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Standards-Based.
Evidence -Based.
Cross-Curricular.
Student-Centered.
Bellringers.

The-Best-Me-Bellringers™-logo

Empowering middle and high school teachers with daily bellringers that combine academic readiness and social-emotional learning in the first 5-15 minutes of class. 

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The Best Me Bellringers™ is a daily, consistent bellringer/warm-up structured system, Tier 1 classroom routine that reinforces academic skills while strengthening student readiness for learning and classroom culture. Through short, consistent written responses, students practice sentence structure, handwriting, vocabulary usage, and organized thinking. Guided peer discussions and role-play activities strengthen listening comprehension, speaking skills, and respectful academic discourse, while mini-lessons require students to analyze situations, apply vocabulary, identify cause-and-effect relationships, and reflect on choices—supporting critical thinking and reading comprehension skills. Because the routine is predictable and time-bound, it assists with classroom management by reducing transition time, minimizing disruptions, and establishing clear behavioral expectations at the start of class. Teachers have a choice to begin with any module based on the needs of their students or classroom.

 

The routine supports smoother starts to class, clearer expectations, and stronger student self-management—helping reduce off-task behavior and peer conflict while increasing focus and productivity during instruction. Embedded teacher scripts, quick-check grading, and repeatable language support implementation fidelity and make it easy for teachers to reinforce academic habits, communication skills, and positive classroom culture without sacrificing instructional time. Students write daily, discuss briefly, and apply skills through scenarios tied to common classroom issues (tone, honesty, peer influence, follow-through).

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Because expectations and routines are built in, teachers report stronger classroom readiness, fewer repeated redirections, and improved student reflection and communication. It is simple to implement, consistent across teachers, and compatible with PBIS/MTSS as a practical Tier 1 classroom support.



In recent years, increased reliance on technology has contributed to a decline in students’ handwriting stamina and written communication skills. However, students are still expected to communicate clearly through handwriting in many real-world situations, including exams, forms, written responses, and professional settings. The Best Me Bellringers™ intentionally preserves and strengthens handwriting skills by requiring brief, daily, handwritten responses. This consistent practice supports writing fluency, organization, focus, and academic stamina while reinforcing students’ ability to communicate effectively beyond digital platforms.

 

            “Best Me Weekly Emoji Check-ins”

Why this works:

  • Students identify an emotion

  • Students connect feelings to a cause

  • Students practice complete sentences

  • Students build emotional awareness + cause and effect

  • It naturally supports SEL + writing skills

  • No student is forced to overshare

  • Gives students a safe way to express feelings

  • Practices cause-and-effect thinking

  • Strengthens sentence writing

  • Supports SEL (Social Emotional Learning)

  • Students Make an inference about why they feel a certain way

  • Students feel seen

  • Helps teachers quickly check student mindset

 

The Research & Evidence:

Best Me Weekly Emoji Check-ins work because they function as a short, low-pressure welcoming routine that builds Social and Emotional Learning (SEL) skills while also strengthening daily writing. When students pick an emoji, they are practicing self-awareness by identifying an emotion and linking it to a cause—an approach recommended in evidence-based SEL practice (Collaborative for Academic, Social, and Emotional Learning; CASEL). CASEL+2Casel Schoolguide+2. Research on affect labeling (putting feelings into words) shows that naming emotions can reduce emotional reactivity and support self-management, which helps students settle into learning at the start of the week. PubMed+2SAGE Journals+2 The short written explanation (“why I feel this way”) adds a structured, low-stakes writing routine; expressive writing research suggests that brief emotional writing can support coping and academic functioning for many students. CSSH+2PMC+2 Finally, SEL programs overall are linked to improvements in student behavior and academics (including achievement gains), and quick check-ins can also strengthen teacher–student connection—both of which support engagement and classroom climate. PubMed+2CASEL+2

 

References:

  • Collaborative for Academic, Social, and Emotional Learning (CASEL). What is the CASEL Framework? CASEL

  • CASEL Schoolguide. Explicit SEL Instruction. Casel Schoolguide

  • Durlak, J. A., et al. (2011). A meta-analysis of school-based universal social and emotional learning interventions. PubMed+1

  • Lieberman, M. D., et al. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity… SAGE Journals+1

  • Pennebaker, J. W. (2018). Expressive Writing in Psychological Science. CSSH

  • Roorda, D. L., et al. (2011). The influence of affective teacher–student relationships on engagement and achievement: A meta-analytic approach. SAGE Journals

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         “The Best Me Gallery Writing and Self-Reflection Walk”

Why this works:

  • Students practice self-awareness by naming strengths and growth areas (not guessing, but identifying).

