1. Relationships! Relationships! Relationships!
1.1. Helping to build a positive relationship with learning
1.1.1. Frequent progress check-ins
1.1.2. Offering help outside of the classroom
1.1.3. Allowing breaks during lessons
1.1.4. free reading at the beginning of every period
1.1.5. Being mindful of different student needs & learning styles
1.1.5.1. Auditory: Have students create a song to remember content
1.1.5.2. Visual: Using colours, maps, diagrams, charts etc..
1.1.5.3. Kinesthetic: Hands-on self directed experiments
1.1.6. Variety in lesson delivery
1.1.7. Vocal encouragement
1.1.8. Begin with an anticipatory set to engage students & activate prior knowledge.
1.1.8.1. joke of the day/word of the day.
1.2. Teacher/Student Relationships
1.2.1. Creating memorable learning experiences
1.2.1.1. Field Trips
1.2.1.2. Experiments
1.2.1.3. Having guest speakers
1.2.2. Showing Kindess & Empathy
1.2.2.1. high fives, thumbs up, enthusiastic facial expressions.
1.2.2.1.1. Don't say "no". Instead, use encouraging phrases like "you're on the right path" or "that's an interesting point, but not the answer I'm looking for."
1.2.2.2. Sense of humor is important!
1.2.2.3. greet students induvidually as they arrive, with a smile.
1.2.3. Getting to know students on a personal level
1.2.3.1. Showing Interest in their extracurricular activities
1.2.3.2. Learning their preferred names/nicknames/pronouns
1.2.3.3. Frequently ask how they're doing
1.2.3.4. Celebrating Diversity/Induviduality
1.2.3.4.1. Recognizing a student on their birthday
1.2.3.5. incorporate popular culture into your lesson
1.2.3.6. Show and Tell
1.2.4. Allowance of Freedoms
1.3. Encouraging positive relationships among peers
1.3.1. Reward Positive Bevaviour
1.3.1.1. Seating Plan Flexibility
1.3.1.2. Praise & Recognition
1.3.1.2.1. even the simple positive interactions are worthy of praise!
1.3.1.3. Special Helping Roles
1.3.1.4. Classroom games (ex: Heads up, seven up)
1.3.1.5. Classroom point system- rewarding "points" for positive behaviors, working together towards a goal
1.3.2. Collaborative Learning Think, Pair Share
1.3.2.1. Give students the opportunity to teach each other! ex: presentations. (Most people learn best when teaching others)
1.3.3. Field Trips & Team building exercises
2. Fostering Responsibility & Independence: Democratic Classroom
2.1. Assigning special roles to students
2.1.1. feeding a class pet
2.1.2. alternating student roles to avoid imbalance- every student must be treated equally.
2.1.3. handing back marked assignments
2.2. Giving students freedom to sit wherever they'd like, until it becomes a disruption.
2.2.1. Before revoking freedom, try to resolve conflict in other ways. (see 'Handling Disruptive Behaviors')
2.3. Ask for Student feedback frequently
2.3.1. Every student is different, make sure to reflect on teaching strategies to make accomodations to enhance student productivity.
2.3.1.1. Involve students to take part in making decisions within the classroom
2.4. Children are often underestimated. Be an advocate for your students!
2.4.1. If necessary, reaching out to principals, colleagues, parents, guidance counselors.
2.4.2. Inform students of helpful resources within the school and community
2.4.3. Listen to and encourage students- let them know that their opinions are valuable.
3. Classroom Expectations
3.1. Phone Policy
3.1.1. I believe that phones can be useful tools in a classroom. I'll make sure they are aware how to use them to find credible knowledge.
3.1.1.1. Phone charging station: I will provide students with an area which they can plug their phones in- in the back of the room where they will not distract from learning.
3.1.1.2. If a student chooses to not put their phone at the designated spot- that is completely fine, as long as they are not in out of sight and silent during instruction.
3.1.1.2.1. If the phones become too big of a distraction, I will give each student 1 warning. If they continue to be on their phones after 1 warning, I will ask them to turn their phones into the charging station until the end of class.
3.2. Communication
3.2.1. students are expected to communicate with me if they are going to miss a class, have any issues, or have any questions.
3.2.1.1. If students have any learning needs that they feel are not being met- I would strongly encourage them to come to me so we can come up with a solution too!
3.2.2. Students are expected to communicate their progress with guardians. I will occasionally check-in with parents as well.
3.3. Be on time, and be prepared.
3.3.1. Remind students: the quicker they are ready to learn, the more class time can be focused on learning.. so less homework!
3.3.1.1. Students who are absent are encouraged to contact an administrator. I will have extra copies for assignments in my classrooms for when the student returns.
3.4. Encourage one another, and be kind always!
3.4.1. Students will be rewarded for positive bevaior.
3.5. Participate and collaborate!
3.5.1. respect what your peers have to say- don't speak over anyone.
3.6. Respect other's boundaries
3.6.1. Keep hands and feet to yourself, adress peers appropriately.
3.7. ZERO tolerance for bullying
3.7.1. Students will be familiiarized with the school's anti-bullying policies. There will be no place for discrimination of any kind in my classroom.
