ABOUT THE TOOLS

Here are advice and tools built on answers from students, divided in four topics:
1. Safe in class
2. Collaboration with the class
3. Working in groups
4. Stopping noise safely
To use these tools, it is important to note that teachers know best what works for them and their teaching style. Not all of the tools may be easily applicable to every subject, and some require more preparation than others.

As these tools are based on knowledge of children, Learn Safely wants to guarantee that the tools are faithful to children’s advice, specifying the step-by-step of each tool. Although each tool is thoroughly explained, teachers are encouraged to adapt their implementation in whatever way that best suits their needs.

The videos below were created based on the summarised answers from children. They sometimes might seem a bit repetitive, but they reflect the voices and the knowledge gathered from around 260 students from Norway and Portugal.

1. SAFE IN CLASS

Trusting and feeling comfortable with the teacher means a lot for how it feels to be at school. It affects whether students dare to ask questions, make presentations, or tell the teacher when something is difficult. When students feel safe, it also becomes easier for teachers to help them try new and challenging things. The advice and tools described here are based on students’ experiences of what makes the classroom feel safe.

When students get to know each other on a deeper level, it feels safer to talk together, give presentations in front of the class or to invite each other to activities both at and after school. It also becomes harder to say or do hurtful things, and it can help prevent bullying. Getting to know each other as people should be a focus both at the start and throughout the year, especially when new students join the class. If the teacher sometimes joins the activities, it can also strengthen the relationship between students and teacher.

Some students’ examples of how to get to know each other:

Learning methods
If the teacher uses different learning methods, it can help students participate in ways that feel comfortable for them. It gives students a better opportunity to get to know each other in different settings. This can help build trust, strengthen the bonds and make learning more engaging and meaningful for all. Learning methods can include plays, making films, group discussions or excursions, giving students a chance to connect through shared experiences, collaboration and conversation.

Group work
When doing group work, the teacher makes sure that everyone in the group has at least one person they feel comfortable with. This can be ensured by checking with the students, like described in the tool “Relationship map for good group work”. When students have at least one familiar person in the group, it can feel safer to be themselves and make it easier to get to know others in the group.

Class trips
Before the trip, the teacher explains that these trips are for everyone to get to know each other better, so working together in class can feel better, and that friends have time outside of school to meet up. If students react to this, the teacher speaks with them one-on-one to understand if there’s something that needs adjusting or if there’s something deeper they should understand to be able to work on and improve in class.

When going on class trips, the teacher helps everyone get to know each other by organising fun activities where students mix with different classmates.. Activities that involve collaboration or fun in smaller groups can make it easier to get to know students they don’t usually talk to, compared to having only free time without a plan. If there are several activities at the same time, students can choose based on what they are interested in. That way,they already have common ground or similar interests with others in the group, which can make it easier to talk and connect.

Like all people, teachers can practise showing more kindness. When students notice kindness, it makes school feel safer and motivates them to work hard. It also makes it easier to share what’s difficult with the teacher and find solutions together. Showing kindness and care allows teachers to be strict when needed and in the right moment, without pushing students away.

Some students’ examples of how teachers can show kindness and care:

  • Talk in kind ways to the students. Use a calm and kind voice, open body language, and facial expressions to show interest in what the students are saying. Even when it is necessary to be firm and direct, stay calm, avoid hurtful words and show that you care about the students.
  • When walking past students in the hallway, look them in the eye, smile, and give a little nod or say hello.
  • Treat all students with the same kindness and understanding.
  • Be aware of your own feelings, thoughts and assumptions about the students, to avoid acting unfairly, showing bias or having favorites.
  • Talk about students in a kind and thoughtful way to other school staff, students and others, even when something difficult has happened. Imagine the student could be listening, so make sure everything said wouldn’t be hurtful to hear.
  • If a student has shared something confidential, the teacher should not tell other teachers, family or the class without first talking with the student to ask if it is okay, and how it can be done in a safe way, if necessary.

Students should feel sure they can ask any question without worrying that the teacher thinks it is “stupid.” Being clear that all questions are welcome builds trust and safety in the classroom. It helps students understand that making mistakes is part of learning. Many students find it difficult to raise their hand or speak in front of the class, so promoting safe ways to ask questions makes it easier for all students to get the help they need.