  • Students practice self-management by selecting one action step to improve and planning the next move.

  • Students use cause-and-effect thinking (“my choices → my outcomes”), which strengthens responsible decision-making.

  • Students get proactive support through a structured peer-help station (Superstars), which is a peer-led support model linked to positive outcomes.

  • Students are more engaged because station rotation is an active-learning structure (movement + short tasks increases participation).

  • Positive recognition builds culture: spotlighting “Superstars” is a Tier 1 acknowledgement approach aligned with PBIS practices and improved outcomes.

  • Low drama, high structure: students are not “judging” peers—everyone self-assesses and then gets strategy support, which keeps it safer and more objective.

 

The Research & Evidence:

The “Best Me” Gallery Walk works because it blends evidence-based SEL skill-building (self-awareness, self-management, relationship skills, and responsible decision-making) with an active-learning structure that increases engagement and participation. CASEL+2CASEL+2 When students identify a strength, select one growth action step, and briefly reflect on barriers (cause and effect), they are using self-monitoring/self-management processes shown to improve behavioral and academic functioning for many students. publications.ici.umn.edu+1 The Superstar Support & Strategy Station adds a peer-led support layer; research on peer-led interventions shows benefits across academic and psychosocial outcomes, especially when the interaction is structured and brief. PMC Finally, recognizing Superstars publicly functions as a positive acknowledgement system—a key feature of PBIS Tier 1 practices—and PBIS research links consistent, schoolwide/classwide positive systems to improvements in student behavior and classroom outcomes. pbis.org+2PMC+2

 

References:

  • CASEL. “What is the CASEL Framework?” CASEL

  • CASEL Schoolguide. “What is SEL?” Casel Schoolguide

  • CASEL SEL Framework PDF. CASEL

  • Freeman, S. et al. (2014). Active learning increases student performance… PNAS. PNAS

  • Facing History. “Gallery Walk Teaching Strategy.” facinghistory.org

  • Wade, L. et al. (2022). Systematic review/meta-analysis of school-based peer-led interventions. PMC

  • Center on PBIS. “Is Tier 1 PBIS an evidence-based practice?” pbis.org

  • Bradshaw, C.P. et al. (2012). SWPBIS RCT outcomes. PMC

  • Center on PBIS. Tier 1 overview (acknowledgement/teaching expectations). pbis.org

  • University of Minnesota (Impact). Self-monitoring strategies evidence summary. publications.ici.umn.edu

 

           “Teacher + Student Crown Images”

Why This Works:

  • Visual anchors improve attention and recall. Pairing words with meaningful images supports memory because students encode information through both verbal and visual channels.

  • Images create structure and reduce confusion. A consistent teacher icon for “instruction” and a crown icon for “growth/recognition” act like “signposts,” helping students follow routines faster and with less cognitive load.

  • Representation supports belonging and engagement. Seeing teachers and students who look like them (and also seeing both male/female educators) can strengthen students’ sense that school is “for me,” which is linked to motivation and better outcomes.

  • Role-model visuals can boost self-efficacy. When students perceive a role model as competent and similar/attainable, it can increase belief in their own ability to succeed.

  • The crown works as a positive recognition cue. Public, positive recognition (your “Superstar” identity) supports desired behavior through reinforcement and motivation pathways.

  • Positive climate matters. Warm teacher–student relationships are associated with engagement and achievement—your visuals support that “I see you / we’re building” classroom tone.

 

The Research & Evidence:

Using consistent teacher and student visuals works best when the images serve a clear instructional function (signal the routine, reinforce meaning, and support identity). Cognitive science shows that learning improves when students process information through both words and relevant visuals (dual coding), and when visuals highlight organization without adding extra “noise” (multimedia learning principles like signaling and coherence). NSchwartz+2Jacksonville State University+2 In addition, research links students’ sense of belonging to motivational, behavioral, and academic outcomes, and representative materials can support engagement by helping students feel that they “fit” in the learning space. Tandfonline+1 Finally, role-model research suggests perceived similarity and attainability can strengthen student self-efficacy, and recognition for positive behavior supports prosocial classroom habits through reinforcement and motivation mechanisms—exactly what the “Best Me Superstar” crown is symbolizing. PMC+1

 

References:

  • Clark, J. M., & Paivio, A. (1991). Dual coding theory and education. NSchwartz

  • Mayer, R. E. (2002). Multimedia Learning. Jacksonville State University

  • Mayer’s Principles summary (coherence/signaling). University of Hartford

  • Gladstone, J. R., et al. (2021). Which role models are effective for which students? PMC

  • Korpershoek, H., et al. (2020). School belonging meta-analysis. Tandfonline

  • New America (2022). Representation in education materials and why it matters (review of 160+ studies). New America

  • Roorda, D. L., et al. (2017). Teacher–student relationships, engagement, and achievement (meta-analysis). ERIC

  • Law, B. M. F., et al. (2012). Recognition for positive behavior… PMC

 

            "SEL, Reading, and Writing Vocabulary " 

Why this works:

  • Keeps vocabulary explicit and consistent (students know it matters because a quiz is coming).

