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Teachers Establish a Respectful Environment for a Diverse Population of Students
Teachers Establish a Respectful Environment for a Diverse Population of Students
Element IIa: Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.
Element IIb: Teachers embrace diversity in the school community and the world.
Element IIc: Teachers treat students as individuals.
Element IId: Teachers adapt their teaching for the benefit of students with special needs.
Element IIe: Teachers work collaboratively with the families and significant adults in the lives of their students.
Element IIa: Creating a Nurturing Environment
Element IIa: Creating a Nurturing Environment
Students in my classroom provide words of encouragement to each other when they are called on. This prevents students from getting upset if they are not called on and promotes a nurturing environment within the class.
Students in my classroom provide words of encouragement to each other when they are called on. This prevents students from getting upset if they are not called on and promotes a nurturing environment within the class.
Students give "2 claps" to others after sharing and are encouraged to "kiss their brain" anytime they display higher order thinking skills or work hard within the classroom. Students are also awarded Dojo points to students for showing words of encouragement or are caught showing kindness towards someone else.
Classmates created "good luck" cards for peers that competed in #NCTIES19.
Student Work:
Student Work:
I hang up current student work in the hallway and classroom.
Element IIb: Embracing Diversity
Element IIb: Embracing Diversity
We read different multicultural books throughout the school year that offered students different points of view concerning culture, segregation, how we are all "wonders," and needs/wants. Students could connect these texts to their own culture and to our pen pals.
Students also got to create an "All About Me" poster and present it to their classmates.
Students learned about how families look different and got to reflect upon how their own family looks and is special to them.
Element IIc: Treating Students as Individuals
Element IIc: Treating Students as Individuals
Students can earn "Mickey's Good Thinking" hat for showing higher order thinking skills.
Students are aware of the high expectations I have of them. They are aware that their work needs to be of high quality. The definition of "high quality" changes as the school year goes on. In EL, we teach students all about perseverance. Students must reflect on how they persevered that day in EL or in any other part of the school day. As a result, I witnessed students cheering each other on and instill a growth mindset. If one student is tired, their peers will remind them of the character trait of perseverance.
Element IId: Meeting Students' Needs
Element IId: Meeting Students' Needs
I communicate with Mrs. Johnson and Mrs. Tanner on the progress of my students. Once my students pass a skill from progress monitoring with the interventionists, I move on to the same intervention that the intervention specialists are implementing to ensure the students receive the maximum support to succeed.
I provide flexible seating for those that have the "wiggles."
I have my students utilize a pencil grasp provided by the OT for those that need support in correctly holding a pencil. Additionally, I provided a binder for a student to provide support for his wrist placement when writing.
I strategically group students together when they are working with partners.
I heterogeneously place students on the carpet/tables based on academic needs and behavioral needs.
I utilize behavior charts that are provided by the intervention team.
Element IIe: Working Collaboratively with Families
Element IIe: Working Collaboratively with Families
I sent home optional homework activities over the holidays to ensure students were practicing essential skills over break. I also met with families that had academic concerns and provided them with an extra homework pack so their child can receive extra practice at home. I also send home reading books with their reading folder and provided parents with access to Big Universe, teaching families how to access books that are their child's reading level during the goal setting event and during conferences. Prior to the holiday break, I had parents sign up for a conference via Sign Up Genius. I also met with families that were interested in meeting that could not attend the MOY goal setting event. I communicate with parents through ClassDojo, students' read daily folder, and through my personal cell phone.
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