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Protocols for shared responsibility/ies in the classroom

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provide different kinds of opportunities to show mastery

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provide different kinds of opportunities to show mastery

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Balance between teacher instruction and collaborative work

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Balance between teacher instruction and collaborative work

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_Reflective Rainbows

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Learning each other's names and insisting students use each other's names correctly

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Give students rolls within small groups - gives each student value and a chance to share ideas.

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Ask students to build on another's comments or who can help a person with their response when struggling (during class conversations)

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Provide conversation stems, especially when it comes to critiques

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Creating opportunities for group reflection after assessments. Encourages vulnerability and accountability.

Celebrating when students take risks and show vulnerability

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Each student has a slide that they fill out with their pronouns, words to describe them, fav movie/tv, what they like to do for fun and what they are dedicating their year for. Each day for our bell ringer, we have 2 students present and then students (or myself) ask follow up questions. It's a nice way for students to make connections and for me to learn more about them as individuals.

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Communicating w/ students what we are doing in class and why. Acknowledging when I am asking them to do difficult things. 

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Communicating w/ students what we are doing in class and why. Acknowledging when I am asking them to do difficult things. 

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Change groups often so that students get to know one another well and feel comfortable talking to each other.

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In our band classes, students are regularly encouraged to play alone in front of the group to demonstrate their learning at various points throughout the process. Kids do a great job celebrating effort and growth of their bandmates by shuffling their feet. We also give feedback to one another giving everyone opportunity to build up our band. Shared agency of our collective success!

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Having students work toward a Class Playlist on Friday

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Having students work toward a Class Playlist on Friday

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At the beginning of the year, students worked with classroom adults to develop shared expectations in a Class Contract. If they follow the classroom norms throughout the week, I post a Class Playlist suggestion box on classroom where they can post music they're enjoying/listening to. We listen to the playlist during independent work on Friday. The suggestions are anonymous and help students connect with each other over shared music interests, as well as discover new music they like.

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Fun games, riddles

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Synonyms for expectations in the class (i.e., the SOAR acronym) & break down how to do each, thus creating classroom norms

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Though the floor had been open, no students asked public questions. Shortly after, a student asked a very helpful question that would benefit many. I told the student I wanted to address the question with everyone and asked permission to use her name to model one way of elevating a question safely. (This could have been addressed anonymously as well.)

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Asking students about their lives - how their sports team/extracurricular activities are going

Fun questions in weekly reflection questions

Talking about class norms

Making sure they introduce themselves to eachother

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Give students a little birthday card for their bday

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Risk-Taking Raptors: Creating a classroom playlist for students to listen to while doing independent work

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Risk-Taking Raptors: Creating a classroom playlist for students to listen to while doing independent work

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Risk-taking Raptors: Intentional group seating to facilitate think-pair-share, turn & talk, etc. more easily

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Risk-taking Raptors: Intentional group seating to facilitate think-pair-share, turn & talk, etc. more easily

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Show & Tell

Beginning of class check-in questions

Beginning of year ice breakers

Quick emotional check-ins during stretches

Tangram puzzles with partners

Goal of breaking fear of speaking with others (especially keeping our ELLs in mind)

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We discussed classroom culture in our rooms: Encouraging students to help each other and self reflect on their behavior through use of class created norms. Students create the culture in the room by responding to each other, etc. We model how they should carry out those interactions and encourage them to interact postively.

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Classroom set up in pods to have community, strategically seating students based on academic and social needs, establishing norms before discussions, check ins about the week or friendly banter- find things we can relate to their interest like sports

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-Having students share the ideas of their peers instead of their own idea when they share out to the whole class.

-In a language class, give each student a name in the course language

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Random pairing and grouping of students to build peer to peer relationships and classroom culture.

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Norms are established, everyone introduces each other at the beginning of the year, and give plenty of opportunities for all students to interact with each other throughout the year in various types of activities.

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1) Establishing Norms and providing space to get to know each others names.

2)Classroom contract with norms and accountability as well as shared goals that require a community process.

3) Community SEL check ins. That are established in different work groups.

4) Small groups where kids are able to work and socialize before bringing work to whole class.

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Students work in groups, are able to talk with one another about their work especially when it is independent practice. Establishing norms and provide the time for students to help establish them with the teacher and hold students accountable to following them

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Creating small critique groups of 2-3 students that rotate frequently.

Displaying student work in-process (not just finished pieces) and frequently referencing it to support others when they struggle.

Also, I celebrate each student birthday by reading a birthday fortune in class on their bday or on the Friday before (if it falls on the weekend).

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Class created norms signed and posted in the classroom

Group work--> Sharing answers as a group and sharing what a classmate said rather than your own answer

Nose goes--> Using "nose goes" to choose who to call on. Makes it fun and competitive!

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This Mayan-inspired poem is written in this way to express that one's classroom community is a reflection of who they are, and that we are all interconnected. This has proven helpful to establish norms before my students share original, vulnerable work with each other.