Some students’ examples of how teachers can make it safe to ask questions:

  • Make it clear to the class that no question is “stupid,” too basic, or a repeat, and thank students for asking.
  • Give students different ways to ask questions: in class, after class, by email or message, and also provide an anonymous option like a question box
  • In the case of the question box, use it actively: let students drop in questions any time, check it regularly, and answer the questions in class, especially before tests.
  • Answer questions with calm and patience, without getting upset, interrogating, scolding or ridiculing.
  • Explain in a calm way, check that everyone has understood and repeat explanations as many times as needed.
  • Let students sometimes explain things to each other when it’s useful, instead of repeating what is in the slides.

Tools that help create safety in the classroom 

By asking each other questions, students get to know one another and feel more comfortable in the classroom. They share things about themselves, listen to others and practice asking follow-up questions. This can help create a more positive and comfortable atmosphere where everyone feels welcome. Teachers can help make the activity feel safe for everyone, and the same format can also be used in subject work, for example to practise glossary words or topic-related questions.

Aim: Students get to know each other better by asking each other questions.
Equipment: –
Time: 30-45 minutes

How-to:

  • Students stand or sit in two rows or two circles (inner and outer circle), facing each other, forming pairs.
  • The teacher explains the rules:
    • For each question, each student gets 30-45 seconds to answer.
    • After 30-45 seconds, the teacher calls out a code word that means it’s the other student’s turn- eg. “potato”. (Extra tip: the teacher can ask the class for a code word, to engage them in the middle of this explanation).
    • While one student is answering, the other will ask questions to learn more about why the speaker thinks or enjoys certain things.
    • When both students have talked, the teacher says “switch”, and the students in one row or circle move to the right, on to the next person, forming new pairs.
    • This continues until everybody has talked with the students in the other row or circle.
  • If it gets too loud and people start struggling to hear each other, the teacher can walk around and remind students to keep the noise level comfortable for everyone.

Examples of questions to ask:

  • What’s your favorite memory ever?
  • If you’re having a bad day, what would instantly make it better?
  • What does it mean to you to be a good friend?
  • What’s your real-life super power? (something you’re very good at)
  • What are your favorite things to do in your free time?
  • Do you find it easier to cry, get angry, make jokes, or do something else when you get sad?
  • If you were an animal, which animal would you be?
  • If you got a free ticket to anywhere in the world and then home again in two weeks, where would you go?

What to think about when making or finding questions for speed friending:

  • Start with simple, fun questions, instead of jumping right away to very deep topics.
  • Be mindful of sensitive topics, related to family, inclusion and friends, religion, etc.
  • Try choosing questions that won’t highlight differences in how much money the family has, popularity, etc.
  • Be aware of any social or cultural differences that can influence how questions are interpreted.

When students get to know the teacher as a person, it makes a difference and it builds trust and safety. A closer connection can make students feel more motivated in the subject and more open to learning. It also makes it easier for students to approach the teacher when something feels difficult or when they need support.

Aim: Students get to know the teacher a little better.
Equipment: –
Time: Depends on the activity

How-to:
Students’ examples of how the teacher can share a little about themselves:

  • Join the student activities: When students get to know each other through school activities, “speed friending”, “me in a drawing” (see this tool below) or in other ways, the teacher can use these opportunities and join in ways that feel natural.
  • Subject relevant: If the teacher has a short story or fact from their life that relates to what is being taught, they can tell this when introducing or talking about a topic, through a more casual conversation.
  • Feeling of the day: If the teacher is having a really good day, they can share the good news and why it makes them feel good. If it’s a bad day, the teacher briefly can explain why, and that they want to let the students know, just so the students don’t interpret the teacher’s sadness or frustration as something they have done wrong. This should not become venting or oversharing.

Feeling safe in the classroom starts with knowing and understanding each other. Art and creative expression can make it easier for students to get to know each other beyond words. Drawing or painting dreams, fears, strengths, or personal experiences helps students feel seen and understood, and can strengthen safety in the classroom.

