Michelle Fenn Behaviour Management, Building Inclusion, Celebrating Success, Challenging Topics, Classroom Management, Communication Tools, Communication with Parents and Guardians, First Week Reflections, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education, Mental Health, Professional Learning and Growth, Start of the year, wellness, Wellness

Building Connections with Students

Be Authentic

The video of a teacher giving each of his students a “just for them” handshake each morning upon entry has gone viral.  His efforts to connect with students have been applauded.  I think that this is a wonderful way to create a bond between teacher and student; for THAT guy.  I know that this is not “my thing”.  If I were to choose to try this at the beginning of a new school year, it would not be genuine and it just wouldn’t feel right.  I’ve also often wonder what happens when a parent wants a word in the morning, or someone forgot their backpack on the bus, or there is a class trip leaving 5 minutes after the bell.  There are many ideas for connecting with students online, but you need to do what is genuine for you.  Otherwise, you won’t sustain it and the students see right through it.

Lunch

During the first few weeks of school I try to stay in my classroom while the kids eat lunch.  I will often eat my lunch at the same time as my students so that I can have the other half of lunch to relax, visit with colleagues or do some preparation.  I choose to do this for the first couple of weeks to make sure that the routines for lunch time are established and students understand my expectations around cleanliness, behaviour and technology use during lunch.  There are often different teachers on lunch duty, so it is helpful for them if the regular classroom teacher is in the room until they become acquainted with the students. When I take the time and effort to do this at the beginning of the year I find that there are less issues throughout the school year at lunch time.

Circle Chat

No matter what grade level, I have always started of my day chatting with kids.  In a circle format the students can share something, check in, ask a question or some days they pass (I will personally check in later to make sure everything is ok).  Sometimes we have topics, sometimes we have to discuss class updates but no matter what, we’ve connected in some way.  Yes, it takes instructional time.  Sometimes it takes up a LOT of time.  But, in my experience, it builds relationships with your students and saves time in the long run.

Front End Load Communication

Parents’ concern for the well being of their children seems to be at its highest point at the beginning of the school year.  It may be a new school, a new teacher, academic concerns from previous years or peer group concerns.  Taking the time to communicate during the first week of the school year by phone, note or at least a personal email in addition to class updates on websites or newsletters home will pay off during the rest of the school year.  The more you assure families that you are accessible and concerned about their child, the more supportive they will be if an issue arises.  Find the good in each student and make sure that you communicate it to families.  For the students that have academic or behaviour concerns, meet with families face to face as soon as possible.  Do not leave it until report card time.  I often start those conversations by asking them to voice their concerns, as well as asking their goals and hopes for their child for the school year.  Those positive and proactive attempts at communication at the beginning of the school year will go a long way with families and ultimately will benefit the student.

Take Your Job Seriously; Don’t Take Yourself Seriously.

About 10 years ago I picked up a pair of absolutely crazy novelty sunglasses.  No matter the weather, I wore them in the morning when I picked the students up at their bus lines and I wore them when I walked them out to their buses in the afternoon.  There were always comments from the students (and sometimes parents) and it was often a conversation starter when I could see that kids needed to be checked in on first thing in the morning or at the end of the day.  I began to get crazy sunglasses as gifts.  I now have about 60 pairs and wear different ones depending on my mood.  My staff humoured me and each wore a pair in the staff photo for the yearbook.  This might be something that you try in your classroom, I’m happy to share, but make sure it is something that suits you.

I remember being told by a colleague at the beginning of my career that you shouldn’t smile at your students during the first few weeks or even until Christmas.  I didn’t follow that advice, because it wasn’t genuine and authentic for me.  The way I see it, if you aren’t smiling at the beginning of the year, you can pretty much be guaranteed that you won’t be smiling at the end of the year!  Students feed off of the mood of the teacher.  Ultimately, the teacher makes the weather in the classroom.  There are days when I have to apply the “fake it until you make it” strategy and I smile until I really feel like smiling.  I also highly recommend a morning music mix for the way to work.  Put together 5 or 6 songs (or more depending on the length of your commute) that really motivate you, make you bouncy and make you smile.  On the days where I know I’m tense, in a mood or haven’t slept well I put this on during my drive and usually by the end I’m singing along and feeling better.  Then, I slide on those crazy sunglasses and I’m in tip-top teacher mode ready to greet every student with their name and a smile.  I may not have individual handshakes ready to go but after 23 years…I still start the year off smiling.

