June 19, 2025

My Secret Weapon for Bathroom Management


As teachers, we're constantly searching for those small, effective tweaks that can make a big difference in our classroom. We're looking for strategies that minimize disruption, maximize learning time, and give us a little more peace of mind. And let me tell you, I've found one such gem in the most unexpected of places: a simple bathroom tap light.


You might be picturing a glowing disco ball in the hallway, but trust me, this is far more practical (and less likely to induce a dance party). I'm talking about those small, battery-operated, push-button lights – the kind you might put in a closet or under a cabinet. Placed strategically on the wall next to my classroom door, this unassuming little light has become my go-to signal for bathroom availability, and it has genuinely revolutionized how I manage bathroom breaks with my students (even with my kindergartners).


Here's why this humble tap light has earned a permanent place in my classroom management toolkit and you should consider one, too:


1. Instant Visual Cue: No More Interruptions!

How many times have you been in the middle of an engaging lesson, only to be interrupted by a student whispering, "Can I go to the bathroom?" or shaking the "r" in sign language at your face during small groups? With the tap light, those interruptions are drastically reduced.


Before a student even asks, they can glance at the light. If the light is on, the bathroom is occupied. If the light is off, it's available. It's a clear, immediate visual cue that empowers students to self-monitor and prevents them from asking an unnecessary question that breaks the flow of instruction. This alone saves precious instructional minutes throughout the day.


2. Effortless Monitoring (Without Being a "Bathroom Cop")

One of the biggest benefits for me is the ability to discreetly monitor bathroom use. When a student leaves for the bathroom, they simply tap the light on. When they return, they tap it off. This simple action provides me with:


  • Awareness of Occupancy: I can quickly see if someone is in the bathroom without having to open the door or ask. This is particularly helpful when I have a student who might take a little longer or if I'm expecting someone back.
  • A Gentle Reminder for Students: The act of turning the light on and off subtly reinforces accountability. They know I'm aware they've gone, and it helps prevent excessive or prolonged bathroom breaks. It's not about being a "bathroom cop," but rather establishing a simple, respectful system.


3. A Non-Distracting, Independent System

Unlike a verbal check-in or a hand signal, the tap light is remarkably non-distracting. It doesn't require me to stop teaching, and it doesn't draw attention to the student going to the bathroom. This fosters a more independent and responsible approach to bathroom breaks for students. They learn to manage their own needs within the established system.


4. Overall Usefulness in Classroom Management

Beyond just bathroom use, the tap light embodies several key principles of effective classroom management:


  • Clarity: The rules are crystal clear – light on means occupied, light off means available.
  • Consistency: It's the same system every single time, making it easy for students to learn and follow.
  • Efficiency: It streamlines a common classroom routine, saving time and reducing friction.
  • Empowerment: Students take ownership of their bathroom breaks, fostering a sense of responsibility.


In my classroom, the tap light has become an invaluable tool. It's a small investment with a huge return in terms of reduced interruptions, improved student independence, and a smoother flow to our school day. If you're looking for a simple yet powerful way to enhance your classroom management, I highly recommend giving the humble bathroom tap light a try. You might be surprised at the difference it makes!


Tap Light Variations:

Bathroom in Use | Bano en Uso | Nurse | Boys/Girls
Do Not Disturb / Ask 3 Before Me | Calm Corner in Use


Common Questions:

  • I have cinder blocks in my classroom. How do these secure to the wall?
    • I used a heavy-duty velcro on the back of my light to secure to my wall. I asked my front office/custodial staff to help and it worked! Just make sure to place the velcro so you can still access the batteries when they're in need of replacing.

  • What is the lettering made of?
    • The lettering is made of high-quality permanent vinyl.




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June 5, 2025

Our Amazing Brains: A Back to School Unit

 


Upon the first few weeks of school teachers always set out to spend that time establishing classroom norms. You know, the routines and procedures students must learn in order for the classroom to function normally. This school year ahead, I've found myself reflecting on the needs of my class last year and thinking of ways I can better support them. That's when I realized I wanted to spend more time in those first few weeks of the new school year discussing the brain.


I knew I wanted my lessons to build upon each other and relate to how our brains help us learn and grow. In my research for this resource I found myself becoming more and more fascinated with the brain and just how awesome it is!


Lesson 1: Our Amazing Brains

In this first lesson, students are introduced to the brain and its function. It is explained as our "super computer" and they will learn that the brain can be divided into different sections:

  • Frontal Lobe (incl. prefrontal cortex): think, plan, solve-problems, our personalities
  • Parietal Lobe: movement, speed, the senses, and writing
  • Occipital Lobe: memory, sight, smell
  • Temporal Lobe: speech, language, and hearing
  • Cerebellum: balance, coordination, and fine motor skills
  • Brain Stem: connects the brain to the spinal cord
The read-aloud I've chosen for this day is Your Fantastic Elastic Brain: Stretch It, Shape It! by JoAnn Deak, PhD - a popular read on the subject! It's all about how our brains can stretch and grow! After reading and discussing the important concepts, I've included a variety of activities to choose from that will help students put into practice what they've learned.


Hands-On Activities: Labeling the Brain, Interactive Journals, or a more advanced activity, Brain Hats
  • Labeling the Brain: a straightforward worksheet where students label the lobes/parts and color code it based on the function of each part.
  • Interactive Journals: flap-book style notes where students cut and glue flaps into their journals and practice note-taking. They'll identify the part of the brain and lift the flap to write its function.
  • Brain Hats: This activity is more advanced and for those students who can handle the number of directions. But, the finished product is pretty cool and a great engaging activity. I've also included a simpler version using construction paper and step-by-step directions.

