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Every unit I teach should in some way, shape, or form connect with modern day problems, topics, and ideas. For example, when we read The Great Gatsby, the students talked a lot about privilege, and white privilege and how that problem still exists today. One student even referenced the Jan. 6th insurrection at the nation's capitol. Additionally, during the Harlem Renaissance unit the students talked a lot about how racism and racial struggle still exists today as a societal and institutional level.

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The biggest thing I've had to improve on over the year are knowing when to let the student continue to speak and elaborate on their thoughts. Earlier in the year I had a bad habit of inadvertently cutting students off while they were sharing their thoughts. But as I've learned to stay quiet, the students are willing to talk longer and elaborate on their thoughts more.

Additionally, I've been working on the kinds of phrases I use when I respond to student dialogue. For example, I would say things like "that's right" or "that's exactly right." I've since learned that when I say those phrases, it stunts the students potential to elaborate and dig deeper on their own ideas, and potentially prevents other students from building and collaborating with each other because I just stated that it's the "right" answer.

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By reading through the Grading for Equity book, it has challenged my perception of grades as an indicator of a capitalist commodity. Reading this book has made me take into account the student's effort whenever they turn in a written assignment, as opposed to grading them based on mechanical concepts like grammar and MLA formatting. I've also learned to become more flexible with assignment deadlines. As long as they manage to get the assignments turned in before the quarter deadline, then I accept the work. The reason I became more flexible with assignment deadlines is due to the fact that the pandemic has made everyone's lives hectic. Additionally, there are just certain things going on in the students personal lives that may drastically affect their ability to complete their assignments at home.

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Students learn best when the teacher is positive and encouraging.
A positive teacher will help students feel more comfortable with sharing their opinions and input with the class.
By presenting students with challenging topics, they will be intellectually stimulated and more likely to stay invested in their work.

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I want to be fully prepared for every lesson plan and make sure my topic transition is smooth and seamless so I avoid the so-called "dead spots."
When my lessons are fully prepared and I am able to keep students focused and on task for the whole class, their learning abilities will flourish.

"The learning time needs to run efficiently (i.e., with no 'dead spots' when students have nothing to do), smoothly (i.e., routine procedures are established and transitions between activities are smooth), and with minimum distraction." (Kellough & Kellough, P. 116)

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I want to make the classroom procedures and expectations as simple as possible.

"Students work best when teacher expectations are well understood with established routines. In the beginning it is important that there are no more procedures than necessary to get the class moving effectively for daily operation." (Kellough & Kellough, P. 115)

I will also include the five step list of consequences from the Kellough & Kellough reading on the syllabus.

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I will stand outside and greet each student. They will also be expected to give me a proper greeting as well.
Once the final bell rings, I expect students to stop talking and be ready to listen or work, depending on the lesson plan for the day.

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This is obviously a trickier situation to navigate. However, I would like to try and avoid resorting to the more serious consequences in the 5 step plan in the Kellough & Kellough article. Luckily, even the Kellough & Kellough article offers a nuanced answer for consequences of negative actions.

"Students need to clearly understand the rules and the logical consequences for misbehavior. For example, a logical consequence for a student who has painted graffiti on a school wall would be to either clean the wall or pay for a school custodian to do it." (Kellough & Kellough, P. 105)

Restorative Justice provides a meaningful learning and growth opportunity for the student, as opposed to just sending them to detention. But obviously there are certain behaviors like carrying drugs or brandishing a weapon on school grounds that require harsh punishment.

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When students are aware that I have a personal, invested interest in their lives, hobbies, and personalities, they will know that I am a teacher who wants to give them a positive learning environment, and that their opinions are valued.

"During learning activities, the wise teacher is constantly moving around the classroom and is alert to the individual behavior (nonverbal and verbal) of each student in the class... Group work is a particularly good time to observe students and get to know more about each one's skills and interests." (Kellough & Kellough, P. 111)

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Obviously I will make classroom procedures, behaviors, and expectations known in the syllabus and on the first day of school.
However, I believe it is very effective to lead by example. Meaning I will give students the same amount of respect and exhibit the same behaviors I expect them to bring with them into the classroom.
When students see my consistency for following my classroom rules and procedures, they will do the same.

“When it is time for the class period to begin, you should start the learning activities at once. By beginning the class session without delay, you discourage the kind of fooling around and time wasting that might otherwise occur. To minimize problems with classroom control, you must practice this from the very first day of your teaching career.” (Kellough & Kellough, P. 119)

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1. Teamwork
2. Inclusivity
3. Growth Mindset
4. Grade for Equity
5. Dialogic Interactions
6. Modern Day Connections

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I want students to view each other as teammates, all of them should feel inspired to work together.
I will implement a multitude of group-based/discussion activities so students can build a rapport with each other and feel more comfortable sharing their opinions and input.
Group-based/discussion activities will also inspire students to challenge and help each other to succeed in my classroom.

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I want to create a curriculum that engages the students in the modern, diverse classroom. By giving students an inclusive curriculum, it will inspire them to stay engaged and focused.

For example, I would include Queer Literature and expand African-American Literature in my curriculum.

“Therefore, you need to know your students well enough to be able to provide learning experiences that they will find interesting, valuable, intrinsically motivating, challenging, and rewarding.” (Kellough & Kellough, P. 111)

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I want students to focus on their personal improvement and growth, rather than just getting an A+ on the assignment. I know it's cliche, but I believe the journey is more important than the destination. If students really put forth the effort and demonstrate change or growth in their understanding of the material, then the good grades will follow.

“For [Growth Mindset] it’s not about immediate perfection. It’s about learning something over time: confronting a challenge and making progress.” (Dweck, P. 24)

I can also improve their metacognitive skills by making them aware of the differences between fixed and growth mindsets. According to Dweck, just making someone aware of a growth mindset will make them more likely to adopt that mindset.

“Mindsets are an important part of your personality, but you can change them. Just by knowing about the two mindsets, you can start thinking and reacting in new ways.” (Dweck, P. 46)