PBIS Strive TIme
What is it?
The first 10 minutes of the day on Mondays and Wednesdays.
Why discuss Strive for Five?
Strive Time gives us the opportunity to have an open discussion with students about our expectations and Strive for Five and build connections with our students
Individual students can feel insignificant, unknown, or even lost. When a student feels this way, success is exponentially harder to achieve. Recent research finds that being known and having a sense of connectedness has positive effects on academic achievement and keeps students coming to school (Blum & Libbey, 2004).
Educators know that students’ academic skills do not grow in isolation from their social-emotional development. Student performance (efficacy and academic outcomes) can be positively influenced by personalizing the learning environment to meet the most basic social needs of learners—to be recognized, appreciated and supported. Once students feel safe and connected they are equipped to rise to the high standards educators set. In order for students to do well in the classroom, their developmental needs must be concurrently addressed.
What is it?
The first 10 minutes of the day on Mondays and Wednesdays.
Why discuss Strive for Five?
Strive Time gives us the opportunity to have an open discussion with students about our expectations and Strive for Five and build connections with our students
Individual students can feel insignificant, unknown, or even lost. When a student feels this way, success is exponentially harder to achieve. Recent research finds that being known and having a sense of connectedness has positive effects on academic achievement and keeps students coming to school (Blum & Libbey, 2004).
Educators know that students’ academic skills do not grow in isolation from their social-emotional development. Student performance (efficacy and academic outcomes) can be positively influenced by personalizing the learning environment to meet the most basic social needs of learners—to be recognized, appreciated and supported. Once students feel safe and connected they are equipped to rise to the high standards educators set. In order for students to do well in the classroom, their developmental needs must be concurrently addressed.