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v

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Encourage students to say hi in the hall and vice versa - this can help with remembering names and create a sense of welcoming

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Stand at door and greet them as they enter in.

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T-shirt Tuesday - wearing a different T-shirt every Tuesday with a variety of topics (activities I've done, shows I like, teams I love, etc.) and give students a chance to connect with me through shared interests

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T-shirt Tuesday - wearing a different T-shirt every Tuesday with a variety of topics (activities I've done, shows I like, teams I love, etc.) and give students a chance to connect with me through shared interests

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NO RBF

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Make them feel  important  and  value their opinions

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Make them feel  important  and  value their opinions

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Always greet the students as they enter the class and have a conversation before diving into course content.

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Saying goodbye to them at the end of the  period

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Saying goodbye to them at the end of the  period

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Ask students to talk about their interests/future plans on the questionnaire on day 1.

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When other students take on a leadership role and begin using similar or different instructional strategies as the teacher.

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When other students take on a leadership role and begin using similar or different instructional strategies as the teacher.

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Phone calls, teach assist announcements

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How was your weekend Q& A?

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Tell student when they are doing things right/good or when you have received positive feedback from their workplace supervisors.

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Try to let students know that you are human and you can make mistakes.

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Involve parents in student learning and class activities and projects (e.g. parents can record a flipgrid video where they offer a reflection on topics connected to learning in the course)

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Making sure, and even asking, how to pronounce names..

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Icebreaker used on the first day. Toss the ball and memorize the entire class' name. This gives students the opportunity to hear the student pronounce their names.

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Have regular conversations with your students to support student assessment. Conversations can serve as way to not only get to know your students but provide valued feedback about student progression. 

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Have regular conversations with your students to support student assessment. Conversations can serve as way to not only get to know your students but provide valued feedback about student progression. 

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students have the opportunity to work with different people and learn  and get to know everyone in the class

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Questionnaires, ice breakers, on the first day 

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Questionnaires, ice breakers, on the first day 

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Students see me as an inclusive person who  respects the opinions of others and is respectful of their values and beliefs

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Students see me as an inclusive person who  respects the opinions of others and is respectful of their values and beliefs

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they feel safe when they are comfortable enough to speak in French

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Allow students to learn through inquiry, while I guide, and am also not afraid to say 'I don't know, let's find out together' It means I have to know my content well enough to go where the inquiry takes us

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Speak with student privately regarding their behaviour to give them a chance to improve before parent/administration contact.

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Core novels - everyone reading the same novel so that everyone is on the same page and connect to the text/subject.

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Have class members stand in a circle with one person holding a soft ball, bean bag or similar object. The student holding the object states their name and then throws it to another member in the circle. The ‘catcher’ then gives their name as they throw it to someone else. This is repeated until everyone has introduced themselves (you might give them a sticker once they’ve done this so that everyone can see who has been asked and who hasn’t.

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to ensure correct pronunciation, teacher can ask students to say their names once participate in class. The teacher can repeat the name out loud.

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When they're not afraid to take risks and they're not worried about the consequences of failing.

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When they're not afraid to take risks and they're not worried about the consequences of failing.

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"Name Origins" whereby students share the origins of their name.

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Have students make introductions to the class after having some interview time together in pairs. The name must be stated three times, hopefully followed by a few fun facts about the interviewee.

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introduce your partner based on a series of questions

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Have students complete assignments which involve parental input.

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Have students complete assignments which involve parental input.

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- awake
- listening
- engaged
- smiling
- asking extended questions beyond the class concepts

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Find out what their plans are for after high school/why they're taking the course.

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Inclusion games build collaboration and break down barriers.

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stand by the door when students enter and exit (say good morning, have a great day etc.....), be warm and welcoming

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stand by the door when students enter and exit (say good morning, have a great day etc.....), be warm and welcoming

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Thumbs up, thumbs down for understanding or how they are feeling. 

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Thumbs up, thumbs down for understanding or how they are feeling. 

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professional
approachable
understand their workload and a bit flexible
knowing their names

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students create their own name tags

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reminder about due dates and dead lines.

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reminder about due dates and dead lines.

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discuss problem they might be encountering to complete a project and discuss possible solutions.

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Students fill out a student profile that asks them a variety of questions about who they are, what extra curricular activities they like to do, share strategies that help them learn in class, whats their goal academically for the semester etc. Great way to interact with the students and get to know who they are.

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Work with students together to create any assignment rubrics so they completely understand  the marking scheme 

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Work with students together to create any assignment rubrics so they completely understand  the marking scheme 

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During seat work or work periods for assignments I check in with all students several times (walk around- rather than asking if there are any questions. It gives opportunity to informally chat and check in

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Deal with issues pertaining to academic performance with the students first, then if they fail to show improvement contact the parents. Gives an opportunity for students to be accountable for their learning and success.

