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I have the class values posted in the classroom on their cubbies. When they are followed I praise them. When they are not followed, I direct them to the values posted and explain whole group why its's important. Then speak individually to the child after class.

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After my class's first quiz, I had my students complete a brief reflection on how they learn best, which touched a bit on the idea of shared values.

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I had my classes create value contracts during our first week of school and each student signed them. Whenever a student is not upholding the values they created as a class, I use that as an opportunity to remind them of the values they created and have a conversation with them about why those values are important to create the class they want to be a part of! I plan to assess them by doing a google poll where students can tell me whether they feel valued as a member of our class, etc.

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We discuss our classroom culture during community meetings

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My class created a "classroom charter" at the beginning of the year, and we discussed how we want to feel at school, what actions we can take to feel that way, and what to do when conflicts arise.

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We have been setting goals as a class every Monday (academic and character) that we want to accomplish by the end of the week

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Social Emotional Learning has been implemented into our curriculum, so every day during homeroom we're able to reflect on goals for the week/day academically/emotionally and was to improve moving forward

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incorporating reflection into the exit tickets as a temperature check for the day.

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incorporating reflection into the exit tickets as a temperature check for the day.

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reset and reward students following/ modeling norms

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We do resets with "circles" where we gather in a circle and have everyone have the chance to speak about their thoughts and ideas with a talking piece

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We do resets with "circles" where we gather in a circle and have everyone have the chance to speak about their thoughts and ideas with a talking piece

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You can give a real-life example from the child to help them see the bigger picture. Show them how a drill at football practice helps them to perform better during the game. Make the connection between the lessons at school and their personal life.

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Need to incorporate real life situations that the kids can relate to in the class. It provides purpose for the lesson. Can make this consistent by beginning each lesson with real life math scenario in my case.

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Need to incorporate real life situations that the kids can relate to in the class. It provides purpose for the lesson. Can make this consistent by beginning each lesson with real life math scenario in my case.

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One thing that might be challenging is that the kids would just come up with the same reasons every day for why it's important. They might become numb to the question and just give automated answers.

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you can give each student an assigned scenario for when that particular lesson might be useful.

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Rather than telling students why the lesson is important I would allow them to answer/reflect on that themselves. The lesson could have different significance for each student based on their previous knowledge, their life/academic goals, etc., so it seems more relevant to let them answer that for themselves.

Could also have that be a great window into class discussion!

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It needs to be a norm that every person's response is valued. Students must be willing to participate in the class to share their thoughts on why this lesson is important before they are able to engage with the questions asked of them. You can make this a consistent routine by doing so at the beginning of every lesson.

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It needs to be a norm that every person's response is valued. Students must be willing to participate in the class to share their thoughts on why this lesson is important before they are able to engage with the questions asked of them. You can make this a consistent routine by doing so at the beginning of every lesson.

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Creating a more student centered routine by allowing the student to have some creative force in what they are learning. Instead of just presenting information, allow the student to engage with the material before hand and have them connect their own life experiences with the material as well. For example, what is force? can be a do now but to create a more student center - we can allow students to teach  another student what they think force is first. 

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Creating a more student centered routine by allowing the student to have some creative force in what they are learning. Instead of just presenting information, allow the student to engage with the material before hand and have them connect their own life experiences with the material as well. For example, what is force? can be a do now but to create a more student center - we can allow students to teach  another student what they think force is first. 

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You can modify this strategy by linking it to previous lessons also to create more buy-in for the future. To make it more student centered, you could have students write down why they think this lesson might be important at the end of the lesson also.

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Tell them the learning target in the beginning, then at the end ask them if they learned that

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relevancy to their lives and reinforcing engagement/participation

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asking students how the lesson may be relevant to them outside of the classroom, rather than introducing it's relevance from the start 

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asking students how the lesson may be relevant to them outside of the classroom, rather than introducing it's relevance from the start 

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I would try to have a long-term goal for, say, each unit that I would explain in depth, to which I could then link back each day's objective. More student-centered: have a class job that reads a week's worth of lesson goals

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assign leaders at group tables, scaffolding (visual timer for students), positive narration

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I can adjust mine by allowing my students to have input on nonverbal attention getters.

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Derik powell

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Joe LaSure - I liked the classroom jobs strategy, both b/c I believe that working well can boost senses of purpose and belonging and b/c delegating routine tasks frees me up to work on other things.

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During group work allow students to take on individual roles such as scribe, reader, team lead, and collaborator. This gives kids a sense of ownership in the activity and encourages participation.

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Elizabeth Cuttle

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I liked the idea of allowing students to have a say in the call and responses that work for them. I actually had a student tell me the other day that my call/response was "stupid" so this gave me some perspective as to why changing things up based on student needs might be more effective.

Also really liked the idea of having roles for my students when doing group to keep everyone on task/engaged in a way that works for them!

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The next thing I will do is reiterate what our class norms are before we begin implementing our new group work procedure! This will help to make sure groups are giving 100% of their effort and collaborating in a respectful, responsible way!

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Quarter 2: planned group work days tuesdays/ with assigned partners

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Create an incentive system for students

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Next Steps: Develop a collaborative attention signal

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Mariam: For the Do Now, I would like to implement technology in order to make the transitions quicker

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Mariam: For the Do Now, I would like to implement technology in order to make the transitions quicker

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How things are going in creating a more streamlined flow for small groups

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Individual student conferences and more group/collaborative work for my kids.

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Implement expectations and stay consistent with it

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My immediate next steps are to update my science starters. Knowing that they are getting stale would mean for me to change it up slightly so that it stays fresh and engaging. I plan to do this by switching up the format (from questions to graphing for example).

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Bring results of new stations protocol and attention signal

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Continue using my newly implemented Google Classrooms, along with projected BRs/ETs, to streamline the procedure(s)

Work on time management - giving my students a set amount of time to complete each task and not allowing them or myself to take more or less time

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Classroom management during partner/group work

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How implementing these next steps worked in my class and my reflections on those practices.

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Mariam Mahgoub: I would like to share out the positive impact that technology has had on getting through to the Do Now in a timely manner 

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Mariam Mahgoub: I would like to share out the positive impact that technology has had on getting through to the Do Now in a timely manner 

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Get the folders for my makeup work tower

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Next steps: come up with classroom jobs for everyone, make "application form" and assign kids to their top preferred jobs.

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How implementing these strategies has helped with productivity and engagement in my classroom

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Taking what I learned today and being intentional when implementing the strategies in my classroom.

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plan blocks out for Q2 in terms of individual, group, and stations

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The shift I notice and how students are taking more ownership

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I would like to come back and share how these steps have improved my lessons and other things I have adapted along the way.

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I want to share the results of implementing classroom jobs and how it's affected classroom culture (hopefully positively)

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I want to come back and say that 100% of my kids have been following the expectations and routines.

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How I'm using data to drive mini remediation lessons

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Participation for BR/ET is up to 95% and utilization of pen-and-paper BR/ET is significantly down

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Revisit expectations and norms with classes so they are aware of what is required of them.

Spend time modeling what the correct and incorrect behavior is during station/independent work time.

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I want to come back with data showing how my students have adapted to the strategies implemented. I think with the strategies discussed, we will be able to have a more effective and efficient learning environment.