# data[].attributes.body
I attempt to model the calm environment I want with students by speaking to them in a calm and level tone and keeping the physical space low lit when possible and playing lofi background music when in independent work time. I also utilize work time to check in with every student ideally once a week on a personal basis.

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Two successful routines that I have in my class is "the first 10" and community circles. Students know that in the first 10, unless you have a designated job, you should sit in your seat, complete the do now for the day, and write one positive affirmation if time allows. Students are also in the habit of engaging in community circles on Mondays or Fridays to kick off or end the week on a positive note

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In my classroom I try my best to verbally call out on task students and reward them with "STRONG points" and "cash" that can be used at the school store. Although I don't always meet my goals, I try to make at least 2 positive phone calls a week in addition. Additionally when I notice many students struggling with behavior, we have check in days to review expectations.

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We have co-created norms that we have established in each of my classes that have been turned into "contracts." We revisit these contracts at the beginning of each quarter to make any changes or amendments and to re-sign our commitments to a positive quarter

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My room is a very calming space. Dim lights/ LED to set the mood, soft music playing, bean bags, and earphones for students to listen to music/videos when needing a space to decompose.

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Completing Highs/Lows for their warm ups

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Completing Highs/Lows for their warm ups

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We do lots of verbal immediate praise in addition to dragon tokens and movie days. Food is another reword that's on the larger scale of rewards but its something that the students work hard towards

# data[].attributes.subject
We do lots of verbal immediate praise in addition to dragon tokens and movie days. Food is another reword that's on the larger scale of rewards but its something that the students work hard towards

# data[].attributes.body
Students know that the lesson starts with a warmup. Once the warmup is over, headphones and phones go away until my teaching is done.

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We have a circle together and also follow the PBIS system that is established in the school and talk about how they feel about that

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We have a circle together and also follow the PBIS system that is established in the school and talk about how they feel about that

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I commit to building stronger relationships with the students I work with.

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I commit to laughing more with my students to help relieve anxiety and spark more joy.

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I want to renew my commitment to building relationships with my students, and remember that every day is a fresh start,

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I want to renew my commitment to building relationships with my students, and remember that every day is a fresh start,

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K. Spitz Cohan: The S-Interview - Sparks, Strengths, Struggles and Supports

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K. Spitz Cohan: The S-Interview - Sparks, Strengths, Struggles and Supports

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I use this interview to get to know my students at the beginning of the year. I learned about it at a professional development. 1-on-1 conversation (though I'm sure it can be adapted to a group) where you ask students about four things.

- Sparks: What do you love? What makes you spark?

- Strengths: What are the best things about you? What are you proud of?

- Struggles: What makes you worry? What brings you stress?

-Supports: Who are the people that make you feel accepted? Where are the places you feel safe and comfortable?

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Each day I check the temperature of the students by asking questions such as:
How do you feel today?
What is your goal?
Who can help you meet your goal in school?

Reflection
Did you meet goal today? What did you do or not do to meet your goal?

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I commit to taking a step back and thinking about why a student is acting in a way instead of reacting right away without thinking about the why

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I want to learn to be more patient and listen to my students instead of drawing a firm line and cutting them off wile they are sharing their feelings.

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I want to learn to be more patient and listen to my students instead of drawing a firm line and cutting them off wile they are sharing their feelings.

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I commit to learn the background and culture of my students in order to better identify and understand why they do things.

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In order to strengthen one of my Student's motivation for learning, I would like to implement a token economy for him. Collaborating with him in regards to his desired rewards will create buy in.

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I commit to self care and regulating myself. It is important that I do not take my frustrations out on the student. I commit to taking a look at my practices and how I can build relationships and best serve my students.

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I commit to creating better relationships with my students.

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Tone of Voice
Listen and Ask
Use Laughter

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In my role, I will travel between centers and classrooms. Therefore, depending on the length of time I spend in a center or the number of visits I have, my relationship plans and goals will be different - let’s consider them tiers.
Tier 1 - An approachable, caring adult
- Greet every child on arrival and introduce myself
- Understand existing classroom routines and follow as closely as possible.
- Incorporate morning song  for introductions.
- Say goodbye each child by name and tell them something I enjoyed about learning with them.

