Skip to main content

Hive Hangouts (Virtual!)

Updated

Virtual Hive Hangouts are our online meetups designed to connect bees across the hive, no matter where you are. No formal agenda, no slides, simply conversation! In this space, you’ll find conversation recaps, shared resources, and links discussed during the session — so you can revisit topics or catch up if you couldn’t join live.

Upcoming Events:

  • These events will be taking a PAUSE for the summer. We'll resume back in August! Stay tuned!

     

🎉 Register at Eventbrite to get your FREE ticket to an upcoming Virtual Hive Hangout. This is a low-pressure, casual opportunity to meet fellow bees, share your experiences, and ask questions. Come say Hi for a few minutes or stay for the whole time—it's up to you!

We typically host these virtual events the 3rd Tuesday of every month, with both AM and PM options.

 

Past Events:

✨ May 2026 Hive Hangouts:

Screenshot 2026-05-19 at 4.51.59 PM.png

 

  • Any highlights or student successes to share with the group? 
    • "I worked with a student as a 1:1 para. He was known for eloping (leaving the classroom). We bonded quickly and I helped him with some self-regulation strategies 
    • "Students were doing state testing and knew that it was important to get a good score. They asked if we could pray that they would do well." 
    • "I don't always pick up assignments regularly but when I do I enjoy working with the kids and getting to know different schools!" 
Screenshot 2026-05-19 at 3.56.12 PM.png

  • For the 26-27 school year we're looking to simplify our milestone/seniority pay structure! What should we call you when you reach these higher milestones? 

    • Fun Facts: As a startup- we grow and change based on feedback from our bees! 
      • In the 23-24 school year, there was no milestone structure, simply one time bonuses paid out every 15 assignments completed. 
      • For the 24-25 and 25-26 school years, we moved to a milestone model that allows bees to earn higher bonus rates the more 
      • For 26-27 school year, we're going to simplify this pay model to pave the way for more dynamic pay options, such as introducing additional bonuses for select assignments that are high priority for coverage needed or have shorter/day-of notice. More info on this at our June 2nd Town Hall event!
    • In addition to the names of these tiers (Super Bee? Specialist Bee? Expert Bee? Golden Bee?), we also discussed additional perks or unlocked rewards that would be motivating to earn! Some suggestions included:
      • a special lanyard or pin to represent your seniority
      • self-care such as a massage gift card, unlocked training or upskilling
      • a gas card or Uber/rideshare voucher to help make those hard to reach assignment locations a little bit sweeter!

     

  • BrightBee Partner Site Map- Currently our site map is displayed on Google Maps. The current challenge is these are all of the sites we are contracted with, but that doesn't mean each site uses BrightBee equally.  What information would be helpful to know if we were able to display more information attached to each site? 
    • Frequency/Volume- how often does the school request? When do they often post? (night before, morning of, advance notice, etc) 
    • Types of Roles- which roles are most commonly requested? What are common shift times for that role? (school day? after school? both?) What qualifications are needed to pick up assignments at that site? 
    • Single Day vs Multiday- Which sites typically request 1 day support (flexible) and which lean towards multiday (longer commitment required)? 

Thanks for a rich conversation to all who attended! As you can see- our hive hangouts often surface great conversations that preview upcoming features that are about to be released to the larger bee population. Come join us to get first look and share your opinion to bee heard! 

 

✨ April 2026 Hive Hangouts:

Screenshot 2026-04-21 at 4.50.47 PM.png
  • What is the appropriate amount of independence vs support? We opened with our reaction to this shocking TED Talk title and discussed our favorite activities to do when we were kids (unstructured play). Upon checking into the real message behind the video, the author was advocating for allowing more independence to foster a child's growth and development. This led to some rich discussion around grade levels, development, and helping students become responsible for their learning. 
  • Whose responsibility for materials- the student or the teacher? On the thread of responsibility, John H. shared an insightful observation from a recent classroom substitute assignment in Detroit.  You've seen it, the classroom teacher has 2 buckets, one for sharpened pencils, one for dull pencils. In this model, there is a sense of "community resources" that the class works together to preserve. On one hand, it teaches students to use materials carefully since they are a shared resource.  On the other hand, it also can feel a little passive at times when a child doesn't bring their own sharpened pencil. 
    • Whose responsibility is it to refill the sharpened bucket? 
    • What happens if there are no sharp pencils available? 

  • This 1st grade teacher's blog post has an interesting discovery about switching from communal sharpened pencils to individual pencil holders that each child is responsible for. 

    Screenshot 2026-04-21 at 5.24.41 PM.png

 

✨ March 2026 Hive Hangouts:

Screenshot 2026-03-16 at 4.57.17 PM.png
  • Question- Ideas for icebreakers at the start of an assignment? Ways to build rapport quickly? 
    • Icebreakers can be used as energizers, name games, or even to get a pulse on moods/emotional states.  We used the "Blob Tree" to identify how we were feeling that day as we came into our hive hangout chat.
  • Discussion- APP FEATURES- One perk of coming to the Hive Hangout is you get to sometimes preview things before other bees! We took a sneak peak at the Spring Bee Survey and discussed feedback about top features we'd love to see in the future versions of the BrightBee app. 
    • Prefer seeing available assignments in List view or Calendar view? 
    • How important would it be to have the ability to message the site admins directly within the BrightBee app? 
    • Are there times you wish you could communicate with other bees? How do you support NewBees you meet on site? 

