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CAMPUS INTERNATIONAL SCHOOL MISSION STATEMENT The mission of Campus International School is to cultivate inquiring, knowledgeable, compassionate learners who act with understanding and courage to 

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The physical space of the classroom plays a significant role in both the culture and community of your learning environment. In fact, I consider the space to be a third teacher, alongside the students and myself. Classroom space is most effective when it invites and encourages learning: bookshelves invite readers to read, math shelves invite exploration of geometry and algebra, and displays invite discussion or debate, just to name a few examples. And while it is tempting to fill up every inch of the classroom with displays and materials, it is essential to have a tidy, organized space that invites meaningful learning and interactions. As I set up my classroom, I keep three big ideas in mind:

Organization is key to the infrastructure. An organized space sets the tone for how things will be done in your classroom. I like to start with a minimalist setup in which materials are clearly labeled and accessible.

Minimize visual distractions. If it doesn't serve a purpose, store it to use later in the year or offer it to another educator.

Let the furnishings multi-task. Let furniture serve more than one purpose. Embrace the 70/30 principle: if 70% of the furniture serves a dual purpose, don't stress about the rest.

With these three key ideas in mind, here are ten ways to set up your classroom for success before students arrive.

1. Start with a clean slate. You'll spend most of your waking hours in your classroom, so make time to give it a proper clean. This is the perfect opportunity to consider what furniture serves multiple purposes and what you might be able to live without.

2. Channel Marie Kondo. Teachers often have a scarcity mindset when it comes to supplies. But purging unused items frees up space for those you do use and brings a sense of lightness, openness, and creativity. If you haven't used it in two years, you inherited it, or it looks older than you, get rid of it. It is an added bonus if you find someone else who can use it!

3. Inspect the walls. Are your walls neat and inviting or cluttered and distracting? Many of us tend toward an overabundance of displays, but a examining the effects of the visual environment on children's learning found that young children struggled to filter out the displays of a highly decorated learning environment. As a result, they spent more time off-task, and demonstrated smaller learning gains. Keep items on the walls simple, relevant, and organized.

4. Label meticulously. When things are put in the proper place, they are more available to students. Labels support students in finding materials and properly returning them. They also create opportunities for students to build autonomy and responsibility. Plus, this organizing will serve you well all year. If any labels wear out, invite students to make new ones!

5. Schedule space surveys. Once a month, schedule time to take stock of your space. I write this in my calendar so I don't forget or mindlessly start doing it when I have other work that needs my attention. What you're not using, put away, including any anchor charts that are not still relevant.

6. Plan Interactive Modeling lessons. Now that you have invested time in organizing the space, consider the routines and procedures students will need to know to be successful. Make a list of each and plan your Interactive Modeling lessons, or check out those already outlined in .

7. Post what is most important. We all have essential information that needs to be displayed, including class lists, schedules, and emergency procedures. Post these neatly in a way that supports their use. Consider using simple mats or frames or securing them to the wall with removable Velcro or magnets.

8. Plan a prominent display point for class guidelines. Each summer, I keep an eye out at yard sales or Goodwill for a new frame that will hold my upcoming class's unique rules. These rules will be the center point of our work, particularly in the first six weeks , so the display needs to beckon students' attention and reflect their intentions and hopes.

9. Make space for everyone. Whether you have tables, crates, or desks, each student needs a workspace. Look for opportunities to minimize what is on students' tables or desks by making a space for shared supplies to be stored. Many children do better with learning tasks when there is less in front of them. Plus, getting up to get necessary materials can provide movement that helps focus attention and build cooperation skills.

10. Secure your spot. Where can you station yourself for students' arrival each day to greet each student individually? Where is your workspace, and can you see the whole class from there? Do you need an entire desk, or will a portable workstation help you join small groups throughout the classroom? Minimizing teacher workspace often frees up more space for interactive learning.

Thinking proactively about your space sets everyone up for success. Take time now to assess your space and start with a clean slate. Soon you will be welcoming new students to the classroom-how will you show them the space is made for them and their learning?

Lisa Dewey Wells is a consultant and coach for the Center for Responsive Schools and co-wrote the book Empowering Educators: A Comprehensive Guide to Teaching K, 1, and 2 . She has taught preschool through middle school for nearly thirty years.

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Ten Ways to Set Up Your New Classroom for Success, Literally!

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Here are ten ways to set up and organize your classroom so that it invites meaningful learning and interactions between your students.

