Had students share with their table group and had a timer for how long each person shared. This ensured all students' ideas were heard.

During math, the students sat on the carpet if they needed to go over a problem from their individual work. She had many students share their ways of solving the problem since there is not only one way to get the answer. This showed that all students have different ways that work best for them, and they each come with a different set of background knowledge.

When the students were walking in, she made sure to ask about their weekends. This helped each student to feel valued because she cared to hear about each of them.

When our teacher was taking roll, she made sure to acknowledge each of the students that were absent. Then had a moment with the students on the carpet to discuss how the class would miss them from school that day.

During our phonics lesson the teacher made sure to call on almost every student. This ensured that everyone had a chance to participate and have one on one contact with Ms. Guthrie.

Throughout the day we paused to do wiggle time this gave the students an opportunity to get out their energy. I found this to be a great use of time because they are so young and need to move around to better focus on the lessons.

Lastly, our teacher respected the abilities of a student who is selectively verbal, by not forcing him to communicate other than the ways he is comfortable. by doing so, he would feel safe and understood and in turn began to whisper to her when he needed support.

class contract on the wall that students helped create and then signed.

greeted students as they were walking into class

had students volunteer to help others who needed assistance on a current project

Was aware of a student's frustration during small group reading and adapted lesson.

greeted students as they came in for intervention time

sits with kids at lunch every day

picks 2 students each day to be her main helpers for the day(the president and the VP)

she always asks how the kids are doing and if they did anything special

had students write one adjective on the white board as they came in to describe their weekend

One Good Thing: As part of their SEL time, students are selected to ask one another about one good thing that's happened in the past week, and then ask an appropriate follow up question. Once the student is done sharing, they choose how they would like to celebrate (fireworks, rollercoaster, round of applause, etc.) Each student gets to share at least once each week.

My CT used Pear Deck for a math lesson, and was able to display student work on the board. She had students who solved a problem using different strategies come up front and share their thinking.

There are checklists taped to some student's desks to help support their individual needs.

Right away, I saw that Ms. Carroll's classroom had posters, which created a respectful environment. These posters included a class social contract and a list of questions that students or teachers could ask if someone was doing something incorrectly. The contract included respecting each other, working hard, and being kind. The questions included "What should I be doing right now?" and "What should I be doing?"

Ms. Carroll was also ready to greet students at the door immediately, giving each student an elbow or fist bump. Each student smiled as they walked in.

Ms. Carroll also created a respectful environment when welcoming two new people into her classroom. She allowed the students to share something about themselves and ask us questions.

When students walked into the room, she was excited to see them, greeted them with a smile, and talked to them about their evenings and how they were.

Created a community-based environment during math. She had students come to the carpet and explain the ways they thought through the problem. She then validated them and assisted them further where needed. The students were able to bounce ideas off of one another.

I had a pair share moments throughout each subject I was there for. She would walk around during these and help add some talk moves if they were needed. She also would be interested in their conversation and add more to get to know them as well while teaching content.

She was greeting all students as they walked in. She asked them how they were, asked questions about their lives, and noticed when some students were absent. Everyone felt valued and wanted from the beginning of the day.

She allowed everyone to share in some way. She utilized the think-pair-share so that students felt confident in what they were doing.

One student seemed off, and Mrs. Kane pulled him aside and asked if everything was okay. He said he was not feeling good, so Mrs. Kane texted home. She is very attentive to her students and creates a classroom environment where everyone feels cared for.

Mrs. Guthrie greeted each student individually by name as they walked through the door, and made hear way around the room checking on them as they got settled in for the day

Although it is half way into the school year, she still took attendance out loud accounting for every student including the ones that were absent, saying that they she would miss them that day.

She made a conscious effort to call on as many students as possible during her whole class lessons.

She would have constant move breaks/wiggle time to allow the students to refocus and come back to work productively.

Every morning, Ms. Knighten greets her students at the door. She constantly emphasizes the importance of doing this, as we may not know what is going on in the personal lives of her students. She wants all students to feel welcome and ready for the day.

In the back of the classroom, there are pockets for every student. Any student has the ability to write an "affirmation" for a fellow classmate. Ms. Knighten provides the index cards and the sentence starters for the affirmations.

This month, Ms. Knighten said that their continent of focus was Africa. She was talking about the different places of origin of her student's families, and how she tries to integrate that country into her content.

