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In order for students to feel productive and welcome in my classroom, they must first feel like they matter.

Taking time to listen to the struggles and trauma that students bring with them is extremely important to building relationships and connections. To acknowledge the history of how students of color, varying ability, and backgrounds are treated are key to this reflection.

Dr. Betina Love explores and guides this discussion in her book "We Want to Do More Than Survive," as an area of critical focus when beginning the abolitionist teaching lifestyle (2019). One must matter to themselves, their students, and their community to make a cultural change in their classroom environment.

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It is with special care and curation that lessons that are taught in my classroom and through my curriculum have a special connection and relevance to my student's lives.

How can we expect students to stay engaged if the material is not somewhat tied to the personal lives of our students and their communities?

As demonstrated by Brown A. Brown in "Science in the City," there is great power in allowing students to use language they comfortable with to demonstrate understanding (2019). I will work hard to meet students where they are and to have my class be a space for understanding and relationship building.

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"we can reignite imagination and change education!"

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Christopher Emdin: Teach teachers how to create magic

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Students will be able to speak for themselves, complete work that is fully their own, and be held accountable for their actions.

By giving students autonomy over different types of assignments and presentations, alongside ample scaffolding, this will provide a platform for students to be accountable for their own time and work ethic.

As put forth by Eccles & Roeser (2010) in the section on Classroom Management, "Student achievement and conduct are enhanced when teachers establish smoothly running and efficient procedures for monitoring student progress, providing feedback, enforcing accountability for work completion, and organizing group activities." (p. 7)

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Eccles & Roeser, 2010. An Ecological View of Schools and Development

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Ultimately, my goal is to teach students that they have the drive, passion, and ability to complete their personal goals and reach for their dreams. In order for this to occur, students must respect themselves, their peers, and me.

By following the logical consequences put forth by Dreikers & Cassel (1972), students will be encouraged to "show respect for themselves and for others and provide each student with a sense of belonging to the classroom" (Kellough & Kellough, p. 105, 2011).

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I will create a welcoming space for all students to contribute to the classroom family culture. This will include setting class expectations together (physical and virtual settings), using inclusive language, and recognizing differences.

Examples of these are:
- Respect the space and time when someone is talking (mute your mic!)
- Actively listen
- Keep common spaces clean

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When a teacher adds multiple check markers for assignments and lessons, such as quizzes and drafts, this gives students the ability to build autonomy and boost self-efficacy.

I plan to manage my assignments in a realistic, yet challenging fashion in order to encourage students to believe in themselves. I will be available at all steps along the way with useful check-ins so students feel comfortable with my material and teaching style.

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In order to have students believe in themselves, it is crucial to have a sense of support from the teacher. Adding affirmation to the everyday management of students by using words, physical indicators, and feedback on assignments will increase student morale and confidence for understanding.

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You may have heard of micro-aggressions, but what are micro-affirmations?

These small, welcoming acts accentuate the positive, provide encouragement, and foster healthy relationships. Even the smallest interactions can have a BIG impact on classroom culture, and we all want to build a classroom environment where student expression, participation, and achievement are the primary goals of the school day.

Micro-affirmations create an environment where students feel comfortable sharing ideas, know that they are valued, and are excited to contribute. These small acts focus on teaching to the whole child-not just providing what is needed academically but also meeting their social and emotional needs.

When teachers use micro-affirmations, they are modeling how to care for their peers' feelings. Allophilia, as coined by Todd Pittinsky, is accepting and loving others who are not like you. Rejecting prejudice and, instead, developing a classroom where differences are celebrated and everyone's contributions are valued can increase student achievement. What's great is, once established as the norm, micro-affirmations don't take up any extra time or take much, if any, extra work.

How can I implement micro-affirmations in the classroom?

There are countless ways to embed micro-affirmations into classroom culture. Here are just a few examples of the micro-affirmations that we have integrated into our everyday classroom routines:

Greetings

Greet your students at the door every morning and intentionally create opportunities for students to greet each other daily. When a student is absent, be sure to point out that you noticed their absence and missed them.

Encouragement

Students can lead quick encouraging and supportive chants for their peers each time a student is speaking or presenting. Try having students say, "You got this (name)!" or "Rock it (name)!" This practice also provides built-in wait time for those students who need it.

Inclusive Language

Instead of talking about parents, try using the term families. Also, refer to the class as your school family. Instead of saying "my" classroom and "my" supplies, try saying "our" classroom and "our" supplies to promote inclusion as well student ownership of their classroom and learning environment.

