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From CLDE courses, Fairbairn's Relevant Factors

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From CLDE courses, Fairbairn's Relevant Factors

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Allowing choice of subject when student's are starting a project. Allows them to pick a topic/text that they see themselves in.

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Allowing choice of subject when student's are starting a project. Allows them to pick a topic/text that they see themselves in.

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APS Coaching Playbook for "Commit to Respect Diversity and Learner Variability" - 

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APS Coaching Playbook for "Commit to Respect Diversity and Learner Variability" - 

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Inclusive classrooms have consistent interactions that respect diversity and learner variability which foster curiosity, perspective - taking, and intellectual risk -t aking. To do this, teachers believe there is not one kind of learner. They believe that all learners, regardless of background and ability, belong in the classroom and deserve to be represented and treated with dignity. (Adapted from New Teacher Center Indicator Rubric)

RANDA Connections: IIB, IIC

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Playbook Pages - Commit the Respect Diversity and Leaner Variability

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Episode #63:  Zaretta Hammond - Trauma Informed Educators Network Podcast

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Know the stage and match the state- pay attention to a student's mental state and adapt our approach based on level of regulation

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Know the stage and match the state- pay attention to a student's mental state and adapt our approach based on level of regulation

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In PE, students are at many different levels when it comes to experience with concepts and skills. It helps to meet students where they are and realize that one size does not fit all. Where possible, I offer choice in exercise, equipment, activity, etc. to ensure the content is relevant for all students.

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In PE, students are at many different levels when it comes to experience with concepts and skills. It helps to meet students where they are and realize that one size does not fit all. Where possible, I offer choice in exercise, equipment, activity, etc. to ensure the content is relevant for all students.

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Every day when we come back from recess, my students watch the same phonics song before going to literacy stations. It's a great way to get them to calm down and focus for learning, but it allows for consistency

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Flocabulary is a great rhythmic form of learning for different subject areas.

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Flocabulary is a great rhythmic form of learning for different subject areas.

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I send pictures of my students playing or working to parents throughout the year. 

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I send pictures of my students playing or working to parents throughout the year. 

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Brave Store, each classroom teacher has a different item students can buy with Brave Tickets, Fidgets, Stickers, Mechanical Pencils, VR headset.

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Brave Store, each classroom teacher has a different item students can buy with Brave Tickets, Fidgets, Stickers, Mechanical Pencils, VR headset.

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A breathing video everyday after lunch. Students are quiet and breathing with a pufferfish to relax their bodies.

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A breathing video everyday after lunch. Students are quiet and breathing with a pufferfish to relax their bodies.

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I use the same routines everyday. so the student know what they are supposed to do. 

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I use the same routines everyday. so the student know what they are supposed to do. 

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Giving students a forced choice for an activity.  For example, if you're learning about space, students get to choose which planet they'd prefer to learn about.

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Giving students a forced choice for an activity.  For example, if you're learning about space, students get to choose which planet they'd prefer to learn about.

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Dojo points and treasure box are rewarding for my students.

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Encourage open dialogue from opposing viewpoints to teach open communication while being seen and heard. 

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Encourage open dialogue from opposing viewpoints to teach open communication while being seen and heard. 

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Having a calm environment for students after lunch allows them to regulate.  They come back with lots of energy and they need something to calm that energy before learning. 

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Having a calm environment for students after lunch allows them to regulate.  They come back with lots of energy and they need something to calm that energy before learning. 

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Instrumental calming music during independent (and some group) work time.

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Greeting students at the door everyday- they have a choice of how to enter the classroom.  1:1 connection if only for a few seconds.

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Greeting students at the door everyday- they have a choice of how to enter the classroom.  1:1 connection if only for a few seconds.

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Before starting a session, checking in on the mental, physical, and emotional state of the humans in the room AND allowing their current states to inform what we do next.

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 Our schedule and routine is the same everyday for both literacy and math. We do a brain break everyday after coming back from ELD/WIN.

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 Our schedule and routine is the same everyday for both literacy and math. We do a brain break everyday after coming back from ELD/WIN.

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Giving Ss time to play with fidgets while socializing and building relationships for the last 2 minutes of group-time

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Giving Ss time to play with fidgets while socializing and building relationships for the last 2 minutes of group-time

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I have a brave ticket store where students can buy prizes and rewards.

