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The absence of trust among staff members prohibits them from feeling a sense of belonging at the school.

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FINAL-THA Middle Management Training group 8

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Making Educational Institutions within the Western part of Tobago a Place of Belonging.

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FINAL-THA Middle Managemen Training group 8

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The problem is that students are not comfortable with the feedback they receive when they ask questions or share their opinions with some teachers in the school. 

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The problem is that students are not comfortable with the feedback they receive when they ask questions or share their opinions with some teachers in the school. 

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Interview Questions =10 students from std 5 class,
1. Do you feel comfortable in your school environment?
2. If no...what are some factors that contributed to these feelings? facial expressions, how they responded, standoffish, tone
3. Do you feel supported and respected in the school or classroom? the class teacher made them comfortable by : listening, giving advice, smiling, sharing a joke, inquired about their well-being
4. Do you feel like you belong to the school family? 8/10
5. What can be done to make you feel a sense of belonging?

Possible Solution(s)
1. share findings with members of staff at a staff meeting.
2. Professional development on making schools a place of belonging.
3. Develop school policies on how to interact with the pupils at all levels of the school in order to make them feel a sense of belonging.
4. Create informal spaces so that teachers and students  can  interact

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We want to find a way to address the problem of students not being a part of the decision making process, which prevents them from feeling a sense of belonging to the school.

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Create a collaborative learning space for teachers (to build trust) whereby they can feel safe to contribute to the development of their respective learning institutions.
This can be done through:
1. Social Activities- birthday clubs, tokens of appreciation on special days.
2. Clearly defined Rules of Engagement
3. Counselling sessions
4. Training members of staff to understand self, others, empathy, the concepts of  equity and equality- that everyone cannot be treated the same based on their situation and to come to the realization of what they can contribute or bring to the table.
5. Self Care- annual retreats, counselling (fix our own selves mentally)
6. Create a special place for staff where they can collaborate and feel comfortable during the course of the day

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Making MHS a place of belonging through enhanced extracurricular activity

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Making MHS a place of belonging through enhanced extracurricular activity

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Problem Defined:  Students posit that having more activties outside of the classroom, primarily sporting activities, will make them feel a greater sense of belonging at MHSS.

Possible Solutions:
1. Create a formalised/structured extracurricular programme (Programmes: Sports, Agriculture, Vocational Skills. Music, Art...)
2.  Delegate and give students the opportunity to take the lead in organizing and executing the activities
3. Outfit a space in the school for indoor sporting activities
4. Extend Extracurricular Programme to Parents
5. Corporate Social Responsibility (CSR)- Community Give Back to the School Programme (Stakeholders: Alumni, Business Owners, Sport Personnel, Arts and Culture Experts, Past Teachers, Various Divisions, ..)
6. Week of ExtraCurricular Immersion which culminates in an EXPO...
7. Expo to include Clubs and Socities- Recruitment, Displays of projects, etc

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Staff Recogniton Activity:

A form based on general criterion would be used.  The objective is not to highlight who is more effective or likable but to appreciate each staff member as part of the team.
The form would include a positive comment from the students body.

This would be done  forthnightly and would include teaching as well as ancillary staff.

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Students believe that they don't have a deeper sense of belonging  at school because a wider range of co-curricular activities which fosters collegiality, connectivity and bonding, is not available.

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Teachers feel that they are not a valid part of the decision-making process and this is why they do not feel a sense of belonging.

Examples of interview questions:
1a. Do you feel a part of the Scarborough Secondary family?
b. Give reasons for your response.

2. What will help you to feel more a part of the Scarborough Secondary family?

Possible Solution(s)

Creation of a Blue Marlin app that is compatible with phones, where real-time notifications, concerning the management of the institution, can be uploaded and sent to all members of staff. It would  allow polls/surveys to be done if staff input is required.

A team of staff members (teaching and non-teaching), would be assigned to manage the app and the dissemination of information as well as timely receipt of responses from polls/surveys.

Some information that would be posted on the app include:

Roles and responsibilities of all stakeholders so there will be an understanding that acceptance and implementation of decisions made by the staff do not always depend solely on the staff.

General challenges that are often encountered when making a decision such as, changes in instruction by the supervisor (SSIII), and the timeframe to respond to these adjustments.

Timely communication with staff when staff-made decisions are not accepted by DERTech and the subsequent decision that has to be made.

Polls and surveys to choose alternative decisions when staff-made decisions/solutions are not accepted.

