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When building a classroom community, it is important that students act as a community. Showing respect, choosing kindness, encouraging one another, appreciating differences and working together will take precedence in our room. I want students to TRY. This is HUGE for me. Sometimes, we may not feel like trying, and this is where I want to ensure a safe classroom, in case a student is having a bad day. Take a breather, come back and try your best. You might surprise yourself.

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I found this website to be extremely useful in furthering our research in ensuring we are not rewarding negative behaviors. I will come back to this site for the videos and strive to achieve the zenith of teaching styles.

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We all have to deal with bad behavior in our classroom but what are the best strategies to use? The 7 best behavior management strategies are:

Teacher Style

Use Positive Language

The Black Dot and the White Square

Choice in Direction

Pause

Partial Agreement

Controlled Severity

You know that whilst most kids are great, you WILL get misbehavior, some easy to deal with and some that will drive you to the edge of insanity.

I know I will!
Want to know the best behavior management strategies?
Don't worry, in this article, we will take a look at the most common misbehaviors in the classroom and how to handle misbehaving students.

Handling misbehavior in the classroom doesn't have to be difficult. The key is to make minor adjustments to how you address misbehavior in your classroom. These 7 strategies will help massively.
Read on to find out more about them.
What is Misbehavior?
Misbehavior is improper, inappropriate or bad behavior.
As educators, it is more important not to focus on what the misbehavior is but how to address it while maintaining the continued learning for the whole class.

There is ALWAYS a reason WHY misbehavior occurs in a class but in the heat of the moment, it is our job to minimise the impact on the class as a whole.

To start with let's look at what the most common misbehaviors are in the classroom, both for elementary/primary schools and high/secondary schools.

I'm not going to talk about bullying or fighting as these require a whole post to themselves which I will write at a later date.

Common Behavior Problems of Elementary School Students

Talking when they shouldn't.

Temper tantrums.

Arguing/Backchat.

Lack of work.

Taking things without permission.

Calling out answers.

Common Behavior Problems of High School Students

As I was researching the common misbehaviors of high school students I realised that most of the above Elementary School misbehaviors were also relevant to high school students.

The misbehaviors listed below are more prevalent in high schools but may be evident in elementary schools to a lesser extent.

Lateness to class.

Cell/Mobile phone use.

Lack of Classwork.

Lack of Homework.

Social Chatter.

How to Handle Misbehaving Students

When I started writing this article I envisaged addressing each one of these misbehaviors but as I was thinking about how I handle misbehaving students.

As I was researching how other teachers address individuals, I quickly realised that it's not the individuals that we need to focus on, (we don't teach one to one) we need to focus on ourselves and our management of the whole class at the same time as the student or students causing the problem.

I went back over the copious notes I made when training and remembered an inspirational man from whom I watched lectures or videos.

It became apparent that I should use his teachings to explain the methods I use on a daily basis.

Dr Bill Rogers; Behavior Guru

The behavior guru Dr Bill Rogers explains things in the clearest way I have ever found.

Everything from my classroom persona to my behavior management I owe to his video series.

I am going to describe his most effective methods here and include some videos throughout this post.

Here's a little taste of what he is all about:

The titles of the series give an overview of his approach to managing behavior in the classroom setting.

Positive Correction: This part is based on the idea that good behavior is based on building positive relationships between teachers and students. This is something I rely on heavily in my classroom. It is the understanding that shouting and screaming at a student only fosters a behavior pattern where the student shouts and screams back (monkey see, monkey do). Whereas displaying a respectful, encouraging behavior will foster a similar response from the students.

Prevention: This section relies on setting up the expected behavior in the class. If students know what is expected of them in your class from the get-go, you can refer back to it throughout the year. I get them all to write my simple 4 rules in the back of their book at the beginning of the year and if needed get them to refer back to it during a confrontation.

Consequences: This builds on the previous idea; the students already know what is expected of them and what the consequences are if they are not followed. This clear structure allows students to make positive choices in their behavior.

Repair and Rebuild: Things will go wrong, there will be behavior that falls outside the structure you have set; if you think there won't be, you're kidding yourself! What we do and how we approach the aftermath is the most important part in my opinion. This should be done with the premise that we want to continue to build a relationship with that student. We want them to feel like we are still on their side, even after a breakdown in behavior.

