Reading the required article, I found it interesting that color palette, clutter, and rigid setup were noted as difficult for students. I AGREE! I dreaded moving schools and seeing the previous teacher had left me with mounds and mounds of junk, chipped paint, and before I could begin working on curriculum, my class HAD to be cleaned up. I like having artwork and displays from the countries we were studying, but arranged on a shelf and not cluttered everywhere. I wanted my students to know what I taught and I wanted them to see authentic pieces not posters with hanging cats that said "si se puede." Natural light was HUGE for me. I spent time actually praying, asking God, "please, please, please, give me just one window or I will lose my mind." I also found playing background music and giving my students headphones helpful for those who needed quiet. I do!

I'm thankful that my own values line up with best practice. I'm thankful that my parents gave me a clean and structured home that had places for me to study and go to. I think we need to give students those spaces, too. We all have the values of wanting to feel loved and accepted. When we treat our classroom as a home for students who might not have one, we can offer hospitality and warmth and organization for them to thrive. We can also show them that a clean and organized space can be theirs (and show them how to make that happen!)

And they solved the problem, which wasn't really a problem, just students having a good time and needing to be reminded of expectations. And the students who cleaned up had leadership opportunities, and no one is being yelled at, or punished. I'm also not over here huffy and angry as the teacher, just putting it back in students' hands to move forward with the work.

I think what I am trying to say is that the idea that has changed my thinking is this: creating a classroom learning space needs to recognize that some students MUST have engaging spaces that are engaging in quiet ways versus the loud busy ways most people think about classrooms nowadays.

Reading this article changed how I think about managing classroom activities. Instead of relying on strict rules, Tow emphasizes building a classroom community around core principles like respect, engagement, preparation, and courage. This approach shifted my perspective: rather than controlling every behavior, I can focus on teaching students to make thoughtful choices and reflect on how their actions affect the learning community.

I see this as particularly valuable in my classroom because it encourages student agency and responsibility, helping learners become more independent and reflective. I plan to experiment with guiding behaviors through principles rather than rigid rules, allowing for meaningful conversations when challenges arise.