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Padlet is a great way for teachers to use to post focused questions for the lesson and have their students respond instantly. Padlet is a great tool for students to work collaboratively and share ideas. As a teacher, I would use padlet to post a focused question before starting a lesson and after a lesson. Prior to the lesson, I would then have students write down their comments or thoughts on the focused question. After the lesson, I would have them write down what they learned. This can be a great tool for teachers to informally assess where they are in the lesson. This tool would also be great for social studies. Students can collaboratively write down their thoughts about a certain event or historic figure that we may discuss. Students can instantly read what their classmates wrote.

https://padlet.com

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Narrative input is a great way for students to be interactive in the learning process. On the board, there will be a big background and each student will have quotes or pictures with tape on the back. This helps build both academic literacy and language. This would be great for social studies. The background could be the place where the event occurred and students could have pictures of historic figures or their speech bubbles during that event. Students can post the quotes or thought bubbles of each historic figures as the teacher reads the script. This will increase the classroom participation and engagement among the student.

http://www.norcalglad.com/strategy-of-the-month-november-2014.html

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Using observational charts is a great way to engage students when introducing a topic. Pictures that are related to the topic will be posted around the classroom for students to walk around in pairs to observe. Next to the picture will be a blank paper for students to write their thoughts, comments, questions, or what they know about the picture. This can be used as an informal assessment to see where the students are prior to starting the lesson. This would be a wonderful strategy to use for social studies. The teacher can post pictures of historic figures and students can write what they know about the person or ask questions about the person. This also encourages students to interact with one another.

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Chants are great to engage students in the lessons , help them memorize key events or vocabularies, and also promote literacy. Chants need to be catchy to help students memorize the content. If it is a tune that students know, then it can help them memorize and learn the topic. The chants should have vocabularies that they are currently learning. This will give them time to practice and recite the vocabularies through song. This would also be great for social studies for students to learn about the historic figures and events.

https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/282/Using-Chants-and-Cadences-to-Promote-Literacy-Across-the-Curriculum.aspx

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Double entry journals is a great way for students to write down what they learned from the text, but also how they analyze what they wrote down. This allow students to interact with their readings and bring prior knowledge and their inner thoughts regarding the concept. This would be great for social studies because students can write down how they feel about a certain historic person or event or any questions they may have.

http://www.adlit.org/strategies/22091/

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K-W-L chart is a great way to assess prior knowledge and their interest in the content. The chart has three column: What I know, What I want to learn/What I wonder, and What I learned. I can write down what they know about the content before teaching the lesson and also learn about what they want to learn. Learning about what they want to learn will help me engage them in the lesson. It can also help see what they took out of the lesson as well. This could also help students in researching about a certain person or event in history. They can create this chart to write down what they know prior, write down what they want to search up and then what they found.

http://www.readwritethink.org/classroom-resources/printouts/chart-a-30226.html

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Jeopardy is a great way to engage students in reviewing for exams. The best way to engage students is to find what they are interested in and integrating it with the lessons they learned. With jeopardy, you can add questions and categories regarding what will be on the exam. Students will be in teams and will work together to recall what was taught. This will make studying and reviewing for exams much more interesting.

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Flipped classroom is changing the way you would teach in a traditional classroom. In a traditional classroom, the teacher would lecture or teach the lesson in the classroom and then send homework home for the students to work on. In a flipped classroom, the teacher videotape the lesson and send it home with the students to watch. The students then come to class to work on practice problems or activities. This will give students an opportunities to ask questions or work together with their classmates in the classroom after watching the lessons at home. If the students do not have computers or technology devices at home, the teacher will have a station for students to watch the lessons in class. This would be great for social studies as well. The students can learn the lesson at home and then in class, they can work on projects or fun engaging activities to reinforce what was taught.

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Pictorial is a great way to engage students in the content taught. It provides students with a visual and it also emphasizes on the details. I will post a butcher paper onto the wall with an outline of the picture lightly in pencil. I will then use dark colors to outline the picture while explaining the details to the students. This would be great to use in social studies to learn about important historical people, the different regions, native american structures ..etc. This is a great instructional strategy, especially for students who are visual learners or an English language learner.

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Reader's Theater is a great way to engage students in reading and understanding the content taught. Students will read a script according to what is being taught, which will help students picture the action. This would be a great instructional strategy for social studies. Students can read a scripted story about an historic event. This will allow the students to learn about the people back then, rather than just focusing on the events that happened because there are different characters within a script. It will allow students to see the emotions and their thoughts during that event.

http://www.readwritethink.org/professional-development/strategy-guides/readers-theatre-a-30703.html

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By creating time for morning circle time, it will help build a strong sense of community. Students will join each other in a morning greeting. I will greet each student by saying good morning addressing their name. The students will then go around and say good morning to all their friends. Each morning, I will have a morning message on the board where students can share about their thoughts on the message. This will create a sense of community because it allows students to talk about something that they did outside of school or their thoughts, yet it also allows me to learn more about the students. During morning circle time, I will also go over the classroom expectations together as a class to reinforce the expectations for the day.

