination during emergencies.”

A prompt you could use to generate a SMART goal for one of your school projects appears below:

Develop SMART goals for strategic planning for K-12 school public relations type projects

Here is a blank copy for you to try on your own:

A blank chart for setting a SMART goal that is specific, measurable, achievable, relevant, and time-sensitive.
Access this template.

Tip #2: Enhance Communications

Use AI tools to shape and organize your content and craft communications, public relations, and marketing plans. Here are some ways AI can assist your communication efforts:

  • Q&A bank. Craft responses to routine or recurring questions from stakeholders. Plus, AI can assist you in organizing these questions and responses into a frequently asked questions (FAQ) document to post online.
  • Data-Driven analysis. Analyze trends and patterns in data. Depending on the AI you use, you can send data spreadsheets or generate a PDF of data, asking the AI to analyze it for you. From this data, AI can also generate data-driven recommendations.
  • Personalize and customize. Consider writing a document with all the details you’d like to communicate. Then, ask AI to revise it for a specific stakeholder audience. Customization could include translation into various languages and modifying the tone (formal vs conversational, serious vs fun).
  • Accessibility. Make your communication more accessible, including for persons with disabilities.
  • Scenario generation. Want to put together some PR table talks to assist leaders with how to best respond in a crisis? Consider asking AI to generate scenarios from a list of topics.

The only limit to what you can do with AI for school public relations is your imagination. To get started, focus on text-based AI Models like ChatGPT, Claude, and Gemini. This will help you develop your prompt engineering skills. If you’d like the AI to generate content that includes links to web pages, use “middleware” like Perplexity.ai ($20 monthly) and POE. Also, try Microsoft CoPilot (free) and Google’s Gemini Advanced ($20 monthly).

Tip #3: App Smash AI for Public Relations

Pour content from one AI into another through “app smashing.” Create content in one AI Model, then copy and paste it into another. Although the guide below is for curriculum-focused tasks, how might this transfer to school public relations and communication tasks?

A chart presenting how AI tools can be "app spashed" to best leverage their capabilities for school public relations and communications.

A great example of app smashing includes prompt design. Ask one AI, like ChatGPT, to design a prompt for another AI, like an art generator, asking it to generate a specific type of media (e.g., image, video). Here are some AI art generators.

Tip #4: Create Media and Scripted Videos

Use AI tools to develop scripts that meet your specifications. Try tools like DeepBrain AI, Synthesia, Steve.AI, Elai.io, HeyGen, and/or Pictory to quickly convert text to video featuring human, cartoon, or animal avatars. Then, assemble videos in other systems (e.g., Canva Magic Studio). This is a great way to generate public relations and marketing content quickly and easily to share with your community.

Deepbrain.io is one tool that can help generate media for school public relations and communications.
See the Deepbrain.io Dashboard

Tip #5: Transcribe and Translate Content

Audio or video content transcription is a snap with AI. Plus, you can translate for your target language easily! Otter.ai, Rev.com, Trint, Fireflies.ai, Sonix, Transkriptor, Notta.ai, and Speak.ai are available tools to consider. These can convert your audio/video content to text, which can be a big time-saver; however, it does come with a price tag. Canva Magic Studio and AI apps include some tools to start you off at no charge; and remember, Canva Pro is free for qualifying educators and nonprofits.

AI Changes Everything

AI changes everything. ChatGPT, Claude, and other tools can make school public relations easier and improve communication. They can simplify planning, boost communication, and generate media, translating words and ideas. This is not just about using new tools. It’s about changing how we talk, plan, and connect to make every message count. Here’s a one-page handout you can take advantage of that summarizes the tips in this blog entry:

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7 Tips for Avoiding Miscommunication
Communication

Seven Tips for Avoiding Miscommunication

by Diana Benner
written by Diana Benner

Miscommunication is a common occurrence in our daily lives. Often, it leads to conflicts, errors, and misunderstandings. Whether at work or home, miscommunication can create unnecessary stress and tension. Fortunately, there are several practical tips we can employ to enhance our communication skills and minimize misunderstandings. Let’s explore effective strategies for navigating conversations and avoiding miscommunication.