Here's a fun video to supplement your lesson:



Lesson 2: Growth Mindset

In this lesson, students will build on their knowledge of the brain and connect to how it stretches and grows when faced with new learning or challenges. They'll become familiar with the prefrontal cortex and how this part of the frontal lobe of our brains - they'll come to know it as their "boss brain."

The "boss brain" helps them: make a plan, solve puzzles, learn from mistakes, and controls feelings. This knowledge will connect them to developing a growth mindset over a fixed mindset.

The read-aloud for this lesson is the teacher favorite, The Magical Yet by Angela DiTerlizzi. It's a great story about how we respond to the things we can't do...yet. Adding this simple word to our thought process can help build our sense of overcoming the obstacles in front of us.


Activity: Growth Mindset 4-Corners
I love activities and games that get my students up and moving. This game is inspired by 4-Corners, a popular game we play during our morning meetings.

The teacher will read out different Scenario Cards and students must decide which corner best represents how their brain will think about that problem. The corners are:
  1. "I'll try again"
  2. "I'll ask for help or try a new way"
  3. "My brain is getting stronger"
  4. "Mistakes help my brain learn"
More helpful videos for supplementing your lesson:



Lesson 3: Problem-Solving Brains

In this third lesson, students will learn that our brains help us focus and solve-problems. This lesson is all about building up their understanding around how our brains approach and respond to the things that challenge us - from disagreements with a friend to a frustratingly hard math problem. By dealing with these problems head on, students build their resiliency and grow their brains.

Featured in this lesson, students will learn about neurons! New neurons grow and connect with each other during learning. The more students work and practice a skill, the stronger the neuron connections become!

The read-aloud for this lesson is What Do You Do with a Problem? by Kobi Yamada. In this story, a boy is faced with a problem and we learn how he chooses to deal with it (or even try to ignore it). This directly connects with students understanding that our brains help us solve our real-life problems! 

Activities: Problem-Solving Brains worksheet, Problem-Solving Challenge, Pipe-cleaner Neurons

You can choose between a response worksheet where students think about a problem and how their brain tells them to respond. The other choice is a more engaging activity (my favorite) and challenge.


Inside a paper bag or ziploc, the teacher will place a set of problems (there are 4 sets to choose from). I recommend using a variety of sets so students don't all have the same set of problems to think about. When you're ready to begin, students will take 1 slip of paper out and read it to themselves. Similar to 4-Corners, there will be four "Brain Power Challenge Stations" for them to choose to go to that best represents how their brains would respond to each problem.

  • Station 1: Thinking & Planning Zone (thinking of 2 ways to solve the problem)
  • Station 2: Remembering & Learning Zone (thinking of 1 way you've learned from a mistake)
  • Station 3: Creative & Idea Zone (draw a quick picture of how you might solve the problem)
  • Station 4: Brave Action Zone (strike a pose that shows you're going to take a brave step)
Once they've worked through each of the problems in their bags, they'll earn a "neuron." This slip of paper will represent how they're forming connections every time they're solving problems.

A final activity that's hands-on are pipe-cleaner neurons. I've included step-by-step directions to help guide you and your students to creating a neuron and understanding its parts.

Lesson 4: Feelings & Our Brains

This lesson is all about identifying our emotions and sets up the foundation for what will become the introduction to your calm corner or calming space in your classroom.

The read-aloud for this lesson is called The Color Monster by Anna Llenas. 

Activity: Our Emotional Brains worksheet
Students will identify the color association for each emotion discussed from the story. They'll then connect that feeling with how their brain is responding. As writers, this is another great opportunity for students to learn to take notes or make bullet point ideas.

Lesson 5: Regulating Our Emotions

This is the final lesson in this unit. At this point, students have spent the week learning and building their understanding around the brain and how we'll use our brains for all kinds of learning this school year. In this lesson, students will learn that their brains help control the emotions they feel and the strategies they can utilize to help calm them down.

The read-aloud for this lesson is called The Boy with the Big, Big Feelings by Britney Winn Lee. It's a great story that gets students thinking about environmental stimuli and how their brains help them manage their emotions. This story also sets up the concept that there are different strategies we can use to help calm these feelings. Discussing how people are different and have different needs is a great springboard for conversation during this lesson!

My Calm Corner at the beginning of the school year. (2024)

The Calm Corner

The activity of this lesson is introducing students to the Calm Corner in the classroom and the regulation tools that are inside of it. It's a great opportunity to have students explore these tools and learn how to appropriate use them (establishing those rules and expectations). 



Activity: Calming Strategy Stations
Students will be grouped into four groups. They'll rotate through each station and practice the calming strategy highlighted by that station. Make sure each group has the opportunity to spend 3-4 minutes in each and actively practicing the strategy. At the end, regroup with the class and have them reflect on the strategies they explored and which ones they found calmness from the most.
  • Breathe & Relax (breathing tools/cards, finger tracing, pinwheels)
  • Hands-On Focus (fidget tools, stress balls (different textures), sensory bottle)
  • Peaceful Picture (whiteboard or notepad for quick pictures, Think Sheets are another great option)
  • Quiet Story (picture books (about emotions))
After this discussion, I recommend placing just a few items at first and build on your calming station throughout the year. Reinforce the rules of the space as needed and keep tabs on how students are interacting with it. I have a whole blog post about how to set yours up and the use of Think Sheets if you're interested in learning more.

Note: When introducing the calming space in your classroom, always establish the routines/procedures for how students are to use it during the day. A timer should be used and it should be established as a special place for authentic use, not where students can avoid their problems (or accountability) or classwork.

I hope you'll find this resourceful helpful as you begin your new year with your students!





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