At the start of each day, I will stand at the door and personally greet each student. I have seen greeting charts before that lists options for students to pick from: high five, handshake, fist bump, hug, etc. This helps establish a positive connection before class begins, communicates that each child is noticed and cared for, and sets the tone for a respectful classroom environment. Even an “I’m glad you’re here today” builds trust and strengthens relationships over time.

Inspired by Alfie Kohn’s emphasis on creating a classroom community, I would implement weekly classroom meetings where students can share ideas, celebrate successes, and discuss any challenges in the classroom. This practice fosters respect, responsibility, and collaboration.

In my current field placement, my mentor teacher implements “helping hands” where two students are selected daily to be the helpers for the day for all the various tasks my mentor teacher needs assistance with. These helping hands are rotated daily so every student has an opportunity to contribute. This reinforces the idea that each child is capable and has an important role in the classroom. By contributing, students develop responsibility and feel a stronger connection to the class community. I also like the idea that two students get to do all the jobs, so it prevents students thinking they have the “best” or “worst” job that often occurs when a teacher has a list of numerous jobs (light helper, line leader, caboose, table washer, etc.). 

Inspired by Rudolf Dreikurs, at the start of the school year, I would guide my students in a discussion about what rules are needed to keep our classroom safe, respectful, and fair. Together, we would brainstorm ideas, narrow them down, and vote on a final set of rules. This reflects Dreikurs’ belief that students are more likely to follow expectations when they’ve had a voice in creating them. By involving them in the process, students feel a sense of ownership and responsibility for maintaining a positive learning environment.

Inspired by William Glassner, I would allow students to have input on where and how they work best, such as choosing between floor seating, traditional desks, in the cozy corner, etc. With clear expectations, this promotes independence while giving students agency in their learning environment. 

 If ongoing conflicts arise, such as recess arguments, I would guide students into a circle discussion where everyone has a turn to share their perspective and the group works together to propose solutions. I would also implement a “talking stick” where students need to wait their turn to talk until they have the talking stick to symbolize attentiveness and listening towards their peers, as well as ensuring everyone hears their voice. This draws on Redl & Wattenberg’s emphasis on understanding group influence and collective responsibility.