  • Builds academic language for behavior and communication (students can name what they’re practicing).

  • Repetition improves retention: students see the words Tuesday, use them Wednesday/Thursday, and retrieve them Friday.

  • Supports writing because students gain precise words for reflection (tone, impulse, self-control, action step).

  • The quiz creates retrieval practice, which strengthens memory more than rereading.

 

The Research & Evidence :

Short, explicit vocabulary instruction works best when it is repeated across the week with meaningful use. Research-based vocabulary models emphasize student-friendly explanations and multiple exposures (not “one-and-done”).
vocabulary.com+2My College+2 Also, building in a quiz supports the testing effect (retrieval practice): students remember vocabulary longer when they practice pulling it from memory, not just copying it.
PsychNet+1 When vocabulary is tied to Social and Emotional Learning skills (self-control, respect, tone), students are more likely to apply it in real situations because the words map directly onto daily choices and consequences. CASEL+1

 

References:

  • Marzano’s Six Steps for effective vocabulary instruction. vocabulary.com+1

  • Beck & McKeown (Bringing Words to Life / robust vocabulary instruction reasoning). Guilford Press+1

  • Roediger & Karpicke (2006). The testing effect / retrieval practice. PsychNet

  • Pastötter et al. (2014). Retrieval practice benefits learning. PMC

  • Durlak et al. (2011). Social and Emotional Learning meta-analysis (behavior + academic gains). PubMed

 

            “I WILL- Sentences”

Why this works:

  • Students translate values into action (“I will…”) instead of staying in vague goals.

  • It builds self-management and responsible decision-making (core Social and Emotional Learning skills).

  • Writing “I will…” strengthens follow-through because it becomes a clear behavioral commitment.

  • Builds writing fluency with a consistent sentence frame.

  • Turns vocabulary into real-life action, not memorization.

  • Students practice daily writing stamina with low-pressure, structured sentences.

  • It creates consistent repetition of the week’s vocabulary, which increases retention.

  • Builds self-management and self-monitoring. Students are naming the behavior they will practice, which strengthens self-regulation and habit formation through consistent, small commitments.

  • Strengthens vocabulary retention. Writing the word (or writing the behavior that matches it) requires retrieval and application—both of which improve long-term learning more than passive review.

  • Improves writing fluency with low pressure. Short daily writing (“I will…” sentences) builds sentence stamina, clarity, and punctuation habits without the intimidation of a long assignment. Writing-to-learn research supports that brief writing boosts comprehension and learning.

  • Works as quick formative assessment. The teacher can instantly see who understands the vocabulary, who needs reteaching, and which skills students are targeting—this is exactly the purpose of frequent formative checks.

  • Keeps it private and safe. Students can commit to growth without having to “tell their business.” They choose what to reveal, but still practice goal language.

 

The Research & Evidence:

The “I WILL” Sentences routine works because it combines goal follow-through, self-regulation, and writing-to-learn in a short, repeatable format. Research on implementation intentions (“If/when X happens, then I will do Y”) shows that action-focused statements improve follow-through by linking a goal to a specific response, reducing “in-the-moment” decision fatigue. SPARQ+1 At the same time, routines that build self-monitoring (noticing and adjusting behavior) are associated with improvements in academic and behavioral performance. ScienceDirect+1 Academically, writing short responses strengthens learning: evidence reviews show that writing about learning supports comprehension and retention, while retrieval practice (actively pulling information from memory) strengthens long-term memory more than rereading. media.carnegie.org+2PubMed+2 Finally, because teachers can scan responses quickly and adjust instruction, this routine also functions as formative assessment, which is linked to meaningful learning gains when used frequently. Evaluation and Assessment+1

 

References:

  • Gollwitzer & Brandstätter (1997), Implementation Intentions and Effective Goal Pursuit. SPARQ

  • Gollwitzer (2006), Implementation Intentions and Goal Achievement (review chapter). ScienceDirect

  • Roediger & Karpicke (2006), Testing effect / test-enhanced learning. PubMed+1

  • Karpicke (2017), Retrieval-based learning review (ERIC). ERIC

  • Graham & Hebert (2010), Writing to Read: Evidence for how writing can improve reading. media.carnegie.org

  • Black & Wiliam (1998; 2009), formative assessment research. Evaluation and Assessment+1

 

           “On-Point Peer Discussions”

Why this works:

  • Structured partner talk increases participation and attention (more students “process” the content).

