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We try to emphasize one-on-one conversations with our students as opposed to immediately resorting to write-ups.

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We actively strive to make the texts that we work with relevant and engaging to our students. We recently taught a graphic novel with our 10th graders that went extremely well and are currently working through the novel "I Am Not Your Perfect Mexican Daughter" and several students have expressed they've never gotten to study a novel they felt so personal to them before. Our seniors are working through Tupac Shakur's poetry collection, and our honors 10th grade students are in the midst of a book club unit where they got to choose from several popular young adult novels to work through with their table group.

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I have a couple of students who misbehave in class, and I make sure to consistent address and redirect them. Even missing a misbehvior once can have negative effects on the "flow" of the classroom, so maintaining those firm and equal expectations is key to nipping bad behavior in the bud before it becomes more severe. I've done a lot of research on oppositional defiance disorder (ODD), and gaining an understanding of what works and what does not in terms of behavior management for those learners has been incredibly formative for me.

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Instructional Strategies
I love using gallery walks with my class. Usually, I let them split themselves into small groups and they travel around the room to different stations and answer the questions. I have used these several times during a novel study for a time away from intensive analysis and a time for students to share their opinions about major themes of the novel or just random opinions about the novel.

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I have a lot of visual learners in my classes, so I have found myself often implementing video clips into my lessons. The videos often help the visual learners grasp the concepts being taught. The videos I include are usually quick and humorous, and I have even used video game footage to enhance a lesson, and most of my students were engaged with the video. We also have open discussions about the videos once they are done playing.

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We have a bathroom policy where students can use the restroom one at a time. So, if student 1 is using the restroom, student 2 can go once student 1 gets back. This helps to limit the amount of people in the restroom while also allowing everyone to be able to go if they need to.

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Behavior Management
Luckily, Chapel Hill High has rules that are enforced school wide as far as behavior go. We mainly just have to practice subtle corrections. Normally a hand gesture or a stare does the job. For example, one student (right before my interview) began complaining and throwing a fit about the warmup and that she did not want to do any work. I addressed it quickly during class to stop the behavior and distraction. After class, I pulled her aside and talked to her about the behavior and how it was unacceptable, but it was very unlike this student so I also used this time to check in.

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I love to have in class discussions over a topic, or having debates about a particular topic in history. The AP students love this, and the Honors students are going to have a chance this year to get involved. Having all students is always a great strategy to have, especially in subject like History.

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Every Friday we have our students do a Google Form that's our "weekly check-in" where students tell us their stress levels and how the week went, what they feel was a strong point and what they learned, as well as anything that they want to let my CT know (there's also now a "I want Mr. Ivie to know..." section because students requested it) and this allows us to get a gauge on where stress levels are and if we have students that are struggling, as well as if students are doing well.

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Personally, I believe the classroom environment I am teaching in is set up in a way that provides students with multiple means of engagement and different modes of learning. My CT and I arrange the desks after school according to the type of learning the students will be performing the next day, and we have found that collaborative/connection-based work and student-led discussions have been the most productive and engaging for all parties.

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As for classroom procedures, students are expected to begin working on an activator or warm-up activity for class each day. Students have the opportunity to earn discussion points and extra credit for explaining their answers, and it also gets their peers involved as well.

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I always try to incorporate students' interests into my instruction. For example, I recently did a lesson set where we analyzed songs as poetry. Students seemed to respond well to this. For reference, they analyzed Dear Mama by Tupac.

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One thing my CT and I do for classroom management is related to procedures and expectations we have set up for our classes. For instance, as soon as students walk in, they are expected to look at the Smart Board to see the agenda for the day and get everything prepared and on their desks. When the bell rings signaling the start of class, I will then shut the door, which is an audible signal for student to put away phones and earbuds. Students who are not prepared or are clearly disengaged at that point will receive a deduction of their particpation points for the day.

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If a student acts out in class, my CT will often take the student acting out into the hallway to discuss their behavior. She will tell them that if the behavior continues, it will be an office referral.

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I basically have one on one conversations with students who are misbehaving out in the hallway. Just trying to understand what is going on, and giving them a chance to say their peace. We usually move on from that point on.

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Whenever there is a behavior issue in class, I do not yell or reprimand students publicly. Instead, I speak to the student privately about the issue. This way, students do not feel called out or shamed, which helps students respect me and it makes them less inclined to do the behavior again.

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Cell phones are a huge battle within our school. The school issued each teacher a clear cell phone pocket holder that students are to use when they walk into the classroom. Most students ignore it so I allow the ones who have it turned in to get bonus points they can use on a future quiz or test.

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We do 10 minutes of independent reading every day and we use an app on the promethean board called "forrest" where you can set a timer and it grows a virtual plant at the end of the timer. Each day we randomly pick a student and they get to pick which plant goes in the "class forrest" for their class period and they get to name it, and if too many people are off task or not reading then we cancel the plant. It gives students more of a buy-in to want to stay on task and read and they get excited when they get to pick the plant. (also if it's a students birthday they get to choose)

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Classroom Procedures
One procedure we use in the classroom at Chapel Hill High is having a daily Bulletin posted at the top of the stream each day. Students know to check it when they are absent and it keeps class flowing well as students clearly know what to expect each day and what they missed.

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One procedure that was established by the school was a new system for bathroom passes. If a student wants to go to the restroom, they have to leave their phone with their teacher when they go and they get it when they come back. (We have calculator pockets for this in my World History class)

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I try to make my students feel as valued as possible. For example, on Mondays I always ask students if they did anything fun over the weekend. This is a simple thing, but it helps students to feel welcomed and at ease in the classroom.

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Classroom Environment
I think this is something that needs to be addressed day one. I know my CT uses a game where her students share one fact about themselves and as each student shares she shares a fact about herself. So, each student usually shares at least one and she ends up sharing 30 or so facts about herself. I think this creates a positive environment on day one as students feel comfortable around each other.

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The classrooms at the high schools in Coweta County are very plain and they make me feel depressed. I want my classroom to make students feel comfortable and happy so I plan to add color and student work to try and help create a warm classroom environment.

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In the classroom we have calculator pockets that we hung up on the closet door, and when students enter the classroom they have to put up their phone until instruction time is over.

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One thing that I have started to implement is the song of the day. It is a song that I choose (that's school appropriate of course) at the start of each class. I have found that the song of the day usually gets students excited for class, and it tends to create a "positive vibe" in a manner of speaking. Sometimes I let the students recommend a song one day, and I will play it the following day (as long as it is school appropriate.) In addition to creating a positive "vibe" in the classroom, the song of the day often improve the mood of the students when they come in, which makes them more willing to engage in the content being taught that day.

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As a class we do this cool, "Quote of the Week", in which we talk and discuss how we can relate and apply this quote to our lives.

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Classroom Culture

Please provide, at minimum, 4 posts--one for each aspect for classroom management.
Label them with a title:

1. Classroom Environment

2.  Classroom Procedures

3. Behavior Management

4. Instructional Strategies

On each post write at least one strategy or procedure that you use in your classroom.  Provide an explanation so that your peers understand how to use this strategy. You may post more than once per label, but you must have one strategy for each factor of classroom management .