My Top 7 Bill Rogers Principles

Your zenith as a teacher should be working to become an assertive teacher.

Assertive teachers expect good behavior but don't rely on dominance to achieve it.

They rely on respect and clear boundaries.

1. Teacher Style

The idea here is to grow into an assertive teacher.

It is the fine balance between being an Indecisive teacher and an autocratic teacher.

I can list many teachers that fall into both of the latter categories, I bet you can too.

When I first started teaching I followed bad advice and styled myself on the autocrat; this didn't work and ultimately I had to change schools as it had ruined my relationships with students and staff.

An indecisive teacher is one that through their own behavior allows the class to overrule them, they set no boundaries through fear of either not being liked or "losing" the class. In short, they hope the class behaves.

An autocratic teacher rules with an iron fist. They demand respect without earning it. There is no wiggle room in their rules. They generally shout without control and can be perceived as a bully.

An assertive teacher is your zenith, you have to train yourself to get there but it really is the only way to teach effectively. If I'm being honest, I'd say I'm 90% there, I work at it daily, the better I get, the better my classes run. An assertive teacher expects good behavior but not by using dominance or hope. They plan for good behavior, they set clear boundaries and adapt to every situation that presents itself.

2. Positive Language

This is a simple, easy and elegant behavior to start using but it works from the start.

We were all told to use please and thank you and to speak nicely to people by our parents, now we are adults we definitely shouldn't stop!

Instead of telling a student to stop doing something, tell them what they should start doing and always with a thank you.

For example, if I have two students who are chatting and off-topic instead of saying "Will you two stop talking to each other" I may say "I'd like everyone to be listening please, that includes you, Paul and Daisy...Thank you" and move on.

Saying thank you implies that the students have already complied leading to them actually complying.

3. Black Dot, White Square

This idea focuses on keeping things in perspective.

It is very easy to focus on the misbehavior in the classroom and ignore all the good stuff.

In the black dot, white square idea the black dot represents the misbehavior and the white square represents good behavior.

If we focus on the white square we can easily avoid thoughts like:

This class are always bad (are they really?).

No one ever does the homework (really, no one?).

That student is always calling out (I don't think they do, do they?).

As I started to use his method I found I was choosing my battles more wisely.

I stopped pausing my class (and disrupting the flow of the learning) when a student arrived late, I now acknowledge they have arrived and kept the lesson moving.

If it is persistent lateness I will address it either later in the class or at the end of the lesson/day.
Here's the thing:
This has the added benefit of the late student will feel more comfortable to slip into the lesson and start learning, after all, I have no idea why they are late, only assumptions.

They could have been ill, lost something or been to the school office to collect their lunch.

Bringing this up in front of the class will damage my relationship with the student AND the class.

I have spent way too much energy chasing homework in my life (yes, I know you have too!).

I have found that if spend the time I previously used to chase homework to celebrate and reward the homework I did get in, over time I got more homework in.

The students saw the positive effects of doing the work and wanted a piece of that pie.

Again, persistent offenders are spoken to privately rather than in front of the class.

4. Choice in Direction

This is a tactic I have only been using for a couple of years but wish I had been using from the beginning.

Again it is a simple minor adjustment to how I address a situation, not something to instil in my students.

Rather than just giving them a demand, I calmly give them a choice.

One option is what I want them to do and the other is the consequence.

9 times out of 10 they will choose your preferred option.

For instance; "Paul, you can either complete the work you are supposed to be doing OR you can come back at lunchtime to do it" or "Daisy, you can either stop chatting to your friends OR you will go to the heads office".

The rest of the class (the white square) will also benefit from a calmer approach.

The student/s in question will choose the correct option and the lesson moves on with minimal interruption.

Remember to thank them when they have made the correct choice.

In the very small minority of cases, the student will choose the consequence.

It is very important for the success of this tactic that you follow through with the consequence quickly and immediately or this tactic will never work again with that class.

Make sure you consider this when giving the choice, never promise what you can't deliver!

Again, another very simple method of mastering your classroom presence.

Like us, students will have lots going on in their heads and also like us, they need some processing time.