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go around the room and introduce yourself and share one thing you like to do

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Q&A time during class - Provide students with a platform to express any concerns or questions related to the topics. In class or groups allow knowledge of content by  re-phase, re-teach and/or re-connect students with the topics. Students can gain interests by allowing students to answer their peers questions while facilitating a safe environment and providing positive feedbacks

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Q&A time during class - Provide students with a platform to express any concerns or questions related to the topics. In class or groups allow knowledge of content by  re-phase, re-teach and/or re-connect students with the topics. Students can gain interests by allowing students to answer their peers questions while facilitating a safe environment and providing positive feedbacks

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small groups,  lots of partner activities, but partners are always changing, so students get to know every student in the class

1st unit is "all about me" and students sharing about themselves and doing presentations about their classmates

physically moving in the room

changing group sizes

asking opinion questions where there are no right or wrong answers

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Greeting students at the door to say hello.

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I try to be friendly and professional.  I dress professionally, but often use humour to engage students or to make the environment more welcoming. Students know details about my life in terms of work experience, horrendous experiences (if there are life lessons to be learned), family life, interests etc. We learn about each other to start off a semester as I have students complete profiles while sharing some information about myself.

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I try to see myself as my students would want in a teacher....

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I try to see myself as my students would want in a teacher....

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1. I try to be welcoming
2. I try to be inclusive with my lessons, curriculum
3. My facial expressions are ones that we warm and approachable
4. I want them to know I am a trusted adult they can go to when they need me
5. I want the students to look back and remember how they felt in my class.
6. I greet them at the door in the morning and say goodbye at the end of the day as they exit
7. I ask about their hobbies and allow time for them to connect with their peers

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Smiling, greet students by name. Follow up with something that's unique about that student - ex. performing at the Markham Fair.

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One class has a "mood scale" and each student has a code name.  The students each come in and pin their code name up on the "mood scale" to show where they are at emotionally at the beginning of the class

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One class has a "mood scale" and each student has a code name.  The students each come in and pin their code name up on the "mood scale" to show where they are at emotionally at the beginning of the class

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dedicate time at the beginning of class to asking students how they are doing, addressing quietly any issues where students are looking distracted, upset, etc (showing concern for student well-being)

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Send home updates to parents letting them know what unit of study the class is on, when new units begin, let them know what themes or topics are being studied, when important dates are coming up (e.g. tests, assignments due)

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Each table group created a table name for themselves, and each has a role. One picks the motivational song to start the class, one gets out the art supplies, one gets out the snacks, and one preps for yoga each week. This helps them feel like a family.

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In french
with a smile and nod
rules of the class and having respect for everyone and supporting everyone in the class is the only acceptable way

get to know students and some of their interests

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Play games like "this or that". Ask students questions, students pick a side of the classroom that corresponds to two different choices. Discuss answers and share their perspectives.  

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Play games like "this or that". Ask students questions, students pick a side of the classroom that corresponds to two different choices. Discuss answers and share their perspectives.  

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Talk to students individually and find out about their liking and disliking(their learning needs)

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Talk to students individually and find out about their liking and disliking(their learning needs)

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Get students to write down their interests and find topics related to the subjects. Allow options and flexibility to their learning enviroment

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Get students to write down their interests and find topics related to the subjects. Allow options and flexibility to their learning enviroment

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Have students write their names on a card that's tented.

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Use Teach Assist to introduce yourself & welcome parents

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- call them
- PT night
- set up in-school team meeting as needed
- EDSBY
- have teachers view/access teach assist google classroom for updates, resources, timelines, announcements, comments from assignments
- school bulletin
- letters/forms/handouts
- extra-curricular displays (ie. art shows)

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Sharing frequent updates with students and parents can eliminate the unpredictable conversations and shock. Keep TeachAssist open and share marks.

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Play the name game with students! Go around in a circle. The first person says their name. The second person says the first person's name as well as their own, and so on.

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- completing activities successfully
- creating relevant analogies
- formative assessment
- student Q&A
- discussing homework

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Ask them how you would like their name pronounced, and if they would rather be called by an alternative name.

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Ask them how you would like their name pronounced, and if they would rather be called by an alternative name.

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One class starts with, "Questions, concerns, problems in other courses?"

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One class starts with, "Questions, concerns, problems in other courses?"

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I ask students to fill in a letter template where they tell me about themselves, their interests, if they enjoy the subject, etc. I get to know them and it also acts as a Diagnostic for their writing.

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"Fist bumping" students as they enter/exit the class.

Get to know student names first.

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Have follow up discussions at the beginning of each class to see where we are at to make sure students have understood what has been taught.

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How do you greet students? What strategies do you use for grouping students in a safe and inclusive way? What opportunities are there for students to get-to-know each other? How do you know your students feel safe to take risks in your classroom?

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What types of facial expressions do students see? What does your body language tell them about you? What biases and perceptions do the students have of you based on how you look, dress and talk?
What information do you share with your students about yourself?

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How do you know that you know your content well enough that you can teach it using a variety of instructional needs?

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How do you connect with parents other than by email?

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What strategies do you use to avoid problems at the end of the semester with students and parents?

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What tips can you provide for learning students' names and pronouncing them?

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How do you learn your students strengths and needs? How do you build in time for students to ask questions, share stories and check-in?