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Behavioural Engagement is the observable act of students being involved in learning. This includes students' participation  in academic activities and efforts to perform academic task. (Fredicks et al. 2004; Suarez-Orozco et al. 2009)
The Beam Bridge in the school concept represents:
The school and the home being the vertical support at either end while the slab atop represents the student. This fosters the relationship needed to aid the student in reaching the desired goal. In achieving this goal the conceptual scaffolding strategy will be utilized.
These strategies include:
1. Creating poster/pictures to help students to make visual connections and reinforce learning.
2. Engage students in debates and role plays.
3. Flipped classroom where students complete readings or watch videos at home and work on live problem solving during class time.
4. Think Aloud / Read Aloud
5. Modelling the concept that you want the student to get.
6. Chunking give the student the information in small pieces to help the student grasp the concept better.
7. Use of appropriate learning resources
8. Regular interaction and analysis of performance to gain timely feedback that will inform decisions

This was an outstanding analogy of the strategy weaved with the specific bridge metaphor!
Which strategy, would your group choose, as the one most overtly represents and facilitates many elements of Behavioural Engagement?

The strategy chosen is to engage students in debates and role plays, as this encourages students to actively participate while the teacher observes and gives direct and immediate feedback. This strategy also allows for peer and self evaluation which will encourage authentic experiences.

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Definition of the Problem

Teachers don't feel valued at school that is why they do not feel a sense of belonging.

Question

What can be done to make teachers feel more valued at school?
1.Give teachers a voice by including them in major decisions and policymaking at the school.

How it will be implemented?
i. Ask for teachers opinions on pertinent matters relating to school development.
ii. Timely feedback on matters discussed.
iii. Have a open door policy/suggestion box that teachers would be able to state their concerns/solutions about issues at the school.
iv. Principals/leaders should not always have the first say to prevent silencing of other members of staff.

2. Show public appreciation when teachers do good work and achieve major milestones in their classes.

How it will be implemented?
i. At major events e.g. assemblies, PTA meetings, graduations, concerts recognize the efforts and achievements of members staff.
ii. Teacher of the month/year based on preset criteria

3.Proper dispute  resolution procedures to solve  teacher - teacher, teacher -parent, teacher -student conflicts.
How it will be implemented?
i. Investigate the issue first by listening to each person involved individually and then collectively.
ii. Seek outside mediation if the problem cannot be solved internally.

4.Give teachers the required resources.
How it will be implemented?
i. Provide suitable resources based on teachers' needs.
ii. Reimburse teachers for resources and materials purchased that the school should have provided.

5. Upgrading of teachers.
How it will be implemented?
I. Continuous Communication with the Division with the status of the teacher.
6. Give teachers the respect where respect is due.
How it will be implemented?

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The problem is the lack of infrastructural support making teachers not feel a sense of belonging at the school.

Interview Questions were:
1. Are you able to communicate effectively at school?
2. What do you like most about being a teacher at  Speyside High school?
3. What difficulties do you experience as a teacher at Speyside High school?4. What areas of your job bring the most satisfaction?
5.  What can be done to improve your level of job satisfaction?

Responses were:
* space, teaching resources: blackboards, whiteboards, discomfort in classroom , class size, poor quality furniture, limited classrooms,limited space within classrooms.

Solutions
1. Solicit stakeholders support for e.g. corporate sponsorship,PTA fundraising, community, student governance and student council to complete projects which include:

a. Upgrading the network infrastructure and including multimedia technology  in each learning space to facilitate creative teacher pedagogy ( e.g. blended learning, theme teaching, team teaching and asynchronous learning).

b. Constructing a new wing.

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The majority of students at Goodwood Secondary School do feel a sense of belonging but expressed that improvement can take place with the addition of more activities and clubs at the school.

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Problem Statement: Students sometimes don't feel a sense of belonging at our school because they don't feel valued by some teachers

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Problem Statement: Students sometimes don't feel a sense of belonging at our school because they don't feel valued by some teachers

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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1. Student Council should be part of the Events planning. For Example: naming stalls for Fair, suggesting themes for School Concert, suggesting events for Sports day and other fund raising events.
2. Administration should have scheduled monthly meetings with the student Council to discuss problems or issues experienced by the student body and decide on solutions for same. In turn, they would report or inform the student body.
3. Have students formulate class rules and everyday procedures to be practiced around the school, guided by the teacher.
4. The Student Council should be encourage to offer suggestions for school improvement .
5. Rules of school can be displayed in picture form. Example: Creating new rules for the "new normal".
6. Poster Competition based on the Rules of School or Vision and Mission.
7. PTA should be part of the decision making process; this will encourage parents to motivate their children to participate, thereby, improve their learning experience.
8. Use the skills and interests of the students who have excelled in their area, example, music, athletics to influence the decisions made by other students.
9. Student Mentors who will be used as the link between the student council and the student body to contribute to the decision making.
10. For schools without a Student Council, an 'open door policy' should be implemented by the administration for students to share their concerns and suggestions for school development.