Tier 2 - tbd

Tier 3 - tbd

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For the first month or so of school, we do a good morning song and practice learning our friends names daily. We sing everyone's name and welcome them to school. This school year, we did a yarn web to demo how we are all connected and part of the school family. The students loved it and I would like to do that again in the future.

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Open space and room for students that may need wheelchairs, strollers, etc.   Family trees displayed in the classroom.  Student work posted.  Each child has their own space (coat hook, cubby, mailbox, etc.) that is labeled.

The space is small. A calm-down or mindful space would be nice to incorporate for those students that need some alone time.

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As a itinerant early intervention. I work with different students of different cultures, and they live in all parts of the city. I try to get to know my students as much as I can on a personal level. However, i realize as a traveling teacher it's not as much as i would like. I realize that some of my students celebrate different holidays, and some don't celebrate at all. I believe that it's important to keep my instruction as neutral as possible so as to not offend or make any of my students feel uncomfortable. So, plan based on seasons rather than holidays. which makes it easier for me to plan since my instruction is more individualized and changes for each child.

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I greet my students at the door and have routines set in place for going over attendance first, the agenda next, a rhythm of the week where we do the rhythm together then hear from a few students alone, and finally on to the main content of the class.

Think, pair, share and talking tokens have worked well for interactional/thinking routines.

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I like trying to make my classroom feel inclusive.  I try to give all students opportunities to share. I also try to have images of my students hanging and allow them the chance to display things that they are proud of.  I'm intentional about including decor and elements that allow students to feel seen in the classroom.  I used to excel with this in the high school context, but I want to make it better in middle school as it looks different so that's an adjustment for me.  I really enjoy creating a culture where students support each other in the classroom, but middle schoolers can just be mean sometimes, even in sharing opportunities. I'm working on addressing that.

# data[].attributes.subject
I like trying to make my classroom feel inclusive.  I try to give all students opportunities to share. I also try to have images of my students hanging and allow them the chance to display things that they are proud of.  I'm intentional about including decor and elements that allow students to feel seen in the classroom.  I used to excel with this in the high school context, but I want to make it better in middle school as it looks different so that's an adjustment for me.  I really enjoy creating a culture where students support each other in the classroom, but middle schoolers can just be mean sometimes, even in sharing opportunities. I'm working on addressing that.

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Managerial:  Individual seat work at the end of the day; students work independently while teacher provides 1:1 support. Children raise hands when done for a teacher check.

Instructional:  Visual schedule with hand signs at the end of each activity refer to schedule.

Interactional:  Good morning song, especially when introducing/meeting new friends and learning one another's names.

Thinking: Thumbs Up/Thumbs Down (curriculum routine)

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I ask my students questions related to the activity we are doing. If we are reading a book about pink cupcakes I ask the student if they like to eat pink cupcakes. Often they offer me more information than what I asked. Then I ask follow up questions. 

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I ask my students questions related to the activity we are doing. If we are reading a book about pink cupcakes I ask the student if they like to eat pink cupcakes. Often they offer me more information than what I asked. Then I ask follow up questions. 

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I plan to use brain smart ideas within the classrooms or brain breaks if you will to help my students best learn. I plan to give students a chance to enjoy their learning and get the wiggles out if you will. 

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I plan to use brain smart ideas within the classrooms or brain breaks if you will to help my students best learn. I plan to give students a chance to enjoy their learning and get the wiggles out if you will. 

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Due to the nature of my students developmental needs, I have conversations with their parents on preferences, things that are triggers, sensory needs prior to meeting the students so that those materials are available when they need them immediately and can build a report with them in the moment.

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Due to the nature of my students developmental needs, I have conversations with their parents on preferences, things that are triggers, sensory needs prior to meeting the students so that those materials are available when they need them immediately and can build a report with them in the moment.

