having a quote from the Alberta human acts and Charter of rights or freedom in the classroom, and having that as a model of something to be followed in the classroom.

have students create a charter of rights and freedom list for their classroom.

keeping a balance between the representation of students in the classroom while keeping it universal

using visual representatives in the classroom that reinforce the classroom philosophy.

checking in on the students.

welcoming and saying goodbye to students everyday.

have students participate in clubs within the school

create a student citizen who helps with leadership opportunities within the class - also the student gets to talk about themselves a bit

work within small groups that allows for more leaders to emerge throughout the classroom.

Rotating through different tasks, designated roles within the classroom --> establishing a sense of responsibility within students (ex: line leader, class president through vote)

School council, presidents, etc...

giving assignments with multiple assessment strategies and giving students the option to choose what project type they want to work on (video, podcast, game, short story)

utilize their strengths for assessment rather than confining them to a certain structure

encourage student-led groups within the classroom (ex. student council, self-directed discussion groups)

Work in small groups to create collaborative environment

Inciting discussions to allow for students lived experiences and perspectives to come in

Meeting with the parents

Find out how the child learns and find strategies to help promote that

having a set procedure, rules, creating rules within a classroom as a community rather than individually as a teacher

rotating out different leadership roles to allow students to have a chance at experimenting different designated tasks

Emotion metres or check ins rather than just rules as an educator allowing for teachers and peers to gauge where the classroom is at

involving the students, asking them if they feel comfortable sharing about their culture

open environment for self-expression

encouraging reflection on a student's own beliefs and fostering an environment that allows students to feel safe and open when both sharing their beliefs and listening to their peers (celebrating our difference)

Regular assessments (Formative) to gauge if the students are grasping the understanding of the concepts.

Promoting equity - some students may need more time than others, allowing for that time.

Research with the school board to see which consultants and resources are available to help students with needs.

Making sure all students are grouped in a beneficial way in projects

re-enforce rules and respectful communication

Orient seating in a way to help promote learning

Coming from positivity and support rather than harsh enforcement

splitting classrooms into different reading levels or grouping based on interests to allow more collaborative and seamless learning environment

Having alternatives assignments, through diversfication of both assessment rather than just exams or papers having more creative based forms of assignments like video essays, presentations allowing for students to account for their diff learning styles and needs

scaffolding, providing instruction in different forms allows for everyone to be reached within the classroom... (ex: video form for dsylexia)

At the beginning of the year get to know the students. Work to find their strengths and learn about their backgrounds to incorporate that throughout the year.

Create a positive community

Encourging collaboration between peers

celebrating failure and creating a space where students feel comfortable stepping outside of their comfort zones (failure can be an indicator that learning has occurred and students can start to learn how to positively use these scenarios to enhance their learning)