My CT allows her students to be able to go to different spaces in the classroom to do their work as long as they are productive.

My CT has may ML's and she allows for them to partake in translingualing when doing group work in order to better help each other understand.

She had diffrent flags hanging in her classroom for diffrent countries.

She made to personally greet each student at the door with a warm welcome and using their names while asking specific quuestions about something that was personal to them such as "How is your mom doing? I know she's been unwell."

Students were given the opportunity to share their thoughts/experiences when it came to discussing details about the eggs hatching.

Indvidually caters to each students' needs by putting them each in a position where they are set up to succeed. It is evident she knows her students strengths and weaknesses.

Within the classroom there is an established environment. There is a sense of respect and community that has been built. The students thrive within this environment.

The students are able to move about the classroom when completing both independent and group work to spaces of their choosing as long as they stay on task and are productive.

A majority of the students within the class are multilingual. The students are encouraged to speak in different languages to their peers ad even teach others including the teacher.

Greeted students who came in late with the same love, respect, and welcoming attitude as the students who were on time.

Made sure to message back parents on Dojo who let her know that their child was sick sending her well wishes.

Rewarded students who got a challenge problem correct rather with candy and praised everyone for their hard work.

Immediately took notice of a student who was not acting himself and texted his mom that he wasn't feeling well. Also continued to check in on him throughout the day while she waited for his mom to respond.

At the beginning of the year, Ms. Ely and her students asked each other questions to create a list of words that they agreed to uphold throughout the year. It is displayed and has each of their names signed, including LilyClaire and I!

Students are given flexible seating options while they are on the carpet.

Students are given a chance to share good news at the beginning of the day, led by another student. They celebrate each time and the student sharing chooses the celebration they do.

Ms. Ely holds students to high expectations and reviews them if necessary. She also gives grace in extenuating circumstances. For example, most students haven't been in school for a week due to illness, and she understands that their routine is thrown off.

She understood that a student could only do so much of a test at a time and didn't force him to finish. She was completely understanding and didn't shame him.

She would greet each student at the door with a greeting of their choosing, ask about their day/weekend, and then give them directions for the morning assignment to make sure every student felt welcomed and knew expectations

She noticed when students were having trouble sitting and listening during math whole group instruction, so she paused and had students jump up and down and move their bodies before continuing

The students had a hand in creating classroom expectations and behavioral goals for the month so they felt in control of their own success

When the students arrive, she has them point to a greeting on the wall to do (hand shake, high five, hug, wave) and says their name one by one to get into the classroom. She also asks them about their weekend and lets them share if they want to.

Whey the students first arrived, she had them sing a song with a bunch of affirmations, and then do a dance to get ready for the day.

She sat the students down on the rug to explain who I am, why I am there, when I am going to be there, and the expectations.

When the kids are tired she believes that students can't learn when they aren't at their best. So, when they are tired due to at home circumstances she lets them lie down for a little bit to rest so they are ready to take on the rest of the day.

We had to go over classroom expectations yesterday, and instead of talking at the kids she included them in the conversation, and said how she was feeling.

Instead of pointing out the bad she tries her best to point out the good that her students are doing.

When the students arrived she greeted each student at the door with a hug and asked them personalized questions about their weekend.

She had the students share their feelings with a partner and then had the whole class sing a song about different emotions.

She encouraged each child to try their best even when some of them were getting frustrated on a writing task. She emphasized that she was not expecting perfection because she isn't perfect either.

We created a social norms contract and had to promise to do each part and all the kids had to sign it.

My CT has flexible seating for out student with intensive ADHD for carpet time.

During math, only the native spanish speakers got the question wrong because they misunderstood it so she let me translate the context/question into spanish for them to understand.

My teacher will hug any student anytime they need it and will say I love you to every student every day.

Mrs. Kane greeted each student personally, asking about their weekend and wanting to hear about their life outside of school.

Pulled small groups for reading while the rest of the students read independently. She explained to me that the readers she pulled in her small group were her lower readers, but as I observed her small group, she treated her students as individuals and allowed them to explain themselves when answering her questions and encouraged different thoughts from students.

When students were doing think, pair, share with their shoulder partner on the carpet, she has students share what their partner said, and she always made a big deal out of the information she was given from the students; this makes the students feel that their input is important and understood by their peers and teacher.

