Student Check-ins: Definition and Key Features

All students need this every day, but some students need more. Equity means matching your use with students’ needs. 

Definition: A brief (~1 minute) interaction, often initiated by asking a question, in which the teacher tries to connect with the student personally to increase trust and positivity within the student-teacher relationship. 

 Key Features for Supporting All Students: 

Key Feature 1: Ask caregivers about student interests to facilitate meaningful check-ins.  

Key Feature 2: Make a plan to enhance the depth, quality and authenticity of interactions with each student. 

Key Feature 3: Ensure that all students have a check-in at least once or twice each week.  

Purpose: Check-ins are an important tool for educators to explore identity within themselves and their students.

Examples:  

• To help you understand the student’s emotional state or mood: Welcome, Kayla! What emotion zone are you in today? 
• In the context of learning: Shiloh, which character do you think you are most like? 
• During transitions: Chantelle, I noticed you talking about Pokemon cards. Who is your favorite Pokemon?  
• Events that are meaningful to the individual student: It is exciting that tomorrow is the beginning of Diwali! Do you have any plans for this time Aditi?  
• Paired with a greeting: Good morning, Hakim. It’s great to see you! What did you do after school yesterday?  

Tips: 

• Consider bending or squatting to be at the student’s eye level during a check-in. 
• Use information learned during a check-in to help differentiate instruction and facilitate student engagement in learning (e.g., highlighting what the student enjoys reading, writing, talking, or drawing about). 
• Consider using check-ins as an opportunity to review and practice prosocial skills (e.g., emotion regulation, deep breathing, perspective taking, problem solving, and communication skills). 
• Be aware that some students cope best by having space (and not talking) and/or by simply knowing/hearing that the teacher cares. In this case, simply reflect the students’ feelings and let them know you are there. 
• Remember, you do not have to find a solution in the moment. Some students appreciate just being heard and supported (e.g., I understand that is a difficult situation. I care about you) 
• Designate a physical space to give students the opportunity to self-regulate, if needed (e.g., Take-A-Break, Check-In and/or Peace Table space) 
• Remember that emotions may be expressed differently by students with different cultural backgrounds or lived experiences, so it can be helpful to ask the student what emotion they are feeling rather than making an assumption. 
• Use check-ins with students who have had an argument. Give both students a voice describing the situation, and in considering solutions or reparations. This acknowledges the harm(s) experienced during the interaction.