1. Listen Actively

Communication is a two-way process, and active listening plays a crucial role in understanding others. Give your undivided attention, maintain eye contact, and show genuine interest in the speaker. Avoid preconceived notions or interrupting, as it may cause misunderstandings and misinterpretations. Taking the time to listen attentively helps build stronger connections and ensures accurate comprehension.

2. Be Mindful of Nonverbal Cues

Communication extends beyond words. Nonverbal cues play a vital role in conveying messages. Pay attention to body language, facial expressions, and tone of voice. These cues often reveal the true meaning behind someone’s words. Promote open and honest communication by being aware of your own nonverbal signals and interpreting others’ cues accurately.

3. Clarify and Seek Feedback

Assuming you understand someone’s intentions without seeking clarification can lead to miscommunication. Whenever in doubt, ask for clarification. Paraphrase what you understood and ask, “Did I get that right?” Providing an opportunity for others to correct or elaborate on their message helps you fully comprehend their point of view. This will help reduce the chances of misunderstanding.

4. Use Clear and Concise Language

Vagueness and ambiguity are sure grounds for miscommunication. When expressing your thoughts, be clear, concise, and specific. Avoid using jargon or abstract references that may lead to confusion. Tailor your language to suit the audience, ensuring your message is easily understood by all parties involved.

5. Practice Empathy and Understanding

Emotions greatly impact our ability to communicate effectively. Developing empathy allows you to understand others better and respond accordingly. Be patient and considerate. Acknowledge that everyone has unique perspectives and experiences that shape their communication styles. Cultivating an atmosphere of understanding fosters open dialogue and minimizes misinterpretations.

6. Address Issues Promptly

By avoiding difficult conversations, misunderstandings can fester and worsen over time. Addressing concerns promptly allows for immediate clarification and resolution. Communicate your thoughts and feelings honestly while also being receptive to feedback. Discussing issues as they arise prevents assumptions and ultimately promotes stronger relationships.

7. Use Written Communication Effectively

In today’s digital world, written communication, including emails and instant messaging, is increasingly common. To avoid miscommunication in written form, take extra care in selecting the appropriate words, tone, and formatting. Read your written messages carefully before sending them to ensure clarity. If necessary, follow up to ensure your message is well understood.

We can minimize misunderstandings and foster better connections by incorporating these tips into our daily interactions. Remember, effective communication is a skill that can be honed and developed with practice and intention.

Access the Infographic
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Conflict Resolution with a Wheel of Choices Feature Image
Classroom ManagementCommunication

A Wheel of Choices for Conflict Resolution

by Emily Horn
written by Emily Horn

One year, when I was working as a principal, a group of 5th graders seemed to have conflicts many times a day. So much so that it made instructional time difficult, and recess breaks were full of incidents, both verbal and physical. Conflict resolution and management were challenging processes that always required the teacher’s attention. Of course, there are some student issues and conflicts that will always need to be handled, managed, and resolved by an adult. But how can we set students up to resolve conflicts on their own (when appropriate), and why is this important?

Students will eventually need to resolve disagreements and issues independently as they get older. However, some minor conflicts are appropriate for younger students to resolve on their own after receiving tools, guidance, and modeling. One way to help them succeed is by giving them choices for healthy responses to conflict. A visual tool, like a Wheel of Choices, can work wonders! Let’s explore how to get started with this tool.

Why is conflict resolution important?

Conflict and disagreement are a normal part of being human. Unfortunately, we all know this doesn’t go away or decrease with age. And (unpopular opinion alert), it’s important for students to know that they don’t have to like, play with, or be friends with everyone in their class. However, regardless of friendship status, we must treat people respectfully and work through conflicts and disagreements in healthy ways. So, let’s teach conflict resolution skills early on! Learning to effectively navigate conflicts sets students up for more success in life. It helps them:

  • Deepen relationships
  • Build resilience
  • Identify their feelings
  • Acknowledge the feelings of others
  • Gain confidence
  • Build leadership skills
  • Grow in empathy
  • Broaden perspectives
  • Achieve goals
  • Build active listening skills
  • And more

What is a Wheel of Choices?