 

 

Tammy Axt Communication with Parents and Guardians, First Week Reflections, Start of the year

Helping parents transition to school

Hi everyone. My name is Tammy Axt and I am a music teacher in the Peel District School Board.

On the third day of school, which happened to be the first day for our kindergarten students, I went to do my duty at 8:05. I opened the door and observed as our students entered the building. I heard the usual friendly chorus of: “Good morning Mrs. Axt!” as our lovely students entered the building, ready for the third day of school. The door I stand beside is used by our older students in grades 3, 4 and 5 to enter the building. Most of them have been at our school for 5 or 6 years and have contributed to the wonderful climate at my school. They bring their friendly nature, upbeat attitude and are just a pleasure to greet every morning.

This morning there was one addition to the number of students coming in the door and going upstairs to start their days. There was one parent quietly wiping her face as she watched down the hall as her only child started his very first day of kindergarten. In a quiet moment, I spoke with the parent about our school and the very special place that it was. I spoke with her at length about the amazing things that are going to happen for her son this year, including all the friends he was going to make, all the learning he would do, and all the growth he was going to experience.  I also spoke with her about the beautiful and amazing children that come to our school. I told her how kind and helpful they are.

After I reassured her, I stopped and encouraged her to tell me about her son and how she was feeling. She told me through tears that this was the first day that she would be away from her child. This was her only child and today she was feeling like the time is going by so fast. That first day of school is a difficult one for many parents as I see them anxiously saying goodbye to the most important person in their lives and literally trusting a virtual stranger with their child’s emotional, physical and intellectual wellbeing.

This experience was a reminder for me that in the hustle and bustle of the school year to not get hung up on the lessons or the colour of your bulletin board, but instead remember what parents have just done. They have entrusted you with their most valued person in their world. They have trusted that you will care for them, help them and teach them all they need to learn this year. That is one important task facing us all this year.

The parent waiting beside me watched as her child cried for a few minutes and then hung up his backpack and joined the kids in line. He was even smiling in the next minute or two. She turned to me and very excitedly stated, “He is smiling, he is smiling!” She wiped her tears and I reassured her that she could do this. Finally, I gave this mom a confident affirmation that everything would be great, and a high five, and she was on her way.

Ultimately, this parent captured what most of our parents want for their children in our care. They want to know that they are smiling and that they are happy at school. They want to know that their wellbeing is looked after. If that is what we achieve for all our students, we will all have had a successful year! Good luck to everyone over the next nine months. I hope you have a great year.

 

 

Will Gourley First Week Reflections, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Start of the year

It’s like September all over again

via izquotes.com
via izquotes.com

Have you ever walked into a classroom and did a double take? Trying to gather your bearings, did it feel as if you’d been in that exact same spot and the very same moment before? I know it’s happened to me and wonder if other educators feel this way?

Returning to the classroom in September can be like this. The faces are different, maybe even the school, but there are connective currents running through time and space that signal you’ve been there before. I am reminded of a hall of fame quote by Yogi Berra, “It’s déjà vu all over again.”

This September, I started at my 4th school in 9 years. I could not be more thrilled joining a new family of learners and educators. Of course, I miss my old schools, but as I’ve written before, we have to move on to grow in our professional practice. This year was no exception, even after 3 amazing years at my former school.

Unsurprisingly, since the first bell on Day 1, things have been occurring at the speed of learning. Meeting my students/families, observing them interact, and watching them navigate our classroom for the first time. I’m never sure who is more anxious on the first day, parents, students or me?

To this teacher, the first week of school is like a three-way collision between energy, ideas, and awkwardness. I love walking into a new building and asking students to help me learn directions and routines. On more than one occasion, a student will ask, “Aren’t you supposed to know this?” I reply, “Maybe, but it’s more fun to ask. I’m new.”

What I’ve seen over my  first 9 Septembers

After 9 first days of school, some things have not changed. September is a time when everyone is (re)acquiring their routines and rhythms. Everyone is trying to put their best foot forward – almost. Depending on their Summer, the most reticent learners and educators might still require an extra week or 2 to get up to speed. We need to avoid the rush to establish out of reach expectations. There have been a couple of years where I struggled to find my groove. I have found that the first few weeks are like a contract negotiation. Everyone is trying to get what they want out of the deal, and it takes time to hammer them out.

