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Knowing: Understanding students’ strengths, interests, and needs.

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Knowing: Understanding students’ strengths, interests, and needs.

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Examples:

K–2: Learning each child’s favorite center or who they like to sit with at lunch.

3–5: Noticing which students get discouraged in math and quietly checking in to encourage them.

6–8: Knowing which students have after-school responsibilities and adjusting expectations when needed.

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Reflective: Thinking about how our actions and words impact students.

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Reflective: Thinking about how our actions and words impact students.

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Examples:

K–2: Asking, “Did the way I explained directions help my students understand?”

3–5: After a science experiment gets noisy, reflecting: “Did I set expectations clearly enough?”

6–8: Considering whether classroom discussions allow every voice to be heard, not just the most vocal students.

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Patience: Giving time for learning and behavior growth without rushing or shaming.

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Patience: Giving time for learning and behavior growth without rushing or shaming.

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Examples:

K–2: Calmly waiting while a student zips their jacket or sounds out a tricky word.

3–5: Allowing extra time for students to organize materials before transitions.

6–8: Remaining calm when students test boundaries, understanding that independence-seeking is part of development.

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Trust: Showing students that we believe they are capable and responsible.

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Trust: Showing students that we believe they are capable and responsible.

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Examples:

K–2: Trusting a child to be a line leader or class helper.

3–5: Allowing students to lead a group project role, like recorder or facilitator.

6–8: Trusting students to manage small group discussions without constant teacher oversight.

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Humanity: Treating students with dignity and kindness, even in discipline moments.

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Humanity: Treating students with dignity and kindness, even in discipline moments.

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Examples:

K–2: Saying, “I can see you’re upset. Let’s take a break and try again.”

3–5: Acknowledging frustration after a recess conflict and guiding toward resolution without blame.

6–8: Listening respectfully when a student disagrees during a class debate.

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Hope: Communicating belief in every student’s ability to grow and succeed.

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Hope: Communicating belief in every student’s ability to grow and succeed.

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Examples:

K–2: Encouraging with, “You’re learning more every day.”

3–5: Saying, “This is hard, but I know you can solve it with effort.”

6–8: Reminding a discouraged student that mistakes are part of growth and preparing for bigger goals.

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Courage: Standing firm in expectations while also advocating for students.

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Courage: Standing firm in expectations while also advocating for students.

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Examples:

K–2: Holding a student accountable for cleaning up even when they resist.

3–5: Addressing unkind words directly and teaching respectful alternatives.

6–8: Speaking up when noticing exclusion or bullying, even if it’s uncomfortable.

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Learning about students’ lives outside of school, collaborating with parents to address students’ needs.

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Offering students a hug or personal time like reading book or taking a walk when they may be feeling sad, not themselves, or need a reset.

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Asking students to let me know if I can explain something better to help their understanding. 

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Asking students to let me know if I can explain something better to help their understanding. 

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When students are still confused "How can I explain differently?"

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When students are still confused "How can I explain differently?"

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Knowing students background and recognizing their struggles before the lesson begins. Having differentiated material ready to support struggling learners.

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Building my internal calm is an intention. Undoubtedly, internal emotions DO reveal themselves. 

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Building my internal calm is an intention. Undoubtedly, internal emotions DO reveal themselves. 

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Taking time to listen when they come to my classroom upset and not available for learning. I teach the whole child, not just academics. 

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Taking time to listen when they come to my classroom upset and not available for learning. I teach the whole child, not just academics. 

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Giving students the opportunity to self reflect on their progress or work ethic with their peers.

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Taking the time to check in and talk to students about their lives outside of school. When a student shares something with me about themselves I remember and try to highlight or bring it up as a strength later on.

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Modeling trying something that I haven’t done before or taking academic risks to push myself (like in math, I’m going to try a new strategy and revise if it works or not and it’s okay to fail).

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Anticipating tasks that may be challenging to some students and planning for everyone to have an entry point to the lesson.

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Using timers, giving reminding time warnings and next steps.

Giving students time a few extra moments to finish what they are doing

Trying to be mindful of my reactions to when students are not listening to directions

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Think about my demonstration and areas need further explanation and what need less.

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Think about my demonstration and areas need further explanation and what need less.

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Have students repeat or restate their learning take away from the lesson

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Waiting calmly for students to clean up materials instead of giving additional reminders to hurry up

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when I teach a lesson that is not going well, this means that my explanation or directions were not clear. I go back and reteach a different way to better support the students.

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When students ask if they are allowed to change their artwork I tell them I trust in their direction they take their project as an artist.

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I make sure I greet each student as they walk into the classroom.

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By getting to know students’ interests outside of the classroom, how they prefer to learn, and their strengths and struggles.

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Reviewing my day- what went well/ what needed improvements, and making adjustments for the next day

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Giving time for students to finish their thought/get to a stopping point before transitions.

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Allowing a student to express feeling and be with them for the duration.

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When we do Writing, I create a sample of my own and share with the class. I encourage students to read their own work by developing a community of comfort where we support and inspire one another.

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5th grade—we model patience by showing that it’s okay to make mistakes. We reinforce that learning is a process.

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5th grade—we model patience by showing that it’s okay to make mistakes. We reinforce that learning is a process.

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I like to talk to previous teachers ahead of school to find out any important "life" information about my students that will help me. Morning meetings are great too!

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K-2: Being able to reflect on your actions and how they influence the learning environment. As educators we want to create an environment that allows for students to reflect on their own actions, growth and feelings. 

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K-2: Being able to reflect on your actions and how they influence the learning environment. As educators we want to create an environment that allows for students to reflect on their own actions, growth and feelings. 

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I know this might be hard now, but I believe you can do it.

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Trust: I find building rapport and relationships with students is key. If students trust you (the educator), they know you have their best interests at heart.

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Continue to have patience with students. They are in the beginning stage of learning and I plan to model and show them the skills of patience.