The students had previously completed a social contract. After joining the class, the teacher and students had me read off the social contract before agreeing to it and signing. A part of this contract is to be proud of who they are and to respect others.

Students from her current class, as well as previous classes, were all allowed to come in and get a morning hug if they wanted to. Within this, my CT took the time to check in with every student to see how they are doing.

My CT also ensures students of diverse backgrounds' needs are being met by including small amounts of Spanish within the classroom. One of the students' first languages is Spanish, making it difficult at times within the school. When things are confusing for the student, my CT will use Spanish to clarify.

The class has a social contract that each student signed at the beginning of the year, stating that they would be respectful of themselves, others, and their environment, and that they would try their best each day. Mrs. Cook began the day by having them recite this to remind them of the commitment they made. She references this social contract if someone is not following it.

She greeted each student individually as they came into the classroom and asked them about their weekend. She knew it had been one student's birthday on Saturday and asked about that specifically.

During SEL time, she placed emphasis on listening to group members and thinking honestly about how our actions impact others.

She has a sign on her board that she consistently references about how to be "empowered leaders".

Ms. Brown stood by the door and greeted all of the students.

She let them know I was coming beforehand, and I think it is important to let them know of any changes in their classroom/learning environment.

She had them all introduce themselves to me and share one fun fact about themselves. She clearly has a strong classroom management system because they were all respectful when their classmates were talking.

She made sure to greet every student that walked in to the classroom and asked them how their weekend was. Made sure all students had proper materials to have a successful school day.

Gave extra support, love, and attention to students who needed it that day. Gave opportunities for a student to take breaks when she knew he had a rough night.

My CT told me she sends brag notes to a couple students parents every few days so parents and students can see that the teacher notices their accomplishments and behaviors.

As students arrive in the morning, Ms. Vanderford greets each student and asks about their weekend!

The students also had completed a social contract last week, and Mrs. Vanderford said they read over it together every day to remind one another of the expectations in the classroom.

When introducing me to the class, she stated, "We are all going to treat Ms. Small with respect and kindness like we do to each other and to me." I really like that is a precedent in her classroom :)

One student was out of class on Friday, and Mrs. Vanderford made sure to touch base with him and make sure he was doing okay and ready to jump back into school.

While walking back from specials, Mrs. Vanderford restated the classroom expectation that all students walk quietly in the hallway on the red tiles.

She also does something called Star of the Week, where every student makes a poster to share with the class and can include pictures from home and their favorite things along with what they want to be when they grow up. She also gave me one so that way I can show the class mine and get to know them better :)

She greeted each student individually as they came in at the beginning of the day, and didn't interrupt her lesson when a student came in late, just said a quick hello. The students already know their morning routine very well so the student coming in late knew exactly what to do to get ready for the day.

Community agreement in the classroom for expectations for both students and teachers that I was able to refer to when introducing myself to set a strong precedent

The students were tired because it was early on a Monday morning so she was extra energetic and moved around the classroom to get them to wake up. She didn't make a big deal out of it either and get frustrated with the class since they were so tired which I thought was really nice to see.

Social contract that everyone signed: On the very first day they made a set of rules for their class to run smoothly that even the teacher signed! She refers back to this list a lot and the kids respond well to it.

Name sticks: Instead of picking out students who are raising their hand she gives everyone a chance to talk by picking out their names on a stick randomly. The kids love it when they get to talk because of this!

She stands outside in the hall to greet every single student. She asks them personalized individual questions when this happens.

She created a "calm down corner" so that kids could chose to take a quick break if they were frustrated. They have a rule that you can go over whenever and flip over the sand timer and come back when that is done. This is very helpful for our kids with autism (there are 3 in my class) because they get to take a second to reset and it is not disrupting class time!

She is extremely patient with my class. We have 3 students with AU and 2 on a behavior plan. Directions are always clear, time is always given, breaks are important, and visuals are always prepared.

Ms. Easter got the students super excited about a competition they are doing with other classes to raise money for a D.C. trip. Asking for their ideas how to win.

Ms. Dee (substitute) gave hugs to the students who wanted them

Ms. Dee let the students know during ELA that mistakes were okay and they were there to learn from one another. She also praised them being respectful and not laughing or snickering if a student made a mistake.

The principal comes into every classroom at least once a day and students feel comfortable with them. Principal gets to know the students and regularly tells the parents when their children are doing a great job.