Each year I enter our, not my, classroom with complete trust that students are there to be awesome. Empowering them and presuming best intentions have always been great places to launch an important year together. Bringing students into the conversation and decision-making process, from the start, allows for long-term success based on understanding and mutual respect.

This happens in our classroom in a number of ways across a number of days.  Students are asked to take chances, make mistakes, and be unafraid to fail. It asks us all to become comfortable with discomfort, feeling safe when vulnerable, and knowing everyone is respected and valued. If a space for this has not been created in my classroom, then there will be a risk of starting off on the wrong foot. Taking the time to create a consistent and caring class culture will ensure a cohesive committed community for the whole year.

What I did over the Summer

As a kid, it seemed that every start of the year writing assignment was a retelling of my summer. This was usually followed up with a presentation in front of the class. I am not sure whether this was an act of sadism or masochism for the teachers who assigned the task, and then had to listen as each one was shared. All I remember is that the act of recalling my summers and the subsequent in-class attention were boring for me too.

As I enter the classroom, I vowed to change this. I have asked students to share what they’ve regretted about their Summer, or what they would do over and change. We hold off on “presentating” in favour of peer sharing where volunteers are asked to read a few highlights that stand out after reading their classmates’ work. I’ve found that using 6 Words Stories as a great introduction exercise.

This year I had students write their own and then write one for their seat partner. *

Build flexibility into your planning

Beware of over planning. Yes, some planning must be done. Preparation is important, but a measured approach is best. Over planning  has been, and continues to be a mistake I make. However, when plans go uncompleted or go off course, I am not going to count it as a loss. There needs to be time built into our work for the second and third questions. Sometimes students have more questions than we have answers. Yes, it takes away time from your plans, but the relationship building established through it will become invaluable going forward. Give yourself permission to go off script. The students will appreciate the spontaneity.

Noise

As part of classroom routines and noise management, I have heard classics from, “Hands on top. That means stop.” to “Un, deux, trois, les yeux sur moi.” These work well with JK/SK and primary classes, but tend to aggravate the more sophisticated learners in the Junior Panel.

I use a number of noise makers, ranging from a wood block shaped like a pig, a rain stick, and a guira Each is strategically placed about the room to access as needed. They are used to draw students back from their independent or team work. I also have a spot in the class where I will wait for students to come back to hear further instruction or feedback.

Another ‘attention-getter’ to consider is something shared by Paul Solarz called “Give me 5!” I love the power this places in students hands along with the responsibility to be relevant and engaging as they capture the room to share their ideas.

Having a wide variety of tools in the kit have allowed each of my 9 first days of school to begin memorably and effectively. Of course there are bumps and tweaks to be made along the way, but that ads to the joy of the job. As each year brings us a unique set of lives to discover, equip, and watch flourish.

Thank you for reading this post. I look forward to sharing with you again this year. If you have any questions about the resources or strategies shared please message me below.

*Which 6 words would you use to share your story? Feel free to share in the comments section.

Beverly Papove First Week Reflections

Something’s Old, Something’s New

I am at a new school this year and so I am once again learning new routines of the collective culture of the school community as well as the various cultures of the individual students. We have a big crop of Junior Kindergarten students and a handful of Seniors. So far, it is rolling merrily along. Yes, some little ones have had tears, especially a few of the ESL students whose separation anxiety is immense, and a few 3 year olds who are understandably confused about just how long they will be away from their families, but all in all, I think our crews are really coming together in a very happy way.

Last year, in the French Immersion senior kindergarten program at my previous school, the students alternated between a day of English with my colleague and a day of French with me. We were the ones who switched classrooms while the students remained in the familiar setting of their own classroom. We felt that the transition each day was far easier for us than for a whole group of 5 year olds, especially since the classrooms were down the hall from each other. It may have been easier on the students, but there were many times I was in room 3 and something key to the lesson I was teaching was down the hall in room 2…I have a hard time keeping track of my stuff as it is without constantly being on the move! Nonetheless, it worked rather well and it certainly cut down on the organization of the students’ belongings.

