Looks Like, Sounds Like, Feels Like

Discussing how we treat one another is an important way to build our classroom community. If we understand the actions and behaviors that are helpful and supportive for one another, we can use these frequently and build a strong classroom community for all of us.

1. Choose a positive classroom behavior that you would like your students to practice (e.g., help and encourage teammates, give constructive feedback, apologizing, etc.).
2. Make 3 columns on chart paper. Label one “Looks Like,” the next “Sounds Like,” and the last “Feels Like.”
3. Ask students to describe what the behavior looks, sounds, and feels like. List answers on the chart.
4. Example: “Help and encourage teammates”

• Looks like: listening attentively, nodding, etc.
• Sounds like: “Thanks for helping me,” “You can do it,” “Great solution!”, etc.
• Feels like: warm, accomplished, happy, supported, etc.

• Why is it important to [behavior]? Why is it sometimes hard to [behavior]?
• Is there only one way that a certain behavior can look, sound, or feel like? Can you imagine how else a behavior might look, sound, or feel like?
• Are there other places, outside of our classroom community, where these behaviors are valued and important? Where?

For primary school students:

• Use this strategy to prepare for a task or activity. For example, “We’re going to practice math soon. What should our preparation for math look/sound/feel like?”
• Have students act out what it looks, sounds, and feels like to engage in the specific behavior.

For students in grades 5-6:

• To give students more agency in the activity, ask them which behaviors they think are the most important for creating a safe and comfortable classroom. Use these behaviors to complete the chart.
• Have students brainstorm answers with a partner first. Then, do a whole group share out. Discuss any differences that arise - different people have different ideas and experiences with behavior, and that’s OK.