Roskos, K.A., Christie, J.F., Richgels, D.J. (2003). The essentials of early literacy instruction. Report from the National Association for the Education of Young Children.
A classroom library can provide a wealth of stories for modeling and reflecting on SEL skills and behaviors, building students' Vocabulary and ability to express their own emotions and feelings.
Martin, F., Parker, M. A., & Deale, D. F. (2012). Examining interactivity in synchronous virtual classrooms. International Review of Research in Open and Distributed Learning, 13(3), 227-261.
Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British educational research journal, 36(1), 143-162.
Huguet, P., & Regner, I. (2007). Stereotype threat among schoolgirls in quasi-ordinary classroom circumstances. Journal of Educational Psychology, 99(3), 545.
Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., Chamberlain, S. (2006). Math strategy instruction for students with disabilities who are learning English (ELLs with Disabilities Report 16). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Building a Belonging Classroom: A video showing the power of building a Sense of Belonging in the classroom.
Teachers can establish quiet spaces in the classroom with supplies such as pencils, paper, laptops or tablets, models, and resources to support student practice.
Teachers can also set up math centers where a student teaches, with the classroom teacher's support, a concept to a group of students who are still developing their understanding of the concept.
Teachers can also have students create their own multi-step projects on assigned topics to increase student autonomy in the classroom.
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