  • Cooperative learning shows positive effects on achievement and attitudes.

  • Explaining a word to a peer strengthens understanding (students elaborate, correct, refine).

 

The Research & Evidence :

Short partner routines like think–pair–share and cooperative learning increase engagement and learning because students have to articulate their thinking, hear an alternative, and refine their answer. Large research syntheses and classroom studies show overall positive effects on achievement and student outcomes when peer talk is structured and time-limited. ScienceDirect+2PMC+2

References:

 

            “Mindset Pause and Reset”

Why this works:

  • Creates a clean emotional reset before students transition into the work period (closure lowers chaos).

  • Builds self-management through short, repeatable self-talk.

  • Normalizes participation without pressure: “Say it with me — or to yourself if you prefer.”harvard.edu/ideas/usable-knowledge/19/01/making-time-mindfulness

  • Helps students practice calming their body fast, which supports attention and behavior.

  • Creates a predictable end-of-bellringer regulation cue. Tiny rituals help students transition and downshift. (Consistency matters in SEL routines.)

  • Supports attention and stress regulation. Even brief mindfulness/breathing practices are associated with improvements in stress and attention in research settings.

  • Strengthens self-talk and identity safety. Short affirmations align with self-affirmation research showing benefits when students feel threatened or stressed—helping reduce defensiveness and support motivation.

  • Protects privacy and increases buy-in. “Silently if you prefer” keeps it opt-in, which reduces embarrassment and prevents forced sharing—especially important for middle/high school students.

 

The Research & Evidence :

Brief mindfulness-style routines (like a quick breath or centering statement) can support students’ self-regulation and stress management, and school-based mindfulness research reviews show promising effects for stress, resilience, and cognitive/attention outcomes. Frontiers+1 When paired with explicit Social and Emotional Learning instruction, these consistent micro-routines reinforce the self-management habits that help students stay engaged and make better choices in class. CASEL+1. It works because it is a consistent routine that helps students reset before transitioning. Brief mindfulness and breathing practices have been shown in research contexts to support attention, and classroom-based mindfulness programs have reported benefits for student well-being. PMC+2PMC+2 In addition, short affirmations connect to self-affirmation research showing that affirming values and identity can reduce threat and defensiveness and support academic motivation. Stanford Graduate School of Education+2UCSB Psychology Labs+2 The phrase “say it with me—or silently to yourself if you prefer” also protects student privacy while still giving every student a low-pressure way to participate, strengthening classroom climate and SEL consistency. Casel Schoolguide+1

 

References:

  • Collaborative for Academic, Social, and Emotional Learning (CASEL). “What Is the CASEL Framework?” CASEL

  • CASEL Schoolguide. “Explicit Social and Emotional Learning Instruction.” Casel Schoolguide

  • Ueberholz, R. Y., et al. (2022). Brief mindfulness practice effects on stress and sustained attention. PMC

  • Voltmer, K., et al. (2023). Daily breath-based mindfulness exercises in classrooms (randomized controlled trial). PMC

  • Britton, W. B., et al. (2014). Teacher-implemented classroom mindfulness meditation intervention (pilot randomized controlled trial). PMC

  • Cohen, G. L., & colleagues (2014). Self-affirmation and social-psychological intervention (review). Stanford Graduate School of Education

  • Sherman, D. K., Lokande, M., Muller, D., & Cohen, G. L. (2021). Self-affirmation interventions (overview). UCSB Psychology Labs

  • Sherman, D. K., et al. (2013). Self-affirmation and academic processes under threat. PubMed

 

            “Mini-Lesson Talking Points with Reading Strategies”

Why this works:

  • Direct instruction + questioning builds understanding fast.

  • Students connect behavior to outcomes (cause and effect thinking).

  • Student voice increases buy-in (they think about the topic, explain, infer, compare).

  • Builds SEL skills without turning it into therapy.

  • Mini-lessons-short, repeated instruction builds reading strategies, routines and keeps attention high without dragging.

  • It uses high-order thinking questioning: prompts make students retrieve, infer, and apply—not just repeat definitions.

  • It checks for understanding in real time: Calling on select students + discussion questions surfaces misconceptions quickly so the teacher can correct them immediately.

  • It links behavior to outcomes: Students practice cause and effect (“If I react impulsively, then…”) in real-life school scenarios.

