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Cassetta, G., & Sawyer, B. (2015). Classroom management matters: The social-emotional learning approach children deserve. Heinemann.

Freire, P. (1970). Pedagogy of the oppressed. The Seabury Press.

Sleeter, C. E., & Zavala, M. (2020). Transformative ethnic studies in schools: Curriculum, pedagogy, and research. Teachers College Press.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management. ASCD.

Muhammad, G. (2020).  Cultivating Genius: An Equity Framework for Culturally and      Historically Responsive Literacy. Scholastic.

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Students will be asked to ensure their work area is clean and that chairs are stacked. Students will then sit in a circle on the rug and answer the question of the day (i.e. What was one thorn of the day, what was my rose). Students will pass around a stuffed animal to indicate who is speaking and listen silently to their peers. Then we will end our circle with a unity clap which was created by the United Farm Workers in which they clapped slowly and ended quickly to create unity.

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After Recess students will be expected to quietly pull out their independent reading book and read silently for about 15 minutes. During this time the teacher will pull certain students for 5 minute one-on-one read-alouds with 3 students everyday. Lo-fi music will be playing after reading to keep a calm environment. After reading, students will be given 5 minutes to write 4-5 sentences summarizing their readings of the day. Afterwards, students will be expected to complete homework, in-class assignments that have not been finished, or answer a math or reflection question on the board.

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Students will enter the classroom and take out their mood charts in order to mark their emotions for the day. The mood chart will be introduced on the first day of school and the class as a whole will decide which color means happy, angry, sad, nervous, tired, and energetic. Students will then recite the Mayan poem, In Lak'Ech in unison. This will be followed by a moment of self-reflection through a 5 minute guided meditation. Students will be encouraged to close their eyes and put their heads down to minimize distractions. Students will be told that it may be uncomfortable and odd at first but to remain open-minded to the experience. Students will then put their thumbs up, down, or to the side to let the teacher know how their experience was. The students will then be ready to start and review the schedule for the day.

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Respect

Students will be expected to be respectful towards their classmates' opinions, values, beliefs, skills, traditions, and voices to create an empowering learning community.

Safety

Students will be expected to be physically safe as well as emotionally safe. Students should not be placed in an environment in which they are anxious and afraid of others' behaviors towards them. This will promote an environment in which trust and comfort are fostered.

Open-Mindedness

Students will be expected to be open-minded to new ideas and experiences. Students are often presented with information that contradicts what they have learned at home. I expect my students to notice these differences kindly.

Participation

Students will be expected to participate and collaborate with their peers. This expectation will allow students to bounce ideas off each other and use each other as resources for learning. It will also build peer relationships as well provide students with social skills.

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1. Students will be asked which classroom expectations should be set in place.
2. Reword expectations with "dont" and "no" (stated positively).
3. Refine and regroup expectations.
4. Remind, Reinforce, and Redirect Students!

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"Our job as educators is not to control our students. They can only learn how to behave when they understand why, the decision making and the effects of their behavior" (Casseta & Sawyer, p. xv, 2015).

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(Casseta & Sawyer, p. 10, 2015)

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• Ensure my students know each other's names by the first 2 weeks.
• Allow students to present about themselves.
• Create activities in which students are able to collaborate with each other.

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• Have parents fill out a Family Survey
• Schedule consistent individual Check-In's
• Ensure I know 5 personal pieces of information of each of my students by the first 2 weeks of school.

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"No significant learning occurs without a significant relationship"
- James Corner, professor child psychiatry, 1995

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Create an inclusive learning environment.
Combat colorblindness and racism.
Promote emotional regulation for students.
Allow students to feel connected to the content they are learning.

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My resident teacher and I have been recognizing students who have demonstrated respect. They receive a green bead every time this behavior is shown. These beads can be added to students' achievement necklaces. Students should not be pushed to feel,  "anger, humiliation, and a range of other negative emotions that serve to shut down learning (Smith et al., 2015, p. 4, )". To avoid these negative emotions, we tell our students that we cannot take away their accomplishments and therefore we do not take away beads for misbehavior. We strive to fuel their intrinsic motivations to be respectful towards others with this method.

