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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 IIa: Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.
I consistently utilize positive reinforcement strategies and instill our "SOAR" expectations. As a class community, we created our own "SOAR" expectations within the classroom. When students were caught showing "SOAR" expectations as an individual, they earned a Falcon ticket or a DOJO point. If they worked together as a class, they earned a magnet as an attempt to "beat the teacher."
Students were given the choice on how they would like to be greeted at the door.
We started every day with a morning meeting to build classroom community.
Students were constantly given feedback while completing classwork. Parents gained access to students' tests and feedback so their child's progress could be transparent. During the COVID-19 pandemic, I gave verbal feedback so students' could listen to the comment. My IA assisted me in giving feedback during this time. If necessary, I provided a screencast as feedback to walk the student through a math problem.
I shared student examples so the class could work together to both positive and constructive feedback.
Students were given opportunities to provide feedback to a peer.
I made it clear to students that making mistakes is a necessary part of learning. Mistakes are celebrated because us realizing that we made them is us learning. I instilled a growth mindset throughout instruction.
During collaborative planning and PLT's, I celebrated my teammate's success as well as our students' success then reflect on what went well for students or what needs to be changed.
After learning that I ran in the Krispy Kreme Challenge, students were excited and wanted to try Krispy Kreme donuts. They earned a mini donut and a Krispy Kreme hat with their behavior.
Element IIb: Teachers embrace diversity in the school community and the world.
Element IIb: Teachers embrace diversity in the school community and the world.
To make learning engaging, I incorporated their interests throughout instruction.
I ensured all cultures that existed within the classroom and other cultures around the world were integrated during instruction.
I read aloud multicultural texts throughout the school year that may discuss other cultures, holidays, and bring up other points of view.
For Black History Month, students discussed segregation as a class and how that part in history makes them feel. We also discussed leaders that were people of color that made a change in our history.
Students were given the chance to showcase their individuality by creating "All About Me" posters and presenting them to the class.
Element IIc: Teachers treat students as individuals.
Element IIc: Teachers treat students as individuals.
My kinders are aware that I expect them to try their best.
My kinders were held up to high expectations from myself and their peers. They were often required to refer to our class promises.
My kinders are aware that we all have diverse talents and different people may be able to contribute different things when working in a group.
I talk constantly about growth and the growth that they have made since the beginning of the year to where they currently are. I remind students that they are working towards going and moving on to first grade. Students are aware that I went to NC State and attending college to pursue a specific study could a goal that they work towards.
I refer to the EL curriculum as "College Work" so they are constantly reminded what they are working towards. They do a special cheer everyday before their EL block to motivate them to give their best effort: "I can do this college work! I will NOT give up. I will follow our promises and I will try my best!"
Students are pushed to come up with innovative ideas when working independently. Those ideas are celebrated and shared with their peers.
Element IId: Teachers adapt their teaching for the benefit of students with special needs.
Element IId: Teachers adapt their teaching for the benefit of students with special needs.
I implemented flexible seating in the classroom. Students could determine where to work depending on their needs. This included a trampoline, scoop rockers, comfy chairs, ball chairs, chair cushions, and a standing table.
I collaborated with the school administration, student services, the kindergarten team, and the intervention team on how to best support students that had extreme behavior needs. I progress monitored and collected data to reflect on if those students have shown growth in a specific focus area and provided interventions based on that specific need.
I closely collaborated with the special education teacher and the ESL teacher for better insight on how to support my students with special needs and English Language Learners.
During the COVID-19 pandemic, I provided modified differentiated boards via Seesaw to a student that had special needs.
I utilized Letterland data to form small groups. These groups were flexible and were updated after each Letterland assessment. I collaborated with a teammate and the literacy coach on how to provide enrichment to those students that needed to be challenged.
I utilized Letterland, iStation, NKT, and AMC data to determine necessary interventions to those students that needed extra support.
I provided guidance to peers on what possible differentiation for students during collaborative planning and PLTs.
Students were given various opportunities to complete activities on Seesaw and share items to their digital portfolio.
During the COVID-19 pandemic, I collaborated with the Kindergarten team to form academic boards for students via Seesaw. I created the math boards.
Element IIe: Teachers work collaboratively with the families and significant adults in the lives of their students.
Element IIe: Teachers work collaboratively with the families and significant adults in the lives of their students.
I created an optional Star Wars day mission for students to complete with their families.
I created "how to" videos for families to access remote learning resources.
I maintained the grade level website.
I sent out weekly newsletters via Seesaw and would sometimes send out videos concerning classroom updates.
I offered parents to connect to our class Twitter feed.
I held conferences with parents to discuss their child's progress.
I provided daily office hours during the COVID-19 pandemic to offer guidance to parents. I offered guidance to parents concerning logging into Seesaw, gaining access to Wifi or a device, accessing the schoolwork, and giving appreciation for their hard work in ensuring their child gets their work done. I also connected parents to necessary community resources.
I translated all Seesaw activities to Spanish. I also collaborated with our ESL teacher and my Instructional Assistant to provide translation for our families.
I sent out video updates to parents.
I maintained constant contact with parents throughout the school year via Seesaw, especially during the COVID-19 pandemic.
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