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View the interactive image by Marsha Thompson-Williams

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some students don't feel a sense of belonging at their as they are not comfortable interacting with some teachers/ management because they find them unapproachable.

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some students don't feel a sense of belonging at their as they are not comfortable interacting with some teachers/ management because they find them unapproachable.

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Teachers do not feel a sense of belongingness because there is a lack of trust among them.

There is a lack of trust among teachers and this does not augur well for a sense of belongingness at our schools.

Trust is lacking among teachers and this affects feelings of belongingness at our schools.

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1.  Establish and implement guided principles to be enforced across the board where each individual is held accountable for his/her actions.

With the establishment and implementation of guided principles, to be enforced across the board throughout the school, each individual will be held accountable for his/her actions. These guided principles however, will make for the efficient, harmonious, fair and orderly operation of the institution. They will range from an agreed and set time for arrival of teachers on the compound for work to the submission of pre-planned classroom tasks to the principal by each member of the staff, among others. However, these guided principles would only be relaxed and made flexible in extremely dire or urgent cases when the needs arise.

In the final analysis, the guided principles to be followed throughout the school must be enforced throughout the school, but due care should be taken for the avoidance of them been perceived as principles that will merely result in punitive measures, but rather, they should deemed first and for most as measures to enkindle a sense of belongingness in each member of staff.

2. Create a “Teamadre” in our school where frequent workshops are held once a term to develop trust, comrade and a safe sense of belonging.

To encourage “Teamadre” in our schools, the principal can first invite a “Team Builder” speaker to conduct a session on “Team Building” with the members of staff in the first part of the academic school term. The principal can even allow staff members to plan and conduct “Team Building” Workshop sessions on a termly basis that would help to encourage team spirit, create a safe and comfortable working environment that facilitates opportunity for team collaboration and better communication. With this approach fewer or no cliques can be formed among our staff members.

3. Staff members can come together once a month for a Staff salad: ‘Sip-Salad-Stir-Sow’ event to share ideas

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Students believe that their opinions are not valued and this is why they do not feel a sense of belonging at school.

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Sense of belonging - Research Statement & Questionnaire

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Sense of belonging - Research Statement & Questionnaire

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Strategy to Facilitate Cognitive Learning using Characteristics of a Truss Bridge

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Strategy to Facilitate Cognitive Learning using Characteristics of a Truss Bridge

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Excellent analogy and depiction of the Jigsaw strategy and its benefits. Fantastic! Which scaffold will you say could be incorporated here, procedural, metacognitive, conceptual or strategic?

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Middle Leadership Truss Bridge (Assignment for 2nd March)

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Facilitating Engagement Strategies (Affective or Emotional)

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https://www.youtube.com/watch?v=X3Qb_OOzfnY

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VECTOR AND PAPER by Misha Peters on Genially

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Discover more about VECTOR AND PAPER ✌️ - Video Presentation

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https://www.powtoon.com/html5-studio/?#/edit/eM85iBa1xrq

Click on the link above to view our video

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Powtoon's Visual Communication Platform helps teams, companies, and educational institutions easily create, manage, and distribute visual content, at scale.

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MULTIPRONG SCAFFOLDING STRATEGY by Kimarie Richardson on Genially

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Discover more about MULTIPRONG SCAFFOLDING STRATEGY ✌️ - Presentation

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Middle management behavioural engagement final

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Group 2 Enacting Effective Engagement (Bubbl.us)

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A Design Based Approach to Problem Solving.

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A Design Based Approach to Problem Solving.

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The Research Problem
MMS Primary school lacks  the necessary technological and other appropriate learning resources to  actively engage  pupils in a  meaningful  manner. As a result, the pupils have not attained a sense of learning that would advance their education.

Solution
The Division of Education would be approached and asked to equip schools with the necessary technological ( devices, projectors, television etc. ) and other teaching and learning resources.
Provide training for teachers in its use to effectively support the learning process.

STRATEGY
1) Identify the issue
Over the years the school has been underperforming in both the SEA and the Tobago District Assessment. At least 50% of pupils have performed under 30% over the past 5 years in the SEA examination. The results, of the Tobago District Assessment, show a similar pattern.