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I am itinerant staff so I don't have my own classroom but one thing I do to make each student feel seen is I try to individually ask each student how their day is going. (I work with students individually or in groups of 2-3)

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I am itinerant staff so I don't have my own classroom but one thing I do to make each student feel seen is I try to individually ask each student how their day is going. (I work with students individually or in groups of 2-3)

# data[].attributes.body
I have a limited time with my students and only see most them once every six school days. I try to fit in little opening conversations with students. Ask students to write favorite songs or other music sharing on the back of written assignments, and lots of sharing via dancing.

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I allow my students to always speak their minds, as long as they use a quiet hand. We make sure to always acknowledge who is at school and those who are not. I like to really observe my students and get a feel for their likes/dislikes and really try to incorporate those into our learning, down-time, gross motor, read-alouds.

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I would start with a hello and then how are you doing. I would ask students how they want to be greeted and then greet them in the manner. 

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I would start with a hello and then how are you doing. I would ask students how they want to be greeted and then greet them in the manner. 

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I really like using circles in the classroom, whether that is for silly get to know you questions/debate questions or more serious conversations about life.  I also try to take advantage of non-academic opportunities for engagement.  For instance, I have breakfast duty, and I like using this to talk to my students.

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I really like using circles in the classroom, whether that is for silly get to know you questions/debate questions or more serious conversations about life.  I also try to take advantage of non-academic opportunities for engagement.  For instance, I have breakfast duty, and I like using this to talk to my students.

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Verbal praise when students follow the rules (ex. "thank you for waiting patiently while XXX took their turn. Now its your turn). Reteach by referring back to safety or helping each other learn when needing to reteach. Sometimes it works and sometimes it doesn't. Sometimes after giving many reminders and its not working, I threaten that I'm going to take away that student's next turn in the activity. Sometimes this works and sometimes not.

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Verbal praise when students follow the rules (ex. "thank you for waiting patiently while XXX took their turn. Now its your turn). Reteach by referring back to safety or helping each other learn when needing to reteach. Sometimes it works and sometimes it doesn't. Sometimes after giving many reminders and its not working, I threaten that I'm going to take away that student's next turn in the activity. Sometimes this works and sometimes not.

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Keeping a very consistent schedule in Early Childhood and having it posted. Reminding students of expectations, we sit and have listening ears on during a story, thumbs up for responses.  Interactional routines are hard for me right now because my class is very young and do not always give responses at all to questions. There is no turn to your partner or elbow buddy responses, I can't get them to talk at all 

# data[].attributes.subject
Keeping a very consistent schedule in Early Childhood and having it posted. Reminding students of expectations, we sit and have listening ears on during a story, thumbs up for responses.  Interactional routines are hard for me right now because my class is very young and do not always give responses at all to questions. There is no turn to your partner or elbow buddy responses, I can't get them to talk at all 

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We consistently recognize friends that are "filling buckets" (following rules and expectations and being kind members of our school family). As a whole group, we set a bucket filling goal and students contribute ideas for whole group celebrations for when we meet the goal. For example, 22 bucket fillers to celebrate with a movie day. As we see children filling buckets, we have them add stars/hearts to our classroom bucket (velcro). We also encourage children to point out when others fill their bucket. We have go choices, stop choices, and calm down choices posted in the classroom for visual reminders when we need to "reteach". Most of the time it is effective, but as a whole group and can get monotonous, so we plan to introduce individual bucket filling after the New Year.

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We start with a "Hello, How are You" song at the beginning of each day. Sometimes we have the students pick the next child to have in the song.

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We do hello rituals each day with ways that each student enjoys interacting with the teacher.

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We do hello rituals each day with ways that each student enjoys interacting with the teacher.

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I allow students to choose what art work goes on/in their locker, giving them a way to express themselves to their peers, other friends, teachers on our floor. I set up the "Chill Zone", making sure to ask the students what they need to "feel safe", and to take a calm break to get them ready to learn again. I let them know that this is their classroom as well and they have a say in when/how we move furniture around and if they would like certain toys/items. It can be made better by incorporating more flexible seating as behaviors improve and as the environment allows.

