ENVIRONMENT BUILDERS
1
Collection of Classroom Environment Builders or Career and College Services
Alyson Greig
School of Education, Liberty University
ENVIRONMENT BUILDERS
2
Collection of Classroom Environment Builders or Career and College Services Template
Name of
Activity/Idea
from the course
text 1:
Little Known Facts
Age Level best
suited
Third grade and Up
Type of Gifted
Student it would
help:
Activity is more geared toward extroverted gifted students, but
could be modified to fit introverted students better.
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
Little know facts provide an opportunity for students to get to know each other on a
personal level. This activity is like two truths and a lie. Students write down two facts
about themselves and one false fact. Adding one untruthful point keeps students engaged
and involved with each share by trying to figure out the truth from the lie. The
information shared can help forge relationships based on shared interests or experiences.
This activity can be used at the beginning of the year to build a strong classroom
community or sporadically through the year if you notice cliques or common partners in
learning opportunities.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
●Jot down three accurate and one false statement about yourself to be shared with
classmates
● Teacher participation is encouraged as it humanizes and helps form connections
with students
ENVIRONMENT BUILDERS
3
Provide the reference for your activity in the space below. This should be in APA
formatting.
H4bert, T.P. (2020). Understanding the social and emotional lives of gifted students.
Prufrock Press
Name of
Activity/Idea
from the course
text 2:
Wanted Posters
Age Level best
suited
3rd to 12th
Type of Gifted
Student it would
help:
All introverted gifted students
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
A wanted poster allows students to advertise for a new friend by highlighting their
interests, hobbies, and passions. For this activity, students would title their posters with
one of their primary interests and then write a short paragraph exploring their interests
and what they seek in a new friend. Students could then share their contact information
and a picture for easier identification. This activity is great for introverted students who
want to put themselves out there in a low-pressure way. Wanted posters help build
classroom community by allowing students to interact with others outside of their
immediate friend group and share their interests with the class.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
ENVIRONMENT BUILDERS
4
● Create a "friend wanted" poster that details your interests, hobbies, and preferred
activities.
● Post and share wanted posters to build classroom community and forge new
relationships based on shared interests.
Provide the reference for your activity in the space below. This should be in APA
formatting.
H4bert, T.P. (2020). Understanding the social and emotional lives of gifted students.
Prufrock Press
Name of
Activity/Idea
from the course
text 3:
Interest Inventories
Age Level best
suited
K-12
Type of Gifted
Student it would
help:
All gifted, introverted/extraverted, underrepresented, 2E,
under/selective achievement
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
At the beginning of a school year, it is beneficial for teachers to conduct an interest
survey to gain a deeper understanding of their students. This survey enables teachers to
create a curriculum that is more engaging and relevant to their student's interests. This
method benefits students who struggle to stay focused during class, show low motivation,
and under/selective achievement. By incorporating high-interest and meaningful
activities, teachers can show their dedication to their students' success and foster a
positive and supportive classroom environment.
ENVIRONMENT BUILDERS
5
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● In lower grades, the interest survey can be done verbally, through a written form,
or as a free writing activity. Interest inventories could be a debate-style activity in
upper grades where students are asked to identify and defend their interests.
● Information collected will allow the teacher to make differentiated and high-
interest, engage curriculum adjustments to engage students better.
Provide the reference for your activity in the space below. This should be in APA
formatting.
H4bert, T.P. (2020). Understanding the social and emotional lives of gifted students.
Prufrock Press
Name of
Activity/Idea
from the course
text 4:
Heavy Bags
Age Level best
suited
K-12
Type of Gifted
Student it would
help:
All gifted, especially those with SEL needs
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
This strategy allows students to express their "heavy" stressors, anxieties, and fears
confidentially and without fear of discovery. Students anonymously turn in their "heavy
bags," and submissions are read aloud by the teacher in soft, gentle tones. The teacher
then provides empathetic responses and details how this stressor would be difficult to
ENVIRONMENT BUILDERS
6
shoulder. Through the sharing process, students can connect with their classmates'
stressors and realize that all students feel this way at one point or another. Demystifying
and removing the negative connotation creates a stronger and more empathetic classroom
community and can result in students treating themselves and others with more kindness
and respect.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● Anonymously share your "heavy bags" with the classroom to build community,
increase empathy, and destigmatize stressors by showing that all experience
stressors, fear, and anxieties.