Aim: Students get to know each other through drawing and art.
Equipment: Sheets of paper; drawing/painting material (color pens and pencils, ink…)
Time: 20-30 minutes

How-to:

  • The teacher suggests that each student creates a drawing that represents themselves, their dreams, fears or their strengths and weaknesses, depending on what they are comfortable sharing. The teacher clearly explains that the drawings will be displayed for all classmates, so no student draws something they are not comfortable sharing with everyone.
  • Students choose their materials and have 10 minutes to do a drawing/painting.
    Students present their drawing/painting, sharing whatever they feel comfortable with. This part can be divided into different classes, so it doesn’t take too much time from one lesson.
  • The teacher can also draw and present their own drawing to the class, so that the students get to know them better.
  • Drawings and paintings can be displayed in the classroom, and left on the walls throughout the school year.

Students’ examples of prompts:

  • “Me and my friends/family”
  • “Me in my country of origin”
  • “Me doing my favourite thing”
  • “One of my dreams”
  • “Something I’m afraid of”
  • “How I see myself”

Short breaks with games, energizers or casual talk give energy, focus, and laughter. Many students enjoy teachers who combine playfulness with teaching, and humor can even make students more motivated to come to school. These energizers are meant to be used during class, especially when the class needs to release energy to continue learning in a good way.

Aim: Make lessons more lively, relaxed and playful with the students
Equipment: Varies depending on the activity
Time: 2-10 minutes

How-to:

  • Together with the students, make a list of fun small games, energizers and other things to do to activate the brain and lift the atmosphere for a few minutes.
  • This list can be created through a class brainstorming in which everyone, students and teacher, contribute with suggestions.
  • Use these listed activities whenever needed to engage students and create energy or laughter.
  • These activities can be used repeatedly, becoming a “ritual”, or randomly chosen, so students don’t know what to expect and can be surprised by it.

Students’ examples of games/energizers: 

  • Hot takes: state a fun “controversial” fact (eg. pineapples are good on pizza) and everyone who agrees raises their hand. Do 2 or 3 in a row.
  • My name and a thing: a memory game in which one person starts by saying their name and a thing; the next one says their name, the thing the previous person said and another thing; in the end, the last person says their name and all the things that other people said before.
  • Rock, paper, scissors in pairs.
  • Dancing to one or two
  • Just Dance videos.
  • Singing a catchy and energetic song.
  • Set a timer for five minutes to talk about other topics, for example, related to the news and things happening nowadays, so that school is not disconnected from the outside world.
  • Shake off: everyone stands and shakes their body as they like, to release tension and gain energy.

Students experience school every day and have a lot of knowledge about what makes it feel safe and motivating. Anonymous feedback allows them to share honestly, giving teachers insight into what works well and what can be improved, without students feeling exposed.

Aim: Teachers receive occasional feedback they can use to reflect on their teaching and on how to build a classroom environment that feels safe and motivating.
Equipment: Box, two colors of post-its, pens.
Time: 10 minutes (for students to give feedback); 10 minutes (for the teacher to read it)

How-to:

  • The teacher hands out two post-its of different colours to each student.
  • The teacher explains that:
    • They want feedback on learning methods, how assessments are done, the class environment and what the teacher does and says – so students feel safe, comfortable and motivated at school.
    • Why the teacher is asking for feedback and how it helps them improve.
    • If students experience something as difficult, they hope the students feel able to come directly to them – or another teacher the student trusts – so they can talk together and find good solutions. At the same time, the aim is to hopefully get feedback from every student.
    • The feedback is anonymous, and if a teacher recognises a student’s handwriting, they will still keep the comment private and not share it with other teachers.
    • Post-it with colour X is for something positive that works well or they would like more of; and colour Y is for something that is difficult or needs improvement.
    • If something is repeated by many students, the teacher will look at what they can do and what is possible.
    • If something is only said by a few students, the teacher will see how they can use this, but it depends on what it is.
  • The students write on the post-its.
  • The teacher can put on some music in the background, to make it a more pleasant time, also for when students finish and are waiting on the others to finish.
  • The teacher gathers all the notes.
  • Afterwards, the teacher looks at all the feedback for trends and patterns, and to see if anything stands out.
  • The teacher later gives feedback to the students on how they have used or will use the feedback. If something many students suggested isn’t possible now, the teacher explains why honestly.