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Three Ways to Welcome Students to a New School Year

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Help all students feel welcome in your classroom at the beginning of a new school year with these three proactive steps.

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Core Measures (5 Year Goals)

College and Career Measures

90% of scholars enrolled in college, employed or enlisted

4-year and 5-year graduation rates at 90%

Achievement Measures

(K-8) 65% of scholars achieving proficiency in ELA and Math

(High School) 55% of scholars achieving proficiency in ELA and Math

Culture and Climate Measures

% of scholars reporting social emotional wellness

# of serious safety incidents reported in schools

Equity Measures

% of schools exceeding state growth expectations in Math and ELA

Achieving targets designed to eliminate gaps

Proportionality of discipline rates by race and other subgroups

% of ELL scholars achieving proficiency goals

Defining our Strategic Priorities

Safe and Supportive Culture

Establish a values-based organizational culture that ensures physical and emotional safety, promotes equity and excellence, and fosters authentic belonging and relationships for all scholars and adults.

A Strong and Engaging Instructional Core

Increase scholar engagement in rigorous and engaging learning by deeply and consistently implementing high-quality instructional materials and practices.

Educator Learning

Establish professional learning experiences and opportunities that empower each CMSD educator to model our values and improve their craft, with emphasis on opportunities related to instruction and instructional leadership.

Coherent Central System

Strengthen central office processes to ensure financial sustainability, increase responsiveness to schools, and promote equity, clarity, and coherence.

Engaged Community

Establish and maintain strong partnerships with scholars, families, staff, and other community members (including residents, civic leaders, local businesses, and nonprofits) that foster authentic engagement aligned to CMSD's mission, values, and strategic plan.

We ensure that each scholar, staff, and community member can fully and comfortably be themselves, have the opportunity to thrive, and is celebrated for their unique contributions, regardless of all dimensions of identity (race, ethnicity, national origin, language, religion, ability, age, citizenship status, sexual orientation, gender identity or expression, socio-economic status, title, or other).

STUDENT & COMMUNITY FOCUSED

We deeply respect our scholars and their families, making them our top priority and placing their needs at the forefront of everything we do.

We inspire and support our scholars, staff, and community members to embrace a growth mindset, find joy and adventure in working through hard problems, and continuously improve, both individually and collectively.

We strive to create an environment where each scholar, staff, and community member feels welcome and safe while providing scholars and staff with the necessary wrap-around support to fully engage in their development.

We challenge our scholars and staff to achieve excellence and realize their full individual potential, and hold ourselves, as staff, accountable for results.

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Core Measures (5 Year Goals) College and Career Measures 90% of scholars enrolled in college, employed or enlisted 4-year and 5-year graduation rates at 90% Achievement Measures (K-8) 65% of scholars achieving proficiency in ELA and Math (High School) 55% of scholars achieving proficiency in ELA and Math Culture and

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elementary school education effective teaching classroom management community academic engagement social emotional learning morning meeting

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Watch teachers using our research- and evidence-based, time-tested strategies with students in their own classrooms. Look for demonstrations of energizers and author interviews here, too!

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Do you think a lot about how to create Morning Meetings that positively impact each day and prepare your students for the learning to come? I'll share a little secret that has worked for me: Try planning Morning Meeting after you do your lesson plans for the rest of the day. Morning Meeting is one of the first chances I have to set the tone for the day, so I find that taking the time to consider the flow and goals of each day helps me plan a meeting that sets my students up for success.

For instance, if I know we'll have a busy Monday morning with an assembly first thing and a practice fire drill, I might plan to begin with a left/right greeting in which students quickly greet and are greeted by the students standing on either side of them. This fast-paced but friendly greeting starts a busy day on a positive tone while also allowing time for a slightly lengthier sharing about past weekend activities, which is always a hot topic on a Monday morning.

On a day when I'm planning to focus on the revision process during Language Arts in the afternoon, I may bring this into the sharing component of Morning Meeting by inviting students to share with a partner what they're writing about and strategies they might use to revise and edit their writing later in the day.

I may also get students' brains fired up for the task ahead with a morning message that asks them to share ideas about "what good writers do." This sets the stage for Language Arts and also forecasts for students what they'll be working on later on in the day. A struggling writer might appreciate the reminder, and an enthusiastic writer will have something to look forward to.

And what do we need first thing on a day when I know our time will be packed with academics, with no breaks for specials? Maybe a high-energy greeting like "Chugga Chugga," which allows students to move, sing, dance, and choose multiple partners to greet, or a movement activity like Freeze Dance. Being physically active and a bit silly together in the morning will help us get our energy up and prepare for a long day of staying focused.