A Wheel of Choices is a visual chart that provides students with healthy ways in which they can respond to and work to resolve conflicts. When a dispute arises, students can reference the wheel and choose a response to try. The goal of the Wheel of Choices is for students to eventually be able to resolve minor conflicts independently, confidently, and successfully. Here are ideas for introducing the wheel to students:

  1. First, talk with your students about conflict. What is conflict? What conflicts have they experienced (without naming names)? How did they work through them? You can also discuss healthy and unhealthy responses to conflict.
  2. Then, reiterate that conflict and disagreement are normal, and they aren’t necessarily “bad”! When issues arise, it’s an opportunity for growth that can help us learn about each other and ourselves.
  3. Next, introduce the Wheel of Choices as a reference tool for students. You can introduce the whole wheel or add one strategy at a time, explaining each strategy and modeling them in brief mini-lessons. You could also brainstorm your own strategies as a class to add to the wheel!
  4. As conflicts arise, begin prompting students to use the wheel. Work with them on choosing strategies to support them in resolving issues together. It may take trying several choices from the wheel to solve a disagreement, and that’s okay!
  5. After some practice and time working under your guidance, the students might be ready to try using the wheel independently.

Tips for Using the Wheel of Choices

After using a Wheel of Choices with the 5th grade students I mentioned at the beginning of this article, here are some things I’d recommend:

  • Role-play the different strategies with students.
  • Remind students that respectful dialogue is imperative.
  • Place a wheel in areas where conflicts tend to happen (playground, cafeteria, etc.).
  • Give each student their own mini-wheel.
  • Talk to parents so they can encourage using these strategies at home, too.
  • Be there for students during conflicts to guide them.
  • When appropriate, encourage independence.
  • Celebrate successful resolutions!

Example Use of the Wheel: Jose and Cassandra are arguing over whose turn it is to kick during kickball. Things are getting heated and escalating. Cassandra suggests they look at the Wheel of Choices to help them reach a resolution. Cassandra chooses “Make a deal.” Jose has an idea! Since the two have different opinions, they could play Rock, Paper, Scissors (best two out of three) to decide who kicks first. Cassandra agrees to the deal. Jose wins two out of three. He kicks first, and Cassandra will go next.

Strategies on the Wheel:

Colorful infographic with the strategies from the Wheel of Choices explained.
Created by the author: Linked in the Wheel of Choices template below.

The strategies shown on my wheel are not at all set in stone. Feel free to access the editable template and add your own strategies or ones that you and your students think of together! Let’s explore the choices I included on my wheel:

Share. Listen. Restate. Explain how you’re feeling. Listen to how the other person is feeling. Restate what they explained about their perspective to make sure you understand how they feel.

Take responsibility. Apologize. Make a change. If you make a mistake, own it. Say that you’re sorry, but sorry isn’t enough! Explain how you’ll make a change.

Ask, “How can I help?” If a student shares how they’re feeling, ask how you can help. Then, listen to what they say.

Give a bug and a wish. Share what’s bugging you and then what you wish the other student would do. “It bugs me when you won’t let me have the ball. I wish we could take turns!”

Brainstorm a solution. Work together to problem solve! Brainstorm ideas and pick one to try.

Ask an adult for help. If you need help solving a problem or are hurt, uncomfortable, or unsafe, go to an adult you trust immediately. Tell them what happened.

Use an “I feel” statement. Tell the other student how you feel and what made you feel that way. “I feel angry when you won’t let me have the ball.”

Decide to let it go. Think about what happened. Sometimes, if it’s a small thing or an accident, you can make a choice to let it go and move on.

Make a deal. Work together on a compromise! Find a win-win deal that will work well for everyone.

Cool off! Then, come back to the wheel. Sometimes, taking a break and some deep breaths is good before trying to resolve a conflict. If you need a minute to think and cool down before you can speak respectfully to a student, take the time you need!

End with a… Once a conflict is resolved, choose how you will show it! End with a high five, a hug, or a handshake to show it’s over and you worked it out.

A colorful wheel full of strategies for students to try for conflict resolution.
Created by the author: Edit or Download (Strategies are explained on page 2.)

We saw a lot of success in resolving conflicts using the Wheel of Choices! Every resolution was celebrated, and students were proud to take ownership and become more independent problem solvers. It’s very brave to be vulnerable and share feelings with another person, whether you’re an adult or a child. However, learning to do so at a young age can build confidence and resilience when students recognize they can overcome difficult situations. What do you think? Is this something you might try with your students? Are there any strategies you would add to the wheel? Share them in the comments!

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