Examples of things to give feedback on:
Advices 

  • What learning methods the students enjoy and learn well from.
  • What can be done more of or differently to improve the relationship between students or between the students and teacher.
  • Where students prefer to sit in the classroom and why.
  • Who students feel comfortable working with in group work.

Experiences

  • What the students think about the current evaluation methods.
  • Whether students’ confidential matters are only shared with their knowledge and in cooperation.
  • Whether students feel treated equally or if they feel there are favourites in class.
  • Whether teachers talk respectfully or have made hurtful/derogatory comments towards students.

Film 1 Safe teacher: What can help students feel safer with their teacher? [Portuguese]

Film 1 Safe teacher: What can help students feel safer with their teacher? [Norwegian]

2. COLLABORATION WITH THE CLASS

Teachers who collaborate with students are often the ones students learn to trust. Collaboration shows that the teacher cares and wants them to learn and show their knowledge in the best way. The advice and tools below are based on students’ answers about how collaboration can make learning situations and school life feel safe and motivating.

For students, it is important to feel interested in lessons. Teachers who spark curiosity by using different methods, being creative and making lessons fun are often those students look forward to the most. This makes learning easier and the class environment better, with more focus and less noise. Even small changes, like starting a lesson in a different way, can make it more engaging. Teachers can also ask for feedback on methods and “hooks,” and use it to adjust and improve lessons.

Some student’s examples of “hooks” to make classes more engaging at the beginning:

  • Music
  • A practical experience
  • Sharing a story
  • Watching a short video
  • Short Kahoot quiz
  • Short theatre/puppet theatre

Some students’ examples of things and methods to make classes more engaging: 

  • Group or pair work
  • Kahoot
  • Practical/experiential classes
  • Holding classes in different places (outside, library, or somewhere connected to the topic)
  • Using more technology
  • Doing a theatre/puppet theatre
  • Sharing stories
  • Making posters or other creative projects
  • Videos and films – either watching or creating them
  • Field trips
  • Discussing things together – in a circle, one by one or in small groups 

Tools for collaborating with the class 

Students have different reasons for liking or disliking different types of learning methods, presentations, or assessments. Getting to know their preferences and reasons helps improve the classroom environment and makes learning, presenting or being assessed safer. This works well at the start of the school year, but can also be revisited in one-on-one talks, when starting a new topic or at the beginning or end of a term. It can be done as a spoken or written activity, for example using a digital form.

Aim: To understand students’ preferences for learning, presenting and being assessed.
Equipment: Two different colours of post-it notes
Time: 15-20 minutes

How-to:

  • The teacher explains what the activity is for, why it’s being done and how the students’ answers will be used.
  • The teacher writes on the board or shows on a screen the various methods of learning, presenting and being assessed.
  • The students give input on several possibilities that exist.
  • The teacher hands out one or more post-it notes, in each of the two colours: one color stands for “like”, the other stands for “dislike”.
  • The students write which methods they like and don’t like, and why, so that the teacher can understand in the post-its of the respective color.
  • The teacher uses the answers from this mapping exercise to adjust their teaching and assessment methods.
  • The teacher can also talk to each student one-on-one about what the student has answered on the post-it notes, to understand more about what the student has written and possible solutions.

When students can present and be assessed in ways that make each student feel comfortable or in a way that is enjoyable, they gain confidence and motivation to put in more effort. It becomes easier to demonstrate learning and collaboration with the teacher can build more trust.

Aim: Let students choose how they are evaluated, in ways that help them show what they know and have learned
Equipment: —
Time: 5 minutes

How-to:

  • The teacher explains what the task or assessment is.
  • The teacher gives examples of ways in which the students can solve the task, and says whether the students can choose to do it in groups or alone.
  • The teacher tells whether there are any time limits or other requirements that the students must follow.
  • The teacher asks if the students have other suggestions, and includes these.
  • If a suggestion that the teacher isn’t sure about or doesn’t fully understand comes up during the conversation, the teacher asks a quick question to find out what the student means. The teacher explains why, if something is not possible.
  • With all the options declared, the teacher asks the students to raise their hand for which format they want to use, and repeats the formats one by one.
  • If several students raise their hands on a format, the teacher can ask if anyone wants to work in a group, and can either divide into groups they think will work well or let the students choose themselves.
  • If someone doesn’t pick a format and is left behind, the teacher can help the student(s) find out what they wish to do. The teacher asks to understand if there’s a reason they didn’t go to any of the other groups, and tries to find a solution based on this reason.

