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Including visual cues as part of our universal design increases learning access for all learners.

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Including visual cues as part of our universal design increases learning access for all learners.

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I work with the most reciprocally supportive team. We don’t allow anyone to fail. There will always be at least one person to offer help, support, a strategy, a different way of thinking, a solution. I’m grateful for all of them.

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Sometimes it’s not about words. Sometimes it’s music. We drop everything and dance!

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Greet students by name whenever possible!

Wish students a great day as they leave the cafeteria!

Follow up on conversations students have had with you, things they have shared ie how did the pie you made with your mom come out

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Having a leader of the day allows students to feel included in the classroom. Including a quote of the day in morning meeting to be common language for us to use.

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I endeavor to recognize and praise each student for staying in a learning mindset, even when the task is challenging and they are experiencing difficulties which might otherwise make them feel they should give up.

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I think it’s important for them to see you as human. Share who you are. Let them know what the little version of you faced. Let them know that you are a work in progress. They’ll respect you more for it. And they will be more willing to let you see them and let you help them as they, too, are clearly works in progress.

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Check in with each student as they enter the room. Try to be intentional about remembering things they like to talk about (family, hobbies, weekend activities, etc.), so you can ask them about their lives outside of school.

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We follow feedback, written or verbal, with “I believe in you.” “You’ve got this”.

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Building rapport with students, creating a space of appreciation for staff where they know they can come and feel warmth and belonging

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I greet each child by name at the door in the morning and we all greet each other each morning during morning meeting.

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Share feelings at beginning of each session , with a visual -

Reminds kids that they can ask for what they need - ex. A break, a fidget

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At the beginning of each class, I meet every class at the door with a smile and a wave as they sing, “Come and Follow Me” into the music room. After, the students sit in a circle as I roll a ball and sing hello to each student, and they sing and roll the ball back.

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Sharing about ourselves and learning about each other

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Sharing about ourselves and learning about each other

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I try to invite students to share something special about themselves from Outside of school (sharing something in another language, playing a song, dance, collection). This gives us an opportunity to talk about things we have in common, ask questions, showcase non academic based talent, and allows all kids to assume a leadership/teaching role.

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I invite students to participate in the morning announcements. I try to ensure that I include a good variety of students from all grade levels. They are often excited to help and ask when they can participate again. I also include their teachers as well since the students are thrilled to see “their” teacher on the screen.

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Start class with a warm-up or check-in where students have space to share how they are doing on that day.

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Students often feel as if they are being compared to their peers in a school setting (grades, social acceptance, ability level, etc.). On a data level, this does hold true to help inform our instruction (privately), but it shouldn't make a student feel less than their peers. I make a conscious effort to give continuous praise for effort, for sharing thinking, for the process they used to attempt a task, and for encouraging their peers. I believe this is the kind of rapport that builds trust and a comfort level to make mistakes & learn from them.

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At morning meeting we do a lot of sharing and I give them conversation starters to turn and share with a partner so they can learn more about each other.  They know that the expectation is you will be respectful even if your friend likes something you don't.  They get really excited when they notice they have the same likes and dislikes!

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At morning meeting we do a lot of sharing and I give them conversation starters to turn and share with a partner so they can learn more about each other.  They know that the expectation is you will be respectful even if your friend likes something you don't.  They get really excited when they notice they have the same likes and dislikes!

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Each morning I greet students in various languages using a bulletin board entitled, "Welcome! How do You Say Hello?" The bulletin board shows different ways to say hello in different languages. I allow students, staff, and visitors to add to the bulletin board each year if their native language isn't already featured.

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I periodically ask kids what is going on in their lives or to make personal connections to the learning.  Then I try to draw my teaching examples from what I have learned about them from these interactions.  These small touchpoints spark engagement.

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I periodically ask kids what is going on in their lives or to make personal connections to the learning.  Then I try to draw my teaching examples from what I have learned about them from these interactions.  These small touchpoints spark engagement.

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We are watching all of Steve Hartman's Kindness 101 videos in the library on topics of inclusion, diversity, friendship, listening and more.  We are reading many friendship titles and responding to the books on a bulletin board outside of the library.

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We are watching all of Steve Hartman's Kindness 101 videos in the library on topics of inclusion, diversity, friendship, listening and more.  We are reading many friendship titles and responding to the books on a bulletin board outside of the library.