# data[].attributes.headline
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.subject
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.body
Make connections to their lives; during morning meeting, let students share things that they care about, and write those things down. At a later time, bring back up what they said and/or ask about it so they know that you care.

# data[].attributes.headline
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.subject
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.body
- Scaffolding in learning
- Leveled Grouping, using stations to keep students at similar achievement levels
- Provide different activities for different learning styles (visual, kinesthetic, etc.)
- Having materials available for students & modeling how to use them beforehand
- Modeling in small segments
- Different assessment styles (options for student choice or cycle through depending on the material)
- Making yourself available for extra help

# data[].attributes.headline
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.subject
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.body
-Make connections to their life and experiences
-Actively listen to students
-Cumulative projects & showing end result potential
-Sharing student work within the class or outside in the hallways
-Have more student input in the planning process
-Share own struggles with students

# data[].attributes.headline
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.subject
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.body
-Daily AR test. They reread their book multiple times which will set them up for success. After they get a certain amount done they can go in the treasure box.
-Morning Work
-Writing Journal
-Tickets. They can spend these at the end of week or 9 weeks.
-IXL, Lexia, Achieve. Rewards if they meet a certain point.

# data[].attributes.headline
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.subject
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.body
Daily affirmation, talking to students outside the classroom with a different kind of greeting, talking to students after class in line about their favorite concepts in class or something going on in their lives, doing activities where they feature Black artists and do activities that they like, students write their song suggestions for listening portion, greetings and welcoming students with kindness, vocabulary lesson based on Among Us game.

# data[].attributes.headline
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.subject
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.body
Have students collaborate to create a list of class rules.
Teacher asks higher order thinking questions to include students in the lesson.
Make whole class goals and have students hold each other accountable for achieving those goals.
Classroom jobs

# data[].attributes.headline
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.subject
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.body
-fire drills, intruder drills (lockdown), severe weather drills, other emergency drills
-classroom set up (for physical safety)
-mailbox in the classroom to tell the teacher things they want the teachers to know that they may not want to share out loud/things the teacher doesn't have time to have a conversation about at that moment
-wearing masks, hand sanitizer, wiping tables, lysol, social distancing
-encouraging all questions
-leading by example
-

# data[].attributes.headline
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.subject
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.body
Create task that are challenging but attainable.
Verbally state that you believe in students.
Display work in the classroom and around the school
Make students responsible for their own learning.

# data[].attributes.headline
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.subject
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.body
Give students different roles in the learning process; During groups, give each student a specific job that they need to get done.

Work hard to involve virtual students; question them and create activities in which they are involved.

Learning games where everyone is involved.

# data[].attributes.headline
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.subject
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.body
-Actively listen to students
-Have open door policy and let them come to you with any problem
-Ask them about life outside of school and what they like to do
-Praise the little things along with the big milestones
-Give hugs (non-Covid life)
-Greet each student individually and ask how they are doing
-Kindness note jar
-Make sure roles are set for group activities so everyone does their part

# data[].attributes.headline
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.subject
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.body
All students play instruments in the music room.
All students sing in the music room.
All students keep the beat in the music room.
Exit ticket out the door and feedback for the teacher to make the learning better.
Students select music choices for planning the lesson.
Students can be the beat leader for music while other students keep the beat along to the beat leader's beat.

# data[].attributes.headline
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.subject
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.body
- Emotional safety in the classroom
- Allowing mistakes
- Owning up to teacher made mistakes (teaching correct attitude, also shows humanity in teachers)
- Learning alternate languages for students with varying 1st languages (culture too!)
-

# data[].attributes.headline
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.subject
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.body
-differentiation/playing to students' strengths
-student shout outs
-hanging up or celebrating accomplished goals
-certificates
-stickers
-embracing mistakes and flaws
-

# data[].attributes.headline
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.subject
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.body
-Modifications & Accommodations.
-Packets for students at home/virtual.
-ESOL students having access to things that are fit for their learning.
-Providing sufficient time for students to complete activities or tests/quizzes.