Some students’ examples of expressions to complete tasks or assessment topics: 

  • Make a movie
  • Podcast
  • Acting
  • Write a text
  • Conversation about a book
  • Cartoon
  • Debate
  • Make a newspaper that is presented in front of the class 

Students and teachers may experience school and learning situations differently. A class conversation where students share what makes situations feel safe and comfortable can create a common understanding. When students and teachers hear each other’s reflections on what it means to feel safe, respected or other concepts, it is easier to agree on shared attitudes for how everyone can help create a good learning environment.

Aim: To create a shared understanding, among students and between students and teacher, about how to help build safe learning environments where everyone feels respected and free to express themselves.
Equipment: A hat or box, post-its, pens, and a small ball, squeeze ball or pea bag
Time: 15-20 minutes

How-to:

  • This activity can be done at the start of the school year, or before starting group work, class trips, presentations or other activities that can create feelings of uncertainty.
  • At the start of the lesson, earlier in the day, or the day before, the teacher can explain the topic of the talk (eg. being safe, feeling respected, etc), so that the students have some time to think about it. The purpose is giving advice to the teacher and creating understanding together to help each other create a comfortable environment.
  • When starting this exercise, the teacher asks the students to think for themselves and/or in small groups.
  • The teacher hands out post-it notes for the students to write what they think about the topic of the talk. The teacher explains that the notes will be read out loud so that they can be discussed together.
  • The teacher collects the notes and places chairs in a circle so that everyone can see each other.
  • The teacher asks openly if there is anything else that is important to make it feel safe to speak freely.
  • The teacher sorts the notes and reads out the various topics. Theme by theme, the teacher starts a conversation where all the students can explain why what is on the note is important. Everyone can comment, even if it wasn’t their note.
  • The teacher must show and say that it is brave and good when the students contribute. The teacher thanks all students’ contributions and explanations.
  • If a student says something that may sound challenging or is difficult to understand, the teacher curiously and warmly asks what the student means by that certain word or sentence. Finding that out is important so the student isn’t misunderstood if they said it in a confusing or awkward way.

Students’ examples of topics:

  • What is important to trust the teacher?
  • What is important for feeling welcome in class?
  • What does respect mean to you?
  • What can students do to help each other create good group work?
  • What can teachers do to help create good group work?
  • What makes it safe to present in front of class?

Film 2 Learning Methods: How can different methods contribute to safety in the classroom? [Portuguese]

Film 3 Evaluations: What can be done to make students feel safe during evaluations? [Portuguese]

Film 4 Presentations: What can be done to make giving presentations feel safe? [Portuguese]

Film 2 Learning Methods: How can different methods contribute to safety in the classroom? [Norwegian]

Film 3 Evaluations: What can be done to make students feel safe during evaluations? [Norwegian]

Film 4 Presentations: What can be done to make giving presentations feel safe? [Norwegian]

3. WORKING IN GROUPS 

Many students say they work better with friends or classmates they know, while others see group work as a good way to get to know each other better. Feeling safe in a group makes it easier to share ideas and to contribute. Teachers can support this both by how they divide groups and by how they help during the work. The advice and tools here are based on students’ answers of what makes group work feel safe and fair. 

Group work can feel very different for each student. It can be enjoyable when they can collaborate with someone they know and trust or when the task feels fun and motivating. But it can be difficult if it feels unsafe, unfair or if cooperation is poor. How groups are divided can make a big difference. There are many ways of splitting into groups, and they each have their strengths and weaknesses. Using different methods gives students the chance to try new things, talk with classmates they don’t know so well and feel more comfortable in one way or another.

Some students’ examples of how to form groups:
Connection-oriented

  • Familiar Pairs: The students choose someone they know and are comfortable with to pair up with, and the teacher, then, joins pairs to form a group of four.
  • Familiar Groups: The students or the teacher form groups made up of people that know and are comfortable with each other.
  • If groups are created this way, the teacher must step in early to help form safe groups before any students feel left out or exposed as not chosen.