Finally, on a Friday morning that will be full of testing, I might include an activity like Sparkle in our Morning Meeting. This playful activity offers students a helpful review of the words they've been learning all week, while also helping them relax and reduce any anxiety they might be feeling. Spelling Stroll would be another good choice. By offering students the chance to move around and choose where to go in the circle, this activity promotes autonomy and assertiveness, while giving students practice in thinking quickly.

There is a feeling of satisfaction that comes from looking at a set of carefully crafted Morning Meeting plans that integrate well with the daily life of our classroom. Planning my Morning Meetings after I do my lesson planning-whether for a whole week or day by day-lets me help students focus at the start of each day with meetings specifically tailored to their needs. Each day's Morning Meeting should truly be a reflection of the day ahead, so try planning the beginning with the middle and the end in mind.

Tags: Classroom Meetings, Language Arts, Sharing

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Morning Meeting Lesson Plans . . . Where to Begin? | Responsive Classroom

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Do you think a lot about how to create Morning Meetings that positively impact each day and prepare your students for the learning to come? I'll share a little secret that has worked for me: Try planning Morning Meeting after you do your lesson plans for the rest of the day.

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Responsive Advisory Meeting is a core component of the Responsive Classroom approach to middle school because it provides middle school students with the opportunity to explore new interests, practice new skills, and strengthen their social and emotional competencies, all while developing positive relationships with their peers and with a caring adult at school.

It can be particularly impactful when introduced to middle school students at the beginning of the school year. Adolescent learners are experiencing significant developmental change, and the beginning of the year is a time of transition. Consequently, they benefit from the stability and community Responsive Advisory Meeting offers as they navigate the new experiences that accompany the start of the year.

The resources below will help you plan Responsive Advisory Meetings that will get things off to a great start for advisor and advisees alike.
Getting Started With Responsive Advisory Meeting
New to Responsive Advisory Meeting? Get a quick introduction with " What Is Responsive Advisory Meeting? " Then pick up some tips for getting started .
The Purpose of Responsive Advisory Meeting
Each Responsive Advisory Meeting lesson plan is based on one of seven purposes:

1. Build student-to-student affiliation.

2. Energize and reengage.

3. Reflect and recalibrate.

4. Extend learning through themes.

5. Support academic readiness.

6. Strengthen advisor-advisee relationships.

7. Develop communication and social skills.

At the beginning of the school year, students are searching for meaningful relationships, have a strong need to be with peers, and want to both get to know others and be known by others, so the most relevant advisory purpose for this time of year is to build student-to-student affiliation.
Lesson Plan Ideas
The following lesson plan ideas all fulfill the purpose of building student-to-student affiliation and can help you lay the groundwork for a year of fun, productive, and meaningful Responsive Advisory Meetings:
Responsive Advisory Meeting Resources
Ready to plan your own Responsive Advisory Meeting? Map out each component with our daily planner .

Want to gain buy-in from parents? This letter template can help you connect with parents as you introduce both your role as advisor and the Responsive Advisory Meeting format.

For more Responsive Advisory Meeting resources, check out The Responsive Advisory Meeting Book and the Quick Coaching Guide The Teacher's Role in Responsive Advisory Meeting , and make sure to continue checking back here for more Responsive Advisory Meeting resources and advice throughout the year.

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Everything You Need to Know to Use Responsive Advisory Meeting at the Start of the School Year

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Lessons plans, guides, and other resources to plan Responsive Advisory Meeting at the start of the school year.

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How to Use 6-Word Memoirs in the Classroom

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Activities in which students have six words to collect their thoughts can help build community and get classroom discussions started.

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International Day for the Elimination of Racial Discrimination

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Proudly telling the world about our philosophy in our 50th anniversary year
"A school's effectiveness requires the development of international-mindedness"
Oscar Leyva is Principal of UPAEP Huamantla in Mexico who offer the IB Career-related Programme (CP) and a member of the IB Educator Network (IBEN). His greatest satisfaction is being able to interact with students and teachers every day and share with them his firm belief that it is possible to change the world through education.

When information on all topics explored by humanity to date is contained in the cloud, and in the palms of our students, we must ask ourselves about the role of schools and teachers, their relevance and effectiveness. Anyone who believes that schools and teachers will survive in the next decade by simply repeating the formulas that proved useful 20 years ago will have to re-evaluate their position. It is not enough to organize multinational fairs replete with flags and traditional dishes, or to promote the learning of multiple languages, nor is it enough to appreciate different styles of music and dress. To some extent, all of that merely exists on the periphery of the true development of international-mindedness, which has much more to do with the ability to listen to learn, to talk and to recognise common humanity, including in what is different.

