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I will not use all of these, but this is a good visual for the restroom and "I agree" symbols. 

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On the first day of school, I will teach students to use the restroom symbol and the "I agree" symbol.

When we are at the carpet for morning circle, I will tell students "When we agree with something or want to make a connection we can use this symbol. This is a silent way for us to share our connection to what is being said without interrupting." I will have them all practice making the symbol. I will ask one student what they did this weekend. I will demonstrate making a connection to what they did this weekend, while the student is explaining. I will remind students' that I made the connection silently while listening and looking at what the speaker was saying. I will then list off some comments (maybe a repeated list of favorite colors), telling students to use the hand signal when they have a connection.

Before doing a read aloud, explain to students "When we need to use the restroom, we can make this signal to Mrs. Olson to ask to use the restroom. I will make eye-contact with you and give you a thumbs up. This was you don't have to wait to be called on to use the restroom, and I still know where you are going." We will all practice the hand signal. I will remind them that I need to give a thumbs up and make eye contact. Then I will ask one student to ask to use the restroom at some point while I'm reading the story. Through the day and the first week, I will ask students to show me the hand signal if they forget and raise their hand instead.

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I will start by telling students, "We will do a lot of partner talk in this class so that we all can share our ideas with our classmates, and hear new ideas from our classmates. I will tell you it's time to turn and talk by clapping twice and saying 'Turn and Talk', and you will repeat this clapping twice and saying 'o-kay'." I would then have students practice the motions a couple times as a whole group before continuing: "To find our partner, we pick someone who is next to us. We're not moving all the way across the room to our best friend, we are choosing someone next to us. If we can't find a partner, raise your hand and I will give you special directions. When we are talking with our partner we are looking at them, we are facing our bodies towards them, and we are taking turns." I would then ask for two volunteers to model this, noting what the students are doing, giving a correction if necessary. I would then practice the whole routine, giving students a get-to-know-you topic to discuss with their partners. Once we came back as a whole group, I would explain some of the wonderful things I saw, and discuss any corrections without calling students by name.

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I have a doorbell, when I ring it students will put whatever their holding down, get silent, and look at me. When modeling this procedure I will call out how their is not talking or noises, there is nothing in my hands, and my eyes are on the teacher. I will ask questions such as: "Should I still be writing? Should I be humming? Should I be looking out of the window? Should I start cleaning up?" to which students should respond, no. If they do not, I will model again. Students will volunteer to model for the class as an example, then we will model as a whole group.

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"Responsive Classroom recommends building expectations together through procedures like having students generate examples of rules and then synthesize them into several all-encompassing rules, and using interactive modeling to demonstrate, practice, and provide feedback on routines" (France, 2018).

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This is just an example, not the exact agreements I would use, as those would depend on my students' input. 

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Classroom agreements will be built from students' ideas. I will introduce the idea on the first day of school, saying "We are going to come up with some agreements that everyone will follow to help make sure that our classroom is a safe space for us to learn and grow". I will provide the example of "keep ourselves and each other safe", explaining that this means we walk in crowded spaces and use classroom supplies correctly. Once students have discussed with partners/groups, I will write all of their ideas down, then condense the ideas with the students to create a few important agreements. Students will sign the poster, which I will laminate and post in the classroom.

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- Casseta G., & Saywer, B. (2015). Classroom Management Matters: The Social-Emotional Learning Approach Children Deserve. Heinemann.
- CAST (2018). UDL and the learning brain. Wakefield, MA: Author.
- France, P.E. (2018). A Healthy Ecosystem for Classroom Management. Educational Leadership 23(1). September 2018.

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"Acknowledging the variability in learner background knowledge and experience is important for educators because each learner brings a unique blend of experiences and expectations to each learning experience" (CAST, 2018).

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In terms of instruction, I would like to make sure I am modeling to students’ how to critique a reading, show multiple ways of thinking about a topic, and explain how to have accountable talk in partners or group discussions. This also means having fluid instruction materials and pacing. If students have wonderings about a specific aspect of a reading, maybe pull a resource for the next day about that topic. If students are having really engaging discussions about something, I would give extra time to talk about that.  Accountable talk is incredibly important to allow for all students to have their voices and ideas heard, as well as to encourage respectful critiquing. Allowing student interests’ to guide instruction materials allows for students to feel seen and heard in the classroom, and helps engage students in the lesson. As a teacher, it is critical that I keep ALL of my students’ interests in mind as I adjust instruction.

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"When students are active participants in their instruction, their learning and competence improves...Choice also supports students' autonomy in the classroom. Providing choice is a good way to connect children's interests and background knowledge to the instructional content" (Cassetta and Sawyer, 2015).

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My teaching philosophy is centered around students’ interests and aspirations, and what we as teachers can do to support their own unique skills, interests, and aspirations. This means I would like to choose materials that interest my students, or address their questions and wonderings. In order to find out more about students' interests and skills, there should also be some choice involved in students’ assignments, projects, and readings. There should also be plenty of opportunities for students to share their ideas through group discussions and activities, and turn and talks. As the teacher, I would try to have conversations with students about the things they like, and I would like to make notes about the questions they ask during various activities, what topics seem to engage them during instruction, what ideas they share during discussions, etc. This will help build a deeper understanding of my students. When evaluating work, I would like to focus not just on correct answers, but on the understandings my students demonstrate. Taking math as an example, focus on strategies students use to address the problem, rather than showing students how to get to the right answer.

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Administration: Support learning that is focused on building critical thinking, imagination and innovation, and exploration. Allow students to be critical without being punitive. Support teacher autonomy and flexible lesson plans that are fluid in response to students’ interests.

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Assist in nurturing critical thinking in the classroom. Encourage students to bring their ideas in the classroom. Help build confidence in their children, and focus on understanding concepts rather than grades.

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Provide a variety of thinking tools, model critical thinking, provide a variety of materials and methods of teachings that may resonate with various learners. Support the ideas of all students. Create an environment where students feel safe and supported so that they can share, critique, and dream.

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Students are bringing and sharing their ideas in the classroom, using the tools I offer to develop their own ideas and share them with their peers. Students are listening to those around them, and developing their own opinions.

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I believe that education should be centered around helping young students’ learn skills that will grow and nurture their dreams and aspirations, explore the world around them, and learn to think critically.

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Within the first week of school, I will call the household of each of my students to introduce myself. Make an effort to get to know all my students' siblings on that campus.

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Start circle with a call response chant:
-Why are we here: to become better scholars!
-How do we do this: through perseverance and self-control!
-Why is this important: because I am important!

Ask a question/check-in where all student can answer or say "pass".

End with a song or meditation video.

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Diversity visible on the decorations and in the books and materials.

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Teaching is a profession that can have such a positive impact in our world. When thinking about some of the things I want to see changed in the world today, environmental concerns, social justice issues, and more, education plays a critical role in addressing these problems. I also have a love for children, and I want to help provide a great education for others, the way it was done for me.