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I have a brave ticket store where students can buy prizes and rewards.

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Playing games with students on fridays during SEL

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Playing games with students on fridays during SEL

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Maintain consistence routines within the classroom.  

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Maintain consistence routines within the classroom.  

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Everyday I start with a warm-up, tell them what they are eating for lunch, and then tell a joke.

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Everyday I start with a warm-up, tell them what they are eating for lunch, and then tell a joke.

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Rewarding students who are on task and persevering in their work.  More students follow instructions when others are rewarded (lollipops, stickers, etc.)

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Rewarding students who are on task and persevering in their work.  More students follow instructions when others are rewarded (lollipops, stickers, etc.)

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I use a silent start to get kids regulated. They have a silent activity choice like (playdough, mindful coloring, DOJO island, fidgets, etc.) to get them calm and regulated for the first five or so minutes.

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Emotional scale check ins each morning- check in dependent- red, yellow, green or blue zone (like zones of regulation). 

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Emotional scale check ins each morning- check in dependent- red, yellow, green or blue zone (like zones of regulation). 

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Using the rollie chair during class. Different students get picked to have the rollie chair for their hour.

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Using the rollie chair during class. Different students get picked to have the rollie chair for their hour.

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Checking in after weekends and breaks and making sure everyone is doing well.

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Checking in after weekends and breaks and making sure everyone is doing well.

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We begin everyday by sharing the answer to a question. Some questions are What is your favorite book? or What is one thing you did last night? We will also play 4 corners with questions. This allows us to build better relatioships by allowing us to get to know each other better and bond over things we have in common.

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From day one of a school year, we have the same routines that we use so that students know what to expect each day in my class whether there is a sub or not. 

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From day one of a school year, we have the same routines that we use so that students know what to expect each day in my class whether there is a sub or not. 

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We have the same schedule everyday.  Students know what the routines are.  If there is a change in the schedule I will tell them ahead of time about the change so they're aware. 

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We have the same schedule everyday.  Students know what the routines are.  If there is a change in the schedule I will tell them ahead of time about the change so they're aware. 

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Having kiddos say cues as they are practicing skills

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I love using Class Dojo to communicate with families.  They can see how their child is doing with the point system, see snapshots of our learning, and open communication with them.  

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I love using Class Dojo to communicate with families.  They can see how their child is doing with the point system, see snapshots of our learning, and open communication with them.  

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We have the same schedule everyday so kids know what to expect and when. If there are changes (like CMAS testing) that adjusts our schedule, I give the students (and families) and heads up so they know what to expect. I try to keep everything as consistence as possible.

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Morning Meetings! Allow students to start the day by connecting with each other and the teacher. Building relationships/community/positive environment for all.

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We spend every morning sharing out any concerns, stories about the day before or celebrations for each child as they feel inclined to share.

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We spend every morning sharing out any concerns, stories about the day before or celebrations for each child as they feel inclined to share.

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Greeting students by name and being intentional about giving moments of one:one attention (e.g., "it's so good to see you today!"), even if it's brief

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Greeting students by name and being intentional about giving moments of one:one attention (e.g., "it's so good to see you today!"), even if it's brief

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Learning every students' name AND how to pronounce it correctly.

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Learning every students' name AND how to pronounce it correctly.

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I use a song called Alligator Al to teach littles what an algorithm is.

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Making sure to greet students by name when passing them in the hallway or seeing them in their classroom.

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I allow students to choose their partner when they are regulated so they feel rewarded.

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I allow students to choose their partner when they are regulated so they feel rewarded.

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As students are showing disengagement, I provide options for how they would like to attempt to re-engage or the ability to dis-engage in the whole group and do something else math related in small group.

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For the most part, these things remain the same throughout the year + are delivered with clear steps and positive reinforcement.

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We do daily yoga and breathing activities at the start of each block. This helps the students regulate themselves and helps to keep the class predictible.

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Students are allowed to ask the difficult questions and as a class, we try to solve the problem, or offer different points of view.

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Students are allowed to ask the difficult questions and as a class, we try to solve the problem, or offer different points of view.

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Having an attendance question each morning that every student can answer and share why they chose their answer. (would you rather, favorite __, etc.)

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Having an attendance question each morning that every student can answer and share why they chose their answer. (would you rather, favorite __, etc.)