Expression-based

  • The teacher gives examples of how the task can be solved (e.g. make a film together, have a group presentation, or write a text as a group).
  • The students can choose what expression they enjoy or would like to try.
  • The teacher helps create safe groups with students who want to use the same expression.
  • See the tool called “Presentations and assessments in a comfortable format” for how to divide using this method.

Abilities – or interest-based

  • Complementary Abilities or Interest Grouping: The teacher makes groups with students who have different skills or interests (writing, reading, oral communication, drawing and others), which helps everyone add their strengths to the project.
  • Similar Abilities or Interests Grouping: The teacher puts together groups of students with similar skills or interests, so everyone can share the task and make the workload more equal.

Random 

  • The teacher counts off the students or uses a random method, like drawing numbers, to make the groups. Random grouping methods (e.g count 1, 2, 3, 4……draw, by the first letter of the name, through an application) gives the students a way to mix with classmates they don’t know as well. This approach can also be an opportunity to practice the skills of building resilience individually and together. 

Sometimes tasks can be unclear, or problems and misunderstandings make it difficult for groups to collaborate. Much of what teachers can do to make group work safer is about building trust and connection in everyday activities. In addition, the teacher can support the group work happening during class, for example by stopping by to check in with each group. When students know how the teacher will approach groups, it feels safer to ask for help and strengthens resilience both individually and together.

Before the groups get started

  • For group work done in class, the teacher says they will stop by all the groups to see how they are doing and to ask if the groups have any questions.
  • Both for group work done in class and outside of class, the teacher lets the students know they can come to talk or send a message to the teacher if something about the task is difficult or if they have any questions.

While the groups work together
Some of this advice can also be applied to group projects or sessions outside the classroom.

  • When walking around the groups, the teacher checks in and asks how things are going.
  • The teacher gets eye contact with and looks at the body language of all the students, to try and pick up on anything that might be left unsaid.
  • The teacher can ask questions about the task and about how the group is solving it, to see more of the group dynamic.
  • If the teacher senses something is off or that the students aren’t contributing equally, the teacher considers whether to check in with the students individually afterwards or if it is more helpful to ask a question or sug
    gest something that can help the situation.
  • If there is a need to help redirect the group, one or several students, the teacher does so in a curious and non-judgemental way, assuming each student is trying their best and that there’s usually a reason if something feels difficult.
  • The teacher keeps walking around and checking in on the students, being mindful of how often they check in, especially after a student has privately said something is difficult and wants it kept confidential, so that no attention is drawn.

If a student comes up to or texts the teacher
Some of this advice can also be applied to group projects or sessions outside the classroom.

  • The teacher asks questions to understand what exactly is difficult, so that they don’t treat it like a “superficial” problem in case there is something more underlying.
  • If the student asks for help with the task or group dynamic, the teacher asks if the student wants help in a specific way.
  • The teacher gives examples of how they can help by giving the student some tips or by casually checking in on the group again a bit later.
  • If a student voices something about one or several other students, the teacher can make an agreement with the student on whether to speak with those students privately, either right away or later, to understand the problem and find solutions.
  • If checking in on the group, the teacher agrees with the student about whether to mention that the student came to them, and if so, what to say and how.

After the group work 

  • The teacher reflects on what students shared about what felt easy or difficult, both in the task and in the group dynamics, and considers whether to do anything differently next time there is group work.
  • The teacher can, for example, start conversations where students think about what went well and why, what was challenging and why those difficulties came up. If each group has this conversation, the teacher encourages the students to be curious and open with each other, so that everyone feels more comfortable sharing, blame is avoided and good solutions can be found for next time. 

Tools for cooperating with the class 

If students are in a group with someone they trust, it is easier to feel comfortable, contribute equally and connect with others they might not know so well. A relationship map helps the teacher know who each student feels safe with, so groups can be formed where everyone has at least one peer they feel safe with.

