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I absolutely love organization! I also love labeling! I have a label maker that is used for every item in the classroom. On the countertop you will find everyday items for use: tape, staplers, erasers, rulers, calculators, loose leaf paper, computer paper. There are also labeled bins for turn-in for each block that I see and extras of papers the students might need like bellringer pages and notes packets just in case they forgot them (no need to go back to lockers). Each student group also has a caddy full of colored pencils, glue, scissors, and permanent markers. All drawers and cabinets are labeled explaining what science materials you will find in them and which cabinets are only for teacher use. In the beginning of the school year I teach where to find everything and we repeat it each day until no one else asks, "Where can I find...?". I find working on this early and consistently saves me lots of time in the long run. It also builds independence and responsibility. The students can easily move around the classroom. The lanes between desks and countertops are clear and I ensure that the room is not cluttered. It's a calm environment for the kids. Adults and older students come in and say"I love your room. It feels so nice in here."

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To create a climate of inclusivity in my classroom, I post a scientist of the month. I am sure to include different genders and backgrounds. I want the students to see that everyone can be a scientist. The picture of the scientist is posted with a nice description and a QR code for students to learn more. I also post holidays on a whiteboard calendar in my classroom. So during the last month we had lots of holidays recorded for Jewish, Muslim, and Christian religions. A lot of the kids would look at the calendar and say oh, I didn't realize this week was Passover.

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To create a sense of community I encourage the students to work together to earn a class reward. 7th graders absolutely love to talk! But we have lots of work to do so to keep them on track, I give them many opportunities to work with others instead of sitting at their desks taking notes. They also have opportunities to work in lab groups and get moving. But to really motivate my kids I tell them that if they have a great week then the last day of the week they may choose to work with partners of their choice on whatever the activity or lab may be. The first thing they do when they walk in on Thursday or Friday is did we earn being able to work with partners of our choice?? It's really been going well and it's something that I will continue to use each year.

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To create a welcoming environment, I ensure that I stand at the door to greet my students. Obviously there are some days where I have to run to the bathroom or am trying to switch out a lab in time for the next group. But I make a great effort to be standing at the door smiling and saying good morning or good afternoon using the student's name. I look them right in the eye letting them know that this is a welcoming place where we are ready to learn. Once the bell rings there is a question or prompt on the board to answer. To make their arrivy more welcoming I have music playing where they have to guess the song and either a meme or a joke to solve. Their arrival goes relatively smoothly with some reminders to students. I'm always thinking of other ways to create a welcoming environment, and I certainly learned a lot from prior professional development that I'd like to bring in next school year.

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We rehearse routines and procedures so much in the beginning of the year, but revisit as often as necessary. It is like a well-oiled machine in my classroom come mid-October. For the most part. Haha. I also have a really comfy reading corner with Miss G's book choices set up, and comfy seats and pillows for the students to use. They even have microscopes day rotating on a 6 day schedule where when it's their day, they can use our slides from the classroom or bring in some things to view under the microscopes. It fosters an excitement of our physical spaces in the classroom.

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We do a quote of the day each day. Sometimes students choose it from a bucket I have, and other times I have one at the ready if it seems like there is something that would be good to draw their attention to.These quotes promote inclusiveness, and allow for greater conversation among the group. Sometimes I post the quote and have students do a quick write outlining what the quote means to them. I take all of their ideas into account, further promoting inclusivity. All ideas and opinions are welcome.

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I love the first five. Every day we do it, and the students are obsessed. In the beginning, when they did the check-in and anyone said they were feeling sad or anxious or angry, I found myself wanting to question this or fix it. Or bring them to the happy emoji etc. But after time, I realized students are all entitled to feel however they want. Some of them offer to share why, and it has become a safe space to share.

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Each week, I choose a student who has been doing an exemplary job to be a co-teacher in the classroom. I move his or her desk right next to mine, put a nameplate on it that says their name with Mr. or Miss, set an apple on their desk, a world's greatest teacher mug (that I fill with hot cocoa), and a copy of the day's lesson plans. This helps them to see what goes into a typical teaching day. I give them tasks like attendance taking, signing agendas, and even co-teaching. This really helps them to feel much more welcomed and connected to me and the class.