Here are five key aspects that I believe are indispensable for developing international-mindedness. If your teachers explore these aspects in class (or outside class), you are in the right school.

1. Know yourself

Exploring the world begins with exploring your starting point. According to a Chinese proverb, if you want to change the world, first you must look around your own home three times. If you want to consume the world in slices, start with what is closest to you: your own history, tradition and values. Learn to appreciate all the constituent parts of your identity, your language, family, customs etc. You can only objectively appreciate what is different when you have established your point of reference. You will not understand others until you understand who you are.

2. Develop empathy

Your capacity for imagination is almost unlimited, but this does not mean you can embrace all perspectives at the same time without help from others Learn to listen to others and see things from their perspective. Remember that discussions are for learning, and the more you develop the ability to put yourselves in others' shoes, the greater your ability to understand the reasons behind the actions of others.

"Humans are not as good as we should be in our capacity to empathize with the feelings and thoughts of others. So maybe part of our formal education should be training in empathy. Imagine how different the world would be if, in fact, there were reading, writing, arithmetic, empathy"-Neil deGrasse Tyson

3. Be a champion of intellectual humility

Making mistakes is as natural to human beings as the fear of doing so. What a paradox. Nobody is immune to mistakes; we have to grapple with this idea. The best way of doing this is to always admit the possibility of being wrong. Once you welcome this possibility, those little stumbles will hurt less. However, this does not mean renouncing reason altogether; rather, it means renouncing the need to always be right, as if mistakes were not possible. Here's a tip: be prepared to be wrong, just as you're prepared to be right. Always research, consult, compare, reflect and put your assertions into practice. This is the best way to increase the chance of being right. But even then, when everything seems safe, always be ready to be wrong.

4. Learn languages

This is the first thing we think of when we talk about international-mindedness, but it is not the only ingredient. It is, however, an important ingredient. Those who learn several languages soon realise the inseparable link between thought and language. It is a fact that learning other languages gives us a more complete vision of reality, helps us think in different ways and provides solutions to the same problem from different perspectives. As if that were not enough, it comes in very handy when it's time to go on holiday.

5. Do not fear conflict, and learn to negotiate

Conflict is a part of life. Accept it. Do not run away from it; it's better to learn to face it head-on. But we must do this in ways that are respectful of each other as human beings: human relationships are not zero-sum games in which one of the parties loses everything and the other wins. In reality, all moderately intelligent negotiations start from the premise that nobody will get everything they want, nor lose everything they have. It's not easy, but this is precisely what negotiating means.
A longer version of this article was first published by UPAEP in their magazine Experiencia. As part of the IB Educator Network, Oscar has served as reviewer of applications, a translator, leader of visiting teams, teacher trainer and IB workshop leader.
School is not the only place where we can acquire these skills, but it is the perfect opportunity to learn in a controlled and safe environment. Nowadays, personal and professional success necessarily entail these skills, and only those who demonstrate an ability to master some or all of them will stand out as competent citizens who are up to the challenges of the 21st century.

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Five skills to develop international-mindedness

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Proudly telling the world about our philosophy in our 50th anniversary year "A school's effectiveness requires the development of international-mindedness" Oscar Leyva is Principal of UPAEP Huamantla in Mexico who offer the IB Career-related Programme (CP) and a member of the IB Educator Network (IBEN).

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Hopes and Dreams for ourselves and our commUNITY

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Hopes and Dreams for ourselves and our commUNITY

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"What are your hopes and dreams for the school year?"

Many teachers ask this question in the first weeks of school to help students get excited about learning and make a personal connection to what they will learn in school. Inviting students to name learning goals (hopes and dreams) right away shows them that school is a safe place, that they're important members of the classroom, and that they can look forward to an engaging, challenging, and fun year of learning. Establishing this classroom tone is one of the most important things to do at the beginning of the year.

The process of articulating hopes and dreams varies depending on the students' grade level and the teacher's style. Below are ideas for various grade ranges and special area teachers.

Grades K-2

Young students often need some school experience before they can start thinking about what they want to learn and do in school. Allow students to familiarize themselves with the new routine of school for the first couple days (or first week for kindergartners and first graders) before you help them establish learning goals.