● Research empathic responses and create a template of responses to make the
activity meaningful and more applicable to issues within the classroom.
Provide the reference for your activity in the space below. This should be in APA
formatting.
H4ber, T.P. (2020). Understanding the social and emotional lives of gifted students.
Prufrock Press
Name of
Activity/Idea
from the course
text 5:
Mr. H4bert Mailbox
Age Level best
suited
3rd-12th
Type of Gifted
Student it would
help:
All gifted, including introverted, underrepresented, underachieving,
or students struggling with SEL needs.
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
ENVIRONMENT BUILDERS
7
In the classroom, direct communication between a student and teacher can improve
relationships and build classroom community. One way to boost student confidence is by
using a mailbox or journal for one-on-one communication. This method provides a
private space for students to express any challenges inside and outside the classroom. The
messages can range from sharing personal achievements to seeking help with challenging
situations. This communication method enables teachers to offer more meaningful
support to their students. It also gives students access to a caring adult who can help them
handle difficult situations with empathy and stability.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● Check and respond to students within 24 hours of their letter.
● Reach other to other, more qualified adults to handle certain situations; make sure
to walk the student down to their office, make the introduction, and explain how
this adult can help.
Provide the reference for your activity in the space below. This should be in APA
formatting.
H4bert, T.P. (2020). Understanding the social and emotional lives of gifted students.
Prufrock Press
Name of
Activity/Idea
from another
source 1:
Morning Meeting
Age Level best
suited
K-12
Type of Gifted
Student it would
help:
All students
ENVIRONMENT BUILDERS
8
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
Collaboration is fostered in a supportive and productive environment during morning
meetings. These meetings include a range of tasks and activities. Typically, morning
meetings with a student greeting, which may be formal or informal. Next, students are
encouraged to participate in sharing activities to develop stronger relationships among
themselves. Morning meetings are ideal for announcements, addressing classroom issues,
or previewing daily activities. Finally, various team-building or social-emotional
activities can be introduced to promote a positive classroom culture. Despite its name,
morning meetings can be conducted anytime during the day.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● Format: Greeting, announcements/ sharing, team-building/social-emotional
community building, transition back to learning.
● Benefits: build a classroom community, establish a learning community, work
through any social and emotional issues productively, and set the tone for the day
of learning.
Provide the reference for your activity in the space below. This should be in APA
formatting.
Tornio, S. (2019, June 6). 12 ways to build strong classroom community.
WeAreTeachers.https://www.weareteachers.com/build-classroom-community/.
Name of
Activity/Idea
from another
source 2:
Quiet Line-Ups
Age Level best
suited
Early elementary- high school
ENVIRONMENT BUILDERS
9
Type of Gifted
Student it would
help:
All, highly-excitable or introverted gifted students, students striving
for leadership opportunities, creative thinkers and problem solvers
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
Line-Up activities encourage students to work together towards a common goal without
using words. The silent line-up activity requires students to use gestures and body
language to determine their position in the line. The activities can involve arranging
themselves according to various criteria such as height, hair color, shoe size, or birthday
date. Students develop their problem-solving abilities, teamwork skills, and impulse
control through this exercise. Line-Ups also provide a low-risk opportunity for students to
think creatively and develop their non-verbal communication skills. The debriefing
session after the activity is valuable as it allows students to reflect on their experience,
celebrate their successes, and address any challenges or frustrations they faced during the
activity. This process helps students gain a new perspective and realize that others share
similar feelings and struggles, which can alleviate their anxiety and destigmatize their
difficulties.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● This activity is best completed at a zero-voice level; by removing the ability to
determine line order verbally, students must work together, problem-solve, and
think outside the box.
● Leave time for the debrief; it's just as important as the activity.
Provide the reference for your activity in the space below. This should be in APA
formatting.
Mulvahill, E. (2022, July 8) 38 awesome team-building games and activities for kids.
WeAreTeachers. https://www.weareteachers.com/team-building-games-and-activities/
https://www.weareteachers.com/team-building-games-and-activities/
ENVIRONMENT BUILDERS
10
Name of
Activity/Idea
from another
source 3:
Marshmallow-and-toothpick challenges
Age Level best
suited
3rd-12th, most effective after geometry instruction
Type of Gifted
Student it would
help:
All, out of the box, creative thinkers, introverted students
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
This activity is both a STEM and team-building activity. Students are challenged to create
the tallest structure possible with toothpicks and marshmallows. Through trial and error,
students learn to solve problems, work as a team, and practice effective collaboration.