4. Creating an Inclusive and Comfortable Classroom Environment
4.1. Physical Environment
4.1.1. Have extra resources for students readily available.
4.1.1.1. textbooks, pencils, markers.
4.1.1.2. extra snacks
4.1.1.3. winter gear for recess
4.1.2. Classroom furniture arranged so I can supervise all students from any point
4.1.2.1. So I am able to include all students in class discussions.
4.1.2.2. Arrange furniture in a way which allows studentns to move freely without disrupting thier peers
4.1.3. Sensory- Friendly Tools
4.1.3.1. Leaving blinds open- letting in lots of natural light
4.1.3.2. Fidget toys & Manipulatives
4.1.3.3. Beanbag chairs/Comfy chairs
4.1.4. Decoration which promotes inclusivity
4.1.4.1. pride flags
4.1.4.2. kindness encouragement posters
4.1.4.3. Indegenous Culture inforgraphics/ Land acknowledgement poster
4.1.5. Inform students of safety protocols
4.1.5.1. Lockdown Drills
4.1.5.2. Fire Drills
4.1.6. Intriguing Instructional Materials in classroom to promote curiosity
4.1.6.1. Globe
4.1.6.2. Model of Solar System
4.1.6.3. periodic table poster
4.2. Classroom Atmosphere
4.2.1. Promoting Cultural Awareness
4.2.1.1. Use literature written by minority authors
4.2.1.2. Exchange stories, and study music and art from different cultures.
4.2.1.3. Create a calendar showing different holidays and celebrations from around the world.
4.2.1.4. Be sensitive to language concerns
4.2.1.5. Guest Speakers
4.2.2. Promoting student engagement
4.2.2.1. Peer-mediated Instruction
4.2.2.1.1. Group discussions/investigations
4.2.2.2. Using student-made exemplars
4.2.2.3. Allow students to come in ouside of class (lunch break or after school etc..) for extra help.
4.2.2.4. Emphasize course outcomes. Students will be more involved if they are aware of why they are learning the content- and how it will serve them in the future.
4.2.2.4.1. provide students with course outlines
4.2.2.5. Don't only communicate with parents when there's an issue- write to parents praising their child's hard work.
4.2.3. Handle Disruptions Appropriately
4.2.4. Provide Sensory Calming Activities
4.2.4.1. Auditory sensory- using songs to prompt students in their learning/classroom routines. ex: The Cleanup Song
4.2.4.1.1. Listening to quiet music while working
4.2.4.2. Movement breaks- taking a break for a game of Simon Says, or a walk
4.2.4.2.1. "Just Dance" Videos
4.2.5. Emphasizing the importance of mental health
5. Handling Disruptive Behaviors
5.1. Preventative Planning
5.1.1. Establishing & Going Over Clear Rules and Guidelines
5.1.1.1. I will make sure that my students are aware of the consequences of their actions.
5.1.2. Keep classroom expectations posted for easy access, and go over these expectations regularly.
5.1.3. Being prepared to teach before class begins- smooth instruction will keep students engaged, and will reduce disruptions.
5.1.4. Providing extra necessary materials to avoid students being unprepared for class.
5.1.5. Furniture Arrangement
5.2. If you need to use the bathroom, or leave the classroom during our lesson:
5.2.1. You will write your name under the existing names on the whiteboard next to the door. One person may leave at a time, to ensure I can safely keep track of each student. You will wait patiently for your turn, then erase your name from the board when you return to class.
5.2.1.1. If you write down your name on the list, you may leave without my notice when it's your turn- I will know who's left the room based on the top name on the board. In case of emergencies, a student may just give me a wave to catch my attention- and leave after they've gotten a thumbs up (or a form of acknowledgement) from me.
5.2.1.1.1. This method ensures that I know where my students are at all times. I will trust my students to be back in a timely manner. I will talk to a student one-on-one if I notice that they frequently take too long to return to class.
5.3. I will practice assertive discipline if I have already made a few attempts to regain the student's focus.
5.3.1. Clear and direct statement of the issue
5.3.2. unquestionable body language
5.3.2.1. Ex: direct eye contact, proximity, erect posture, assertive tone.
5.3.3. Unwavering and firm instance on correcting the behavior.
5.4. Priviliges may be revoked if persistent misbehavious occurs. Ex: class may lose freedom to choose where to sit.
5.4.1. positive behaviors will be acknowledged to prevent disruptive behavior.
5.5. For severe misbehavior or frequent disruption- I will contact parents/guardians. Depending on the severity of the situation, school administration may be involved.
5.6. I will always make an attempt to reason with my students before revoking earned privileges.
5.6.1. For simple classroom disruptions, I will use phrases to casually and kindly try to draw the attention back to my lesson. Relate to students and be understanding.
5.6.1.1. "hey guys, its getting too loud in here."
5.6.1.2. "can we focus, please?"
5.6.1.3. "I understand that you're tired, but can I have your attention for just a few minutes?"
5.6.2. Classroom chant "attention-getters" (for a younger demographic)
5.6.2.1. "Ready, set?" "You bet!"
5.6.2.2. "Crystal" "Clear!"
5.6.2.3. "Ready to Listen?" "Ready to learn!"