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I took a picture of a bulletin board in one of my Algebra 1 teacher's classroom, entitled "Best Work," that displays work from students in her classroom. Displaying students' work in the classroom promotes a positive classroom culture because it celebrates their efforts and fosters a sense of pride and ownership among learners. This encourages students to put forth their best efforts, knowing that their contributions are valued. This approach can also inspire and motivate other students to participate as well.

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This photo illustrates the behavioral strategy implemented by Ms. Soares, an Algebra 1 teacher in my department. She has developed a tiered praise system to positively reinforce students who meet expectations. Additionally, there is a tiered approach for students who deviate from these expectations. When students reach a certain level of either praise or warnings, a phone call home is made. This balanced strategy not only encourages positive behavior but also fosters a supportive learning environment. I have observed significant improvements in Ms. Soares' classroom management since she adopted this approach. During my time substituting for her, I utilized the board to recognize students, and they were so excited for their teacher to see their name when she returned!

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Ms. Soares designed an interactive activity in her Algebra 1 class that involved randomly calling on students to the board to tackle test-style questions aligned with specific benchmarks as they prepare for the EOC exam. Once at the board, students were required not only to solve the problems but also to articulate their reasoning to the class. This approach showcased a significant level of rigor and student engagement.

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Students sometimes disrupt class because they do not fully understand the material. Ms. Ochoa has introduced a math interventionist into her 1st period class, where 98% of the students are ESOL learners, to help manage classroom behaviors. While she is fluent in Spanish, some students require Tier 2 support or targeted interventions to address their learning gaps in math while also providing their ESOL accommodations.

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In the photo, two student in Ms. Thomas' class are engaged in partner work at a learning station for the Geometry EOC exam review. This activity fosters essential interpersonal skills such as communication and collaboration. By encouraging students to discuss their thought processes and strategies with a partner, Ms. Thomas effectively gives her students an opportunity to develop their character.