THE EASTERN EDGE

Identifiers/Characteristics

• Teachers create a classroom environment where students are empowered to recognize their own emotions, thoughts, and values and how they influence the behavior of others.
• Teachers/Staff carry a positive attitude and use it to build rapport with students.
• Teachers promote peer support amongst students by encouraging them to help one another socially, emotionally, and academically.  

Identifiers/Characteristics

• Professional modeling of learning expectations and Social/Emotional regulation. (Body language, vulnerability, speech, etc)
• Patterns of speech consistent with civil discourse models. (Ex: conversational voice volume, tone, active listening, etc)
• Ease of collaborative interactions among students and staff when interacting with content. (Ex: in addition to quick transitions between activities, help signals needed changes in mindsets as students work with others in the changing context.)
• Empathetic student responses to misconceptions or misunderstandings.
• Prosocial body language and facial expressions.

Identifiers/Characteristics

• Teacher demonstrates positive, meaningful relationships with students from all backgrounds.
• Exposure to a variety of cultures and perspectives.
• Students are comfortable discussing their culture and background in the classroom setting.
• Students show curiosity  about and seek to understand  others’ cultures and experiences.
• Students use appropriate language and vocabulary to discuss differences.
• Students are able to explain the connection between inclusivity and tolerance and the workplace.
• Teachers and students respond appropriately to non-inclusive or intolerant incidents.
• Students interact respectfully with students from other cultures, backgrounds, and perspectives.
• Students critically reflect on the way their own actions contribute to the quality of the classroom environment.