1. Our big classroom vision Accept Nothing. Question Everything. Learn Something.

is visible at the front of

the classroom. In our math class, students are expected to accept nothing as it is, question their reasoning
and the reasoning of others, and learn through the process. This inquisitive spirit will help invest students
and provide joy in the classroom. Costa, 2000, states the importance of curiosity, saying, We want our
students to be curious; to commune with the world around them; to reflect on the changing formations of a
cloud; feel charmed by the opening of a bud; sense the logical simplicity of mathematical order (p. 9-10).
2. Students keep a folder with all of their notes. Students practice and exhibit organization and responsibility
by keeping up with all notes and making up any work missed. Students are held accountable for these
notes through their weekly grade.
3. For our data wall, students illustrate their creativity and mastery of skills by creating their own summaries
of learning. Students are asked to explain their knowledge to someone who has never seen it before and
write down key concepts and terms.
1. Students have our MVP directions up on the board at the front of the room so they should never forget and
can always be held accountable. Students use these directions when presenting or teaching concepts to the
rest of the class.
2. Students were given a syllabus at the beginning of the year. This syllabus is posted on the wall in the
classroom, and students have it in their folders right in the front so they are always aware of classroom
procedures and expectations. This also encourages student ownership by holding them accountable to
referring back to the syllabus for information.
1. Students are celebrated for their academic achievements and growth. They are shouted out in class and
their work is placed on the shout out board! Students get really excited and invested in the class and in me
as their teacher when their successes are celebrated
2. We have one-on-one conferences twice during each 9-weeks which helps build relationships and develop
students metacognition. As Costa, 2000, says, Probably the major components of metacognition are
developing a plan of action, maintaining that plan in mind over a period of time, then reflecting back on and
evaluating the plan upon its completion (p. 5). During this time, each student completes a performance
assessment where they assess their progress/performance and give me tips as their teacher regarding how
I can help them. There is also a space for parent contact, and I ask how communicating with their parents
will help in their success. Students feel like I am giving them personalized attention and care about their
progress through this activity.
3. I work with each student at least once one-on-one during the week. I track this on my clipboard to make
sure I am giving equal attention to all of my students. In this picture I am working with one of my students
with an IEP. He has issues writing lots of information down and doing multiple tasks at once. So, we trade
off typing in the calculator and recording. This one-on-one time helps me track student progress while also
helping students know I am invested in their education.
1. Students participate in group gallery walk, station activities, or any other type of group work at least once a
week. Students are given a rubric for performance, each student is assigned a specific task, and students
are required to hold one another accountable. Costa, 2000, highlights the importance of collaboration and
human connection, saying, We want our students to learn to devote their mental energies to another
person and invest themselves in their partner's ideas (p. 3).
2. During the Black Lives Matter protests in Charlotte, we discussed ways for students to positively create
change and express their feelings. Students drafted their ideas, discussed their thoughts with emotional
intelligence, and engaged in a silent, peaceful protest outside of our school.
1. This is a copy of our Google form parent contact log. I have an additional log for my classroom. At the
beginning of the school year I had my students fill out a notecard with information about their motivations
and the people who inspire them most. At the end I had them provide me with their contact number. I
reached out to all parents or mentors in order to collaborate and introduce myself. I continue to make
parent contact when needed in my classroom.
2. This is a screenshot of a conversation I had with a parent. This is just a small example; this student had
been struggling in class and was staying after for tutoring. The parent was kept informed of student
progress, knew when his/her child was being tutored, and was updated when the childs work was
completed.