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Boaler, J., & Dweck, C. S. (2016). Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass, a Wiley brand.

Cassetta, G., & Sawyer, B. (2015). Classroom management matters: The social-emotional learning approach children deserve. Portsmouth, NH: Heinemann.

Reading Rockets. (2015). Mirrors, Windows and Sliding Doors [Video file]. Retrieved from https://www.youtube.com/watch?v=_AAu58SNSyc

Viral Press. (2019). Adorable Way Children Greet Their Teacher [Video file]. Retrieved from https://www.youtube.com/watch?v=67xOEnSovMI

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Using nonverbal communication allows for students to communicate their feelings effectively in a group setting, ensuring all students feel heard and validated. A popular way to use nonverbal communication is through the Zones of Regulation. Students are provided four cards: yellow, green, blue, and red. Each color represents a different feeling; students learn what each color represents on the first day of school, and throughout the year the teacher asks students to hold up the colored card that represents their current emotions. This is an easy and impactful way for teachers to check in on students, and can be used as an opportunity for students to build connections with their peers. Additionally, if students are in a zone that sparks concerns, the teacher can speak with them individually later in the day to check in. Using the Zones of Regulation can be impactful in both in-person and online classroom settings.

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Providing Students with Charts to Refer to

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Providing Students with Charts to Refer to

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Establishing routines for students is very helpful, but it is even more helpful to provide students with instructions on a chart to refer back to. In the book Classroom Management Matters by Cassetta and Sawyer, the authors describe an example of how to use a chart to keep students on task. The teacher tells the class "If you forget at any point what your job is, the chart on the chart stand will remind you, so remember to look back at it." When one student has only written a few words and is slumped on his desk, the teacher approaches the student and asks, "What is your job right now?" The student answers, and the teacher prompts, "Can you remind yourself of the steps you need to follow to do the right work?" The student points to the chart (Cassetta & Sawyer, 2015, p.24).

Using a chart with instructions allows students to quietly and independently remind themselves what to do next, if they forget the next step. Doing this eliminates class-disrupting questions, and helps students become more independent learners.

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Show and tell is a common activity used in elementary classrooms. Students bring an object from home, and share its significance to the class. To build community in the classroom and develop cultural competence, teachers can redesign show and tell by having students bring an artifact or story that represents their culture or identity. This helps students feel comfortable expressing their identity, and teaches them how to be respectful of their peers. This activity also allows the teacher to learn about the students' culture, so the teacher can best support their students.

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Classroom agreements and expectations can be established through creating class rules and expectations. Allowing students to create the class rules and expectations helps build students self awareness. If they break the rules they helped create, it requires greater self reflection. Additionally, involving students in the process of establishing classroom rules makes the classroom feel less "teacher vs. students," and more of a cohesive group. Classroom rules should be stated positively, limited to a few rules, posted in a central area in the classroom, and frequently referred to (Cassetta & Sawyer, 2015, p.45-46).

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This activity focuses on students' feelings, and celebrating mistakes. The teacher asks students to write down their feelings when making a mistake in math, crumple up the paper, and throw the crumpled paper at the board. Next, the teacher asks students to retrieve their paper, smooth it out, and trace the crumpled lines with colored markers. The teacher explains that the colored lines represent brain growth, and asks students to keep this paper in their folders as a reminder of the importance of mistakes (Boaler, 2016, p.42).
This activity normalizes mistakes in the classroom; turning mistakes into a positive experience reduces judgement, and helps students not feel embarrassed to make mistakes.

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The video attached below shows a teacher providing students with choices of how they can greet the teacher as they enter the classroom. Students tap the picture of the greeting they choose; hug, high five, handshake, or first bump. This gives students the autonomy to choose what they are most comfortable with, and provides teachers with information of their students' physical contact preferences. This helps create healthy boundaries in the classroom, and begins students' day with a positive interaction.

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Adorable Way Children Greet Their Teacher

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Building Positive Teacher- Student Relationships

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Building Positive Teacher- Student Relationships

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Learn about your students' lives outside of school, and use what you learn to grow a connection.

Show children that you will keep them safe.

Show students who are having a difficult time that you care and are available for them.

Spend nonacademic time with students.

Validate students' feelings.

Speak to students with positivity and compassion.

(Cassetta & Sawyer, 2015, p.11-14)

Integrating these into the classroom will allow students to call their classroom home. Many students have difficult home lives, so it is important to provide them with the best possible environment and experiences in school.

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Introducing literature to students that represents multiple different cultures and backgrounds will help students become culturally competent and self aware. The concept of "Mirrors, Windows, and Sliding Doors," introduced by Rudine Sims Bishop, does an excellent job at emphasizing the importance of providing students with diverse literature. Literature should be a mirror, because children need to see themselves in the books they read. Literature should also be a window, because students need to view topics from different perspectives. Lastly, literature should be a sliding glass door, allowing readers to enter the worlds they are reading about (Reading Rockets, 2015).

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To create a culturally responsive classroom, teachers must understand the backgrounds and cultures of their students. One way teachers can implement this is by having students share an artifact or story that represents their culture. This allows all students to be valued and heard. Teachers can use this information to carefully plan future lessons, to ensure the content is inclusive and culturally appropriate. For example, teachers should be considerate when discussing Thanksgiving or Columbus Day if the classroom has Indigenous students. Reading a book that introduces the Indigenous peoples' perspective of Columbus' arrival to America is one way to be culturally responsive, because it allows students to learn from the viewpoint of the oppressed group. A book that can be used is Encounter, by Jane Yolen.

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Classroom management is essential to creating a safe learning environment. Implementing classroom management in the classroom can be done through building relationships and respect between the teacher and students.

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I work at a summer camp that serves low socio-economic families, and have been working there for about five years. Many of the children I work with had been in foster care, dealt with custody battles, had home and food insecurities, and other things that I could not even imagine having the strength for at such a young age. My experiences with these amazing children inspired me to teach because I wanted to create a positive environment for students. I recognize the privileges I have, and I want to use that to ensure children are able to feel safe, loved, and supported in their classroom.

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I struggled with my confidence as a student throughout high school. I received C's on nearly every English paper I wrote, and my teachers gave me no guidance on how to improve. I was instructed to "read the smart students' papers;" I interpreted those comments as me not being a smart student. I received questioning looks and slight scoffs from some teachers when I told them I wanted to attend a UC school. My peers gave me dirty looks every time I (frequently) raised my hand in calculus to ask a clarifying question. My academic journey inspired me to teach because I want to positively impact students' education. I never want students to feel less than their peers, or incapable of achieving their goals. I will be my students biggest cheerleader.

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My teaching philosophy is that students need a safe environment to learn. An environment free of judgement and biases, where students feel supported. The best learning environment allows students to make mistakes, learn from their mistakes, and continue to challenge themselves.