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In the front of my class room we have these expectations posted year round. This picture outlines clear expectations for student behavior, promoting a structured and respectful classroom environment. By categorizing behaviors into "Be Respectful," "Be Safe," and "Be Responsible," it helps students understand how to contribute positively to their learning community. The visual reminder reinforces accountability and encourages consistent, positive actions throughout the school day.

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This image captures a small group of young students engaging in a hands-on science activity involving a hypothesis worksheet. This experiment is called "Saving Fred" where the students have to save a gummy worm from the water by putting a life vest on him and putting him on the cup (which represents the boat). The setup reflects a collaborative learning strategy where students are encouraged to think critically, communicate their ideas, and work together to complete a shared goal. This practice promotes a positive classroom culture by fostering teamwork, curiosity, and mutual respect—all essential elements for creating a safe and supportive learning environment.

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This photo captures a dynamic classroom scene where students are fully engaged in a technology-integrated learning activity. Each student is using a Chromebook to work on interactive educational programs that promote critical thinking and problem-solving skills. On one side, students are working individually and collaboratively, suggesting an environment of peer support and active participation. On the other side, students follow a guided activity being modeled on the board at the front of the room, creating a shared learning experience.

The teacher is using a student-centered approach that promotes engagement using digital tools and hands-on learning. The integration of visual learning, one-on-one device use, and structured group tasks increases both student engagement and academic rigor. The use of real-time digital feedback and collaborative tools supports a positive learning environment where students feel empowered to explore and contribute.

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Students are encouraged to recognize and celebrate when they or their peers demonstrate these traits, using a "Caught Being Kind" board to post positive notes about one another. Additionally, the teacher models interpersonal skills through role-play activities and group projects that require students to practice active listening, collaboration, and conflict resolution.

This system directly supports character formation by helping students internalize positive social behaviors and strengthen their interpersonal skills, creating a classroom community built on mutual respect and understanding.

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I use ClassDojo as a behavior management tool that supports MTSS strategies. ClassDojo is used consistently to promote positive reinforcement, track student behavior data, and communicate with families.

ClassDojo is used for all students to reward positive behaviors such as participation, teamwork, and on-task behavior. This creates a positive classroom culture and sets clear expectations for all students.

For students with recurring minor behavior issues, I use ClassDojo to monitor specific behavior goals (e.g., staying seated, using kind words). These students receive more targeted praise and reminders, often with visual cues.