# data[].attributes.headline
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.subject
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.body
All questions are welcome. (No dumb questions)
Emergency plans and drills
Safety protocols
Embracing all cultures
Create a welcoming and diverse classroom community.
Let students know that their feelings and thoughts matter (morning meetings or journal time, personal conferences)
Positive and constructive criticism

# data[].attributes.headline
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.subject
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.body
Make goals attainable: let students' writing gradually improve over time and point this out.
Point out if students are better at keeping up the steady beat throughout a class period.
Let students sing simple songs for music class.
Teach students how to acknowledge their success when they succeed in an activity.
Let students play slowly on instruments before they play quickly and present many opportunities to play different patterns on their instruments.

# data[].attributes.headline
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.subject
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.body
-time to share about what is going on in their lives
-teaching students how to react in situations and understanding their feelings
-kindness week
-offering support

# data[].attributes.headline
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.subject
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.body
-Cool down Corner
-Emotional Support stuffed animal/ toy
-Class Moto
-Dividers on desks

# data[].attributes.headline
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.subject
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.body
- Praising nonacademic success (helping a friend pick up a mess, holding the door without being asked, etc.)
- Learn your students' "success languages" (as opposed to their 'love language")
- Classroom jobs, having an active role
- Reviewing a topic that you know students will remember
- Partner them with younger grade students (5th grader reading w/ 1st graders), shows they have grown since their time in previous grades
- Allowing students to share outside of school successes, adventures. Story sharing is never a wrong answer!
- Varying group and individual successes

# data[].attributes.headline
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.subject
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.body
Give students small goals instead of big goals; if they never feel a sense of accomplishment, then they will not know the good feeling of it. If you give a small goal and they meet it, then they will know how it feels to succeed.

# data[].attributes.headline
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.subject
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.body
-Let students pick book to read to the class
--Make sure roles are set for group activities so everyone does their part
-Have in-person students greet virtual students
-Student choice for doing assignments6

# data[].attributes.headline
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.subject
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.body
-Think, Pair, Share
-Involving all learning times. (Learning Modalities)
-Sharing Time
-Show and Tell
-Thumbs up/Thumbs down. (Formative assessments)
-Graffiti Wall (Quotes or question on board. Students respond on the board or wall.)
-Gallery Walk

# data[].attributes.headline
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.subject
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.body
Using students prior knowledge
Using models to help teach
Teach them problem solving and coping skills.
Give students time and opportunity to become self motivated.
Provide appropriate resources and learning material. Show them how to use them as well.
Hold students accountable.

# data[].attributes.headline
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.subject
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.body
Following masks and social distancing protocols.
Telling students that you have their back and that there will be problems if anyone is made fun of in class (and following through on your discipline if it happens, like talking strictly after class and sending students to the counselor).
Making sure students do not run when they get to the bus.
Snapping for students (as an individual or as a whole group) when they do exemplary work.
Showing when you make a mistake and telling students that it is not a big deal if you or they make a mistake while playing instruments or completing math (if we crash and burn, that's okay; we will just try again).

# data[].attributes.headline
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.subject
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.body
-students involved with creating rubrics/assessments
-students write test questions
-self assessments

# data[].attributes.headline
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.subject
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.body
- Giving students opportunity to choose activities, recess options, brain breaks, rewards, ownership
- Placing students around others that they are comfortable working with and participating in class time with
- Get students involved in discipline, after knowing students

# data[].attributes.headline
Abby Williams, Savannah Lane, Daulton Drew, Kayla Newman

# data[].attributes.subject
Abby Williams, Savannah Lane, Daulton Drew, Kayla Newman

# data[].attributes.body
Practice drills so that students know what their role is and what to expect. Follow COVID protocols so they know that we are doing our best to keep them safe. Let students know about confidentiality and that they are safe to come to us if they have a problem. "I will do whatever it takes to keep you safe."