After the activity, a teacher can choose multiple topics for discussion, including things
such as what shape provided the most stability to the structure, what was the most
challenging aspect of this activity, how did collaboration help you succeed, and if you
were to attempt this activity again how would you change your approach. Due to the
engaging nature of the activity, it can be done once or repeated multiple times throughout
the year as a progress monitor on knowledge and collaboration skills.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● Thoughtful mixed-strength groups are critical. Mixing students from different
friend groups, extroverts/introverts, and different strength areas allows students to
work with new classmates and provides an opportunity for students to show
strength.
● Marshmallow and toothpick structures are an excellent beginning-of-the-year
formative assessment for a teacher. Observing behavior, problem-solving skills,
and responses to frustration provides the teacher insight into each student's
ENVIRONMENT BUILDERS
11
proficiency in the skills, allowing the teacher to make data-supported
differentiation to future learning activities.
Provide the reference for your activity in the space below. This should be in APA
formatting.
Mulvahill, E. (2022, July 8) 38 awesome team-building games and activities for kids.
WeAreTeachers. https://www.weareteachers.com/team-building-games-and-activities/
Name of
Activity/Idea
from another
source 4:
Shout Outs
Age Level best
suited
3rd and above
Type of Gifted
Student it would
help:
All-gifted students, including introverted or students struggling with
SEL issues
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
Shout-outs are a powerful tool to create a positive and empathetic learning community.
Empowering students to identify and shout out classmates for their achievements or
kindness encourages students to look at the positive in all situations. Additionally, it
allows students to celebrate each other without teacher intervention. Students will feel
seen in the classroom and monitor their behavior as they will never know if someone is
watching. As a teacher, it provides information about student relationships in and out of
the school. Based on the number of shout-outs or the lack thereof, a teacher can identify
students who are struggling socially and may need further intervention to support their
needs better. This strategy is an easy, low-prep, but powerful activity to complete in the
ENVIRONMENT BUILDERS
12
classroom.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● You must have somewhere to post shout-outs or store them for future reading.
Post-it notes are practical but tend to lose their sticking power quickly.
● Develop a plan for sharing the shout-outs, removing them from the display, and
delivering them to the appropriate students ensuring that is always space for new
shout-outs to be posted.
Provide the reference for your activity in the space below. This should be in APA
formatting.
Tornio, S. (2019, June 6). 12 ways to build strong classroom community.
WeAreTeachers.https://www.weareteachers.com/build-classroom-community/.
https://www.weareteachers.com/build-classroom-community/
Name of
Activity/Idea
from another
source 5:
Goal Setting
Age Level best
suited
All
Type of Gifted
Student it would
help:
All, particularly helpful for students with fixed mindsets or
underachievement/motivation
Below, give an overview of the activity or idea. This should be one full paragraph
and as much as possible, in your own words.
Student-selected goal setting effectively ensures student buy-in and participation in
developing the classroom learning community. When students select the focus and goal
ENVIRONMENT BUILDERS
13
for the week, they can use their voices and address their concerns. As a teacher, it is easy
to choose the students' goals based on what the teacher would like to work on; however,
this strategy does not make students feel like they are equal classroom members. A
student-selected goal encourages students to identify problems and work collaboratively
to solve the issues. Students feel a higher level of satisfaction when they can reach their
goals. Monitoring the plans is as easy as writing an achievable goal statement and then
tracking instances of success and struggle. At the end of the week, if there are more
instances of success than struggle student will earn the reward established at the
beginning of the week.
Below, please include any notes that might help you remember important aspects of
this idea or activity. These brief notes will help you find information to share with
peers or parents. Can be bulleted for quick referral. Provide at least 2.
● The power of this strategy is in the student-selected goals. Teachers should not put
their personal needs above the needs of the collective.
● Actively monitor, or assign student monitors, to track progress toward proficiency
of the goal.
Provide the reference for your activity in the space below. This should be in APA
formatting.
Tornio, S. (2019, June 6). 12 ways to build strong classroom community.
WeAreTeachers.https://www.weareteachers.com/build-classroom-community/
https://www.weareteachers.com/build-classroom-community/
