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Students were working on their culminating project. Some were working independently and some had chosen to collaborate in making a game. They had an extensive rubric for the three part project with specific requirements for components they needed to include. Br. Dan supported students by providing them with samples. This class presents a challenge as it was the senior's final day while there were juniors who still have two weeks to work. The juniors had chosen a more ambitious project. Students were supporting each other and testing elements. The assignment included both the program itself, a written manual, and a video component to explain the game, address any challenges, and demo it. Their work was impressive.

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Ms. Schreck’s Scripture class began with quiet technology time, allowing students to write their narrative self-reflections and complete the "Match-o-Matics" surveys. Visibly displayed in the classroom were useful signs indicating periods allocated for appropriate technology use.

As essay rubrics were returned during this technology time, students received positive feedback, which created a supportive atmosphere. Ms. Schreck’s effectiveness was further highlighted by their ability to give clear, concise instructions, project and review the full agenda for the session, and list essential questions, setting a clear roadmap for the day’s class.

Ms. Schreck then initiated prayer by reading from the novel The Alchemist, inviting students to consider the phrase, "Only say the word and my soul shall be healed.” Prayer segued nicely into the narrative of Moses in a basket from the Book of Exodus, which served as a springboard for a surprising dive into English grammar, specifically by discussing the antecedent and pronoun of a sentence referring to the Midianites.

The classroom environment was enriched by numerous inspiring quotes and illustrations, such as multiple quotes from and illustrations and photos of Ruth Bader Ginsburg, which, along with Ms. Schreck’s frequent use of dry humor with her students, contributed to a relatable and humanized learning environment.

Ms. Schreck then instructed students to debrief in quadrants to discuss a portion of Exodus. She then circulated the classroom to listen to group discussions and to ask questions that prompted further reflection. She then reconvened the whole group and asked some of the students with whom she spoke whole circulating to repeat their responses to the full class.

Through strategic questioning and interactive discussions, Ms. Schreck guided students through a complex biblical topic, including a humorous yet thorough and thought-provoking exploration of the ten plagues of Egypt. Ms. Schreck, for instance, drew particular attention to the plagues of gnats, flies, and locusts, expressing disgust at the thought of being covered in bugs, and asking students to imagine this scenario. This drew an audible response from students and provided a relatable and humanizing moment.

The session concluded on a practical note, with students being informed of potential quiz content, engaging in review questions from previous lessons, and receiving clear instructions for how to make their homework assignment (modern day plagues targeted at teenage hearts) fun and not very time-consuming, which visibly reassured some students about the homework task.

Observing Ms. Schreck's teaching approach provided several valuable insights for enhancing student inclusion and belonging within my own class. Her structured use of technology in the classroom clearly establishes a regulated learning atmosphere that encouraged self-directed engagement. The practice of giving positive feedback boosts student confidence but also contributes to a more supportive and humanized classroom environment. Ms. Schreck's incorporation of humor also makes the content more relatable and the learning experience more engaging. I also found that concluding the session with practical notes for how to complete homework in a timely and stress-free way reassures students and strengthens the sense of belonging and understanding within the classroom.

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The class was started with an energizer based on controversial statements made by the students.

Review of the agenda and plan for the full week.

Students have a packet to guide their reading with comprehension questions that were then projected and used to guide the discussions and prompt more analytical questions.

The teacher guided the discussion through references to the text with attention being drawn to specific details and questions to prompt student contributions. Students participated either through volunteering or being selected so that all students were included in the lesson.

The teacher provided several repetitions of expectations for the week.

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What did you gain from your experience in your team member's classroom that you can bring into your own teaching practice to strengthen inclusion and belonging for our students?

You might post about:
•An instructional strategy
•Classroom culture
•Relationship building
•A feedback strategy
•Use of digital or analog tools

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Post your response in any of these formats:

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Post your response in any of these formats:

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•Voice recording
•Typed response
•Video recording
•An image with a written description
•A hand-written response
•A drawing