2) Data Collection: Students' Performance  in the SEA Exam
for The Period 2017-2021
SEA data.pdf

https://docs.google.com/document/d/13eQF9VbCsNYQjhqxba0faaoEld3ojY_LBvGKT2H56Gs/edit?usp=sharing

3) Rational-Benefits To Be Derived
i. Teaching resources are an integral component of the learning process, which enhance pupils' learning and  can improve their academic performance significantly.
ii. An improvement in the pupils' academic performance can eradicate the school's stigma and improve its existing negative image.
iii. The use of learning resources and technology can aid in bridging the learning gap created by online engagement during the Covid-19 pandemic.
iv. Periodic training for teachers. Teachers will become more efficient, competent and confident in their delivery of their lessons to their charges.
v. The inclusion of these resources in the learning process, helps to develop the required skills and knowledge for pupils' career path, thereby assisting in a smooth transition into society.
The use of these resources in the classroom, will transform the teaching and learning process. As a result, pupils will experience and feel a true sense of belonging.

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Mind Mapping Online - Bubbl.us - Brainstorming Made Simple!

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Apiculture Lesson Part # 1 with objectives

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Apiculture Lesson Part # 1 with objectives

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Presented by the PLLFHS Team
Demonstrating how the Nearpod App can be used to bring about a Multiprong approach to student engagement

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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https://www.thinglink.com/scene/1557889127402176515

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View the interactive image by Amina Homeward

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Mind Mapping Online - Bubbl.us - Creative Writing- Report Writing (Pre-Writing)

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Come let us learn about the different types of Angles.

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Making Signal Hill Secondary School A place of belonging

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Making Signal Hill Secondary School A place of belonging

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Problem Statement-The students of SHSS don't feel as though they have a voice and contribute to the decision making process and this makes them not feel as if SHSS is a place of belonging.

Summary of Data Collected - 21 students interviewed.
Q1-Do you feel a sense of belonging here at SHSS?
Ans- Not always. We often feel like we lack a voice and opportunities to provide an input.
Ans-Negative student/teacher interactions.
Ans-The effects of negative perception of the school by the public and social media.
Ans- No. Response to student cries about the canteen, uniform and bathrooms are not being addressed.

Q2. What needs to happen at the school for you to feel a sense of belonging?
Ans- More clubs and activities that allow us to participate.
Ans-Physical classroom environment should be conducive/comfortable for teaching/learning.
Ans- Avenues for students to make decisions

POSSIBLE SOLUTIONS
1. Reintroduce Students' Town Hall Meeting.
2. A Student Council representative should be included in the school's Management Meeting where discussions are being held on student concerns.
3. Students and Teachers would be trained in communication skills as part of the school's professional development plan.  The Student Training would be student-led with skilled support. Teacher training would be conducted by trained personnel.
4. Students can contribute towards the school's social media pages (Facebook & Instagram)
5. Reactivate school clubs/activities with external stakeholder involvement.

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Making School a Place of Making Making RSS a school of Belonging: Interview

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Making School a Place of Making Making RSS a school of Belonging: Interview

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Preliminary Problem Statement:
What are the crucial factors in making RSS a place of belonging for students?

Questions:
1. Are you eager to attend RSS every   morning?
2. Give reasons for your answer.
3. Do you have the opportunity to voice your opinions?
4. Do you think your opinions are valued at RSS?

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Problem:

An environment with stress, cliques, favoritism by principals and tension among staff can greatly affect a teacher’s performance at school. Unwillingness to participate in extra activities at school. This also impacts the students.

How can a lack of collegiality affect teachers’ sense of belonging at school?

Possible Solutions

·        Work toward developing a fair, truthful and respectful work environment culture where teachers are free to express themselves respectfully without repercussions.

Teach conflict resolution strategies so that teachers can deal with conflict when /if it arises to avoid the need for mediation.

·        Confronting conflict early before it escalates.

·        Mediation when conflict arises. Use of professional services e.g EAP (Employee Assistance Programme)

·        Staff relationship building exercises

·        Problem/Suggestion box.

·

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(Picture of person being recognised)
Introduction (name and portfolio)
Years of Service-
This fortnight we feature one of the dedicated members of our school family Mr/ Ms. ______________________
Synompsis of achievement-
Students comment-

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Solution: Making RSS a place of belonging for students

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Solution: Making RSS a place of belonging for students

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•Establish the school’s online newsletter. This approach will capture a wider range of students’ opinions, ideas and suggestions from the student population.

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•Activate the students’ council.

•Include student representative(s) on the School-Based Management team.

•Conduct online surveys to garner students’ opinions when formulating policies.

•Allow students to plan school social activities that are geared primarily for student participation. Students have full autonomy ( Teachers will only intervene to vet the appropriateness of those plans where necessary).

•Include students in the school’s entourage when officials from any government departments visit. (On these visits students will be dressed in the school’s formal wear.)

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Web-based app for making ebooks in the classroom. Teachers can get started for free and invite students to join their library. Add text, images, audio and video and easily publish your books online.

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View the interactive image by Kendra Medina Lyons

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Truss bridges are bridges supported by triangular