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Positive Relationships

Sense of Belonging

Cultural Responsiveness

Positive Conflict Resolution

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Purpose & Motivation

Dispositions for Learning

Student Agency & Pride in Work

Support & Perseverance

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Expectations for the Learning Community

Modeling & Teaching Habits of Character

Self-Monitoring and Collective Responsibility

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Safety & Accessibility

Design for Learning and development

Co-Creation and Shared Ownership

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Productive Collaboration

Student Autonomy & Responsibility

Equitable Access to Resources and Supports

Non-instructional tasks

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When I need to get attention after small group discussions, I will usually sing/hum the Jeopardy! theme song (30 seconds).

If It was a burst of chaos, and I need to get them quiet again, I will count down from 5. By the time I get to 1, with my tone and volume changing along with the numbers.

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Explicitly discussing a safe learning environment. Then putting to paper student ideas and whether other students agree or not. Having students sign as a social contract.

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Students understand the routine of coming to class, getting computer and notebook, and starting on the bell work.

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After each lesson I always provide a list of what students should be working on (in the order of importance). For example: "When you are done with your math test..."

* Put blocker away

* Catch up folder!

* iReady math and reading (10)

* Typing club

* EPIC or ABC mouse

**Voice at a level 0 (silence) or 1 (whisper)

I read this list to them first and make sure they know what they are supposed to be doing before I send them off

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Students are assigned into large groups but can choose who they sit next to. That person is their learning partner. The goal is to get students to talk about the content, so having a set learning partner lets them know who to talk to.

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The physical layout of the classroom was designed to designate a specific space of learning for students. Upon entering the classroom, students follow a path made by shelves to enter the classroom. This is to subconsciously inform students that it is now time to learn and acts as the first part of their daily routine.

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Gives students the opportunity to learn from their choices that resulted in a "strike." The teacher also gives the students chances to correct themselves, rather than immediately come down hard on them. Participation points are taken off of the entire class' grade on a Strike Three.

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Class jobs- Their morning business that they need to complete every day. Putting away their water bottle outside, putting their home lunches in the designated area for lunch count, turning in their take-home folders in the basket, and putting their name tags on. This allows students to come in with a purpose rather than sitting at their desks and causing disruptions. It also gives the teacher time to get set up for the block!

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Class jobs- Their morning business that they need to complete every day. Putting away their water bottle outside, putting their home lunches in the designated area for lunch count, turning in their take-home folders in the basket, and putting their name tags on. This allows students to come in with a purpose rather than sitting at their desks and causing disruptions. It also gives the teacher time to get set up for the block!

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As a class, they can earn stars in the reward jar. It serves as a visual token for students to see that would motivate them and build excitement to continue displaying star behavior. Examples of behavior include, being on task, keeping the classroom at a normal volume, turning in homework, etc.

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List of work items are listed on the white board. Students move a magnet with their number next to the item they are currently working on. As they complete tasks, they move their number to the next items on the list.

Student's have to self-monitor, and move on to the next task without being told to by the teacher. The teacher also can see who is on what task and may need additional support or is ready for teacher feedback.

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This management strategy is meant for students who have completed all desired tasks for the day and don't have any further adjustments that they have to do with their work. Students are given the option to either work in their sketchbooks, or to help in the classroom: Organize a supply, Display artwork, or Clean supplies used from other class periods (because of the limited time and space).