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Every day we have a set routine so students know what to expect. They come in knowing they have to complete the problem of the day. We go over any practice questions where they can ask questions. Then we have a lesson and classwork time. The activities and the way we practice might change daily but we have the same overall routine. Students have expressed how much they like routine. They also said that they very much appreciated the organization of the notes and how I included the practice pages within their note packets. It gives them a sense of control over their learning. They know where to find everything and it helps with studying!

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Creating a classroom environment for all students that is welcoming, supportive, and accessible ensures that all students have equal opportunities to participate and contribute. During class, everyone has a chance to participate and answer questions asked. They are also a part of smaller groups within the class that fosters a sense of belonging.

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Almost every day students have the opportunity to work in small groups to practice what we are working on. It creates a sense of belonging and a great learning environment. Students can learn from each other if they do not quite understand everything. They also feel more comfortable asking questions in a small familiar setting. It gives me the chance to walk around to help and connect with each of my students.

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At the beginning of class, I welcome my students into the classroom It is a time to check in with each of them. It might be just a quick greeting or small talk about what they have going on. It is also a chance for them to communicate any questions or concerns. I believe it promotes a sense of belonging, builds community, and gives students social and emotional support. They come in ready to learn.

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My classroom is very organized. Everything has a place, and the students know where to find items they may need. They also know the procedures for the classroom.

Not only is my classroom organized, but the students' learning materials are organized too! Each unit is provided to them in a workbook format. The cover of the booklet outlines what the lesson and homework will be. The pages are also labeled with the correct lesson and homework on top of the appropriate pages. The cover page also informs the students when the tests and quizzes are. The quizzes are also labeled with which lessons are assessed on each quiz. My classroom also has a montly calendar, weekly plan, and an agenda displayed so the students know exactly what is coming up in the course.

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I have many quotes and posters on my wall to encourage all of my students. These posters are designed to motivate, encourage, reinforce a growth mindset, and promote positivity. All students, no matter what their characteristics, culture, and interests benefit from them.

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Each day during my lesson (about halfway through a block), I give my students a 3-5 minute break. They can move about the room and go chat with their friends. This is also when I walk around to talk to my students about a math question, or to chat about their interests/plans. I love this because they are socializing with one another at an appropriate time and this gives the students a chance to relax. The break also helps keep the students engaged in the rest of the lesson.

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Often, students come to school without eating breakfast. Or they might need something to eat in the middle of the day. I have snacks readily available to my students. One of the snacks I have on hand is oatmeal. I have made students oatmeal a couple of times, and they appreciated it.

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we have everything organized in different baskets and canisters (for snacks) accessible to the students at all times. Each table has a bucket with supplies that they may need during the block.

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Adding posters and reading materials from different cultures for the students to look at and read. Then incorporate some lessons on various ethnic and their traditions, especially around the holidays.

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We used the Mood Meter chart. We would put it on the smartboard and have the students initial in which box they felt they fell in. If the student felt like sharing, we would discuss why they think they are feeling that way. We would also discuss what they could do to turn their day around if they were feeling unpleasant with low energy. We also would discuss what they could do if they were feeling pleasant with high energy so they could focus on their classes/assignments.

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We have a snack coroner in our room. The students know that they can come in and grab a snack and/or a bottle of water. Even if they don't have our class at that time they know that they can come in and grab something on their way to class.

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At the start of the semester, we work on procedures and routines for our classroom. I have a table at the front of my room that holds most things students would need (extra copies of packets, pencils, colored pencils, highlighters, tissues, a pencil sharpener, hole puncher). Students know if they forget their packet or need something to write with they only need to go to the table and take what they need.

Additionally, there is a procedure for using the bathroom, borrowing calculators, and passing in papers. We go through these procedures the first week and talk about them, practice them, and within just a few classes the kids have them down!

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On the back wall of my classroom, I have several quotes that are inspiring and foster a sense of inclusivity and hope. The quotes provide motivation for all students- regardless of background or ability- to do their very best and be kind.

