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I believe that one of the best teaching and classroom strategies is building relationships with your students. I think it's important (and makes a big difference in classroom management and student achievement) when students like coming to your class and know that they are cared for. There are many ways to build good relationships with your students. A couple things I do is talk to students at the door as they are coming into my class, taking time on Mondays or Friday's to ask students questions about them as people, not as students. Show a bit of my personality, laugh and have fun. It's vital that our students know what we care about them, we love having them in our class, and want them to learn.

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I currently do not teach ELL students nor have I ever, but one strategy that I would in corporate into my science classroom if I taught an ELL would be classroom signs that had the words and definitions of science specific things in different languages. ELL's are trying to learn the English language, so I could imagine words such as experiment, hypothesis, prediction, conclusion, etc are not some of the first English words they know. Along with those signs would be lab experiment safety signs. Those words and safety procedures are common knowledge for English speaking middle school student and are very important for all students to know. I would hope that by having this signs and visuals, the ELL students will feel like they are a part of the classroom, and that the can participate just as much as the English speaking students.

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I am not sure if my title is the best description of this is technically considered a strategy, but it is my goal next school year to not hear myself talk as much. I am very aware that I have a hard time giving up control in my classroom in terms of allowing my students to teach each other in the form of discussion or individual student speaking. I have the sense that they may not learn what they need to learn unless I am the one who is giving the information. I am also aware that that is not true. I want my students to take more of the power back. I want conversation filled discussions. I want debates on the controversial topics. I want groups speaking to their other classmates about what they discovered in their experiments. I want my students to feel like they can learn from me, learn from their peers, and to lean from themselves. I want my students voice to be the main voice heard in my classroom.

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Word Wall (root words, prefixes, suffixes)

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Word Wall (root words, prefixes, suffixes)

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This strategy is something that I just started to include last school year. I tried to figure this out virtually, but I wasn't successful. In my middle school science classes, there are certain root word, prefixes, and suffixes that are recurring. My students struggle with vocabulary and having students know the meaning of root words can help them decode. With this word wall, I will add to the wall when a new root word, prefix, or suffix is a part of our vocabulary. Students will know they can refer to the word wall, and I will direct them to the word wall, if they come to a word that they don't know the definition of. Between using the word wall and context clues, my students should be able to define most content specific vocabulary words they come across.

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My school purchased a new science curriculum that has a stronger writing focus than my students are previously used to. The curriculum focuses on the Claim-Evidence-Reasoning writing strategy for every time they write a paragraph. My school was virtual all year this school year so I wasn't able to do this, but next school year, I will be making the sentence starters large and visible in my classroom. Not only will those sentence starters be there as a guide to help them write their paragraphs, but they will be able to refer to those starters during verbal discussions, as well. The more they use the sentence starters, it will eventually become automatic.