Taking time to acknowledge all absent students

Allowing time for full class discussion about their thoughts on the material and encouraging them to think critically for themselves

Adapting curriculum for language learners

Scheduling in brain breaks and room for movement

Utilizing technology for students who have difficulty communicating

Sharing her life and encouraging students to share theirs

Going over the procedures she is trying to put into place, walking to the bathroom or another classroom, listening, speaking, raising hand, signs when they need something

During their math lesson she made sure to call on almost every student and ask what they thought, she also made sure to explain her thinking and the correct answer for students who were confused

Throughout the day she was able to notice when students were losing being able to pay attention so she would have students stand up and wiggle it out

When they are arriving she greets every student and checks in on their weekend, she also makes sure they put their things in their cubby properly, and makes sure they get their snack and water out so they can be quick with retrieving those when snack time comes

Greeted each student as they arrived in the classroom, made sure to ask them about their weekends.

Differentiated centers instruction so that students of all different levels and abilities had an activity that met their needs.

When students seemed upset, she took the time to ask them individually if they were okay and then used their response to help provide them with support theoughout the rest of the day.

As students walk in late she greets them and students understand what they need to do such as sit down, finish their breakfast, and choose a daily 5 before class officially starts.

During their snack time students watched a video about Ellen Ochoa, a Hispanic female astronaut, for Hispanic Heritage Month. Asking students to write down a fact from the video and share with their table and class when the video was finished. When sharing as a class after one student shared they got to pick another classmate to share their fact.

To give students some energy, she played a wiggle break video centered around space since they are currently learning about the solar system.

Some students were arguing amongst themselves due to a student calling them the wrong name. She suggested that the student stop and say "My name is..." to inform the student of their name and that we should call our classmates by their names.

Class contract posted on the wall that students and teacher created together and signed.

Goes over directions with specificity to ensure all students have an entry point and are ready to work.

Mrs. Bolyard stands outside her classroom and greets all students before they come into the classroom, letting them know of the directions for the morning and asking about their weekend.

Mrs. Bolyard is very clear about transition procedures and holds a high expectations for all her students, which creates an environment where learning can flourish.

Greeted all students when they walked in, asked them questions about their weekends, and what was going on in their life. Then referred them to the board with a checklist of what they schould do in order. (she has introdue yourself to Ms. McGrath as number 2)

Had each student complete their morning work, and on their morning work it was differentiated for each student.

Each student was able to ask me questions about myself during y introduction

Asked student detailed questions about their weekend, and how certain things were. Very attentive to their needs, and who they are.

Has a poster with "Mrs. McCall's Marvels" (her theme) and had the students write hor they all should treat each other, and expectations of the class.

Checked each individual students review work before they could move onto the carpet to keep working - makes sure students are not falling behind, and is able to accomodate each students

Mrs. Keefe has a social contract on the wall that she made with the class, and the whole class has signed. It states that students will be respectful to each other and themselves, and also goes over other classroom expectations.

One of my students is in a wheelchair. Mrs. Keefe has created a classroom space that accomadates to his needs. At the beginning of the year, she had to office place a specially made desk in her room so that he could sit at a table group with the rest of his classmates. Additionally, all the students were very inclusive, kind, and respectful to him.

Mrs. Keefe has students engage in think-pair-share ice breakers to build community, engage students in high-ceiling, low-floor activities, and provide a space for students to share their thoughts and experiences.

My teacher mentioned that she has chenged the seating around within the first couple weeks because she wants to find seating that works best for her students.

She allows for a show and tell style morning welcome. Kids parents can send in pictures or videos of what is going on in the students life outside of school. The student is then able to show them and talk more about them in front of their peers.

The students are all reading at very different levels. My teacher allows for assignments that are adaptable for the students reading level. Some students can read two books in their alotted time becuase the book is a short read. Where as some students are reading much longer texts. She makes sure students who are reading at a higher level are not rushing throguht their work, but being thoughtful.

The students are given jobs in the classroom. This helps the classroom run smoothly.

There is a student with autsim in my class. My teacher is really good at making this student feel comfortable in the classroom. She allows her to move about the classroom and sit where she likes. But maintains an understadning that behaviors that distract others are not helpful in the classroom.

There is a new student who is struggling to make friends. My teacher took notice to this and as given her a buddy and encouragement her to meet new people during recess