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Using Students' names to gain engagement

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Using Students' names to gain engagement

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Every day I do a problem of the day, I try to incorporate their name, and one of their interests into the math problem. For example, I had a student that was just named "most likely to be famous". So I incorporated her name into a system of equations question, with getting lessons for acting, and dancing.

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My classroom is a free-flowing area. This means that the kids know exactly where everything is located and can get up during a lesson to get whatever it is they need. This may be a calculator, paper, colored pencils, headphones, snacks, etc. This cuts down on interruptions to their learning and makes the kids feel like they own the space that they are in.

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I have a positivity wall. Displayed on the wall are signs with sayings for the kids and myself to look at daily to remind us that even though we may be having a bad day we can keep moving forward. We aren't always going to have the best days and it's ok we just need those positive reminders to guide us through.

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Once we complete our bell work we use the next few minutes for the students to share any good news, worries, difficulties, etc. At first, they were a little reluctant but once they realized this was a safe space and I would share first, they have been good about sharing. We have worked through some tough situations and the kids like helping one another out.

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When the students enter the classroom they have a relaxing video with quiet music playing along with their daily assigned work. They get set up with their bell work and complete this while I check agendas and take attendance. This gives the kids time to ease into their routine and creates a calming environment to work.

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Relaxing Morning Jazz Music at Cozy Winter Coffee Shop Ambience ⛄ Smooth Jazz Music for Work, Study

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Over the years, I have noticed that students would frequently ask review-style questions in the beginning of a unit, but those same students would often state that they can't recall any review concerns as we approached an assessment. Similarly, in many of my classes, there is a course-end project based on an idea - like assessment review, students would offer several ideas throughout the year but, come May, could not think of anything. To address this, I began using "Idea" Posters that are large post-it style posters hanging up around my room with a theme at the top (ex/Unit 2 Review Questions, Project Ideas, Questions on the Content of Unit 3). This allows students to feel part of the process but, hopefully, also ensures that they know that their opinions and questions are valued.

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As a secondary Social Studies teacher, I try to approach inclusivity as much through curriculum as possible. Luckily, this approach blends well with required state standards as students are required to analyze perspective and point of view when examining resources. Beyond that, however, I try to take a "soft" approach by presenting information on different events/cultures/historical events in a variety of ways. Each year, I utilize a class calendar (posted in the classroom) that focuses on a particular aspect of American History from a specific viewpoint in that the pictures for each month and significant dates correlate to the group featured in that calendar (ex/Women in American History, Military History, Indigenous Peoples in American History). Additionally, I use GoogleClassroom to post information regarding national holidays (MLK Day, Veterans' Day, Juneteenth, Indigenous Peoples Day) and the story behind their creation.

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In all of my classes, I make a promise to students that there are "no surprises" in terms of assignments or assessments. They are notified of any possible assignment/assessment on day 1 of the course. I offer this to them by stressing the importance of timely and reflective feedback. However, if a trend is evident that students are struggling with a certain concept or topic, I offer them (the class) the option of how they would like to amend the situation - do we need more practice time? should we hold a review session? In practicality, it ends up being a combined version of a class charter/class meeting, but I always keep the emphasis on "optional" so that students don't place undue pressure on themselves to feel the need to do every activity - only those that are of most benefit to their needs.

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Starting during COVID, I started utilizing GoogleForms for "daily check-ins" as a way to develop a relationship with students in a remote setting. I've continued to do so with some modifications - Forms are still used every so often during class as a bellringer type activity but I also make a point to email students individually at least once per quarter to see how they're doing or to offer helpful reminders.

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We work on procedures and routines in detail at the beginning of the year to help create an atmosphere that is organized and conducive to learning. I have a table at the front of my room that is set up to provide students with all possible materials that they may need, extra copies, extra pencils, 3-hole punch, tissues, pencil sharpener, paperclips, calculators and more! I find that keeping all these things in the same location helps students find what they need quickly and without distraction. This organization helps me spend my time helping students and teaching instead of finding pencils and extra packets for students!

