# data[].attributes.headline
Bring in other furniture such as bean bags – ask parents to contribute mats – possibly pot plants, have a living fish and so on it is to create a rich and alive environment.

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Bring in other furniture such as bean bags – ask parents to contribute mats – possibly pot plants, have a living fish and so on it is to create a rich and alive environment.

# data[].attributes.headline
Build students self efficacy by using encouragement as well as constructive feedback.  Avoid empty praise methods.  

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Build students self efficacy by using encouragement as well as constructive feedback.  Avoid empty praise methods.  

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Encourage and create opportunities for students to take ownership of their classroom learning and experiences. 

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Encourage and create opportunities for students to take ownership of their classroom learning and experiences. 

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To take responsibility for own learning building intrinsic motivation by utilizing higher order thinking skills moving beyond external reward system.

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To take responsibility for own learning building intrinsic motivation by utilizing higher order thinking skills moving beyond external reward system.

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Well arranged environment (Less clutter, more natural environment)
discovery centres (sensory, creativity)
intentional groupings

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Areas to place student artwork, Cushion corner, Device locker, Designated mat area, Corner book shelf (filled), Tote trays/cubbyholes, Jelly Bean table/s, Teacher desk/corner with shelf,  craft corner, Kitchen sink.

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Provides learners with the opportunity to have an influence on the content that they will be learning

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Natural light and plants make it living just like the learning. A balance, celebrate children's work by displaying it on the wall but be aware of not over stimulating. Break up large areas to create smaller collaborative work spaces or places for reading when students may need a quiet time. Carefully designed work groups to utilize individuals personalities and skills.

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Teacher Desk, Group Desks and chairs,  whiteboard, comfy reading/ipad area-pillows/bean bags
places for students to put work up
mat
big windows- light coming in
sound proof rooms
area for individual work
WORK OF THE WEEK- putting students work up
cubbies
projector
T.V

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Visual representations of learning objectives and guidelines for success along with relevant learning expectations within the room (on the walls, resource corner, we are learning to and we are successful when). Growth Mindset charts

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Less places to hide

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Encourages whānau and communities to be involved in a child's learning.

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Engagement, Hands-on learning, Personalised Learning, Educational Games, Setting High Expectations, a safe place to take risks, Think, Pair, Share, etc.

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Students would feel comfortable sharing their emotions while their peers listen with respect.

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Student directed learning: Students would share responsibility for learning and teaching rather than the teacher being solely responsible for teaching.

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comfortable temperature, not too bright, multifunctional space, 

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comfortable temperature, not too bright, multifunctional space, 

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Create a routine for the children to be ready for the day and on task

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A safe space, emotionally and socially, created through setting expectations e.g. a class treaty

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Respect was shown for teachers and for each other. We had to build relationships to lead to respectful behaviour.

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Work in partnerships to build cooperation and community skills

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Foster kindness

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Mindfulness activities

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Quiet area for students to self-regulate

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Teach approaches to self-regulate

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- Having a designated area in the classroom that is different from their desk where they can read. Pillows, blankets, bean bags, etc.
-  Desks are arranged in a more collaborative way in groups versus in rows

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Allow desks to be set up to enable students to work in groups or individually

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Very colourful classroom with students own work around the classroom to give them a sense of pride and accomplishment

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Creating an environment where they feel safe and can express themselves without fear of being rejected or shut down.

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A collaborative environment where students can mix with a range of peers with different backgrounds.

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Using sharing circles as a way to promote communication between students. This could also work to foster an understanding of difference and similarities in the classroom and create engagement. 

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Using sharing circles as a way to promote communication between students. This could also work to foster an understanding of difference and similarities in the classroom and create engagement. 

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Cool equipment eg: Jellybean white board tables, interactive white boards

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Cool equipment eg: Jellybean white board tables, interactive white boards

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create an environment where students are able to learn together.

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Decorate the class with numbers, alphabet, maps, Maori cultural things.

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Having an open learning area which removes the stress of a cluttered environment.

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My year 8 students appreciated that there was a lot of structure in the week for all of their classes.

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Respectful relationships and partnerships with all students, parents, teachers and school community.
- everyone has a voice
- creating a supportve and safe enviroment

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Adaptive and innovative spaces. Desks can be moved to better suit the classes needs

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Adaptive and innovative spaces. Desks can be moved to better suit the classes needs

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A behaviour management tool which helps the children to assess and communicate where they are at.

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Language inclusion- translations of specific language visible through classroom 

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Language inclusion- translations of specific language visible through classroom 

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Mixing up partners and groups when working together. 

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Mixing up partners and groups when working together. 

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Giving chn opportunity to choose  partners.
Opportunity to show they can be trusted to work with friends

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Compromise and see other points of view, sharing what's important / going on for individuals.
- Team work makes the dream work!

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Have a chart on the wall showing the different emotions and explanations of each one. Have a space to stick "how I am feeling today" on the chart

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjU5KXnkbncAhVLo5QKHf4yBfIQjRx6BAgBEAU&url=https%3A%2F%2Fwww.twinkl.co.uk%2Fresource%2Ft-s-1056-how-do-you-feel-today-emotions-chart&psig=AOvVaw3xURYoDRHdN5Ts1oHNyPeU&ust=1532569869812732

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- prioritise health and happiness
- students should have a significant say in learning
- students are more passionate when they are interested/engaged