# data[].attributes.headline
Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

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Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

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Treating all students with respect and promoting advocacy for exceptional students. Also ensuring that everything is accessible to all students

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Creating a environment of belonging; allowing students to be welcomed to share their requirements, not feeling separated. Making it very clear to your students that everyone is welcomed and discrimination is not welcomed.

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Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

# data[].attributes.subject
Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

# data[].attributes.body
Following students IPPs and incorporating UDL into the classroom, this can include multiple modes of assessment if necessary.

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treating each other with respect. creating an inclusive environment where everyone respects one another and everyone supports one another and it starts with us as a teacher. making sure everyone is aware of their rights to not be discriminated against within the classroom

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having a quote from the Alberta human acts and Charter of rights or freedom in the classroom, and having that as a model of something to be followed in the classroom.

have students create a charter of rights and freedom list for their classroom.

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Teachers have an in-depth understanding of laws and cannot discriminate based on protected groups (cannot force catholic students to pray)

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Follow student's IPPs and keep an eye out for additional modifications to assist with learning. Add scaffolding plans into your lesson plans. Plan for it beforehand, not an after thought.

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Using assistive technology, advocating for those technologies to be available in classroom, Integrating technology into classroom activity

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keeping a balance between the representation of students in the classroom while keeping it universal

# data[].attributes.headline
Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

# data[].attributes.subject
Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

# data[].attributes.body
Creating and maintaining Housekeeping rules. This includes acknowledging the power that language holds as well as the power of advocacy. This extends beyond the classroom to teacher-to-teacher interactions as well.

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Setting rules for students and clear expectations for no discrimination in the classroom. Shutting down any behaviour of students that say "this is stupid!" or "that is so dumb!". Making sure that no student is feeling lesser.

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Having routines in place but allowing flexibility, implementing check-ins, working with students outside of class

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using each type of learning and using different approaches to ensure students are able to understand through all aspects of learning. Understanding that each student has a different type of learning style, like doing the activities, listening to the instructions, and seeing someone else doing the activity. it is important to use things like this to help everyone feel included and learn to the best of their ability

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using visual representatives in the classroom that reinforce the classroom philosophy.

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Being open with students and building relationships

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Check in with your students! Knowing your classroom, dynamic etc.

# data[].attributes.headline
Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

# data[].attributes.subject
Eamon H, Zoey F, Dinah M, Kaitlyn M, Jared K, Gurleen K

# data[].attributes.body
De-stigmatizing mental health, sharing pronouns and promoting a classroom etiquette of respect.

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Sharing growth mindset throughout the classroom, Being sure that the classroom knows you are available and oriented towards their success, letting them know you support them

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checking in on the students.

welcoming and saying goodbye to students everyday.

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Engaging in Career long learning through PD days with these students and small groups in mind to specialize your craft and expand your skillset to provide the best learning experience

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Indicator B/C response Ex. as an art teacher finding common ground with different genres/ art periods to newer techniques can help the students think of other ways of accomplishing assignments while thinking of related content and problem solving for future assignments and more by explaining to students in a different way of thinking or through possible other interests it can show them another way of learning they can relate to to help them be more successful. ->EX. how different art periods worked together to grow and evolve, just like how working together can create new ways and ideals to be successful in a classroom

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Response Ex. discussing when working as a supply or a TCSP if we know there is a specific cultural event or holiday coming up that we have prior knowledge about, it can help in certain classroom settings to make informed references that students might be able to connect to in order to better understand or have reference too what we are learning about. This can help students learn/ understand better and make them more interested in what is going on. "Peaks interest"

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Engaged learning activities for visual learners, there are so many technical resources now to be able to create easy and fun activities for students to help engage in their learning experience for a lasting impression! ex. Canva, Kahoot, etc

Learning more about the trainings of students needs, ex. knowing about programs students with Dyslexia use like Dragon, or knowing where to find resources. the more we know to be able to help our students the better we can accommodate and grow together.

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Decorate the classroom with posters to signal equality and respect.

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Where possible, use "broad stroke" teaching strategies that model learning visually, audially, and physically.

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Provide frequent verbal affirmations.

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Learn and use rudimentary sign language to communicate with the deaf and hard of hearing; find ways to integrate it into language arts.

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Finding ways to include a variety of students, rather than just the same students again and again.

Being mindful of students' strengths before providing them with leadership roles.

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Group 4 - Jared, Julia, Aldrin, Dinah, Jasnoor, Logan

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Group 4 - Jared, Julia, Aldrin, Dinah, Jasnoor, Logan

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When students show a particular interest in a topic getting them to help other students. Let students set their own pace on certain topics.

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Allowing peer assessments to provide autonomy for evaluation. Also for group projects; enable students to help assign themselves to groups with some assistance from a teacher if needed. Giving the students opportunities to lead brainstorming activities and other classroom roles. Promoting school clubs and extracurriculars which provides student mentorship

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have students participate in clubs within the school

create a student citizen who helps with leadership opportunities within the class - also the student gets to talk about themselves a bit

work within small groups that allows for more leaders to emerge throughout the classroom.

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Design seating arrangements to promote collaboration and interaction among diverse student groups.

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Rotating through different tasks, designated roles within the classroom --> establishing a sense of responsibility within students (ex: line leader, class president through vote)

School council, presidents, etc...

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giving students that can provide opportunities for leadership, that also have specific roles dedicated or tailored towards students with disabilities nonchalantly so that each student feels included for their strengths, for students with disabilities and those without for round the clock inclusivity. Ex. role for math, role for leader, role for creativity etc.