This year, in a different setting, my English colleague is right across the hall from me – in 2 giant steps I can knock on her door. Like last year, we, too, alternate a day of French Immersion with a day of English. We have named our two groups of students after trees – birch and maple – and on the bulletin board between our doors (we are at the end of a hallway) there are 2 arrows – one pointing to my room and the other pointing to hers. We switch the pictures of the trees each day so that students and their families know which classroom to go to, should they arrive late and miss our entry from the school yard.

I love having my own classroom again. I am able to concentrate on the one language in the signage and messages I post, and I am able to use all of the (limited) wall space for a French word wall, student work and our inquiry board (“Mur des merveilles”). Also, any resources in the room are mine or the school’s to be used for the French Immersion classroom. Perhaps the biggest improvement is the fact that I don’t lose stuff (as easily…). While there are the many positives, there is still the fact that the students can find such daily transitions very confusing – “Is my hat in this classroom or the other one?”, however we anticipate that that will improve as time goes by and the routine becomes more fluid.

At my previous school, only the teachers moved each day while the ECEs stayed with the students. This year, our principal has set up our program so that the teacher and ECE stay together while the students switch classrooms each day. His belief is that the ECE/teacher team is the most important relationship, and can only properly develop when both individuals are working side-by-side each day. I am very lucky in that I have a great relationship with my ECE – we have similar philosophies regarding every aspect of the program and we share a respect for each other’s knowledge and experience. I know it is not always the case and have heard of some extremely challenging relationships in the kinder program that would understandably make for a difficult year, but I can see myself learning a great deal working with my new teaching partner.

One thing we are still trying to hammer out is regular planning time involving all the kinder colleagues; teachers together, ECEs together, teacher and ECE together, and finally, both teachers and ECEs together. Not an easy thing to coordinate, but an important one. At the moment, we do what we can and we actually make it work, catching a few moments to chat, or grabbing opportunities to stay a little longer after school from time to time. The close proximity of the classrooms helps considerably, as well as the fact that, although the activities, projects and teaching style may be unique to each educator, we still work within the framework of the curriculum. There is always room for improvement, of course, and I expect that things will change down the road as the need arises, but at the moment, I feel as if it has been a pretty smooth start to the year.

Photo of Tammy Axt
Tammy Axt First Week Reflections, General, Learning About Your Students

Getting Started With Music

Hi everyone! My name is Tammy Axt (formerly Tammy Gallant) and I am a music teacher for students in grade 3, 4 and 5 in the Peel District School Board. This is my fifth year as a music teacher and I hope to be able to assist those new to the planning time role in schools across Ontario. My school is a suburban school about 30 minutes outside of Toronto with a very high ELL population. In addition to music, I also have planning time coverage in a contained Autism Spectrum Disorder class.

At the end of June last year, one of my students was very surprised to learn that my family lives in PEI. I realized when she mentioned that fact, that I don’t talk or mention things about myself very often. We are so busy in my music class creating or practicing that I rarely share things that happen in my life. So I decided this year to start off by doing a music activity where both the students and I share a little about ourselves.

To share the things I did during my summer, I created a “Prezi”. Prezi is a great online program for preparing presentations that are a little bit more exciting than PowerPoint. I made slides about learning to ride a motorcycle, getting married and hanging out with my nephews. All the things that I love and that made my summer so great. You can see the Prezi I created at https://prezi.com/rl-hlpfivx5q/my-summer-vacation/. While completing the prezi, I made sure to include things that I did that could have clear and obvious sound effects.

After I presented the Prezi to my students, I gave them an opportunity to talk with an elbow partner about some sound effects that go with some of the activities that I did over the summer. I encouraged the partnerships to make the sound effects with their body or their mouth. I showed the Prezi again and we added all sorts of crazy sound effects to the slides.

After hearing about my summer, the students chose one thing they did over the summer and created a sound effect that went along with their activity. Listening to all of their sharing, it gave me some really great insights into my student’s lives. Some of them come from BIG noisy families, some had great tragedy over the summer and some of them love sports. All of this information will help me in planning our upcoming lessons and helping them all be successful this year!

Beverly Papove Classroom Layouts, First Week Reflections, General

Experienced teacher tackles Kindergarten for the first time

With the generous help of colleagues, I made it through 2 whole days of Senior Kindergarten this week. It is all so new to me! As it was, I still felt as if I bumbled my way through a lot – still not sure how much to slow my speech down for the wee ones and or how quickly I need to be ready to switch gears when fidgeting and yawning starts during circle time.

