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Giving back to the community.

Teaching students skills that will be useful for them to be successful in their future careers.

Teaching kindness, empathy, and generosity to younger generations.

Watching students increase their knowledge about the world.

Changing children's perspectives and encouraging them to look at the world through multiple lens.

Building strong relationships with the students and changing their lives in a positive way.

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Choosing texts that are diverse and touch on a variety of cultures around the world.

Students should feel supported and listened to in the classroom.

Students should be unafraid to share their ideas to the class and accepting of feedback from the teacher.

Allow students to make their own choices when it comes to independent work or other assignments.

Assign projects that are open-ended and allow students to use their creativity and interests to complete it.

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Students will feel more motivated and willing to perfect their school performance.

The instruction will be engaging for the students because they will be able to make their own choices.

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Establish a high challenge and high support classroom environment (Gibbons, 2015).

Prioritize relationships with most challenging students (Cassette & Sawyer, 2015).

Be gentle but firm with the students

Provide students sincere feedback about their behavior - both positive and negative.

Deliver clear and consistent consequences when rules are not followed, speak to students calmly and privately.

Let students create the rules of the classroom with guidance from the teacher.

Create social contracts with the class, let students think of the lists of values, rules, and consequences of good behavior that could help benefit the classroom environment (Curwin et al., 2008).

Follow the antecedent-behavior-consequence guide (Cassette & Sawyer, 2015).

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Consistently teach and practice the routines and rules of the classroom throughout the school year.

Make sure classroom agreements and expectations are posted on the wall where students can refer to throughout the year.

Before beginning a task, remind students about the expectations.

Hold students accountable to the classroom agreements and expectations.

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1. Create a routine that is helpful for having the students line up quietly and safely.

2. Model and review proper behavior with the students before starting the next part of the schedule.

3. Explain and form specific steps when transitioning between activities.

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Casetta, G., Sawyer, B. (2015). Classroom management matters: The social-
emotional learning approach children deserve. Portsmouth, NH: Heinemann
Curwin, R. L., Mendler, A. N., Mendler, B. D. (2008) Discipline with dignity: New
challenges, new solutions (3rd ed.). Alexandria, VA: ASCD
Gibbons, P. (2015) Scaffolding language scaffolding learning: Teaching english
language learners in the mainstream classroom (2nd ed.). Portsmouth, NH:
Heinemann

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Taking the skills and knowledge that they learn and transferring it to their lives outside of school.

Learning how to collaborate and work with their classmates and the people around them.

Respecting the teacher, their parents/caregivers, and administrators at the school.

Find their own enjoyment in learning and develop their own hobbies and interests.

Embracing their own identities and cultures and accepting others' identities.

Utilize a growth mindset in order to learn from their mistakes and take on challenges.

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Actively teaching and listening to the students.

Including all of the students and making sure every student is heard.

Be culturally responsive and understand the different cultures in the community.

Communicating with parents and caregivers frequently about the students' achievements and areas to grow.

Being a positive role model, demonstrating and modeling to the students good behaviors.

Develop positive teacher-student relationships by providing child with a feeling of relatedness to learning (Cassette & Sawyer, 2015).

Continue learning about children behavior, theories, and research in psychology and education (Curwin et al., 2008).

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Being responsive and trying their best to be a part of their children's academic journey.

Communicating with the teacher about their concerns and suggestions that would help their child succeed in school.

Encourage and motivate their children to work hard in their academics.

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Supporting teachers and staff consistently.

Making sure to take time to support the students and get to know them.

Staff is diverse and represents different cultures in the community.

Participate in community/volunteer work to help families who are not as fortunate.

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Students create the rules of the classroom

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Students create the rules of the classroom

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Create a routine for students to line up quietly and safely

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Create a routine for students to line up quietly and safely

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Consistently remind students about the classroom expectations

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Consistently remind students about the classroom expectations