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Doing check ins at the beginning of the year and throughout the semester with the students. Figuring out what they need support with and educating ourselves on how to best understand their struggles and support them.

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Group 6 - Shyanne, Mackenzie, Erica, Zoey, Brendan, Ally

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Group 6 - Shyanne, Mackenzie, Erica, Zoey, Brendan, Ally

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giving assignments with multiple assessment strategies and giving students the option to choose what project type they want to work on (video, podcast, game, short story)

utilize their strengths for assessment rather than confining them to a certain structure

encourage student-led groups within the classroom (ex. student council, self-directed discussion groups)

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Work in small groups to create collaborative environment

Inciting discussions to allow for students lived experiences and perspectives to come in

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Encouraging students to reflect on their personal identities, and celebrating those identities and backgrounds through activities, sharing experiences, and learning more about cultures.

These reflections can also help teachers better understand their students and how to better connect and build a safe and supportive learning environment.

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Meeting with the parents

Find out how the child learns and find strategies to help promote that

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having a set procedure, rules, creating rules within a classroom as a community rather than individually as a teacher

rotating out different leadership roles to allow students to have a chance at experimenting different designated tasks

Emotion metres or check ins rather than just rules as an educator allowing for teachers and peers to gauge where the classroom is at

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allowing students creative freedoms in their project such as alternative formats other than the normal slides

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Giving students the opportunity to introduce their culture to the class so that the studetns can all learn about everyone else's culture, which will also make them feel more comfortable.

Ex. for smaller ages groups is after a student(s) present their holiday (like a show and tell) there can be an activity or something that the class does together to learn more or to have a fun experience engaging in other cultures or holidays that are celebrated

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Have students select a culturally relevant text for an assignment...

(Cont'd in H)

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Highlighting and learning about different cultures in the curriculum and not just focusing on a Westernized viewpoint in education. However, it is important not to essentialize cultures and merge unique identities into one collective group. Allow student to explore their culture in certain assignments when applicable and allow for different perspectives to shine through. Allowing for modifications on coursework, for example, English Language Learners having access to work in their first language.

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involving the students, asking them if they feel comfortable sharing about their culture

open environment for self-expression

encouraging reflection on a student's own beliefs and fostering an environment that allows students to feel safe and open when both sharing their beliefs and listening to their peers (celebrating our difference)

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(Cont'd from G)

...and then have them present that to their peers; peer-to-peer learning.

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Encouraging group work and collaboration between students.

Utilizing Peer-learning.

Utilizing a variety of teaching and learning strategies to mindfully engage every student.

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standing at the door to greet students and asking them how they are doing, inviting them into an environment they feel welcome and safe.

more visual and kinesthetic ways of learning

zero tolerance for bullying.

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Regular assessments (Formative) to gauge if the students are grasping the understanding of the concepts.

Promoting equity - some students may need more time than others, allowing for that time.

Research with the school board to see which consultants and resources are available to help students with needs.

# data[].attributes.headline
Group 4 - Jared, Julia, Aldrin, Dinah, Jasnoor, Logan

# data[].attributes.subject
Group 4 - Jared, Julia, Aldrin, Dinah, Jasnoor, Logan

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Getting students involved in different community settings so no students feel singled out or tokenized when being put on the spot to talk about their culture. Explicitly allowing students to not have to try and assimilate within the classroom and have many opportunities to use their own knowledge and not just the curricula.

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Making sure all students are grouped in a beneficial way in projects

re-enforce rules and respectful communication

Orient seating in a way to help promote learning

Coming from positivity and support rather than harsh enforcement

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Using methods to call on students that don't let students feel uncomfortable in front of peers that could result in teasing etc.

Being aware of name pronunciation, and cultures, or pronouns of students so that they don't feel intimidated or insecure about how they choose to present themselves.

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splitting classrooms into different reading levels or grouping based on interests to allow more collaborative and seamless learning environment

Having alternatives assignments, through diversfication of both assessment rather than just exams or papers having more creative based forms of assignments like video essays, presentations allowing for students to account for their diff learning styles and needs

scaffolding, providing instruction in different forms allows for everyone to be reached within the classroom... (ex: video form for dsylexia)

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Tailor activities and assignments to the relevant ages of students. For example, Kahoot in elementary schools.

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Horseshoe desk shaping which allowed for the teacher to be in the middle of the class: there was no front-row seating and allowed for greater engagement. Field Trips: taking the class out of the classroom to promote positive, engaging learning environments. Student-led and chosen activities. Changing up the style of learning: not everyone is a verbal listener, try more hands-on activities.

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collaborating with other teachers, context about classrooms and the children in them Implement policies for equitable access to technology and materials for all students.

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Acknowledge student interests and performance levels, and adjust assignments accordingly.

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At the beginning of the year get to know the students. Work to find their strengths and learn about their backgrounds to incorporate that throughout the year.

Create a positive community

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Really important to incorporate emotional check ins with different tools depending on the situations etc. Having plans in place for different circumstances.

# data[].attributes.headline
Group 4 - Jared, Julia, Aldrin, Dinah, Jasnoor, Logan

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Group 4 - Jared, Julia, Aldrin, Dinah, Jasnoor, Logan

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Using more interactive modes of teaching, gamification is a way that I think makes certain instruction more inclusive and engaging for students. This section can relate to leadership where getting students to lead activities for the class will mostly be more engaging than when us as teachers do it.

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Encourging collaboration between peers

celebrating failure and creating a space where students feel comfortable stepping outside of their comfort zones (failure can be an indicator that learning has occurred and students can start to learn how to positively use these scenarios to enhance their learning)