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I have posters from popular musicians, looking specifically from musicians from the cultures represented in my school. My solfege hand posters are of varying skin tones. I would like to improve upon my pool of song resources to better reflect more cultures in my schools.

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I can make it better by creating more items in the safe space I create within the classroom. I create an inclusive space by welcoming students through welcoming activities. Basically using conscious discipline to help students. 

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I can make it better by creating more items in the safe space I create within the classroom. I create an inclusive space by welcoming students through welcoming activities. Basically using conscious discipline to help students. 

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The most challenging routine with students is transitions from outside.  We have given jobs of bubble leaders, etc.

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The most challenging routine with students is transitions from outside.  We have given jobs of bubble leaders, etc.

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We have introduced different brain states and what they mean. We have a Safe Space in our classroom. We have flexible seating.

As a Black queer teacher teaching predominantly Black students, I try to have as many books as possible that relate to our collective Black experience and others that relate to my queer experience. We also have pictures of prominent Black figures hanging up in our room. I try to provide books that represent other cultures as well (Dia de los Muertos, Asian American representation, etc.)

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I've only been there for a month, so I'm trying to figure out the reteaching bit right now.  I recently started a ticket system to do a raffle for some positive rewards.  Stay tuned for more.  

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I've only been there for a month, so I'm trying to figure out the reteaching bit right now.  I recently started a ticket system to do a raffle for some positive rewards.  Stay tuned for more.  

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Unsure about how these routines differ.
1) Managerial- Line up to get hand sanitizer, grab a "focus chair"
2) Instructional- Saying "thank you for your right hand, focused body chant, reminder of expectations, eventually using silent hand signals to redirect behavior.
3) Interactional- Unsure. May be something I need to implement
4) Thinking Routine- give them a prompt to think about as you read a story

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I reward students by placing their name on a kindness tree. This way they can see how well they are doing. It works in actually showing students they are following norms. 

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I reward students by placing their name on a kindness tree. This way they can see how well they are doing. It works in actually showing students they are following norms. 

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We Reward positive behavior in the moment by noticing students that are following a norm of the classroom.  We reteach by logical consequences cleaning up when you leave an area (help from the teacher to do so), picking up things that are thrown, etc.

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We Reward positive behavior in the moment by noticing students that are following a norm of the classroom.  We reteach by logical consequences cleaning up when you leave an area (help from the teacher to do so), picking up things that are thrown, etc.

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Managerial: Students will take care of their own personal space: throwing garbage away, dumping milk in red bin, and by pushing in their own chair.
Instructional: When students come up from morning arrival, they are to put their items away in their lockers and then take their place on the circle carpet for Morning Meeting/Calendar.
Interactional:  Students get to choose a "Good Morning" action on their way to their chair for breakfast (cuts out one transition). Students can ask for a hug, fist pump, high five, hear a "knock-knock joke", or anything really.
Thinking Routine: Transitions do occur the most and sometimes they go smoothly, other times there are issues. How can I stay consistent but also allow them to play an active role to keep them on track?

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We sing good morning songs at circle every morning

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We sing good morning songs at circle every morning

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We created a list of expectations together. It essentially boiled down to respect the room/materials, respect others, respect yourself. Also, the 10/10rule.

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We created a list of expectations together. It essentially boiled down to respect the room/materials, respect others, respect yourself. Also, the 10/10rule.

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1.  We Clean Up
2.  We Walk.
3.  We Take Turns.

This is posted in circle time area and reviewed with visuals.

We Re Teach norms through logical consequences.  Cleaning up before moving onto a new activity/throwing toys/ must pick it up.

Model walking in a fun way during the day.

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Some norms I have are to listen to each other. Be kind to each other and really listen to what each other have to say. 

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Some norms I have are to listen to each other. Be kind to each other and really listen to what each other have to say. 