After that initial settling-in period, invite the children to think about their hopes and dreams. Here's one approach to doing this with these young students:

Ask students, "Why do we come to school?" If they give a broad answer such as "to learn," help them stretch their thinking: "What can we learn in school?" Write down their ideas. They might say "To do things like write," "I think we will learn science stuff," or "To make friends."

The next day, ask students to reflect on their list of reasons for coming to school, and then help them think about specific learning goals. To guide them, say, "Today we're going to make another list. What are some of your hopes and dreams for the year?" Give examples of your own hopes and dreams, such as "This year, I hope our classroom will be a place where all of you find enjoyment and get to work at things that really matter to you." With this guidance, even students this young can turn a vague statement about why people come to school, such as "To do things like write," into a realistic learning goal: "I want to learn to write a story."

Over the next few days, continue to list students' ideas as they share. Keep each brainstorming session short, about five to ten minutes. Stretching this process over several days gives ideas a chance to percolate and sends the message that sorting out learning goals is important work, not something to rush.

If any goals seem unrealistic, coach students in rethinking. For example, if a student says "I want to read all the books in the library," you can respond with "Sounds like you want to do a lot of reading this year. Can I write that down as your goal?"

By the following week, everyone should be ready to choose one learning goal that's most important to them. Have students write down and illustrate that goal (with help from you and other adults in the room as needed).

By the end of that week, students can share their learning goal with the class. Post students' hopes and dreams on the classroom bulletin board for all to see.

Grades 3-4

To help students get enthusiastic about school right away, invite them to begin thinking about their hopes and dreams early in the first week of school. The challenge is to help them set learning goals that they truly care about and can realistically achieve in school this year. Here's one way to do this:

At the end of the first day, introduce students to learning goals in closing circle-a daily gathering before dismissal that helps students end the day on a positive note and feel energized about their learning. Going around the circle, ask students, "What's one thing you enjoyed about your first day of school?" and "What's something you're looking forward to tomorrow?" Then ask students to spend a few minutes that night thinking about what they want to learn and do in school this year.

Over the next couple days, help students brainstorm learning goals in short sessions, spreading this brainstorming over the course of the week to give them time to come up with lots of ideas. You might want to have students use a worksheet to help them come up with a goal that's achievable and meaningful. Start off the first session by sharing your own hopes and dreams. For example, you might say, "I hope our class grows into a safe and strong learning community."

Coach students who list goals that may be too broad or unrealistic for the school year. For example, if a student says "I want to be a professional musician," discuss the skills and habits needed to reach such a long-term goal and choose one that's realistic to focus on this year. For example, musicians need stick-to-itiveness, and an attainable school-year goal related to that might be "to keep trying even when something is difficult."

By the end of the first week, students should be ready to choose one goal to illustrate and share with the class. Display everyone's hopes and dreams on the classroom bulletin board for all to see.

Grades 5-6

Students in grades 5 and 6 are ready to set realistic, meaningful learning goals right from the start of school. Students this age are also ready for the additional challenge of stating one goal having to do with academic learning and one having to do with social relationships. Here's one way to help them do this:

On the second day of school, introduce students to learning goals in the Morning Meeting message, such as "This week we will think about our learning goals. What are some of your hopes and dreams for this school year? Try to think of both what you want to learn in different subjects and how you want to work with others." To guide students, state your own hopes and dreams. Be sure you also touch on both academic and social learning in your statement. For example, you might include in the message "I really hope everyone will feel safe, take care of each other, and be thinking workers."

Have a brief coaching conference with students who list goals that are too broad or unrealistic. For example, if a student says "I hope I get to play video games all day," you can help turn it into an attainable goal such as "to learn all that I can about computers this year."

By the end of the first week (or beginning of the second week), ask students to choose one social and one academic learning goal that is most important to them to write down and illustrate. Display everyone's hopes and dreams on the classroom bulletin board and give the class time to read what classmates have shared.

Special Area Teachers

Like other teachers, special area teachers can have students name learning goals for the year. This step establishes a sense of purpose and anticipation for the work students will do in the special area room.

Start by articulating your own hopes and dreams for this year. For example, you might say, "This year, I hope that we have the kind of [special area] classroom where students can be really creative, take some risks, and try new skills. I hope you all enjoy [special area] and look forward to coming each week."

Next, prompt students to think about their own learning goals by saying, "Now think about your hopes and dreams for this year in [special area]. What are some of your goals? What are some things you might like to learn?"