  • It builds self-regulation: Naming self-control, impulse, and tone gives students language for managing reactions and improving relationships.

  • It reinforces goal-setting: Students connect “what I want” to “what I will do,” which increases follow-through and motivation.

  • It improves classroom culture: Structured talk supports respectful communication and strengthens student engagement.

 

The Research & Evidence:

  • This mini-lesson format works because it combines explicit Social and Emotional Learning (SEL) skill instruction with formative questioning and brief reflection, which are all supported by strong research. Large-scale evidence shows SEL instruction improves students’ behavior and academic outcomes when taught intentionally and consistently. PubMed+1 The“Talking Points” model also aligns with research-based instructional practice: effective teachers frequently check for understanding by asking questions and prompting students to summarize or explain—this helps learning stick and prevents misconceptions. American Federation of Teachers In addition, formative assessment research shows that frequent opportunities for students to respond, explain thinking, and receive feedback produce meaningful learning gains—especially when teachers use the information to adjust instruction. Evaluation and Assessment+1 The goal-setting prompt is also evidence-based: decades of research show that specific goals and linked action steps reliably improve performance more than vague “do your best” intentions. Stanford Medicine Finally, using structured classroom talk to build thinking and reasoning is supported by dialogic teaching research, which emphasizes that purposeful discussion strengthens understanding and supports social development. robinalexander.org.uk

 

References:

  • Durlak, J. A., et al. (2011). Meta-analysis of school-based universal Social and Emotional Learning programs. PubMed+1

  • Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Federation of Teachers

  • Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning (formative assessment). Evaluation and Assessment+1

  • Locke, E. A., & Latham, G. P. (2002). Building a Practically Useful Theory of Goal Setting and Task Motivation. Stanford Medicine

  • Alexander, R. (Dialogic Teaching overview). robinalexander.org.uk

 

          “Role-Play Activities" (10–20 seconds): "Take 1 vs. Take 2"

Why this works:

Students actively experience the difference between effective and ineffective behaviors by acting out short, realistic scenarios rather than simply talking about them. Brief role-play activities promote engagement, encourage perspective-taking, and provide immediate opportunities to practice positive communication, decision-making, and problem-solving skills in a safe, supportive classroom environment.

Role-play also:

  • Brings abstract concepts to life through active participation.

  • Reinforces learning through practice rather than passive observation.

  • Builds confidence in communication and interpersonal skills.

  • Makes behavioral expectations concrete, relevant, and memorable.

  • Encourages discussion, reflection, and constructive feedback from peers.

 

The Research & Evidence:

Role-play is an evidence-based instructional strategy that supports both academic and social-emotional learning by actively engaging students in authentic situations. Rather than simply receiving information, students learn by practicing communication, decision-making, perspective-taking, and problem-solving in realistic contexts.

Research has shown that role-play can:

  • Increase student engagement and participation.

  • Strengthen communication and interpersonal skills.

  • Improve empathy and perspective-taking.

  • Reinforce problem-solving and critical thinking.

  • Enhance retention by allowing students to actively apply new learning.

  • Support social-emotional competencies through guided practice and reflection.

When role-play activities are brief, structured, and followed by discussion or reflection, they provide meaningful opportunities for students to transfer classroom learning to real-world situations.

 

References

  • Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

  • Jones, K. (1982). Simulations in Language Teaching. Cambridge University Press.

  • Joyce, B., Weil, M., & Calhoun, E. Models of Teaching. Pearson. (Role-playing instructional model)

  • Collaborative for Academic, Social, and Emotional Learning (CASEL). Research on active learning strategies and social-emotional skill development.

 

            “Best Me Pause, Breathe” (15-30 seconds)

Why this works:

  • Helps students quickly reset their emotions and nervous system before continuing with learning.

  • Reduces stress and supports self-control, which strengthens decision-making and behavior choices.

  • Builds the SEL skills of self-awareness and self-management—core foundations for academic engagement.

  • Short breathing resets improve focus, decrease impulsivity, and support calmer classroom interactions.

  • Gives students a predictable routine that signals “transition into learning mode.

  • Can lower anxiety and increase focus

 

The Research:

  • Slow, intentional breathing activates the parasympathetic nervous system, which decreases emotional reactivity and supports calm, regulated states necessary for learning.

  • Mindfulness-based practices—including brief breathwork—improve students’ emotional regulation, cognitive focus, and stress recovery.

  • Short regulatory exercises (10–30 seconds) can effectively reduce physiological arousal and help students return to task-ready focus, aligning with evidence-based SEL frameworks.

 

References:

Why “The Best Me Bellringers™” Work:
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