[See 50 ways to be more inclusive in your teaching here.]

Names

Refer to students by name and make sure to pronounce them correctly! Encourage students to use their peers' name within classroom discussions. To take it a step further, try coming up with fun nicknames like Brian the Brain or Lenny Spaghetti.

Compliments

Positivity is contagious. Receiving a compliment makes a person more likely to give a compliment in return. Complimenting a student can, in turn, lead to students complimenting or congratulating each other without being prompted. Try to keep the compliments focused on growth. For example, instead of saying "you're smart," try saying "thank you for never giving up," or "I love how you are always prepared for class."

[See "Why I leave positive Post-Its for my students every morning."]

Equity

Calling on the same students all the time is easy to do mistakenly. Keep in mind students notice. Come up with a way to ensure you are asking students to contribute equally. Popsicle sticks with names on them or an online random name picker (try classtools.net/random-name-picker) are just a few options. This will also increase student participation. However, we recommend allowing the "phone a friend" option or giving students a choice so they don't feel put on the spot or cornered.

Share the Positive

When a student meets a goal, shows growth, displays a favorable character trait, or even just has a great day in general, share the positive! Whether a celebratory note or phone call home, recognizing them in front of their peers, or posting a sticky-note complimenting them on the Shout Out Wall, it can really make a difference in students' confidence and feelings of belonging.

Here's a look at some of the ways we incorporate these strategies into our teaching:

How can students use micro-affirmations?

When a student is sharing their work or ideas, their peers can show respect by sitting up straight, making eye-contact, and nodding when spoken to directly. These small gestures build respect and rapport between peers. Students can also make up their own nicknames, give each other compliments, and lead the supportive chants to encourage their peers after they have been modeled. We reward students for treating each other with respect, showing compassion, and encouraging others. It's great to watch students' begin to see others success as their own and the class as a family unit.

These are just a few of the plethora of ways teachers can accentuate the positive and encourage students to do the same. Getting to know your students and building positive relationships will do wonders for student growth and classroom culture. Ask yourself: In what small ways can I promote positivity and overcome my own personal bias' to ensure all students feel respected, valued and included in my classroom every single day?
We'd love to hear-how do you use micro-affirmations in the classroom? Come and share in our WeAreTeachers HELPLINE group on Facebook.

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The Power of Micro-Affirmations in the Classroom

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You may have heard of micro-aggressions, but what are micro-affirmations? These small, welcoming acts accentuate the positive, provide encouragement, and foster healthy relationships. Even the smallest interactions can have a BIG impact on classroom culture, and we all want to build a classroom environment where student expression, participation, and achievement are the primary goals of the school day.

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Last, but definitely not least!

I am dedicated to making sure that all students enjoy my material and this special time in high school. Through engaging presentations and activities, the enjoyment of students is key to having a successful classroom community.

Through music I plan to share relevant, uplighting, fun, and overall T A S T Y grooves to bring awesome fun ~vibes~ to my classroom. This will manifest as morning songs when students get settled in class and as they exit.

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It is essential to science to make mistakes and to keep practicing.

"The growth-mindset approach helps children feel good in the short and long terms, by helping them thrive on challenges and setbacks on their way to learning" (Dweck, 2015, p. 2).

By building a space where students focus on learning, I will be able to encourage students to seek out challenging concepts, ask for help, and hype them up when needed!

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It will make my heart extremely happy to have students become young masters in the fields of chemistry and environmental science.

With that, I will build a space in my classroom dedicated to all types of learners to encourage discovery and proficiency through stimulating activities that engage multiple types of learners.

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Each student has their own abilities to find what interests them most and my ultimate goal is to unlock what motivates students, affirm their aspirations, and boost their confidence in all subjects (especially science!)

By using multiple mediums to deliver content, students will be able to be challenged to learn and build their academic and personal confidence.

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3 tips to boost your confidence - TED-Ed

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Education of the Mind, Education of the Heart

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Education of the Mind, Education of the Heart

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In order to teach students the necessary materials they need to succeed in a future career, I find it most important that students learn who they are and what they are truly passionate about first.

"Although often eclectic in their approaches, today's teachers share a concern for selecting management techniques that enhance student self-esteem and that help students learn how to assume control of their behavior and ownership of their learning" (Kellough & Kellough, p. 105, 2011).