Teachers can establish quiet spaces in the classroom with supplies such as pencils, paper, models, and resource books to support student practice.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Baker, S. F., & Lastrapes, R. E. (2019). The writing performance of elementary students using a digital writing application: Results of a teacher–librarian collaboration. Interactive Technology and Smart Education, 16(4), 343-362.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Teachers can facilitate guided classroom practice by asking questions that require learners to rehearse, process, and recall the new material.
Developing cultural awareness as an educator is an ongoing process that includes building empathy for diverse learners, intentionally recognizing how one's own identity intersects with learners' identities, and creating an awareness of how the environment can impact learners' Sense of Belonging.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Watch how this classroom promotes a culture of independent reading.
Schools and educators can support students' Physical Well-being by providing healthy food options, opportunities and education around the benefits of physical activity, and supporting students' social and emotional well-being.
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