When students monitor their comprehension, behavior, or use of strategies, they build their Metacognition.

When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.

Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.

When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.

Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.

Providing math tasks with high cognitive demand conveys high expectations for all students by challenging them to engage in higher-order thinking.

When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.

Math games allow students to practice many math skills in a fun, applied context.

Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.

Teaching students how to label, identify, and manage Emotion helps them learn Self-regulation skills.

Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.

Students whose families are involved and feel valued within the school community are less likely to miss school, which research has shown can cause students to fall behind academically.

Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.

As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.

Writing freely about one's emotions about a specific activity, such as taking a test, can help students cope with negative Emotion, such as math anxiety.

Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.

Providing students a voice in their learning is critical for making learning meaningful.

Content that is provided in clear, short chunks can support students' Working Memory.

Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.