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9.  Post a daily schedule for the students

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9.  Post a daily schedule for the students

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It is important to post a daily schedule for students, so they can know what to expect next. This will also help students who are always anxious about what is coming up next and will limit the questions they would ask regarding the next activity. The schedule should include the time, the subject that is coming next, and what resources they need for each subject. This will help students anticipate what is next and be prepared for the next lesson.

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7.  Creating classroom expectations together

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7.  Creating classroom expectations together

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Instead of the teacher creating the classroom rules, the teacher will work with students to create classroom expectations. By allowing the students to create the classroom expectations collaboratively, students will be more aware of their behaviors and the consequences. Instead of creating a long list of rules, there will be four rules and one golden rule. The golden rule is to treat others the way you would like to be treated. The rules should be written positively, "Listen to others when they are speaking" rather then negatively, "Do not talk when someone is talking." Have the students create the classroom expectations poster together and have the students sign their names on it.

http://www.projectidealonline.org/v/developing-classroom-expectations/

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There will be a self-mastery chart in the classroom where students can achieve self-mastery when they exhibit a habit-of-heart. Students will receive a token that they will use to move on the chart when they demonstrate a habit-of-heart. This self-mastery chart will be used throughout the year and will be connected to a class content. For example, if the class focus a lot on community, the self-mastery chart can be a picture of a community and the tokens can be community workers. Each community building can be a station of "habit-of-heart" such as humanitarianism or understanding. Students will be recognized positively for their demonstrating of habit-of-heart and will move their token towards the goal.

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I will read the story, Have You Filled a Bucket Today? and talk about what it means to fill a bucket and what it means to dip into a bucket. We will then create a chart of what it is like to fill a bucket. Students will each have their own bucket in the classroom. Students are then able to fill it their classmates' buckets with poms poms (for kindergarten and TK classrooms) or a hand written note (for older grades) if they see that the student is exhibiting a behavior that is a bucket filler behavior. This will allow students to recognize the postiive behavior that someone is exhibiting, rather than focusing on the negative.

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2.  Build a classroom community with classroom jobs

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2.  Build a classroom community with classroom jobs

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A great way to build a classroom community is to give students opportunities to be part of the classroom function. Therefore, giving students responsibilities each week, so that they feel that they are contributing to the class. Each week the students will rotate their jobs, so they get an opportunity to contribute in different ways. It is also important for teachers to model these jobs and to evaluate how well the students are doing the job and if the job needs to be changed. It is important to have jobs that are meaningful to the student and allow them to contribute.

https://www.responsiveclassroom.org/blog/classroom-jobs

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Students will nominate a classmate that they see demonstrating the focused habit of heart to serve in the classroom weekly. The server will get to help the teacher pass out paper for the week. This will allow students to recognize the positive behaviors their classmates are exhibiting.

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I will use the program ClassDojo in my classroom to give recognition to the students who are exhibiting positive behaviors. ClassDojo allows teachers to communicate with parents or guardians immediately. Therefore, I can communicate with them about the child's positive behavior or something they need to work on. It also allows me to send pictures to parents what we are currently working on. This will allow the parents and teachers to keep a line of communication open to enhance the learning environment. However, I will not use "red" points, but rather focus on the positive behaviors. Instead of giving a "green" point for each positive behavior. I will give a "green" point for the student who is demonstrating the behavior multiple times throughout the day. https://www.classdojo.com/about

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As teachers, it is important to use empowering language and encouragement. Therefore, instead of stressing the person who is exhibiting the behavior, focus on the deed. Therefore, instead of negatively redirecting the student, I will frame a positive action and choice. For example, if the student is running, I will stress the deed: "You can walk slowly with your classmates or you can walk next to me. Instead of making judgments, I will describe the deeds. For example: "I notice there is a lot of trash on the floor. We cannot leave the room until it is clean." It is also important to recognize the positive deeds or behaviors. Therefore when speaking to the student who is exhibiting the positive behavior, I would say, "I noticed you waited your turn patiently. Thank you for using your manners and being patient."

http://www.educationworld.com/a_curr/columnists/charney/charney004.shtml

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It is important to teach students to use the "I Voice" when communicating with peers whether it is encouragement or disapproval. This will teach students that they are taking responsibility for their opinions and to also stress the importance of personal feelings. When there is a conflict between two students, instead of stepping in (especially in the TK or kindergarten classroom), I would ask them if they used their "I voice" yet. The students will then have to use their "I voice": "I feel ______ when you _______, can you please ________." This will teach students to be aware that their actions can cause someone to feel upset or sad, rather than just focusing on the punishment. This will also give students the opportunity to work out the situation together.