It is very unlikely that they will comprehend what you are saying the moment you start talking.

The way this work is:

Gain eye contact: Paul...pause...

Give instruction: Please face me and listen....thanks.

This is one of Bill's Books, I've used it myself, it's very good!
6. Partial Agreement

This builds on the ethos of modelling the behavior you want to see.

I've also heard this method being referred to as "being the adult".

This is something that some teachers seem unable to do sadly.

They simply think they can't be seen to give an inch and will argue to the death to get the last word.

This strategy diffuses conflict in an instant because it allows some give.

It also helps builds respect in the class.

The "white square" see you compromising for the greater good of the class and the "black dot" witnesses you actually listening to them. For Example:

Teacher: "Paul, stop chatting and get on with your work.

Paul: "I wasn't talking, I was doing my work".

Teacher: "Ok, maybe you were but now let's finish the task".

In this case, you'd been watching Paul get more and more off task for the last 5 minutes, he definitely was talking.
However, what matters more?
Is it more important for Paul to admit he was wrong or to get on with the work?

If you find yourself wanting to "not let them get away with it" try just letting it go, trust me, it's better for your stress levels and better for the class and the student.

Win-Win!

7. Controlled Severity

Unfortunately, there will be times where you have to raise your voice but how we approach this can also be adjusted.

In the heat of the moment, it is easy to let the anger get control of you and let your raised voice be fueled from that anger, at this point you are not in control of the class even if you think you are!

Excellent teachers will have set very clear boundaries and will only use an "act" of controlled severity fuel the raised voice.

A short, sharp, louder tone to remind them that their actions are not within the expected behavior is all that is needed.

Your voice should immediately return to your normal calm voice.

It is a voice that tells them they have crossed the line but you still care about them, their actions are not acceptable but you still want them to be the best they can.

Again, controlled severity is and ACT, it is not actual anger, it is a tool to say very simply....you crossed the line, you are now aware you have crossed the line and we are now back to normal.

This method should not be used too much or it will desensitise the class to it.

The class should know it is there but not want to go there.

I once heard it referred to as an electric fence. You know it will sting so you don't touch it!

But What About When They Just Say No

You Should Now Be Able to Handle Common Misbehaviors in the Classroom

I have found that employing Bill Rogers tactics in class dramatically improves the progress of all students, it reduces my stress levels and it makes my class a much happier place to be for everyone.

Some take time to master but they ALL work.
Go for it, give it a go!
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How You Can Handle the Most Common Misbehaviors in the Classroom

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We all have to deal with bad behavior in our classroom but what are the best strategies to use? The 7 best behavior management strategies are: Teacher Style Use Positive Language The Black Dot and the White Square Choice in Direction Pause Partial Agreement Controlled Severity You know that whilst most kids are great, you WILL get misbehavior, some easy to deal with and some that will drive you to the edge of insanity.

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Taking advantage of technological tools to assist in communicating with non-native speaking families is useful in the classroom. Microsoft Translator can further assist in parent-teacher conferences, which I will absolutely take advantage of for communication. I have used phone apps for this in my personal life, such as with parents of my daughter's friends, and where it was useful, I feel it may be too casual for a conference. I appreciate that Microsoft have tools like this. Video tips on learning shows just how simple it is.

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Communicate with non-native language speaking parents using free tools from Microsoft

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Learning what motivation is behind a behavior is key to resolving to avoid in the future. In recognizing through data collection, we are able to streamline our responses, or even better, prevent the antecedents that cause particular reactions and behaviors.

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May 11, 2019 - Browse over 200 educational resources created by Brooke Reagan in the official Teachers Pay Teachers store.

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I enjoyed creating this website and blog. I will strive to maintain and keep this as a part of my future classroom.