I have also found great success this year in teaching through color coding and highlighting. We decode word problems with color and students have been commenting that the color is really helping them organize their thoughts, set up a difficult problem, and learn!

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I have never done this activity in years past but I have been researching ideas for a more inclusive classroom and I would to incorporate this project this year. I would have each student design a section of a mural using geometric shapes and transformations to represent something meaningful to them—like their background, interests, or values.

For example, a student might use hexagons and rotations to symbolize community, while another might choose triangles and reflections to represent balance.

Once everyone finishes, we’ll put the pieces together to form a large, colorful mural, showing how our individual designs can come together to create something unified and inclusive. We’ll wrap up by reflecting on how geometry and art can help us express ourselves and connect as a group.

I would then post this in my new classroom!! Moving back to a renovated classroom mid-December.

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Each week we do a social-emotional check-in where students reflect on their feelings and respond to why they feel that way. We do this in written format and students who feel comfortable sharing out share. This gives students time in class to connect to meaningful things happening in their lives and share how those things impact their social-emotional well-being. Some of the things shared are positive and others negative emotions. It is an open and safe space for students to share and create community in the classroom.

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I keep a jar of candy on my desk and anytime students come back to work with me or ask questions I offer a piece of candy. I find that this encourages students to seek help and ask questions. Often in math class students are intimidated to seek help. I hope that this small gesture creates a welcoming environment.

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From day one we learn about our routines and procedures. The class knows what to expect each day as we go through our various lessons and activities. All of our lessons take place at our desk or our class reading rug. Even if I am out of the class, the students know how to rotate throughout our day and can help the substitute follow our procedures.

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A class display of students and their names to show we are a school family.

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Each month my students are assigned a project that they complete at home with their family. They bring it in and share it with the class. Many of our projects focus on our cultures and traditions at home that they love to share with their classmates.

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Each day during our morning meeting, allow students to share something with the class. This allows them a chance to share something personal and have a moment to shine in front of their peers.

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On the first day of school, I have a discussion about rules and procedures. When students enter my classroom, they pick up their handouts at the front desk. Students are then expected to begin bell work and pass in homework. We have rules and procedures for leaving the classroom, group work, sharpening pencils, and so forth. This creates a climate for learning.

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I'm a Global History Teacher. My room is filled with student-drawn paintings such as the Hindu Gods (Brahma, Vishnu, and Shiva). I also have two bulletin boards in the back with various pictures from throughout the world. I encourage students to bring in their pictures from throughout the world. Not only do they see the images, it is also reflected throughout my course. We discuss cultures from throughout the world.

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After the weekend, we spend the first 15 minutes of class sharing exciting events that took place over the weekend. Every other week, students have to stay up on current events. In class, they will share one positive or negative news worthy event that took place in the world. This helps build community, and also helps expand their knowledge for the new Enduring Issues Essay that they write in Global History.

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After I move back into my new classroom this winter, I hope to create a welcoming sign. I know not every one of my students will like World History. However, I hope this sign sparks a curiousity in history. A welcoming environment will help facilitate learning.

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This year I am starting something new. I have asked my students when their birthdays are and on that day I acknowledge them with a little goody bag. By the time kids are in high school they don't get to feel celebrated on their special day and I thought it would be nice and welcoming to acknowledge it. If they have a birthday in the summer or the opposite semester I will give the bag before the semester ends.

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Every August I look forward to returning to my classroom and viewing it as a blank slate. I am happy to change it up every year, especially this past summer having changed grade levels & classrooms. One of the most important things to me is that students feel a sense of belongingness - or a sense of nurturing and togetherness. I try to make our space warm, safe and inclusive. There is room set aside to display student work, and open wall space for future anchor charts that we will create together. I like to arrange the room so that we have a space that will fit everyone for Morning Meetings, Read Alouds and Show & Shares. Once my students arrive, the room is complete!

