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Description: A Microphone that reflects we are able to express our ideas about any situation and the class are able to listen with respect. The sentence "We listen to each other", and a group of students holding their hands.

displayed in a classroom.

This poster remind students that every voice matters and encouraging respectful listening during discussions.”

The poster demonstrates positive classroom culture:

Students can see their voices represented and that they are owners of the rule

Encourages mutual respect and responsibility.

Builds a safe, inclusive environment where learning can thrive.

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This artifact shows a participation tracker and a positive reinforcement message on the whiteboard. Recognizing effort and celebrating contributions encourages student engagement and accountability. This practice builds confidence, supports a positive classroom culture, and motivates students to stay actively involved in learning.

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Working together on a group project.This activity demonstrates technology integration through the use of Desmos, paired with a project-based learning approach. Students explored graphs, tested equations, and collaborated to analyze patterns and solve problems. Using Desmos allowed them to visualize functions, make connections, and apply algebraic concepts in real time. The collaboration encouraged discussion and peer learning, while the technology supported inquiry and higher-level thinking. By blending project-based exploration with digital tools, the teacher created a rigorous and engaging environment where students took an active role in their learning

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MTSS Strategies for Behavior Interventions

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MTSS Strategies for Behavior Interventions

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The artifact I uploaded is a classroom expectations chart, which demonstrates how MTSS behavior strategies operate across all tiers. At the Tier 1 level, the chart sets clear expectations for all students, creating consistency and preventing misconduct. When certain students need extra help, it can be paired with Tier 2 supports like check-in/check-out to provide targeted guidance or advice. For students with significant needs, the expectations chart is integrated into Tier 3 individualized plans, combined with strategies such as a relationship-centered approach to fostering a positive school community, building empathy, and repairing harm when conflicts occur This shows how one strategy can support the whole class while adapting to individual student needs.

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In second-period geometry, students worked in pairs to solve problems and review key vocabulary. The teacher encouraged respectful collaboration, reminding students to listen, take turns, and support each other. By highlighting moments of patience and teamwork, the teacher promoted character formation alongside academic learning, helping students strengthen communication and interpersonal skills.