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Schedule

8:05am: Class Begins
8:05am - 8:25am: Morning Meeting & Bellwork
8:25am - 9:00am: English Language Arts
9:00am - 9:45am: Reading, Writing, Language Arts
9:45am - 10:00am: Brain Break, Snack Break
10:00am - 10:45am: Tech Centers
10:50am - 11:20am: Lunch
11:25am - 12:00pm: Math (Guided)
12:00pm - 12:45pm: Specials: Music, PhysEd, Art
12:45pm - 1:15pm: Math Centers (Independent)
1:15pm - 1:45pm: Social Studies
1:45pm - 2:30pm: Science
2:30pm - 3:00pm: End of Day Meeting, Dismissal

ELA - English Language Arts

Furthering supporting our knowledge of writing, through revising, following proper grammar and explaining different types of writing (narrative, expository)

Dive deeper into Point of View and Text Features

Compare and Contrast using primary and secondary sources

Apply knowledge of base words and affixes to learn unfamiliar words

Links and Forms

Get In Touch With Mrs. Calabro

​

Classroom Remind: Text @mrscalsroom to 81010

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Schedule 8:05am: Class Begins 8:05am - 8:25am: Morning Meeting & Bellwork 8:25am - 9:00am: English Language Arts 9:00am - 9:45am: Reading, Writing, Language Arts 9:45am - 10:00am: Brain Break, Snack Break 10:00am - 10:45am: Tech Centers 10:50am - 11:20am: Lunch 11:25am - 12:00pm: Math (Guided) 12:00pm - 12:45pm: Specials: Music,

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Fostering Resilient Learners Trauma Assistance for Teachers

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Fostering Resilient Learners Trauma Assistance for Teachers

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Teaching students how to recognize their "upstairs brain" vs. their "downstairs brain" may seem like a big ask, but when you can show students the science behind the emotion, the ability to do this together as a class is groundbreaking. We are all victim to stressors, but how we choose to deal with them is what makes us emotionally intelligent. We can work to accomplish this together when we recognize our upstairs and downstairs, breathe, focus, and restart.

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My district contributes to classroom communication with families by providing Remind to educators. I enjoy the ability to have parents easily access information, text messages and weekly communications or reminders.

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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Some of the anti-bullying resources involved coordination with other grade level teachers, which added to the success of lessons in anti-bullying for students. I appreciate the activities that involve students in participating with what bullying and certain trigger words mean to them; on full white-board writing throughout the lessons of the week. This is an emotional approach, which may indeed lead to some bigger discussions in the classroom.

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This chart allows me to understand behaviors with more knowledge of how to better resolve. Am I feeding the function?

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Whether using a ticket/raffle system or rewards through classroom motivated behavior, I feel the personal achievement of students' positive behavior is where I am most comfortable in kicking off my classroom as an educator.

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The Best Behavior System Your Students Will Actually Love - Paige Bessick - The Interactive Teacher

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It's that time of year where you start questioning whether or not your behavior system actually works and to start thinking about what you want to do next year. Anyone else there right now? No, just me?! A solid behavior system can really make or break a classroom.

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After having worked in Early Childhood Education, I am not unfamiliar with mandated reporting. Having the checklist handy is especially useful for elementary grades, as students may be more inclined to speak out compared to younger students.

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Alexandra Calabro - [Template] Connection Plan

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I believe in children having a voice. I want my students to know that their contributions matter, and we will have a playlist that consists of easygoing music that we all agree upon, along with a song suggested by each student. This playlist will be ours throughout the school year, and maybe we will sprinkle in some seasonal music where applicable.

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Copy of Alexandra Calabro - Classroom Procedure Template

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It is hard not to put an imaginary bubble in your mouth. I hope this technique will not outgrow my students, because I truly feel that it is such a simple and easy to understand concept that all students (ELL, ESE, etc.) can cooperate when it is time to have a bubble.

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Why We Need to Consider Trauma in Teaching

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Why We Need to Consider Trauma in Teaching

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The statistics of students with ACEs (adverse childhood experiences) are mindblowing, at around 30% of children having experienced 1 ACE in their lives already. With this in mind, we can re-structure existing biases and beliefs that students may misbehave "just because." There is always an underlying reason, and in recognizing trauma may be the culprit, we can progress in a healthier, meaningful way with our classrooms.

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Working with trauma-affected students is a difficult balancing act.

We acknowledge the harmful impacts of the past, and hold out hope for a future of healing. We create a safe environment for students to share their lives, yet maintain professional boundaries. We provide our caring and our help to others, but have to pay attention to our own well-being, too. We work in our classrooms but depend on the support of our community.