Special area teachers find many different ways for students to share their hopes and dreams. For example:

One physical education teacher has each student write their learning goal for PE on a paper basketball, which they then display on the "Hoops and Dreams" wall.

A music teacher fills his room with pictures of children playing an instrument, dancing, singing, or engaging in various other musical pursuits-students' illustrations of their musical hopes and dreams for the year.

Supporting a Key Goal of the First Weeks of School

One of our most important goals in the first weeks of school is to help students trust that school will be a place where their ideas matter and where the learning is meaningful. Guiding them in naming their learning goals for the year is a powerful way to meet this goal. Time spent on this activity is an investment that reaps benefits for months to come.

A Prelude to Rules

Besides setting a tone of purposeful learning, inviting students to articulate their learning goals for the year is also an important first step in co-creating classroom rules with students.

For example, after students share their goals with the class, you might say, "You've had a chance to read everyone's hopes and dreams. Let's start thinking of some rules that can help us work together really well and allow everyone to reach their goals." Next you would consolidate the ideas students name into a manageable list that will serve as the classroom rules for the year.

Even if you're planning to use existing rules-ones shared by your team, grade level, or whole school-you'll still want to ask students to articulate their hopes and dreams so you can talk with them about how these rules enable them to achieve their goals. When you connect students' goals to the rules like this, no matter where the rules come from, you help students see rules as positive guidelines that create a safe, supportive classroom in which they can do their best learning.

Learn More About the First Weeks of School

Creating learning goals is just one strategy for making the early weeks of school a highly fruitful time of year. To learn many others, see The First Six Weeks of School, 2nd edition. You'll find practical ideas that enable you to:

Create a climate of warmth, inclusion, and safety.

Teach classroom routines and behavior expectations.

Help students get to know and care for the classroom and school environment.

Establish expectations for academic work.

For more information on learning goals, how they connect to classroom rules, and other important strategies for a successful beginning to the school year, you can also check out Rules in School: Teaching Discipline in the Responsive Classroom.
(an adapted excerpt from The First Six Weeks of School, 2nd edition)
Tags: First Day of School, Hopes and Dreams/Learning Goals, Special Areas

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Inviting students to name learning goals (hopes and dreams) right away shows them that school is a safe place, that they're important members of the classroom, and that they can look forward to an engaging, challenging, and fun year of learning.

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Hopes and dreams for Ourselves and our commUNITY

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Hopes and dreams for Ourselves and our commUNITY

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"What are your hopes and dreams for the school year?"

Many teachers ask this question in the first weeks of school to help students get excited about learning and make a personal connection to what they will learn in school. Inviting students to name learning goals (hopes and dreams) right away shows them that school is a safe place, that they're important members of the classroom, and that they can look forward to an engaging, challenging, and fun year of learning. Establishing this classroom tone is one of the most important things to do at the beginning of the year.

The process of articulating hopes and dreams varies depending on the students' grade level and the teacher's style. Below are ideas for various grade ranges and special area teachers.

Grades K-2

Young students often need some school experience before they can start thinking about what they want to learn and do in school. Allow students to familiarize themselves with the new routine of school for the first couple days (or first week for kindergartners and first graders) before you help them establish learning goals.

After that initial settling-in period, invite the children to think about their hopes and dreams. Here's one approach to doing this with these young students:

Ask students, "Why do we come to school?" If they give a broad answer such as "to learn," help them stretch their thinking: "What can we learn in school?" Write down their ideas. They might say "To do things like write," "I think we will learn science stuff," or "To make friends."

The next day, ask students to reflect on their list of reasons for coming to school, and then help them think about specific learning goals. To guide them, say, "Today we're going to make another list. What are some of your hopes and dreams for the year?" Give examples of your own hopes and dreams, such as "This year, I hope our classroom will be a place where all of you find enjoyment and get to work at things that really matter to you." With this guidance, even students this young can turn a vague statement about why people come to school, such as "To do things like write," into a realistic learning goal: "I want to learn to write a story."

Over the next few days, continue to list students' ideas as they share. Keep each brainstorming session short, about five to ten minutes. Stretching this process over several days gives ideas a chance to percolate and sends the message that sorting out learning goals is important work, not something to rush.

If any goals seem unrealistic, coach students in rethinking. For example, if a student says "I want to read all the books in the library," you can respond with "Sounds like you want to do a lot of reading this year. Can I write that down as your goal?"

By the following week, everyone should be ready to choose one learning goal that's most important to them. Have students write down and illustrate that goal (with help from you and other adults in the room as needed).

