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Simone, Nicole, JoAnn, Joanna, and Lyn

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What do you want your teacher to be like?
What do you want your teacher to know about you?
Create a visual representation of your teacher and illustrate /write what your special teacher would be like and hang in the classroom to refer to throughout the year.
Dawn and Cailtin

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Our Special Child
Dawn and Caitlin

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Molly, Jen, April, Kelly

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Michelle, Samantha, Jen, Mary

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We would like students to do this answering these questions as a Home Group.
What do I want to be like.
What do I want to know.
What do I want to be able to do.
Can be done in the beginning, middle and end of the year.

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In kindergarten, the students do accountable talk where the students have to be responsible for what other students are telling them in order to gain active listening skills. In 2nd and 3rd grade, we work on peer editing skills with both students using a rubric to provide constructive feedback. We also pass notebooks around home groups and have students write feedback sticky notes to each other.

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Tasks should be designed to transfer to situations outside of the classroom. The motivating factor needs to be more global. If not, solutions become situational rather than transferable.

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Feedback: Questions and Compliments- Students can use this strategy to give and receive positive feedback from various peer during the ALUs. Additionally, it allows students to ask questions to dive deeper as well as serve as a way to help students develop the ability to reflect and express themselves. In addition, Gallery Walks can serve as another great way to give and receive positive feedback to their peers by either writing or drawing.

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Take a look at our wall after Day 1! I'm so excited to work with such a positive, gritty group of educators who will position students to #changetheworld!

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I like the affirmation wall as a physical space to talk privately or in groups with students about their goals and setbacks. I agreed with the article that sometimes too much postive affirmation used inappropriately can be unhelpful. It's about creating a setting for a positive experience.

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I like the affirmation wall as a physical space to talk privately or in groups with students about their goals and setbacks. I agreed with the article that sometimes too much postive affirmation used inappropriately can be unhelpful. It's about creating a setting for a positive experience.

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An idea we had was to have a weekly affirmation - something general and achievable. Throughout the week, when students achieve the affirmation they (or the teacher) put a post-it note with their name and date and what they did to reach the affirmation. There will a weekly celebration share.

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We are planning on giving the children a physical space to compliment each other/ support each other. We can visualize a bulletin board about sprinkling kindness to one another. #changetheworld

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We feel that we would use a physical space to give students choice in the classroom to recharge themselves when they need a mental break. We liked the idea of having different affirmations for different students who may need it to be phrased differently because of their individual disposition.

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We feel that this would create a feeling of community in the classroom.  A physical wall would be best for the ages of our students and we are not a 1:1 district with regard to devices.  Guidelines for students would be simple:  Post things that make you smile and feel good. :)