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300 Best 3rd grade Anchor Charts ideas | anchor charts, teaching reading, classroom anchor charts

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Jul 26, 2017 - Explore Donna Gleaton’s board “3rd grade Anchor Charts” on Pinterest. See more ideas about anchor charts, teaching reading, classroom anchor charts.

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I like to have conversations with my students regarding their prior experiences. We discuss things that may have happened to them, such as if they have ever been the new kid in class or in a club. Or, how it might feel to walk into a room where everyone else seems to know one another. Students can draw from this memory and about how they felt during such a time. This is a powerful tool to use when encouraging students to look out for others who are left out or finding it hard to join in to games, clubs, a lunch table, etc. We try to brainstorm ideas for how we can help everyone to feel welcome in our classroom, our school, or even outside activities. I find that sometimes students just might be oblivious and do not notice when others may be struggling to join. But simple conversations can help to make students aware of those that might feel left out or too shy to join in on their own.

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10 / 10

Rochelle Lynch3h

Class Incentive

Throughout the year I incorporate different ways to build a sense of community by working together to earn class rewards. One way that has really motivated students is “earning petals” by working together. Each time students are “caught” doing the right thing as a whole group, they earn a petal. Or, if they are complimented by another teacher or staff member, they earn 2 petals. The petals are placed around a center circle that names a specific reward- such as “free time” or “ice cream party.” Once all of the petals are earned, the reward is won! Students really enjoy seeing the flower Bloom!

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Each morning, we begin our day with a Daily Check in using “The First Five” free resource. My 3rd graders love the daily check in’s that allow them to weigh in on how they are feeling each morning. The themes vary every day- sometimes they are comparing their mood to characters in popular movies or books, other times they are rating their mood on a scale. It’s nice to be able to quickly assess students’ mood. Each day students have become more willing to share why they might be feeling a certain way. It has really helped me to learn more about my students, and the things that really motivate them or trouble them. I often check back in with individual students later in the day to see if they’ve changed their ratings or are still not in the best place. There are many other SEL activities provided as well in this highly recommended resource!

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Printerval.com - T-Shirts Starting at $14 Featuring Your Favorite TV Shows, Movies, Comics, and More

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Find the perfect handmade gift, vintage & on-trend clothes, unique decor home & living and more on Printerval.com

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On Mondays, we go around the room and students share one good thing about their weekend. We keep it brief but it allows kids to share accomplishments, joys, and hobbies to form a better community of learners.

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Young learners need visual aides to help stay focused and follow multi-step directions. Visual aides including schedules, using the ladibug to model new activities, labels with pictures and words. When we start an activity I post visuals of the steps that need to be completed (write name, color, cut, glue, turn in). These visuals and routines help to encourage independence in young learners.

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As part of K, we focus on culture, community, and individual diversity. We read many books about various holidays and I allow students who celebrate that holiday to share any special things with the class. Even if no classmates celebrate we talk about how it is important to learn about cultures and beliefs because someone else in our school/community may celebrate. For each major holiday, we create a display in the hallway (that the whole school walks by during dismissal) with crafts and posters to provide well wishes to anyone who celebrates

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As a class, we work to collect compliments from other adults in the building. I use a Kerplunk game and each time we are given a compliment we pick a stick. When all the marbles fall to the bottom we earned a class party. This encourages the class to work together to follow rules and routines throughout the school, it develops a sense of pride in their class and engages them with each other. We celebrate our accomplishments and discuss what we did to earn the compliments. This helps model how they can point out positive attributes in others too! This has been a great community builder in our class each year

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On the first day of school, I went over the procedures for where to find materials throughout the classroom. My aim is for students to be as independent as they can be as eighth graders and not rely on asking for materials, especially as I am in the middle of a lesson. Through procedural practice, students have learned where they can find what they need to have success in my math classroom.

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I display these Growth Mindset posters in my classroom so that students at every math ability feel seen. Students will often get defeated when they think they are the only ones in the class who do not understand something, but by referring to these posters daily in my classroom, students feel less alone. This applies to both students with and without learning difficulties or disabilities.

