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food habits - what they're eating and bringing to school

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food habits - what they're eating and bringing to school

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Often not aware of social economics, sexual or gender identity... depends on student-teacher relationship 

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Often not aware of social economics, sexual or gender identity... depends on student-teacher relationship 

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spending time with students in non-academic settings

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spending time with students in non-academic settings

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think about what friends they choose and what kind of after school activities are they involved in

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think about what friends they choose and what kind of after school activities are they involved in

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-presentation

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journal writing

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talking to other teachers who have previously taught the students

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talking to other teachers who have previously taught the students

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Being available at before school/recesses/after school to support needs (open courts, peaceful recess, team sports,  chatting on duty)

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Being available at before school/recesses/after school to support needs (open courts, peaceful recess, team sports,  chatting on duty)

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regular communication w/ family

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Identity boards: what do you want your classmates and teacher to know about what makes you you? (Beginning of year activity)

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survey at start of year

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Engage in learning within various environments that may show different sides of students.  Students  get to see their teachers in a different light

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Engage in learning within various environments that may show different sides of students.  Students  get to see their teachers in a different light

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asking parents about what makes their child amazing

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asking parents about what makes their child amazing

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Weekly community circle to speak about our weekend

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Weekly community circle to speak about our weekend

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-exciting events etc..

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community circle

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cooperative games, all about me, OSR, surveys, conference with students, field trips

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Community circle: weekly discussions about various topics, current events, well being, etc

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listening to what students have to say and share in formal and informal settings

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listening to what students have to say and share in formal and informal settings

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-Building a community

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-Interest survey
-Multiple intelligence survey
-Communicate with previous years teachers
-OSR
-Allot time to have discussions in class (community circle)
-Meeting with parents and on-going communication with them
-Reflection activities

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TRIBES

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offering choices in learning opportunities

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offering choices in learning opportunities

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OSRs and Information cards

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Strategies: TRIBES, games, questions, giving choice

Identities: race, ethnicity, culture, gender, SES

Not aware: more about things that are happening at home, own self-esteem or self-efficacy (things that are less visible)

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their likes and interests

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Suggestion: At the beginning of the school year, students and teachers (jr/Int) can attend a day retreat (i.e. Lakeridge) for team building activities - high ropes, zip-lining

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Suggestion: At the beginning of the school year, students and teachers (jr/Int) can attend a day retreat (i.e. Lakeridge) for team building activities - high ropes, zip-lining

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Suggestion: Open door policy: make a comfortable learning and sharing environment for your students AND students in other classrooms.

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-student survey
-parent survey

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Journaling