As per a space ready for Inquiry-based Learning, my classroom has almost nothing in it – empty bulletin boards waiting for student work, shelves still holding materials for work areas which will slowly be opened during the next week, and no class calendar, alphabet or number line posters on the walls. Only one small bamboo plant in a bottle of water sits on the window ledge waiting for other plants to join it. I admit I feel a bit relieved that I don’t have to spend a bunch of money at the teacher’s store or resurrect dog-eared posters to put up on my walls, however, I wouldn’t quite know how to involve the students in the making of anchor charts without the experienced help of my colleagues and a Pinterest account. They lead me, I follow.

My learning curve is looping over itself as I discover so many wonderful ways we will be guiding the students in their learning – Mindfulness, Environmental Inquiry, Zones of Regulation, Writer’s Workshop for Kinders – to say nothing of the amazing experience of spending each day with 4 and 5 year olds…I am definitely not in Grade 3 anymore! These first two days were a trial run for me, and they went quite smoothly, all things considered. My first full week this week will be my next big challenge – and I anticipate there will be a whole lot of learning going on for everyone.

Tisha Nelson Before School Starts, Building Inclusion, First Week Reflections, General, Learning About Your Students, Start of the year, Student Ownership, Wellness

The First 20 Days of School – Connecting with Students is a Great Place to Start

Teaching is always new! With a new group of students, fresh reflections on practice and the opportunity to start from scratch, as it were, the start of the school year provides teachers and students alike the opportunity to create new beginnings every year. Knowing this, what might some important considerations be to make it a great start? Chapter One of The Heart and Art of Teaching and Learning: Practical Ideas and Resources for Beginning Teachers highlights four important themes for success: connecting with students, passion for teaching, attributes-based approach and importance of school culture. I would like to focus this reflection on the importance of connecting with students within the first 20 days of school as a means to establish an authentic relationship with students that fosters trust and inspires a willingness to take risks within a safe learning environment.

Renowned poet and author Maya Angelou once said, “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” This profound sentiment holds true for teachers and their relationship with students in that when students feel respected, safe and cared for, the experience of learning is enriched. The following are five practical ways for teachers to build authentic connections with their students at the start of the school year:

1. Be authentic. When teachers model what it means to be an authentic learner – mistakes and all, students are then encouraged to take risks without fear of reprisal. Let your model of authentic learning influence students to do the same. This form of transparency sets the tone for fostering meaningful connections between teachers and students.

2. Ask students about their needs and listen. Validate student voice by positioning them as the experts on themselves. Invite students to share their learning needs and the things that you could do as their teachers that would support their success and commit to doing them. Conducting multiple intelligence and attitudes and dispositions surveys are great ways to begin the dialogue for students to articulate how you can support their learning and their level of self-efficacy.

3. Explore student interests. As teachers we all need to cover the curriculum but viewing the curriculum as a launching pad as opposed to a landing pad can invite student’s interests to take centre stage in the teaching and learning process. Ask students about their interests and find creative ways to invite further inquiry into them while exploring the curriculum at the same time.

4. Learn the students. In addition to the information that can be found in student records (i.e. OSRs), commit to learning more about your students in meaningful ways. Pronouncing student names correctly is important way to let students know that they are valued. Challenge yourself to learn at least five non-school related facts about each of your students. This can help to build a positive relationship and validate their experiences outside of the domain of the classroom. Finally, being aware of students personalities (i.e. introverts, extroverts, etc.) will inform how to relate to them as well as setting the conditions of the classroom experience.

5. Invite to student voice by fostering a reciprocal relationship with your students. Nurturing a collaborative learning environment for students does not merely mean giving students the opportunity to collaborate with each other, but it also means positioning students as collaborators with you. Partner with your students to design the learning space and learning opportunities. This fosters student ownership in the teaching and learning experience and empowers students to be meaningful contributors to the class. When you invite their voice in classroom decisions, ensure that it is validated by action on your part. Leveraging positional power in the classroom creates space for a more meaningful connection between students and teacher.

As teachers we are in the business of supporting students success. Fostering meaningful connections with students goes along way in promoting both student achievement and well-being. When students know that their teachers authentically care about them, their willingness to learn will support their ability to do well. Starting the school year with students in mind will set you on a solid foundation for building upward. Make it a great start.