By the end of that week, students can share their learning goal with the class. Post students' hopes and dreams on the classroom bulletin board for all to see.

Grades 3-4

To help students get enthusiastic about school right away, invite them to begin thinking about their hopes and dreams early in the first week of school. The challenge is to help them set learning goals that they truly care about and can realistically achieve in school this year. Here's one way to do this:

At the end of the first day, introduce students to learning goals in closing circle-a daily gathering before dismissal that helps students end the day on a positive note and feel energized about their learning. Going around the circle, ask students, "What's one thing you enjoyed about your first day of school?" and "What's something you're looking forward to tomorrow?" Then ask students to spend a few minutes that night thinking about what they want to learn and do in school this year.

Over the next couple days, help students brainstorm learning goals in short sessions, spreading this brainstorming over the course of the week to give them time to come up with lots of ideas. You might want to have students use a worksheet to help them come up with a goal that's achievable and meaningful. Start off the first session by sharing your own hopes and dreams. For example, you might say, "I hope our class grows into a safe and strong learning community."

Coach students who list goals that may be too broad or unrealistic for the school year. For example, if a student says "I want to be a professional musician," discuss the skills and habits needed to reach such a long-term goal and choose one that's realistic to focus on this year. For example, musicians need stick-to-itiveness, and an attainable school-year goal related to that might be "to keep trying even when something is difficult."

By the end of the first week, students should be ready to choose one goal to illustrate and share with the class. Display everyone's hopes and dreams on the classroom bulletin board for all to see.

Grades 5-6

Students in grades 5 and 6 are ready to set realistic, meaningful learning goals right from the start of school. Students this age are also ready for the additional challenge of stating one goal having to do with academic learning and one having to do with social relationships. Here's one way to help them do this:

On the second day of school, introduce students to learning goals in the Morning Meeting message, such as "This week we will think about our learning goals. What are some of your hopes and dreams for this school year? Try to think of both what you want to learn in different subjects and how you want to work with others." To guide students, state your own hopes and dreams. Be sure you also touch on both academic and social learning in your statement. For example, you might include in the message "I really hope everyone will feel safe, take care of each other, and be thinking workers."

Have a brief coaching conference with students who list goals that are too broad or unrealistic. For example, if a student says "I hope I get to play video games all day," you can help turn it into an attainable goal such as "to learn all that I can about computers this year."

By the end of the first week (or beginning of the second week), ask students to choose one social and one academic learning goal that is most important to them to write down and illustrate. Display everyone's hopes and dreams on the classroom bulletin board and give the class time to read what classmates have shared.

Special Area Teachers

Like other teachers, special area teachers can have students name learning goals for the year. This step establishes a sense of purpose and anticipation for the work students will do in the special area room.

Start by articulating your own hopes and dreams for this year. For example, you might say, "This year, I hope that we have the kind of [special area] classroom where students can be really creative, take some risks, and try new skills. I hope you all enjoy [special area] and look forward to coming each week."

Next, prompt students to think about their own learning goals by saying, "Now think about your hopes and dreams for this year in [special area]. What are some of your goals? What are some things you might like to learn?"

Special area teachers find many different ways for students to share their hopes and dreams. For example:

One physical education teacher has each student write their learning goal for PE on a paper basketball, which they then display on the "Hoops and Dreams" wall.

A music teacher fills his room with pictures of children playing an instrument, dancing, singing, or engaging in various other musical pursuits-students' illustrations of their musical hopes and dreams for the year.

Supporting a Key Goal of the First Weeks of School

One of our most important goals in the first weeks of school is to help students trust that school will be a place where their ideas matter and where the learning is meaningful. Guiding them in naming their learning goals for the year is a powerful way to meet this goal. Time spent on this activity is an investment that reaps benefits for months to come.

A Prelude to Rules

Besides setting a tone of purposeful learning, inviting students to articulate their learning goals for the year is also an important first step in co-creating classroom rules with students.

For example, after students share their goals with the class, you might say, "You've had a chance to read everyone's hopes and dreams. Let's start thinking of some rules that can help us work together really well and allow everyone to reach their goals." Next you would consolidate the ideas students name into a manageable list that will serve as the classroom rules for the year.

Even if you're planning to use existing rules-ones shared by your team, grade level, or whole school-you'll still want to ask students to articulate their hopes and dreams so you can talk with them about how these rules enable them to achieve their goals. When you connect students' goals to the rules like this, no matter where the rules come from, you help students see rules as positive guidelines that create a safe, supportive classroom in which they can do their best learning.