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After bellwork, I do a review activity where students can earn Brave Badges.

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After bellwork, I do a review activity where students can earn Brave Badges.

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When students talk about their culture, traditions, holidays etc. We research and share.

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When students talk about their culture, traditions, holidays etc. We research and share.

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Brave badges/store

Positive messages home

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Get to know students and family. Ask questions and show care.

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I like to reward with positive words for expected behaviors.  Kids hear too many negatives thrown at them, so this helps tremendously 

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I like to reward with positive words for expected behaviors.  Kids hear too many negatives thrown at them, so this helps tremendously 

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Building a good relationship with the families have been key this year.

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Building a good relationship with the families have been key this year.

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Each class period follows the same basic structure for the beginning, middle, and end and we use consistent structures for grouping and partner work to create a sense of predictability for students.

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I have a TO DO list of 1,2,3 and every day the students are told to follow 1,2,3 and if they are ready to go when class begins they get a Brave Ticket.

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I have a TO DO list of 1,2,3 and every day the students are told to follow 1,2,3 and if they are ready to go when class begins they get a Brave Ticket.

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We have a student who has experienced complex, ongoing trauma/grief and is responding accordingly. His teachers truly use all of the 6 R's but especially show mastery in Repetitive responses, Relational (they have beautiful relationships with him), rewarding appropriately, etc. I'm so grateful for these master teachers and support staff who love him so much. He is in the safest place he can be. We can't change his situation, but we can continue to make his school a safe place for him.

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We have a student who has experienced complex, ongoing trauma/grief and is responding accordingly. His teachers truly use all of the 6 R's but especially show mastery in Repetitive responses, Relational (they have beautiful relationships with him), rewarding appropriately, etc. I'm so grateful for these master teachers and support staff who love him so much. He is in the safest place he can be. We can't change his situation, but we can continue to make his school a safe place for him.

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iReady punch cards have been super motivating! Students get a punch for each lesson passed.  When they get 10 punches, they get to select a prize!

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iReady punch cards have been super motivating! Students get a punch for each lesson passed.  When they get 10 punches, they get to select a prize!

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Checking in with student to see how he/she is feeling 

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Checking in with student to see how he/she is feeling 

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I make sure that kids are aware of the holidays and traditions of all students. We take a few minutes to learn more about them and the kids share their experiences.

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Students work toward individual Dojo points and class Hawks to build community in the classroom. They pick from reward buckets.

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Students work toward individual Dojo points and class Hawks to build community in the classroom. They pick from reward buckets.

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I look up jokes and randomly share with students one on one to see them smile and build that connection

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Working with the elementary age group when dealing with conflict during unstructured times. I had to adjust my tone, volume and inflection and even kneeled to support my understanding and to support their needs.

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providing base experiences and allowing freedom for students to explore at their own level.

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We start our day with a 2-5 minute mindfulness activity. Some days we do some chair yoga.

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I use talking points to communicate with my families on a weekly basis. I like to make families aware about things like homework, special dress-up days, field trips, and behavior issues.  I find open communication is very helpful throughout the school year. 

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I use talking points to communicate with my families on a weekly basis. I like to make families aware about things like homework, special dress-up days, field trips, and behavior issues.  I find open communication is very helpful throughout the school year. 

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Rewarding students when they are accomplishing their goal on the point sheet

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Rewarding students when they are accomplishing their goal on the point sheet

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placing high value on mistakes and supporting students as they grow from those "errors"

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Acknowledging my privileges with students and staff AND celebrating the diversity of "being human" (i.e., experiences, thoughts)

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Acknowledging my privileges with students and staff AND celebrating the diversity of "being human" (i.e., experiences, thoughts)

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Make sure students have a clear understanding of what BRAVE means and refer to them consistently throughout the year. This is why BRAVE badges matter, even if I accidentally forget treasure box they still want to earn them!

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Simple form that gives parents the ability to see how their student's week was + can write back to the teacher if needed.

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Get to know what is rewarding and motivating for your students.  Students who lack motivation aren't going to work any harder if they don't care for the proposed reward. Getting to know what they like - both intrinsic and extrinsic. 

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Get to know what is rewarding and motivating for your students.  Students who lack motivation aren't going to work any harder if they don't care for the proposed reward. Getting to know what they like - both intrinsic and extrinsic. 