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"were team E block, we always come prepared!" etc

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When a kid with weird social pragmatics does something weird, rather than ignore it, I point it out and say, "there's so much to love about ______."  Not always, but sometimes.  To normalize it.

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Intentionally switching off your modalities

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Intentionally switching off your modalities

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Be intentional about lots of times that we use laptops, and the occasional times when we turn off all devices, for good pedagogical reasons.

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Be intentional about lots of times that we use laptops, and the occasional times when we turn off all devices, for good pedagogical reasons.

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When students present work in class, they're asked to "try" not to "do." Missteps are anticipated and framed as opportunities for us all to learn.

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When students present work in class, they're asked to "try" not to "do." Missteps are anticipated and framed as opportunities for us all to learn.

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Hold kids accountable in a transparent and fair way.

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when they're seeming really down or exhausted

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when they're seeming really down or exhausted

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I run back to my office for lollipops, or we speedwalk a lap of the school as a class to get the energy up. recognition of their basic needs...

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dedicate your learning to someone/something

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dedicate your learning to someone/something

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I often let kids set the agenda for what we'll discuss about a text.

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I often let kids set the agenda for what we'll discuss about a text.

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Class acronyms for key behaviors that reoccur.  SLANT - Sit Up, Listen, Attend, etc.  SODAS - situation, options, disadvantages, advantages, solution

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Allow creative or flexible assignment formats

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Allow creative or flexible assignment formats

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When I make a silly math mistake, I give myself "demerits."  When we get to 25, I bring in a snack for the class.

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When I make a silly math mistake, I give myself "demerits."  When we get to 25, I bring in a snack for the class.

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Speak to kids one-on-one outside of class to talk about their decisions about where to sit, with whom to do work, etc.

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Speak to kids one-on-one outside of class to talk about their decisions about where to sit, with whom to do work, etc.

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lots of different hevruta-pairing systems

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lots of different hevruta-pairing systems

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Model preparation, engagement, and commitment

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Model preparation, engagement, and commitment

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Listening.  Stop kids from talking while others are talking.

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have students place phone face-down on table in front of them

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have students place phone face-down on table in front of them

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Draw out the content from off-topic questions

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Draw out the content from off-topic questions

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allow students to shape direction of learning

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allow students to shape direction of learning

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Have kids give each other positive feedback on their oral presentations

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Have kids give each other positive feedback on their oral presentations

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When a safe space is violated, stop class and explain what has happened.

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When a safe space is violated, stop class and explain what has happened.

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Make sure everyone talks during class discussion -- explicitly tell kids that we're making space for others

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Make sure everyone talks during class discussion -- explicitly tell kids that we're making space for others

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have everything ready before they walk in. don't keep them waiting.

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have everything ready before they walk in. don't keep them waiting.

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Solicit feedback about successful activities, and use them, and say that you are using them because students in the class found them helpful.

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Answer their deep questions, even if it's off-topic

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Answer their deep questions, even if it's off-topic

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Having students explain another student's ideas in their own words. Naming when they are learning from and building on each others ideas.

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My ideas matter, and my ideas deserve respect.

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Set expectations about when students need to be seated and listening to direct instructions, and when (during group work) they can stand up, move around, meet their needs, etc.

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Set expectations about when students need to be seated and listening to direct instructions, and when (during group work) they can stand up, move around, meet their needs, etc.

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Invite metaphorical conceptions of the class as community (e.g., "math family")

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Invite metaphorical conceptions of the class as community (e.g., "math family")

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Show the students that teacher is also human and makes mistakes

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Show the students that teacher is also human and makes mistakes

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Share out process for getting to a good result

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Share out process for getting to a good result

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I save it for occasions when the majority of the class is REALLY acting out, but once in a while I unleash a much more stern teacher voice and make my displeasure known. Since I'm normally so positive and full of praise, it makes a big impact and underscores the seriousness of our boundaries.

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לתת לתלמידים לשתף את החומרים שלהם עם אחרים

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לתת לתלמידים לשתף את החומרים שלהם עם אחרים

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Model good group behavior and expectations

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Model good group behavior and expectations

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Students interests and talking with them

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Students interests and talking with them

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I try to make my classroom a tech-free zone.

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I try to make my classroom a tech-free zone.

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Allow students to go off-topic with their questions and conversations (when appropriate and within limits) to help them see Judaism as a living, vibrant aspect of our culture.

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Allow students to go off-topic with their questions and conversations (when appropriate and within limits) to help them see Judaism as a living, vibrant aspect of our culture.

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Be explicit in naming and praising times when kids take risks in the classroom.

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Diversity of task. Communicates that I am empathetic to their needs as kids with long days and short attentions spans and diverse learning needs are seen.

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Giving positive feedback, reflective listening.

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Giving positive feedback, reflective listening.

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Remind them of expectations of where they are looking/working

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Remind them of expectations of where they are looking/working

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Greet students by their name, and ask how they are doing.

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Greet students by their name, and ask how they are doing.

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e.g. used a phone storage container that students put their phones in at the beginning of class in a cheesy way but committed to it in a way that allowed for student buy in.

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Letting students control and own the time spent reviewing homework in class.

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Make the learning visible. Make the teaching visible. Show the seams of the process as much as possible.

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Make the learning visible. Make the teaching visible. Show the seams of the process as much as possible.

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sharing out answers in small groups initially

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sharing out answers in small groups initially

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Force students to close computers except for when completing very specific assignments.

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Force students to close computers except for when completing very specific assignments.

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I give my kids a lot of positive feedback.

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I give my kids a lot of positive feedback.

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Always start the class with the same routine

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Always start the class with the same routine

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Giving yourself as teacher permission to open space for unanticipated directions

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Giving yourself as teacher permission to open space for unanticipated directions

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Try to be consistent so students know how a lesson is going to go; how much time will be spent on specific things.

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I borderline stalk my students to find chances for positive interactions outside of class time, to show them that I care about them as people, not just as English students

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When Good things are happening that I want to reinforce or problematic things are happening, I don't let them go unnoticed.

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Repetition of :  wrong answers grow your brain".  Encourage wrong answers.

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Repetition of :  wrong answers grow your brain".  Encourage wrong answers.