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My resident teacher and I have been teaching our students to deep breathe with this expandable ball. We practice deep breathing before our 5-minute daily meditation. Students are guided through a meditation with the HeadSpace App. Our students have let us know they feel more relaxed and ready to focus afterward. This exercise has allowed students to take a moment to check in with themselves and how they are feelings complimenting the mood tracker.

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"As long as oppression is present in the world, young people need pedagogy that nurtures criticality" (Muhummad, p.12, 2020).

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Gholdy Muhammad's Historically Responsive Literacy Framework is a perfect model for the type of pedagogy I would like to use in my classroom. Her four-layered framework rooted in fostering and teaching students about their identity, skills, intellect, and critically provides a classroom in which students learn to analyze the world around them through a Critical lens.

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Mood Charts allow students to be aware of their emotions and allow teachers to get a sense of how their class may be feeling as a whole and individually. This can help build student-teacher relationships as teachers check in with their students.

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Students will learn how respect looks, sounds, and feels like with in my classroom.

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Administration will:
• provide students and teachers with support.
• be open-minded towards a culturally relevant curriculum and advocate for socially just policies and instruction.
• provide caregivers with information in their preferred language.

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My philosophy of teaching and learning is to build a caring community with my students in which respect, self-care, and differences are valued. Meaningful learning experiences in which students can connect culturally to the content will be prioritized to build a greater sense of belonging and community. I believe students should see themselves reflected in the curriculum. In addition, they should be exposed to knowledge about other's experiences for the purpose of rehumanizing cultural histories.

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Caregivers will:
•  be involved in their student's academic journey as much as possible.
• be aware of their student's achievements and challenges through strong parent-teacher communication.
• attempt to be open-minded about a culturally responsive pedagogy.
• provide the teacher with any valuable information about their student (i.e. likes and dislikes).

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Students will:
• be respectful towards one another.
• be open-minded and kind.
• be agents of change.
• prioritize self-care and mindfulness.
• take charge of their learning

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The teacher will:
• promote mindfulness and equity.
• provide students with a culturally responsive pedagogy that shares a variety of counternarratives.
• believe in all students' capabilities.
• prioritize relationships with all students.

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The issues and inequities in the education system that marginalized students face, which have been presented to me in my personal and professional life, have motivated me to become an educator. My motivation for teaching stems from my identity as a first-generation female Latinx student. Throughout my K-12 academic trajectory, I did not see many bilingual teachers that reflected my identity. Most of my teachers were White middle-class women that I could not relate to.  I would like to become a role model for my students and demonstrate that they too can hold positions of power. I want to become a bilingual elementary school teacher to help students facing language and cultural barriers. Therefore, I would like to provide students with a multicultural, equitable, and empowering learning environment, regardless of race, gender, class, religion, and sexual orientation. Students should be able to relate to the content they are learning in order to build a strong sense of belonging in school. Thus, I strongly believe in dismantling White supremacy in the classroom to address the greater problems that arise in a society like colorblindness and racism.

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I have chosen this philosophy of teaching because  I believe in abolitionist teaching rather than dehumanizing pedagogies that strip students of their cultures.

Respect towards one another is a step towards standing in solidarity with each other's multiple identities. I stand with communities of color and reject epistemic genocide which, "has become [a major vehicle] for cultural domination and erasure of epistemic diversity" within schools (Sleeter and Zavala, 2020). I hope to instill respect in my classroom to create a welcoming and caring learning environment.

It is essential for students to become aware of their classmates' cultures, values, practices, and beliefs. Therefore, educators should not deposit a monocultural curriculum onto their students as if they are depositories (Freire, 1970). Rather, teachers must teach students to think critically and provide them with counternarratives in order to humanize their ancestors' histories-- as well as each other. Without a culturally relevant pedagogy, students are taught that their cultures are not significant and that there is one dominant culture. This leads to racism, prejudice, discrimination, police brutality, and colorblindness within schools and society.

As students become aware of the injustices of the past and present it is possible for intergenerational trauma to arise. Therefore, I believe that students should be taught to self-care and be mindful of their emotions and thoughts. Emotional regulation and healing are essential for the well-being of students and teachers.