These were the clear takeaways for teachers who participated in Edutopia's recent Twitter chat on the topic of trauma and social and emotional learning (SEL). Two parallel ideas emerged in the back and forth. First, as teachers we need to focus on the individual student and the strong, one-to-one relationships that support our trauma-affected kids. And second, creating these bonds requires a broader cultural adjustment and reprioritization, where the whole community works together to cultivate a space in which students, educators, and staff members thrive.

What about classrooms without a lot of trauma? It's risky to assume that our students haven't experienced trauma-according to a seminal study from the Centers for Disease Control and Prevention, childhood trauma is far more pervasive than previously believed and is often invisible. And chat participants asserted that trauma-informed and SEL practices benefit all children, building critical skills like self-awareness, self-regulation, empathy, and an openness to teamwork and cooperation. Adopt a "universal approach," suggested the nonprofit Zero to Three, and "assume all children are trauma-affected and need social and emotional learning instruction and support."

An emerging body of research backs that stance. A 2017 metastudy of over 97,000 K-12 students, for example, found that SEL practices boost academic success, decrease disruptive behavior, and reduce emotional distress in the long term.

So how do we balance the individual focus with a community commitment to trauma-informed SEL? Luckily, our Twitter chat participants had some great advice to share.

Know Your Students

To support students who have experienced trauma, start by flipping the traditional classroom paradigm: Relationships have to come before content, insisted dozens of educators.

It's a simple enough rule, but it runs against the grain and needs to be constantly reinforced: "If you're not addressing the trauma, and the students are distracted, checked out, and falling increasingly behind, even the best curriculum won't matter," explained Wendy Clark, reflecting on the order of events that drive real learning. If that point wasn't a settled matter by the end of the thread, Bill Waychunas cut straight to the heart of the issue by inverting the original proposition entirely: "Better question," he wrote, turning Edutopia's opening salvo around: "How do you teach academics WITHOUT having SEL embedded throughout your teaching and classroom?"

Excellent question. Wish we'd thought of it.

Still, if teachers agreed that one-to-one relationships were the critical building blocks of good SEL-and good trauma-informed practice-how can that effort be scaled to 20 or 30 unique students, each of whom experiences trauma differently? The good news is that it's not all on the individual teacher; system-wide supports are required to distribute the work and create a broader culture of belonging and mutual support (more on that below). Within that context, though, all educators need to row in the same direction: The trick, according to Mathew Portell, principal of the trauma-informed school Fall-Hamilton Elementary in Nashville, is to never lose sight of the individual student: "Trauma affects children in so many different ways. Some kids are reactive while others are reserved. It is key to know the students' stories in order to know how to support them."

With so much pain in the classroom, educators should be mindful that traumatic life experiences can sometimes emerge as behaviors that we might otherwise label as challenging. "Trauma can manifest in so many behaviors! Hypervigilance can masquerade as hyperactivity," offered Sarah MacLaughlin, recasting a child's nervous disposition as a possible response to a difficult home environment. "Fear can look like aggression: flight, freeze, or fight."

And it's not just very young children whose behavior may mask an underlying challenge. Math teacher Kareem Farah sees a connection between anger and trauma in his high school kids: "Students in poverty have been conditioned to suppress their pain. It often manifests as anger. It is critical to recognize that frustrated students are often those that have experienced the highest levels of trauma and need the most loving attention."

The Whole School Model

So relationship-building in the classroom is essential-the one-to-one with students is indispensable-but the impact of the work is amplified and reinforced only when it occurs within the broader contexts of the school and community.

Many teachers in the chat highlighted the need for a consistent, team-based approach. As Carmen Zeisler put it, "Being trauma-informed is not a checklist, but a mindset change. It is critical that everyone in the building is working towards being trauma-informed." Other educators agreed, adding that administration and school board support is needed to sustain these changes.

Teachers recommended ways to develop staff buy-in: Sarah Giddings shared that colleagues at her school meet in small groups to stay accountable to one another, and that extends to support staff like computer technicians. Lindsey Mattingly's school, Valor Collegiate in Nashville, engages all staff in restorative circles so teachers get firsthand experience of the social and emotional skills required of students in that model-with powerful results: "When teachers fully understand trauma and its manifestations, the mindset will shift from one more thing to do to THE thing we must do."