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I need more books that show a diverse group of students and more photos of the students. It's pretty generic right now 

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I need more books that show a diverse group of students and more photos of the students. It's pretty generic right now 

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Be Respectful, Be Responsible, Be Safe

At the beginning of the school year, we dedicate at least one week to each expectation. In a large group, we web out the word and talk about what we know about the word and what we want to know. We read stories and implement large group bucket filling. Children sign a bucket filling pledge that is displayed on our classroom door with our bucket poster. We use the vocabulary consistently throughout the year. We also match rules to expectations (eyes are watching, ears are listening, voices are quiet, bodies are calm); for example, when our bodies are calm, we are safe. As new students enter into our classroom, we reread bucket filling stories and invite them to sign our pledge.

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Each rule is worth 1 point on our class rewards. At the end of class, I say "Thumbs up yes, thumbs down no, no voices" then go through the different rules. Each student reflects on how they think they did as a class for each rule. If we're all in agreement on a thumbs up I might give some examples of reasons for agreement. When there are a lot of thumbs to the side or down I ask if anyone would like to share what they saw/felt today. If I disagree with their assessment I will always give a reason.

Their rewards are video for 10 points, 15 is a game day, 25 is a dance party. Not all earned at the same time, they choose which reward they'd like to work on next.

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All About Me poster and have students share them with the class

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All About Me poster and have students share them with the class

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Treat each other with kindness, wait quietly while someone else is answering a question, responding to a prompt or practicing a target word or sound. I model these expectations and remind students verbally when necessary.

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Treat each other with kindness, wait quietly while someone else is answering a question, responding to a prompt or practicing a target word or sound. I model these expectations and remind students verbally when necessary.

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I start by arranging the space in a safe manner. I try not to leave big open spaces or runways. I place certain centers near each other. I label everything in the room, including their lockers, cubbies, and mailboxes. 

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I start by arranging the space in a safe manner. I try not to leave big open spaces or runways. I place certain centers near each other. I label everything in the room, including their lockers, cubbies, and mailboxes. 

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An activity to get to know my students was having them create their own "home" and an interest survey

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An activity to get to know my students was having them create their own "home" and an interest survey

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I use a lot of verbal praise and positive attention.  I ask students to take a thinking seat away from the group when they are off task or to re-do, example, please come back and walk 

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I use a lot of verbal praise and positive attention.  I ask students to take a thinking seat away from the group when they are off task or to re-do, example, please come back and walk 

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I use "I see" or "I like" statements to reinforce positive behaviors. I am working to create behavioral charts for some students so that they can reflect on their behavior.

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Including variety of cultures and experiences that can cater to my different groups of students

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Including variety of cultures and experiences that can cater to my different groups of students

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Students get the chance to earn a checkmark for each Morning Meeting/Calendar experience. They need to earn 3/5 for the week *it is adjusted if we have less days*. Once they have achieved the desired checkmarks, we do "Fun Friday" where they are able to select a toy/item from the "Treasure Chest" and I set the timer for 5 minutes and they get to play/explore it on the circle carpet by themselves or other peers.

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Reward PBIS points, incentives, verbal praise. Consequences intervention, conversation with student

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Reward PBIS points, incentives, verbal praise. Consequences intervention, conversation with student

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We earn points in our classroom. If they earn all their points for the week they get to go in the treasure box.

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We earn points in our classroom. If they earn all their points for the week they get to go in the treasure box.

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The basic rules of my classroom spell out the word MUSIC.
Make good choices
Use kind words
Show respect to classmates, teachers, and music
Involve yourself
Care for our classroom and instruments

At the beginning of the year we talk about what these rules look like, sound like, and feel like.

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1) Focused Body chart (posted in front of the classroom)
- Learning Lips/Thinking Brain (talking and thinking on task)
- Listening Ears
- Safe Hands/Feet
-  Ideas to share (raise a quiet hand)
2) Cooperation (working together)
3) Respectful and Kind actions and words

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We use Give me 5 and I have visuals posted and I use signals to show each 

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We use Give me 5 and I have visuals posted and I use signals to show each 

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Quiet lips, safe hands, listening ears, watching eyes, walking feet, and Growing Brain. I have each rule printed with a picture and we review each rule every morning 