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In math, students are often unwilling to explain their answers, simply what the answer is. I will usually compliment a student for explaining their thinking and emphasize the importance of our process and not always the answer. If an answer is provided without explanation, I often open up the conversation with the class and propose, "Okay, I love that answer but can anyone tell me how student arrived there?"

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Each morning as students enter my classroom, there is a welcome message detailing the materials they will need and the expectations for the beginning of class. Not only does this help students get started with class, but they are used to this procedure and do not have to worry about learning in an unpredictable space. I try to incorporate some visuals so students' eyes are drawn to it... lately, it has been fall clipart (even though it doesn't truly feel like fall)!

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All of the classroom supplies and materials are easily accessible to the students and there is enough of everything for everyone. The students know the classroom routine, where to turn in papers, and to pick up their Problem of the Day when they enter the classroom. After the first week the classroom should operate like a well oiled machine.

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Celebrate Mathematicians from different historical time periods and also different ethnic groups.

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When I ask a student a question and they aren't sure how to get from step A to step B or get stuck along the way, I have them phone a friend in the class for assistance!

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I recently brought in a grocery basket with a variety of snacks for my students with the attached sign. They don't all eat when they need to and often don't choose healthy options. I have provided this for them when they need or want it.

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Have a bulletin board that displays pictures of students that is updated throughout the year. It helps them feel that they are part of the group and also remind them of good times. This space can also be used to display pictures from home. "Our Class is a Family" by Shannen Olsen is a great read that can foster a class project of creating a photo display of the classroom family.

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Place desks in a circle around the classroom. This allows students to discuss important ideas directly with each other and helps foster classroom discussion.

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Create displays around the classroom about different counties, cultures, and customs that represent the identities of the students in the classroom.

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Have each student write something that is currently stressing them out. This could be something from their school life or their home life. They should not write their name on the paper. Then the students crumple up the paper and throw it around the room. Students then pick up a random snowball and they take turns reading them out loud. The teacher will lead the students in a chant at the end to leave their stress behind and throw it out of their life. This could be a once a week check in.

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Have bean bag chairs, or fluffy rugs in the corners of the classroom where students can go for independent reading or writing time. This space allows students to relax and will allow students to know that reading and writing do not always have to be so structured. This will help foster a love for reading and writing.

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Have classroom materials about different cultures.

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Have students play their favorite song and talk about why they like it. Can see who like similar music.

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Introduce a variety of seating options (e.g., stability balls, standing desks, floor cushions) and teach students how to choose seating that best supports their learning needs.

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Create a rotating system of classroom jobs that students can apply for and manage. This promotes responsibility, leadership, and investment in maintaining the learning environment.

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Implement a color-coded system for organizing materials, subjects, and areas in the classroom. This visual system helps students easily locate resources and understand classroom routines.

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Develop an inclusive language pledge with students, focusing on respectful communication and avoiding stereotypes. Create visual reminders and regularly reflect on language use in the classroom.

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Guide students in creating personal identity webs that showcase their unique characteristics, cultures, and interests. Display these webs and use them as conversation starters to celebrate diversity.

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Create a classroom library corner featuring books that represent diverse cultures, abilities, and family structures. Regularly highlight these books in read-alouds and discussions to promote understanding and empathy.

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Engage students in a large-scale collaborative art project that represents their collective identity. This could be a mural, quilt, or digital collage that showcases individual contributions within a unified whole.

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Hold regular class meetings to discuss concerns, celebrate achievements, and plan future activities. This fosters open communication and problem-solving skills.

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Collaboratively create a class charter that outlines shared values, expectations, and goals. This activity promotes student voice and establishes a sense of shared responsibility for the learning environment.

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Designate a 'Comfort Corner' in the classroom with soft seating, calming colors, and sensory tools. This space allows students to self-regulate and feel safe when needed.

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Implement a daily morning greeting ritual where students choose their preferred way to be greeted (e.g., high-five, fist bump, wave, or verbal hello). This promotes a sense of choice and personal connection.

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Create colorful welcome signs with each student's name and a positive affirmation. Display these at the entrance or on desks. This activity helps students feel valued and sets a positive tone from the moment they enter the classroom.