Mike Beetham Before School Starts, Building Inclusion, Classroom Management, First Week Reflections, Planning, Start of the year

Sharing Your Passions Early and Often

When you are passionate about something, whether it is spending time in the natural world, cooking, art or music your excitement is palpable. It is also contagious. I have used this belief for the last three decades in my teaching practice. Every September my initial plan for developing a learning community and establishing relationships with the new collection of young learners is designed around those areas that I am passionate about.

My personal passions that I bring into my classroom centre on movement, life outdoors and literacy. Through these three vehicles I engage my students from the moment they enter into my classroom. I teach them that you don’t have to be an athlete to enjoy moving, to have fun through games and play. I spend as much time in the outdoors using the natural world as a springboard to the curricula we will journey through over the next 10 months. Finally, my love for reading is shared through a treasure of wonderful, engaging books that bring learning to life for my students. My favourite book to start off my year is ‘YO! YES!’ (written and illustrated by Chris Raschka) as it helps set the stage for the type of community our classroom will strive to become.

Will Gourley First Week Reflections, General, Professional Learning and Growth, Start of the year

This is not a drill. We are live.

Dawn of new year.
Dawn of new year.

It’s the first day.
I’m alone in my classroom.
Wow! It’s so calm in here.
And why not? It is nearly 2 hours before the first bell of the new year.

Why do I feel so excited? Yet, at the same time like butterflies are barfing in my stomach? 

We’ve all thought about it, dreamt about it, and for many, myself included, stayed awake the night before thinking about it. Our first day. Albeit,  only for a moment, or as part of lifelong “professional reflection”, the first day of school evokes feelings of anticipation, excitement, fear, or fearcitement (my word).

Did I set my alarm? Am I dreaming? What will my students be like? What about the parents? Will admin be stopping by our class? Is everything organized? Did I pack a lunch? Where’s my coffee? What if they don’t like me?

If you’re experiencing anything from self-doubt to euphoria to start the year, take heart; you’re not alone. Whether this thought life is old hat or brand new for you; congratulations you’re a teacher. For many entering the classroom for the very first time, it is the culmination of many years of hard work and dedication to our profession.

In this new era, just landing a job is worthy of celebration in Ontario. So when you get a moment, set aside some time to take it all in.

It seems like only yesterday. I recall being there 2 hours before the first bell. I recall the faces of students and parents meeting the “new” teacher outside. I recall the first big breath taken before entering the classroom. I recall the sense of accomplishment knowing I survived. Moreover, I recall this where I began to thrive.

Thinking back on the excitement from my 6 first days of school; I  appreciate how they have led to personal growth, professional friendships and constant learning.

So take some time and enjoy the moments that can only happen on a first day of school. Take time to watch the parents who are seeing their child off for the first time. Take time to notice the student who is standing off to the side trying not to make eye contact. Take time to be still and appreciate the world of difference you are about to make in the lives of your learners. Take time to get caught up in the excitement, and let it carry you through that first day.

Enjoy every moment. I know I will too.

Will

Mike Beetham Before School Starts, Classroom Layouts, Classroom Management, First Week Reflections, General, Planning

Sweat The Small Things

Contrary to what you may have heard or read, in a classroom it is critical that you pay attention to the small things. Those intricate details are what can either make or break a classroom. Each teacher has their own style and that is as different as each student is from one another. Therefore when you get new students every September they are products of the teacher or teachers they had in the past year. Every component of the school day is based on what approach was taken with them (or not addressed) in the past. Once again you must start with your vision. What do you want your classroom to look like, feel like and sound like. From that point, you backward plan to achieve your goals. This approach is necessary whether it is September, starting an LTO in March or whether you are moving into a new division. Each component is dependent on fulfilling many small, intricate details.

The following topics are key domains that I focus in on and plan out every detail to assist me in reaching my goals:

  1. How will I make my classroom a learning community where every member is valued and contributes to the overall success of the classroom (relationships)?
  2. What routines will need to be developed to ensure maximum on task time and therefore student success?
  3. How will I track student achievement and communicate to both parents and students about their growth and next steps?
  4. How will my classroom set up contribute to student learning and the development of positive relationships?
  5. How will I develop a student’s ability to self assess and not only be reliant on adults telling them how they are doing?

Each and every one of the above domains require specific attention to details in order for them to yield the results I desire. By sweating the small things, I am able to accomplish many BIG IDEAS!