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Quiet lips, safe hands, listening ears, watching eyes, walking feet, and Growing Brain. I have each rule printed with a picture and we review each rule every morning 

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1. Eyes are watching/on the speaker
2. Ears are listening to learn
3. Lips are quiet
4. Body is calm and still
5. Hands are still and calm

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norms/expectation is to be respectful and one voice at a time (microphone technique)

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norms/expectation is to be respectful and one voice at a time (microphone technique)

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The norms and expectations in my classroom/the school are represented by the three Rs: Respectful, Responsible, Ready and Safe. These are shared with students at the beginning of the year with homeroom teachers and on posters in the wall. Every month there is an assembly where each one of the Rs it discussed/addressed. In my own classroom, I reviewed these rules from day one and keep posters on my wall as a visual reminder. I refer to the poster as needed to show the norms/expectations.

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In our daily journals we will answer relationship building questions (roses and thorns from the week, would you rather questions, etc). I'd love to find ways to make these more collaborative as a group so they can build relationships with each other as well.

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Class Norms and Expectations.docx

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I call my students "friends" when I refer to the group to create a welcoming environment. I also set shared agreements and read them daily to  reinforce boundaries. I also ask the students what agreements they think our community needs to work on.

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I call my students "friends" when I refer to the group to create a welcoming environment. I also set shared agreements and read them daily to  reinforce boundaries. I also ask the students what agreements they think our community needs to work on.

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haven't considered how to reteach the norms but I like to do positive phone calls home and  the PBIS tickets that is part of the schoolwide stuff

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Set expectations that students don't talk over me while I am presenting a lesson or working through sample problems in class. In return I will give students time to socialize/ listen to music while they work on their assignments (as long as they get their work done).

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Being an early childhood educator I try to be very clear with my behavior expectations. I do not use a "rules" chart for their daily rules but I do have an I Can chart posted near my calendar and learning area. My I Can chart is where my "rules" would be but instead states things the student can do throughout the day giving the power to them. It says, "I can be respectful, I can be calm, I can try my best, I can work hard, I can be kind." We recite these to each other each morning after calendar time. We also go over rules and expectations throughout the day as needed such as before meals, before circle, before centers, etc.

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We do a lot of bonus points or rewards on academic activities for students who are doing the right thing. (ex - 10 points for staying in my room until the bell rings)I will also give snacks to students who participate at the end of class.

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As a learning support teacher, I pull small groups of students for a few periods a day. If students are following the three Rs for the class period, they are given a star for the period. After 5 days with starts, they are able to pick a prize from my prize box. I "reteach" norms when I need to by addressing what is expected of students in the classroom. The consequence is not receiving a star for the period. At the end of the period I discuss 1:1 with the student why they did not earn their star and what they can do next time to earn it.

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I need to be better about this but I like to chat with students whenever there is downtime

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definitely need to come back to this and I would do so if I had more time

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Start at the beginning of the year with expectations of what the students need to be doing, when to be doing it, and how to do it. I think it is important to make sure model what needs to be done so the students can see what is expected of them. It is important to make sure to pay attention to those who are doing the right thing and make an effort to say, "Wow look at 'so & so' sitting on the carpet cris cross with a bubble" other children will catch on and want to get that praise from their teacher.

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Each class is a little different based on the stregnths/needs of that specific group. However, some of the basic rules are the same. Students create classroom rules with teacher support. Rules and expectations are visible in many locations and are stated by me often. I have observed that when students have created the classroom rules, it is more likely to activate leadership in peers for accountability as a group. Routine/Ritual is posted in the front of the room each day.

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On the first day of school, I went over my norms and expectations. As my norms or expectations changed I also made sure to take enough time out of a class to review the changes. I also review them throughout the year as needed. My norms and expectations are on a poster in the room. As a school, our norms and expectations are accountability, advocacy and awareness. I have these norms and how they are addressed in my class posted on each desk/table in my classroom. I also review these as needed.

