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Desks and chairs were grouped together in clusters for easier collaboration during learning centers. Also, there were areas around the room that students could choose to work independently if they wanted to.

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Teacher allowed students to work on test corrections to reflect and fix problems they missed. She then facilitated the room making sure they knew how to fix them and checked for understanding.

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The teacher had students create a board game that included various themes and story elements of the short story they just read. They worked in groups and were actively engaged with problem solving, text based evidence, communication, collaboration and creativity.

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A very positive and upbeat classroom. Students were engaged and cheerful, they were enjoying themselves.

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The students were fully engaged throughout the lesson due to the brisk pace modeled by the teacher.

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Students were timed and correct responses were recorded. Students were anxious to learn if their correct answer total had improved from the week prior. They were motivated to improve their score.

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The teacher reviewed the lesson from the previous day and then spent a minute or two with the students to ensure they were all on the same step in the creative process as it was a new to them software program, to keep them all on pace.

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Students were given a creative project with parameters. The students were given the task of designing a skateboard deck to then be made into a prototype in miniature, having to think deeper about what their design would look like with curves verses a flat design and what they might need to change to make the design work.

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The classroom had a calm and relaxed atmosphere with mood and task lighting to avoid the glaring overhead lights. There was quiet music playing after the direct instruction. Materials were well labeled to allow students to help themselves.

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The teacher shared the very detailed rubric for the project they were working on the day I was in the class as well as a past projects rubric for projects on display.

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I noticed that this teacher had created a safe environment with helpful resources provided so that she could "cold call" on students. Kids did not seem anxious about this set-up at all, and this served to keep everyone on their toes in a positive way throughout this part of the lesson.

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The teacher had high school students get into small groups to discuss how social media has impacted them. Applications such as Snapchat, Instagram, and TikTok were discussed.

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The teacher I observed had multiple areas in her room for students to go and quietly read. There were pillows on the floor, a little couch that they could sit on, as well as the carpet area. These areas were all separated so that students had enough space to work independently.

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The Learning Support classroom had emotion levels on the wall (red zone, yellow zone, green zone) with examples of what behaviors would be apart of each zone!

In addition, it felt very welcoming and I liked seeing the teacher's and students personality shine through!

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The teacher I observed had a routine where kids went to 2-3 stations around the room after a brief mini-lesson at the start of class. This routine encouraged kids to engage daily with certain fundamental concepts and collaborate with classmates. It also had kids up and moving! They were awake at the start of class!

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The teacher used a version of "Heads up" to allow other students to give clues to the guesser! This form of game play allowed everyone to get a chance to be the person guessing, as well as giving clues while reviewing combination words!

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The classroom had a wonderful organization which help with student transitioning into the classroom at the beginning of the day. Students knew exactly where to look to find out their morning work, and they knew exactly where to place their materials.

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The teacher let students share out ideas during a discussion on a Nursery Rhyme. Students were able to build on the ideas of others without having to raise their hands. The students were respectful of each other as they were answering. This technique helped to foster teamwork as students brainstormed answers to various thought provoking questions.

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The teacher asked students to answer questions related to social media. Students had a minute to think about the question and respond, either independently or with a partner.

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This teacher had kids breaking down writing prompts each class period. This is a skill my students struggle with, so I think more regular work on this could be important. This was a reminder that you don't always have to have read a text to practice reading and analyzing a prompt!

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The teacher I observed used little blocks as decoding tools. She would say a word and have students use the blocks to determine the beginning, middle, and ending sound in the given word. She would also do it by having them say the sounds first, and then identifying the word.

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Positive classroom environment. Students had two choices, which lends itself to "challenge by choice".

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I had no idea that I could erase on my smartboard... I thought you just had to exit out every time something went south, haha! BUT, I loved that this teacher invited her students up to the board to answer certain questions, as well as use visuals to encourage students to reach their goal! Students could draw and erase their answers, click buttons, etc.

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Students broke out in small groups after learning about towers and their purposes and we tasked with creating their tower as a group with spaghetti and marshmallows.

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The teacher had words and phrases up on the board. Students stood behind their seats and read the word or phrase silently or in a whisper. Once they read it, they began silently acting it out. The teacher then read the word or phrase together with the class. This allowed the kids to work on blending sounds together in an engaging way where they had the chance to move their bodies!

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Students completed a math review as part of their morning work. This review covered materials from previous units. After working independently, the class went over the answers, and students could check their work.

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I observed a teacher doing reading groups. She put her students into groups based on their scoring on assessments, and then could better personalize her lesson based on student need. For example, one group needed to work at a slower pace, whereas another group was ready for an extra challenge.

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Classroom was inviting and well organized. A lot of open space for movement, dancing and activities.

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Routines help with flow of classroom. Students had attendance lines. Students chose activity. From there, they were given directions.

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Students sat casually on the floor for whole group learning and all felt comfortable to participate in the conversation and share their ideas!

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The physical space is not cluttered or overstimulating. She has a kind and welcoming presence about her. Even when redirecting she would use a calm voice that was not accusational.

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During Heggerty this teacher wrote the ending sound on the board and then wrote down the rhyming words the students came up with. This was such a great visual for the kids and fun for them to count to see how many words they came up with! I tried this in my own classroom after observing and the kids LOVED trying to beat how many words they could come up with each day.

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The teacher I observed posts a 'would you rather' question on her back white board. Each student has magnets with each student's class number on them, they place their magnet under their choice. When everyone comes to the carpet, the teacher picks four students to share their choices.

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The teacher read allowed social media terms and provided students examples related to the terms. The teacher used call and response to assess students and check for understanding. Created strong student engagement and provided teacher with on the spot assessment.

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When students would share an idea that was not quite right, the teacher would tell them why she liked their answer, then guide them deeper in the direction of the answer she was looking for to help them arrive at the right conclusion with confidence!

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Students were engaged in learning the entire class period which left very little time for any behavior issues. Students were able to participate in all learning activities we ease and moving around the classroom for the different activities helped them to stay focused and engaged.

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Students chose activity they were most comfortable participating. The student takes ownership, encourages activity they are comfortable partaking in, and allows physical activity to be a stress management technique rather than something which causes stress!

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I haven't used them before but for each transition the teacher counted down from 7.

"Moving to the carpet in 7"...7, 6, 5, 4, 3."

It worked well and the students knew the time they had to transition.