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A positive classroom culture in a coding/robotics class can be seen through the use of collaboration, hands-on learning, and peer support. The students are actively engaged in building a robot together, demonstrating teamwork, communication, and shared problem-solving. Students advise or help others showing that peer learning and critical thinking are encouraged. This learning environment fosters motivation and ownership. Also, it is a supportive and inclusive learning space where students can confidently explore and grow together.

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An effective classroom management and a positive learning environment is shown through student engagement in hands-on, collaborative activities. Students are actively participating in a TV production activity, with one student operating a camera and others preparing equipment or scripts. The teacher is fostering student autonomy, incorporating real-world skills, and creating a structured yet dynamic space where students feel empowered and focused.

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The classroom shows student engagement and rigor through collaborative group work, where students are actively interacting with one another. In this case, students had the task of creating an app that would help solve a real world problem. This was a task that involved a lot of teamwork and hands-on activities, encouraging students to engage with the content in meaningful ways. This environment supports active participation, critical thinking, and a student-centered approach that aligns with best practices for increasing both engagement and academic rigor.

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In my school, Class Dojo is an essential part of the MTSS strategy to address and manage student behaviors. Class Dojo allows teachers to track individual and whole-class behaviors in real time, promoting positive reinforcement through an easy-to-understand visual system. Students earn or lose points based on their actions, which encourages self-regulation and immediate feedback. This aligns with MTSS by providing a universal support system while allowing for targeted interventions when specific students, such as those showing extreme behaviors, consistently need additional support and monitoring.

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In this picture, you can see how I’m using a hands-on project to help my students build their interpersonal skills. We’re out filming a segment, and each student has a role—camera operator, reflector holder, and on-camera talent. This setup requires them to communicate clearly, listen to each other, and work as a team, which directly supports character formation. These kinds of activities give students the chance to lead, take responsibility, and support one another. I also guide them from behind the scenes and give them space to grow. It’s a strategy that builds real-world collaboration while also helping them develop confidence, respect, and accountability.