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On the first day of school, I went over my norms and expectations. As my norms or expectations changed I also made sure to take enough time out of a class to review the changes. I also review them throughout the year as needed. My norms and expectations are on a poster in the room. As a school, our norms and expectations are accountability, advocacy and awareness. I have these norms and how they are addressed in my class posted on each desk/table in my classroom. I also review these as needed.

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Some norms that I enforce with students are not talking while someone else is talking (one mic), using kind words (encouraging one another), and trying our hardest.

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We do daily journals at the beginning of every class. It helps them all have a task as soon as they walk into the room they know what they need and how to get started. We also have created class expectations for the room as a group and hung them up in the room.

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I reward students with praise, PBIS points, positive communication sent home, Friday Surprise, and a monthly party to celebrate students who complete progress monitoring in my reading intervention. I reteach norms by reading social emotional books that talk about challenges the students have. We have practice conversations and make action plans for what to do better next time. I also prompt students with mints or small hard candy to help them focus while they do work. My system is effective because it gives students multiple ways to be successful and differentiate for student motivation levels.

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I reward students with praise, PBIS points, positive communication sent home, Friday Surprise, and a monthly party to celebrate students who complete progress monitoring in my reading intervention. I reteach norms by reading social emotional books that talk about challenges the students have. We have practice conversations and make action plans for what to do better next time. I also prompt students with mints or small hard candy to help them focus while they do work. My system is effective because it gives students multiple ways to be successful and differentiate for student motivation levels.

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With my students, I am rewarding them as a whole group. When they are on task, following directions, participating, etc. they receive a star for that day. Once we get a total of 5 stars, I work in time to play a game with them (blooket specifically) and allow it to be a fun version (guess the logo, food, etc.). My students love playing games and I thought this was a great whole group method. However, I want to create a system where I can reward individual students because there are certain students who are always doing the right thing, and I feel bad they are not getting the recognition they deserve. With only doing a whole group reward system, one student is able to ruin it for the entire group which isn't fair to the students who are always doing the right thing.

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Norms:
1.Everyone belongs in this room and is able to succeed.
2. Allowing your classmates to learn
3. T.H.I.N.K. before you speak.

These are some of my norms and expectations of behavior. I share these with my students every day and nearly every period. In addition to reminding the students of these norms, I am sure to praise students who exhibit these norms throughout the day. I also workshop with students that may need support with achieving success.

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Praise, Redirection, PBIS Points Earned, Positive Feedback home, Rewards specific to a class, offer more choices and flexibility in academics, modeling of behaviors, explain the "why"

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Students are expected to respect the voices of all members of the classroom, attempt the work given to you to the best of your ability, and encourage others around you to be better people/students. The norms in my classroom include, respecting others talking time, completing our daily warmup questions (online or physical), verbally engaging as much as you can, keep criticism positive, and each student is responsible for their own work unless otherwise stated.

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As a class students gain 'vacation points' when we have a calm, positive, engaged session together. Students vote on if they deserve the point or not as class is dismissed. Students then get to choose some of the activities we do on a 'vacation day'. Individually, students gain artist cards when they complete different exercises and activities. When norms need to be retaught I have a sit down with students individually and have them help me with something in the class during break time. We discuss one on one.

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As a class students gain 'vacation points' when we have a calm, positive, engaged session together. Students vote on if they deserve the point or not as class is dismissed. Students then get to choose some of the activities we do on a 'vacation day'. Individually, students gain artist cards when they complete different exercises and activities. When norms need to be retaught I have a sit down with students individually and have them help me with something in the class during break time. We discuss one on one.

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Students who are following the norms can listen to their music while doing independent work and talk with peers while working as well. If the students are not completing work I redirect them often and a couple times this has turned into me asking them to turn off whatever youtube music they are listening to because they wont stop watching other videos and distracting themselves to the point in which they are not completing work. This usually gets them right back on task and I give them second chances to prove they can work while listening to music.

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For students following the norms, I will reward them with dojo points (used schoolwide for pbis incentives). In my small groups, I also give out green tickets when i see positive choices that can be used for prizes. When students are not following the norms, I follow that by asking questions (what should we be doing?, how can we fix that?, what is the right thing to do?)