Aim: To find out who students feel comfortable working with, so group work feels safe for everyone
Equipment: Post-it notes, pens
Time: 5 minutes

How-to:

  • The teacher explains that they want to know who the students feel comfortable with and work well with in group work, so that the teacher can put together good groups.
  • The teacher hands out a post-it note to each student.
  • The students write their name on the note and the names of three or more students in the class they feel safe and are able to work well with.
  • The teacher collects the notes and reads them later, when the students cannot come over and see what the others have answered.
  • The teacher can also talk with the student about their answers in a one-on-one conversation, in order to understand more of why the student has answered the way they did.
  • When the teacher creates groups at a later time, they use what the students shared to create groups that feel safe.

Every student has strengths that can be useful to the group during a collective task. Sharing and highlighting what each person is good at builds confidence, respect and appreciation for each other’s contributions. This creates a positive group environment where skills and preferences are valued.

Aim: To create awareness of each student’s strengths and how they complement each other in a group
Equipment: Cards, pens
Time: 5-10 minutes

How-to:

  • The teacher hands out blank cards and pens to all students in the groups. The teacher explains what the students will do, and that it might feel difficult for some to write about themselves, but ensuring each student has many strengths and likely has some preferences for how they like to work.
  • Each student writes on their card, listing a few things they feel confident about or prefer to do, such as drawing, organizing, explaining or presenting. These can be personal qualities too, like being patient or helping others.
  • Once everyone in the group has shared, the group discusses ways to incorporate this into their project, by, for example, splitting tasks so that everyone knows how they can contribute.

In group work, feeling included, valued and supported by others can make all the difference. Compliments and appreciation can make group work feel safe and supportive. When students build each other up, mistakes feel less intimidating and collaboration becomes more positive. This strengthens trust and kindness within groups, creating a safe and welcoming space for everyone, helping prevent misunderstandings or conflicts.

Aim: To create a more positive group environment in the classroom where each student feels more appreciated, safe and included.
Equipment: A ball of yarn per group
Time: 5 minutes at the end of each group work session (or, if the group work happens outside of class, when the group task is finished or delivered)

How-to:

  • The teacher explains what will happen, as well as the purpose of the activity, by explaining that the goal is that everyone in the classroom feels confident and appreciated for their work or skill/personal characteristic.
  • The teacher acknowledges that saying and hearing compliments aloud can feel difficult for some, so students have the option to write them on small papers and give them to the classmate they want to compliment.
  • The teacher can put some music in the background, so the environment is friendly and informal.
  • Each group gets a ball of yarn.
  • In each group, simultaneously, one student tosses the ball of yarn to another, holding the end of the ball of yarn, and gives that person a compliment or thanks them for something specific they did during the group work session.
  • The next student holds onto their section of the yarn, then tosses the ball of yarn to another person, sharing another compliment or thank you, until everyone has had a turn.
  • At the end, the teacher encourages the students to look at the network of compliments that was created. After that, the students roll the yarn back up.
  • If needed, the teacher can assist groups that are struggling and makes sure no student is left out.

Film 5 Group Work, part 1: How can group work be organised so that it works well and becomes a good experience? [Portuguese]

Film 6 Group Work, part 2: How can group work be organised so that it works well and becomes a good experience? [Portuguese]

Film 5 Group Work: How can group work be organised so that it works well and becomes a good experience? [Norwegian]

4. STOPPING NOISE SAFELY

Noise can happen for many reasons – the lesson may not feel engaging, students may not feel well or they may not have had enough time to talk during the break. How teachers act in these situations strongly affects what happens next and whether students respect them. The advice and tools below are based on students’ answers of how noise can be stopped in ways that feel safe and respectful. 

It is important to stop noise when it disturbs others from learning or feeling safe. This must be done in a way that does not make students scared, uncomfortable or labelled as “bad.” Otherwise, students may react defensively, make more noise or respond negatively. Safe ways of stopping noise helps build a positive classroom and learning environment.

Some students’ examples of how to calm down noise and avoid escalation:
How to act:

  • Use a calm and kind voice, to all the students equally.
  • Be firm and direct when asking the student(s) to be quiet.

Things to avoid 

  • Calling out a single person in front of the whole class.
  • Raising one’s voice a lot, yelling and shouting.
  • Speaking harshly and sharply.
  • Stopping some students in a kind way and stopping others harshly.
  • Saying things that put down a student or compare students to each other.

