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I will be a guide to my students while they navigate information independently. I want to promote this Progressive method to develop critical thinkers within my classroom. Teachers should be facilitators of democracy and independence while creating a supportive community. To accomplish this, my goal is to require that every student tries. Even if they fail, make mistakes, or need to revise, I want to implement progression rather than perfection. Using "re-do" slips,  pre-tests, post-tests, and positive, open discussion will enable these practices within my teaching method.

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Educators should emphasize the importance of experience learning, rather than solely meeting objectives. While reaching these objectives are an essential part of achieving standards, sometimes teachers do not facilitate opportunities to provoke real expressive outcomes. These expressive outcomes are far more effective in the comprehension of content. When a student can connect to the content on a personal level, they are able to develop a true understanding of what is presented to them. We should implement a progressive approach and improve our lessons to be more experience-based. That way, we are developing our students into independent thinkers and true learners. In my future classroom, I will be focusing on personal connections, life applications, and enabling my students to think about the value of the information (not memorization).

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(how-to) Gain student attention: Attention getting phrases can be a fun way to redirect the student's focus onto you. For example: "If you can hear me clap once..." However, I would take this and re-direct it towards the content we were learning at that time. It can reinforce information while gaining student attention, all at the same time! Students love to be heard and beapart of something special. This makes that happen in a positive way!

(how to) Ensure students are listening/focusing: Focusing on the importance or the power that note-taking has. I will enforce note taking by hand that includes various colors, images, and examples. While I lecture, I will create my own form of notes that will be on display for my students to follow with me. If a student is actively listening, they will be presenting eye contact, note taking on their own, and/or engaging in class discussion. To ensure this, I will be interacting with my students via notes, movement around the room, as well as, asking essential questions.

(how-to) Transition into Activities: When transitioning from one activity to the other, it can be difficult for students to adjust quickly, quietly, and smoothly. To conquer these difficulties I will reinforce transition instructions by displaying them throughout the class period. This can be done on the main board for the students to see. I will also assign a specific time for each exercise. Having a schedule gives students the awareness and readiness of what to expect next. To give a measure of this time, I will project a timer that previews a countdown of time they have to complete their task(s). Lastly, I will announce their transition and model a mock one for them to preview expectations.

(how-to) Prepare to leave: I will not allow for the bell to dismiss my students. They must wait for my instruction to do so. With that being said, if they wish to leave, they must be excellent listeners to receive their "packing-up" instructions. Whenever it is time to leave, I will open the door for my students, ask them to clean up their work space and completely sit in their seats until I have everyone's eyes on me. Once I have a quiet and orderly class, I will dismiss my students. If my classes ever left as a stampede, I will start to enforce dismissing by tables instead of the whole class at once.

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Each set of rules and expectations can be developed in a class discussion at the beginning of the year. It sets the tone of the year and allows for students to have a say in what is expected of them. This strategy gives students the opportunity to develop rules with peers for socialization and moral reasoning. While I still need to modify, approve, and add onto student's rules, they get to understand the importance behind being respectful, efficient, and appropriate with their peers and the teacher (me). I like to call this "Our Classroom Constitution". It will be different for each class and will be posted on the wall for all to see. That way, they can be reminded daily of what is expected of them.

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While conversational praising may be constant and convenient, sometimes it can be abused or overused. A way I can reduce my conversational praising is through a BRAVO board and a SHOUT OUT wall. The BRAVO board will be used to highlight student's work. I will post these pieces inside the classroom for the whole class to view and appreciate. With each piece, I will give positive, narrative feedback to relay the specific attributes that made that piece so BRAVO worthy. It will be rewarding work that exceeds expectations within the assignment. The SHOUT OUT board will be more student directed. It will be open for students and myself to make positive shout-outs to specific students on classroom behavior and characteristics that deserve a "shout out" or reward. Students can leave short comments through post-it notes. Once the board is filled, I will collect the post-its and take pictures of these messages. I will then send these pictures through email to parents to read. After parent contact, I will pass the post-its back to the students that were being praised. These reinforce positive decision making inside and outside their academic work. It also models positive behavior to peers within the classroom.