Learn More About the First Weeks of School

Creating learning goals is just one strategy for making the early weeks of school a highly fruitful time of year. To learn many others, see The First Six Weeks of School, 2nd edition. You'll find practical ideas that enable you to:

Create a climate of warmth, inclusion, and safety.

Teach classroom routines and behavior expectations.

Help students get to know and care for the classroom and school environment.

Establish expectations for academic work.

For more information on learning goals, how they connect to classroom rules, and other important strategies for a successful beginning to the school year, you can also check out Rules in School: Teaching Discipline in the Responsive Classroom.
(an adapted excerpt from The First Six Weeks of School, 2nd edition)
Tags: First Day of School, Hopes and Dreams/Learning Goals, Special Areas

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Inviting students to name learning goals (hopes and dreams) right away shows them that school is a safe place, that they're important members of the classroom, and that they can look forward to an engaging, challenging, and fun year of learning.

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As the world and its people continue to change, it is increasingly crucial to embrace the diversity and differences that make each individual unique. Through its four programmes, the IB aims to offer opportunities for students to explore and affirm their identities and to allow for the personal growth of each student. By working with schools all around the world, the IB wants to support the development and structuring of inclusive education in a manner that will make sure every student is supported. The principles of an inclusive education are based on the fact that education for all is considered a human right, and that all learners deserve equal opportunities in accessing this education.

However, before delving into strategies to promote inclusion in the classroom, school, or assessments, it is important to take a step back to understand what inclusion, learning diversity, and barriers to learning mean to the four IB programmes.

Jayne Pletser, curriculum manager for inclusive education at the IB, explains that the IB's definition of inclusion as "an ongoing process to remove barriers to learning, with respect to all students. The IB acknowledges the changing histories of students - barriers to learning and assessment are not restricted to those with a 'statement of needs'". Inclusion is facilitated in a culture of collaboration, mutual respect, support and problem-solving involving the whole school community. Likewise, inclusion can be impeded when learning barriers are not identified and removed.

Part of the ongoing process of inclusion aims to increase access and engagement in learning for all students - something that is achievable when barriers are removed. Barriers to learning may be found in the way schools are organized and resourced, their cultures and policies, the approaches to teaching and learning, the physical aspects of buildings and the ways in which individuals within the school community interact daily.

The life of a student is constantly changing and sometimes these changes can come unexpectedly and suddenly - exam stress, breaking a bone, becoming a refugee, moving out of a house or country, learning challenges, changes in a family's environment or community, and much, much more. These are all examples of barriers that can hinder optimal learning.

How a school puts the definition of inclusion into practice will, naturally, be dependent upon the school context, culture, and national legislation, whilst also in keeping with IB principles and polices. No matter the situation, schools have the responsibility to foster social, emotional, and physical well-being of its students and teachers, as well as ensuring students are understanding of situations that are different from their own.

Additionally, community involvement when creating inclusion plans or promoting inclusion allows for a school to respond to the learning needs of the whole community, and to make sure the voices of all learners, their parents and caregivers, support staff, and non-teaching staff are heard.

In a world that is becoming increasingly globalized with students coming from all walks of life, inclusion in education is not just a suggestion but rather a necessity. The IB has always celebrated students' differences, and part of this celebration includes constantly identifying and removing barriers to learning.
This blog is the first of four parts focusing on inclusion and learning diversity in IB programmes. IB World School teachers and coordinators can read the IB Access and Inclusion policy on My IB.

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Removing barriers to learning: what does inclusion mean for the IB?

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As the world and its people continue to change, it is increasingly crucial to embrace the diversity and differences that make each individual unique. Through its four programmes, the IB aims to offer opportunities for students to explore and affirm their identities and to allow for the personal growth of each student.

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Principles to Practice_ The Learner Profiles

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Principles to Practice_ The Learner Profiles

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Explore a hand-picked collection of Pins about IB BOARDs/environment on Pinterest.

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Click for pdf copy of this document

This routine is an adaptation of the Traffic Light Reflection Red Light, Yellow Light thinking routine. It invites learners to examine their current understanding of concepts and skills through:

utilising a colour coding system

examining where learning is currently at

identifying ways learning could move forward

justifying their response with reasoning

​Documenting Thinking

In this routine, students may or may not record their thinking. It can be very useful to document thinking, reasoning and goals, although this is not always necessary.

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This Traffic Light Reflection routine is an adaptation of the Red Light, Yellow Light thinking routine.