      • Got ideas? Come to the next Hive Hangout or email alisha@brightbee.org!

         

 

✨ February 2026 Hive Hangouts:

Screenshot 2026-02-17 at 4.53.24 PM.png
  • Question- Ideas for helping set clear expectations for a reasonable noise level? 
    • John H. (Detroit Hive) had a great idea to use it as a teachable moment around Decibels (how we measure sound). By opening the class with this little mini-lesson, he can clearly set expectations around appropriate sound levels during the school day. 
  • Aha- Managing ENERGY is as important as managing TIME! 

    • One bee shared that when visiting other's classrooms they always observe the desk/layout/walls to help get ideas for what expectations may be. On one desk, they noticed the phrase, "Chaos Coordinator" and 100% empathized!

      chaos coordinator.png
  • Question- What should NewBees know about being a para? 
    • Cynthia (Los Angeles Hive) shared that being a para is all about communication. It's important to build trust/rapport through strong communication, both with the teacher/specialists, and with the student(s) you're working with. 
      • If you're interested in learning more about what a paraprofessional does, click here to read this article. 
      • Want to level up your skills? Try out these FREE online learning modules specific to being a paraprofessional in the elementary grades. 

 

 

✨ November 2025 Hive Hangouts:

IMG_5167.png
  • Question- Students finish their HW early in after school setting. Do you have any ideas for early elementary math resources? 
    • Graham Fletcher's Progressions Videos- are a great starting point for all things ELEMENTARY Math. In the videos, he explains HOW students learn and the progression from grade level to grade level of key conceptual understanding milestones. You may find yourself having an "Aha" moment as you discover "why" that match computation trick "works"!
      • Check out his Fresh Ideas Section for games and activities you can try in the school day or after school setting.
    • Dot Talks- These are a fundamental "low floor high ceiling" activity, meaning it allow students to share their strategies despite having a wide range of independent math levels.  
    • Build Math Minds- Really want to go down the Number Sense rabbit hole? Christina Tondevold has a wealth of resources, printable activities, and youtube videos to help explain strategies for teaching and learning math.
  • Question- What can I do about chatty students? Some groups are just SO talkative. 
    • Setting the tone and clear expectations is an important first step when you walk into the classroom. The more assignments you take, you'll notice that "appropriate noise level" varies from class to class. Rooms set up with collaborative tables lend themselves to more talking and peer discussion. Rooms set up in rows facing forward lend themselves to more direct instruction and quiet independent work. "Reading the room" is a great tip when you first arrive.
    • Build Independent Work Stamina - One of my (Alisha's) favorite activities at the start of the year or with a new group is to have them develop their stamina for quiet work time. I explain the challenge to the class- we're going to try to beat our record but we can only do it if we work as a team!  I proceed to set a stopwatch and see how long students can work independently in a quiet manner. If someone talks or disrupts, the timer stops, we record our "record" and proceed to work in a whisper voice. 
      • Each day, we proceed with the same challenge, working to increase our stamina for quiet time. 
      • It might start slow, with just a minute or two to start, but before you know it, the class will be craving that quiet time and will see how much homework/classwork they can complete. 
      • *Note- for some students who need additional support or benefit from talking their thinking out, you may make exceptions to the "class" rule and have them sit at a peer table with you up front (focusing on whispers rather than their usual blurting out).
      • As seen in the image above, Noise/Voice Charts are also a helpful tool so you can enforce what "Noise Level" or "Zone" they should be in and for what duration and then use that to reinforce positive behaviors.
        • Hi class, today for math we are going to be working in a Zone 1- that means you can whisper, but if it gets to a volume where someone at a different table can hear you, that means we've become too loud. 
  • Question- What if I'm working as a paraprofessional and I notice that the student I'm supporting does not want to work with any peers? Is it okay to let him always work/play alone or should I encourage social behavior? 

    • It’s important to respect the student’s comfort level while still gently encouraging positive social interactions. You can offer structured opportunities to connect with peers in low-pressure ways—never forcing it, but supporting gradual growth in social skills alongside their independence.

      • 1. Side-by-side activities (“parallel play”):
        Invite the student to work next to a peer without requiring conversation. Example: sitting at the same table doing similar tasks.

      • 2. Shared materials or tools:
        Have students use the same set of items or resources (e.g., colored pencils, blocks), which naturally creates small opportunities for cooperation.

      • 3. Nonverbal collaboration:
        Use tasks that require silent teamwork, like sorting objects together or passing materials back and forth.

      • 4. Pair with the right peer:
        Choose a kind, patient peer who models positive behavior and is okay with minimal interaction at first.