Understandably, there's bound to be pushback. Acknowledging that there is sometimes skepticism about broad, new programs is helpful-teachers and administrators won't all jump onboard enthusiastically. Several educators recommended connecting trauma-informed practices to the existing compassion and empathy among teachers: "You show them what they are already doing. Then they realize they are already partly there," says English teacher Alison Killy. And Joe LaCasse agreed that the foundations of trauma-informed practices were already embedded in many classrooms, and it was really a matter of emphasis: "Deep down, all teachers care about kids. So, this really gets at the core of being a teacher. It's not just something 'extra.'"

What About Me?

Well exactly. What about you?

The teaching profession is intellectually and emotionally challenging. Many educators in the chat recognized that the social and emotional work has to start with themselves. Educators who see the value of a practice in their own lives are more likely to be passionate advocates, and the learning ecosystem is only truly healthy when all members of the community are thriving. In other words, helping teachers feel emotionally grounded and supported is helping students, too. "Don't forget that teachers have SEL needs! Concentrate on teacher well-being and empower them to address their own needs," suggested the organization Move This World. In a school culture that focuses on wellness for all, teachers can practice and then model positive social and emotional skills for their students more authentically.

Social and emotional support for teachers also helps buffer the effects of secondary traumatic stress and vicarious trauma-when teachers experience symptoms similar to post-traumatic stress disorder because of the stress of bearing witness to others' trauma. Supportive peer connections are an important part of that prevention: "Don't let teachers with struggling students feel alone," recommended Rosa Derricott. "It should be a school-wide approach where everyone's supporting each other."

In the end, of course, we can't rely on our schools alone to address systemic issues of poverty, violence, or drug addiction. The net of responsibility must be cast more widely. "A trauma-informed approach to social emotional learning requires partnership between counselors, teachers, parents, and other trusted adults to help guide students through short and long-term challenge," suggested the chat participant Mom of All Capes. Not to put too fine a point on it, but perhaps it was user Belinda Talonia who said it all most succinctly: "SEL belongs to all of us."

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The How and Why of Trauma-Informed Teaching

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In an extraordinary Twitter chat, educators discuss building trauma-informed social and emotional learning environments.

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Students may need a refresher on what it means to be responsible and accountable. By using short and sweet graphics, I will occasionally ensure these pop up throughout learning as reminders.

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Alexandra Calabro - First Day Plans-Elementary

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I want students to feel involved in our classroom. Classroom jobs are a big part of this. Without just issuing a job, I would utilize these fantastic "Job Applications" where students can apply for the jobs that they wish to have in the classroom. We will rotate responsibilities every few weeks, so that students are able to get settled into their roles and try new jobs every month.

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My classroom tables will be color coded, and for lining up procedures, tables will be dismissed one at a time by color. Students will line up facing forward and will be quiet. We will walk through the halls this way as well. Student jobs will include a line leader, door opener & closer (the only student who will move their place in line), and peacekeeper, who will silently (with hand peace signals) remind the class to remain quiet if they are not following expectations.

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I will have music playing quietly while students enter the classroom after our Greeting at the door. Students will become familiar with the morning procedures. There will be a morning slide on the board that is customized each day.

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Learning rules and procedures are not always fun. I would like to add a Game Show feature in for solidifying our procedures together as a class with a bit of fun!

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I think having small posters around the room can be great reminders for students whose eyes wander when they are not paying attention to the task at hand. Hopefully by having these non-verbal cues around the classroom, it can allow students to reach that level of accountability where posters like this can help them before they move into making any choices that would lead to making poor decisions. By 4th grade, I believe students know the difference between a good choice and a not-so-good choice.

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I believe we all have the choice to be kind. Even as teachers, we do not know what our students experienced the night before they came to class. Having kindness take a front seat in driving our classroom behavior, will hopefully, build a deeper sense of compassion and empathy for others.

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Who Are We? Classroom Contributed Responses

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Who Are We? Classroom Contributed Responses

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I would like my classroom to contribute to what they believe are peace breakers and peacemakers. I believe in the opportunity for students to assist in creating a model of expectation for themselves and their peers. We want our classmates to act this way, in order for our whole class reward system for positive behavior. If a peace breaker is in the room, I will refer back to the Accountability chart and allow the student to determine what they can do to modify their behavior in order to contribute to positive behavior rewards once again.