# data[].attributes.headline
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.subject
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.body
-Morning Meeting Questioning
-Take what you need
-Snack time
-Having snack/food available for students who may be hungry.
-Relax corner
-Personal note for students weekly

# data[].attributes.headline
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.subject
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.body
-Over praise students that struggle
-Pick a task to focus on (an issue that is happening in class, both academic and behavior) and reward with a treat
-Treasure box
-Dojo points
-Simple review questions from previous class
-Let them catch you making a mistake (make one on purpose for the students to correct)

# data[].attributes.headline
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.subject
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.body
- Give directions with kindness
- Explaining the "why" in directions (shows the intentions, purposes rather than just being "bossy")
- Anonymous notes of kindness to peers in class
- Letting kids know you will take care of their needs beyond grades
- Checking in with feelings

# data[].attributes.headline
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.subject
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.body
When playing an ostinato, play three notes, then four notes, then five notes, and build up to the desired number of notes.
Offer different types of support and different levels of support (peer support vs. teacher support).
Sing lines and add on to these lines in music.
Give students the opportunity to work in individual settings for students to learn their own potential after teaching the material fully.
Allow peers to voluntarily demonstrate the work to show that the work expected of them is possible and see the level of work expected.

# data[].attributes.headline
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.subject
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.body
Make learning relevant to students
Incorporate their interests and let students know why the learning material is important.
Make activities fun (incentives)

# data[].attributes.headline
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.subject
Abby Williams, Daulton Drew, Savannah Lane, and Kayla Newman

# data[].attributes.body
As much as students need tangible tools to complete an assignment or project, we need to also give them the motivation and drive to complete their work. If a teacher is giving all of their students the same support (not scaffolding), then some students may not have what they need.

# data[].attributes.headline
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.subject
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.body
-dojo points
-star students
-pinpointing good behavior
-secret student

# data[].attributes.headline
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.subject
Val Burke, Miranda Santiago, Lace Cobb, Daphne Smith

# data[].attributes.body
Family/ welcoming classroom environment (community)
Greet students in the morning and ask about their lives outside of school to show interest
Sending positive notes home
Birthday cards

# data[].attributes.headline
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.subject
Haily Smith, Shandi Fowler, Caroline Patton, Jaleesa Howell

# data[].attributes.body
-build on prior knowledge
-provide materials for students
-consider different learning types/styles
-consider multiple intelligences
-differentiation

# data[].attributes.headline
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.subject
Emily Earnest, Fallon Lowery, Sonya Patterson, and Callie Martin

# data[].attributes.body
Explain that the songs they are singing will go with motions, dictation practice, or playing instrumental parts with their singing.
Explain that students will use specific percussion patterns they are learning in the future.
Teach students the alphabet and help them realize that they are going to be reading with this alphabet.

# data[].attributes.headline
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.subject
Ashley Jones, Tiarra McNeil, Tamia Hallmon, Amanda Bears

# data[].attributes.body
-Have safety reviews every month to remind students of protocols
-Open door policy to build trust

# data[].attributes.headline
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.subject
Elaine Rhodes, Abby Cash, Danielle Brackins, Chelsea Williamson

# data[].attributes.body
-Explaining the Why when teaching
-Things that they like to do
-Class jobs

# data[].attributes.headline
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.subject
Myesha Harper, Molli McGinnis, Kinsington Martin, Hannah Moran

# data[].attributes.body
- Making things relevant for all students (pop culture, student interests, holidays of all cultures)
- Give examples of how learning will be applied to the real world
- Especially in history, find examples in current times and how it's still important today

# data[].attributes.headline
Abby Williams, Savannah Lane, Daulton Drew, and Kayla Newman

# data[].attributes.subject
Abby Williams, Savannah Lane, Daulton Drew, and Kayla Newman

# data[].attributes.body
Allow students to share their work with the class so that they take pride in their learning and work.