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-Teacher Look/Ask: A simple way of addressing misbehavior is by giving the "teacher look". This indicates to the student that you are displeased by the action. An identical approach to the "watchful eye" parents give at home. Even asking a student to cease a behavior can effectively work. However, if the behavior continues, more drastic approaches may work better.
-Moving Seats: Another way of eliminating behaviors or punishing students can be through seat placement. Moving students away from distracting peers or friends can reduce these interactions. It can also provide me with feedback on who works well with who.
-Learning from mistakes reflection sheet: These are sheets that indicate to a student that they behavior has not been what is expected from them. By giving them the benefit of the doubt, this sheet offers an opportunity to address and fix these issues through reflection and creating solutions. This can be an excellent way to get to know your students and offer them a "second chance".
-Conference with/without parents: If a student does not fix his/her behavior upon the reflection sheet, having a one-on-one conference with them or a conference with them and their parent(s) may be needed. That way, you can dive into their personal lives and experiences and understand their reasoning behind their behavior. Involving the parents can help with additional support. They may know what their child needs to effectively reach a consequence or cease a behavior.
-RTI approach: As discussed in class, an RTI is a plan for a student to follow that address academic and behavioral concerns. This school-wide program provides background information and a 3 tiered service that can push specific students towards academic and behavioral success. While this may take more time than the other approaches, it can be the most effective for students who struggle with misbehaving within the classroom.

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-Supportive/Respectful/Positive: I will embed a supportive, respectful, and positive environment within my classroom. Making sure my students treat their peers and myself with respect and support. Disagreeing is appropriate and encouraged, However, demeaning others' opinions, arguments, ideas, etc. will not be tolerated. Promoting emotional, social, and academic support will enable my middle school students to develop solid and trustworthy relationships with their classmates.
-Inclusion with Integrity: Keeping the integrity of all my students ensures inclusion and reduces separation, stigma, and peer evaluation within the classroom. I think it is important to implement this to promote academic success but in a caring and effective way.
-Hard working: No matter what we are learning and how we are learning it, I will always reinforce hard work inside my classroom. It does not need to be perfect but it needs to be the best work that my student will offer. No student should finish early unless it is the best version that they can make their work. To ensure this, I will integrate content to be applicable to their lives. Knowing that their assignments and/or practice(s) are valuable to their futures will push them towards being hard workers.
-Safe/Comfortable: My classroom with be a safe and comfortable space for every and all my students to be. They will have the opportunities to share freely and without judgement. I will also act as a confidant and role model for my students who need and/or want it. If students do not have the best home lives, I want my classroom to be a place they can escape to. If a student is struggling emotionally, financially, physically, socially, and/or academically, I will try my best to find the resources to make their lives better. If that means staying after school to have a counseling session or buying them school supplies, I want my students to come to school without fear or hurt in their hearts.

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-Seating: table groups with assigned seats. They will be rotated frequently to provide me with feedback. Can be essential in the promotion of academic success. I will have various forms of seating: movement balls, cushioned seats, and lounge chairs for reading corner. The movement balls will only be accessible to students who NEED them or if they are available to use during free work times.
-Extra Supplies: each table will receive their own bin full of required supplies needed for lessons. These are ultimately meant for students who cannot afford supplies or students who forgot them at home.
-Library: this will be known as the reading corner. It is a comfortable area, including cushioned seats, and visually engaging materials. It will have a bookcase that has books from many genres and grade levels (2 above, 2 below). For ELL, having language building skill books would be available for independent practice.
-Personal Drawers: these will allow for students to be organized and save important papers and materials without misplacing them. They can also be used for writing journals.
-Teacher's Desk: while it may not be budget friendly, my desk should be a mobile one. That way, I can traverse the room with ease. It can provide various angles and perspectives for my students to have. It will also promote participation from different areas of the room. It also makes communication easier between the students and teacher. Sometimes the teacher's desk comes with a negative stigma. Having a mobile desk, reduces this pressure and connotation. If the budget is not there, I would place my classroom desk in the middle of the room, having it open to students on both sides. I would also make my desk inviting to students by making it colorful and recognizable.
-Overall Space: the overall space in my room will be spacious, organized, visually appealing, color coded, and comfortable. It will allow for me to move desks with ease and in new formations. I will ensure that my students have a classroom that is visually appealing through colorful and educational quotes, images, charts, etc. However, having a classroom that is too cluttered may be distracting. Color coding, using organizational techniques, and cleaning will avoid this issue.