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Breathing is what keeps us alive. When we allow ourselves to focus on our breathing, we calm our mind and our body. Teaching our students to do this, once or twice a day, we can all take a moment to give our brain some extra TLC and shift to a healthier learning environment. I will incorporate some form of breathing exercises into our morning routine; which type I choose will depend on the grade level of my students.

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I would love for students to fill out information about themselves, however, I understand depending on the grade level it might be prudent to have parents assist students. This kind of information will help me throughout the school year with each student.

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I think it is important to have students actively involved in contributing to our classroom and our social contract. Taking ownership of your emotions and behavior is a social skill of accountability, that I believe is incredible important. Social skills are learned in the classroom, and we can model through our collaboration of our social contract.

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I would like to incorporate icebreaker activities between learning new procedures together during the first day.

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I think we all enjoy some Disney music, but rather than induce a chorus of singers, I would like to have the music playing quietly during room entrance in the mornings. Ideally, I would like this to become a routine each morning which leads into the morning meeting. Eventually, I'm sure we will sing along to some songs.

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A classmate suggested giving students their choice of a morning greeting. This is a great idea! I want students to feel comfortable to choose which greeting they would like each day. I'm absolutely down to do a little dance with my students!

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I think a fun True or False pop quiz about me. I would then play the PowerPoint "About Me" with the answers as well. I would customize this to be grade-level appropriate and fun. I want students to get to know me without feeling like they are too shy to ask, or are too introverted to ask.

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I designed this room with a third or fourth grade class in mind. We have three large tables with four students each for cooperative learning, two smaller tables with three students each as those two smaller tables as some students work better at a smal table, a small group table for 4 students and a teacher, a cozy reading corner and library, along with a computer station and a carpeted gathering area with a projection screen. I chose to have four students per large table to prepare for planned Project Based Learning curriculum. Additionally, I have attempted to have desks located in such a way that it would be easy to navigate through the room, as well as address all students from different areas of the room where they can see the teacher. I placed the projector by the carpeted area and a second board whiteboard. I would like an additional whiteboard behind the small group table. I would like to have my seating arrangements rotate every few weeks when Classroom Jobs rotate as well. One of those tables and the four chairs are meant to be the low-style and the blue stools by the computers are of the "flexible" type. I like having the teacher's desk in the far side of the room, to be able to see all that is going on and see the door easily. I think this design has an overall flow, with having two trash cans on opposite sides of the room, and supply/shelves on both sides of the room as well. I anticipate on using several project-based learning lessons, which is why I enjoy the tables with 3 or 4 students per area. I will be encouraging collaborative learning and project-based learning, as working together and sharing ideas will helps students in a social emotional learning style environment.

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Reading and writing is important to me. I want to encourage strong writers through meaningful assignments an anchor charts on the wall to assist students in their writing. I believe in 3rd/4th grade, establishing a good writing foundation is crucial.

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I would love to include an inviting table with a bright atmosphere in small group learning. I believe it can be intimidating to do small groups with the teacher, so I would add comfortable seating and an additional focus bulletin board behind us with objectives and goals, and anchor charts with key information that can be helpful for differentiation.

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Growth mindset is a life skill that I believe can be taught early on. In showing that we can overcome obstacles, we can enjoy the positive after getting through something challenging. I think it is important to have a wall where work is displayed as well; it would be the perfect area with affirmations and growth mindset phrases or posters, as there will be challenging assignments students are proud to display.

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I love the idea of interactive walls for projects. Social Studies can be tedious and sometimes boring, and so I believe in creating activities that are hands-on an meaningful for students to engage on multi-sensory levels.

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I have been researching the Genius Hour and Personal Projects for students to work on over time when they are finished with work. Students will think of a question that they want to know the answer to (teacher must approve) and students can work to create a small project with the findings of their research. I loved my encyclopedia's when I was growing up, and I think it is important to show students how to begin asking themselves critical thinking questions, and find the answers that they need without having to ask for help in doing so.