      • 5. Structured partner roles:
        Start with simple roles (e.g., “you hand the items, they place them”) then progress to activities that require a bit more communication.

      • 6. Teacher-facilitated conversation starters:
        Give the student simple prompts or visual cues (“Can I use…?”, “Your turn”) to begin tiny exchanges during activities.

      • 7. Celebrate micro-successes:
        Acknowledge even small steps like sitting near peers or making eye contact to reinforce progress.

      Progression might look like:
      Sitting nearby → sharing materials → completing a task together with limited interaction → taking turns → participating in small group games → peer-led collaborative work.

      Always prioritize emotional safety and follow the student’s pace—gentle nudges, not pushes.

Screenshot 2025-11-18 at 9.54.43 AM.png
Screenshot 2025-11-18 at 4.47.11 PM.png

 

 

✨ October 2025 Hive Hangouts:

IMG_5161.png
  • Question- More after school activity ideas? 
    • PlayWorks Game Library- great for movement based activities that require little prep. Game library can be filtered by grade, group size, or even equipment available! 
    • Finish the Picture- This is a fun drawing activity that makes a quick time filler, opening warm up, or end of day class reward. Students are given a page with a "squiggle" on it, then asked to "finish the picture. It is fun to see all of the different ways students create based on the same prompt. Bonus- don't have access to the copy machine? Simply draw a squiggle on the board and direct ever student to copy that onto their blank piece of paper. No prep required! *Hint- putting a 5-10 min timer really helps when doing art activities. Creativity works well under a time constraint!
  • Question- Fall/Halloween-themed ideas to integrate this October? (pairs well during after school setting)
    • Zentangle Pumpkin Art- Great drawing activity that simply requires a piece of paper, pencil, and preferably a black marker. Bonus if there are markers to color the design. Full lesson plans can be found online (as linked above) but the premise is, draw a pumpkin, then in each section, draw a different repeatable pattern ("zentangle"). No 2 pumpkins are alike and it makes a great art display for the classroom or home!
    • Estimation 180 Candy Corn Prompts- Estimation 180 was initially made as a middle school math talk resource. Instead of diving right into the lesson, the instructor would project the image, having students guess (estimate) how many items were on the screen. Since the days sequence, you'll see that Days 25, 26, and 27 all build on the Candy Corn theme. 
  • Question- Supporting as a para?
    • Token Boards (also known as a token economy) are a great positive reinforcement tool. Typically if you are working as a para/1-on-1 aide, the student (and classroom) may already have a token economy in place. Find out 
    • My Name, My Identity- We had a great discussion around pronouncing people's names correctly and how a student will "light up" when you say their name. 

    • More para resources found here in the Bee Ready Assignment Guide! 

      Screenshot 2025-10-21 at 4.46.36 PM.png

 

✨ September 2025 Hive Hangouts:

  • Question- How do I refer a friend to join BrightBee? Directions here: bit.ly/BeeReferral
  • Bag of Tricks- Resources and tips from the hive. Great for instructional roles!
    • "SuperStar Students" (Crystal's tip about highlighting positive behaviors and providing positive attention, especially for the students who get it the least!)
    • "Mystery Piece of Trash" - Great cleanup activity, especially for lower elementary
    • Estimysteries - Great math/estimation activities. Requires you to have a laptop/device to project, but simply find the grade level and download the slides, then press present! Super easy math warm-up as a class with little prep that builds number sense and is simply FUN!
    • Emoji Generator - We didn't get to try this live, but it's great for writing prompts and engaging students during the few minutes at the start or end of class. Sometimes they can get a little wacky or weird but that's half the engagement/fun part. 
Screenshot 2025-08-19 at 4.46.59 PM.png

 

✨ August 2025 Hive Hangouts:

  • Question- What do I do if there is a class clown that derails the class? How do I manage?
    • Discussed: Using a Reward/Positive Attention Approach- build rapport with that student, ask them to be your teacher's assistant, give them a job/role to do, positive/public praise 'Wow, Antonio has been a super great helper. Notice how he's standing so calmly and quietly as our line leader."
  • Bag of Tricks/Tips Shared:
    • Read the room (classroom layout tells you a lot about the expectations.
      • Rows = more direct instruction/students working independently.
      • Groups = more collaboration, students working with a partner/team). Teachers often put students who need extra support right in the front or on the outside edge so they can easily reach them without disturbing other students. Students who are active and need stretch breaks often are in the back or outside edges so they can get up freely for a movement break w/o disturbing other students.
    • Students taking too long with transitions?
      • Use a stopwatch to time how long it takes the class to transition from one activity to another (example- from work time to lining up for lunch)
        • Reward Approach- Try to beat the time
          • "look, yesterday it took us 60 seconds to line up for lunch and today we beat our time and were ready in 42 seconds!"
        • Consequence approach- Today it took us 3 minutes to quiet down. How much is that in a week? (15 mins), How much is that in a month (60 mins), how much is that in a school year- 10 hours = almost 2 days of school! 

Related to

Related articles

Powered by Zendesk