Things to try, depending on the situation 

  • Give the student(s) a short break.
  • Be patient and give time for the noise to happen, allowing students to finish their sentence if they’re mid-conversation.
  • The teacher can say openly that they understand there are reasons why students can get noisy and that they know no one wants to do any harm.
  • The teacher can explain honestly and calmly what they can feel when the students are noisy and don’t listen.
  • If possible, get the rest of the class started on a task. Then bring the student(s) outside for a talk, in a kind and discreet way.
  • Ask questions to the student(s) who made a lot of noise to understand what happened or what they were feeling or thinking. Try to understand if there was something about the lesson, other students, something the teacher did, something at home or something else. Explain that the reason for the question is to understand and find a solution together.

Tools for stopping noise safely 

It can be useful to agree with the class on how to be stopped if everyone makes noise or how to get attention after a break. This makes it easier for students to recognise what the teacher wants without shouting, which can feel scary. Often, a simple “quiet sign” or “attention grabber” is enough to reset a restless situation. With such an agreement, it is easier for students to respect the teacher for being clear in a kind or fun way.

Aim: To list and use quiet signs and attention grabbers for when a lot of students are making noise
Equipment: Varies, depending on the agreement
Time: 5-10 minutes

How-to:

  • The teacher explains:
    • They would like to agree on ways to stop the class that feel okay for everyone, understanding that there are reasons for why the class gets noisy sometimes.
    • They don’t want to shout because they know that can feel different for different students, and it can affect how the classroom feels.
    • They want to have a few options to stop the noise that the class feels comfortable with.
    • What they are looking for in a “quiet sign” or “attention grabber” (eg. one that makes no noise, one where they can whisper, one where the students will copy the teacher, one where there’s jumping or some other activity for a few seconds to shake off energy)
  • The teacher asks if the class has any examples of “quiet signs” or “attention grabbers”, and starts listing them, also suggestions and adding their own ideas.
  • The teacher does a quick hand-raise vote with all the examples, to see which ones are okay for all or many. To vote anonymously, the students can rest their heads on their desk with closed eyes and raise their hands.
  • After this, when trying a “quiet sign” or “attention grabber” that was efficient and made the students smile, the teacher asks quickly what the students thought and why it worked well.
  • Or, after using a “quiet sign” or “attention grabber” without success or if the students seemed not to enjoy it, the teacher can state without judgement that the sign wasn’t so efficient, and then ask curiously if it was something about the sign or something else going on that made it so.
  • Regardless of whether or not it was efficient for calming down the class, ask to understand why the students got so noisy and/or restless.
  • The teacher uses the feedback they get to make adaptations that can be useful for the class and various situations.

Some students’ examples for quiet signs and attentions grabbers:
The quiet sign game
The teacher makes a small sign that everyone copies quietly. To “win the game”, don’t be last to make the sign. Don’t make a deal of who was last, just compliment the class if they worked together to help each other quiet down.

Clap patterns
The teacher claps in a distinctive pattern that the students copy. Variations of clap patterns are used to make it more challenging and fun.

Song
Suddenly playing a catchy or surprising song on a speaker, loud enough to catch the students’ attention but without startling or hurting the students’ hearing. The teacher can also do a little dance, to make the students laugh.

“First person to…”
If a class or group seems very restless, the teacher says loudly “First person to…” and then says and does an action, such as “… touch the floor”, “… put a hand on your head”, “… jump”, or “… take off a shoe”. The teacher says one or more of these quickly, and then asks the class if it is nice to learn in a way where they can move a bit, have a short break, or what else they need to continue class.

Movement caterpillar
The teacher does a movement the students copy (eg. wiggling arms above the head or clapping). Once everyone has done it, the teacher asks the students for a new movement to add on to make a “movement caterpillar”, a sequence of movements. This is repeated when quieting down the students or when gathering after being apart, so that the students associate it with a fun memory challenge when gathering as a group rather than an order to be quiet. A new movement is added each time this is done, making a “movement caterpillar”. Start from scratch the next day or after a few days or a week, depending on how often it is necessary to change to not make the movement too long.

Film 7 Stopping Noise in Safe Ways: How can teachers stop noise in a safe way when one or more students are noisy? [Portuguese]

Film 6 Stopping Noise in Safe Ways: How can adults at school stop noise when one or more students are noisy? [Norwegian]

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