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Explicit teaching on fairness vs. equality

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Explicit teaching on fairness vs. equality

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Schedule posted and adhered to each class. Enter, objective and expectations for project (criteria for success) announced, work time, clean up, then exit and closure each class.

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class meetings
collaborative activities
share experiences and weekends
sharing writing - small moments
having students help each other

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Recognizing students culture and the individual strengths they bring to the class.

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equity in teaching/instruction
behavior management
narrating why earning something
conferences with students
circles- having all students have a voice

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Routine, expectations and schedule

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set routines, time updates, explicit instructions

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set routines, time updates, explicit instructions

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Have all students being valued as a member of a team by providing collaborative opportunities.  

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Have all students being valued as a member of a team by providing collaborative opportunities.  

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One on one discussions related to interests, small group/lunch bunch discussions

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using praise and polish, giving students feedback as often as possible throughout the day

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using praise and polish, giving students feedback as often as possible throughout the day

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Class meetings, sharing interests, morning meeting, and greetung

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take a moment in the am to share a quick story (3 students

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take a moment in the am to share a quick story (3 students

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Knowing the routine, class procedures - using visual lists, schedules, etc. 

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Knowing the routine, class procedures - using visual lists, schedules, etc. 

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Sharing (free writing in journals or other work)

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Sharing (free writing in journals or other work)

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-routines
-schedules
-consistent behavior management system based

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making connections to things in their "world" 

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making connections to things in their "world" 

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Have a schedule and stick to it.  Have predictability within the student day.

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Have a schedule and stick to it.  Have predictability within the student day.

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Giving students choices within their centers, "must do, may do". 

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Giving students choices within their centers, "must do, may do". 

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Allowing for students to choose their writing topics

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Choosing how to demonstrate understanding

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Choosing how to demonstrate understanding

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having a routine
agenda that you go over with students
using the same format for word work/centers/writing
consistent consequences and rewards

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equity sticks- knowing all students are valued as a member of the class

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equity sticks- knowing all students are valued as a member of the class

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Having a schedule so students know what is next

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Having a schedule so students know what is next

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Reinforcing that in PE we are all a "team". In life we all win some & lose some, but we accept the outcome and support each other (sportsmanship). Offering activities that support inclusion of all ability levels and allow students to feel successful and "on par".

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Setting up behavioral system and visual supports so students know the expectations

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Setting up behavioral system and visual supports so students know the expectations

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Share learning objectives