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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.
Students start the day with the SOAR pledge and are constantly reminded of my expectations at the beginning and throughout each lesson. Students are praised and celebrated for following my expectations.
We started to play Among Us as a positive reinforcement game. We have a secret imposter daily and if they follow my SOAR expectations, then they are revealed and they get to color in a section of our Crewmate Chart.
Each student decorated their own crewmate. I printed them and I randomly pick one of their crewmates. The person picked is the secret imposter for the day!
Once the crewmate chart is completely colored in, we celebrate with a class reward of their choice!
If students complete their required amount of time on iStation and Dreambox on asynchronous days, then they earn a dance party with our class pet, Kylo!
We also did a special challenge with students that if everyone completed the minimum requirements, then Mrs. Arias and I will pie each other!
Our next challenge is if everyone completes an hour of each program, then we will do the ice bucket challenge!
IMG_4052.MOVInstilling a growth mindset in my kinders is important to me as a teacher because I want them to understand that making mistakes is a part of learning and should be celebrated. To introduce a growth mindset, I read The Dot by Peter H. Reynolds. Kinders are constantly referred to as "kinder scholars" to remind them of what they are capable of. At the beginning of our EL block, we do our "college work" chant to motivate them to stay focused.
"I can do my college work! I believe in myself. I will try my best. I will persevere. I will stay focused. I can do my college work!"
Element IIb: Teachers embrace diversity in the school community and the world.
Element IIb: Teachers embrace diversity in the school community and the world.
I have read several different diverse books that represent different cultures, views, family backgrounds, interests, ethnicities, address current events, and confront stereotypes. Students are aware the differences are celebrated within our classroom community and diversity is what makes us all special in our own unique way.
Important topics were taught and integrated throughout instruction, such as Black History Month and Women's History Month. Students also learned about different holidays celebrated around the world and shared how their own traditions with the class community.
I often incorporate student interests within lessons and aspects of my own life. When I adopted my puppy, he officially became our virtual class pet and they practice drawing pictures by drawing a picture of him. Kylo is also often incorporated throughout students' activities.
Element IIc: Teachers treat students as individuals.
Element IIc: Teachers treat students as individuals.
I have high expectations for my students. I am constantly reminding my students to persevere, try their best, and make sure that they know that I believe in them. I have created a safe space in within my virtual classroom community in which mistakes are celebrated, silly oopsies are giggled at, and where everyone has an "I can do it!" attitude.
I have students reflect on their choices and/or work by asking them questions to guide their reflection. This reminds students to think about what they are currently doing versus what they should be doing. When modeling work for my students, I clearly state my expectations and have them recall it back to me as a verbal checklist so they know what they can double check their work for.
We also take time to reflect on how much they have learned from the beginning of the year so they are self aware of the progress they have made and take ownership in their hard work.
To continue to challenge students, they are grouped flexibly based on their current growth and proficiency levels. This way students, continue to be challenged. Our literacy coach currently pulls some students to challenge them in first grade skills.
Students also get the opportunity to share their work with each other.
I explain the significance of what students are currently learning and how it will help them in first grade or even outside of school!
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 reach out to fellow Kindergarten teammates, admin, schools services, speech pathologist, and facilitators on how I can best support specific students' needs and/or share concerns that I have for students that may need extra support.
All of the materials/assignments that I create for my own students within my virtual classroom are shared with my virtual academy teammate and the in person kindergarten teachers.
My virtual academy teammate and I had to collaborate on how to adapt our current lessons to meet the needs of our virtual students. This included strategies such as keeping a balance between using hands on tools that were sent home and utilizing tech tools or using a green screen as my background to keep students engaged.
After each Letterland assessment, I reflect on the data and change my small groups based from that data. I change how often certain students are seen by me and what skills they should practice. Students that are considered proficient in the skills that we are currently working on meet with our instructional coach and/or myself to work on first grade skills as a challenge. Those students are also given a checklist on Seesaw to follow during small group time on the days that they do not meet with a teacher.
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.
Google Classroom is used as our Learning Management System. Parents have access to our classroom.
Weekly independent agendas are posted on Google Classroom. This lets both students and families know what independent activities should be done each day and directions on how they should be done.
Parents are aware that I am available via email, phone, text, Google Meet, and/or Talking Points. It is important to me that I have a good relationship with my classroom parents so they feel comfortable with me when we are both advocating for their child.
I post important "how to" videos and other important resources for families under this section in Google Classroom.
I created our grade level school tour for kindergarten families.
I created "how to" YouTube videos and Screencasts for families on accessing student digital tools.
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