Stamina captains track stamina among students at their table throughout independent work. Especially while working on differentiated or individualized practice, students may feel "alone" in their work and thus easily get distracted (whereas they might feel more pressure if all students are working on the same exact practice). Thus, through emphasizing the skill of stamina, students constantly think about their level of focus and ability to avoid distractions. When students begin discussing something that is off-topic, the stamina captain will write down their name on a post-it. After that, those students get a chance to "fix" their behavior by getting back on task. If their stamina is not fixed, they then get a phone call home as a consequence for their lack of focus. Through this closed loop, parents and students understand their focus and work at school.
Weekly Online Homework is a strategy aimed at building up the expectations in class by infusing them into my students' home lives. On Monday, my students are assigned homework that is due on Friday of that week. I use the class website to drive this communication with my students and their parents. The homework that is assigned is differentiated because the assignments are from adaptive online content providers. In addition, my students learn to be responsible for themselves, leading to huge growth in their self-advocacy and learning. On Friday, rewards and consequences are tied to the Dojo Dollars class economy. Because of the online nature of the homework, it can be instantly graded.
1:1 interventions take place with students who are far below grade level. Though we try to keep them exposed and practicing grade level content, I need to meet with these students additionally to spiral in remediation support so they can better access the content we learn as a class.
Part of building a reflective classroom is giving students the space to reflect on all aspects of their learning from their behavior to the resources in the room. Goal setting is a way to teach this expectation, whole group, to students early in the year, and as a way to focus them during it. Each Monday, students write a Goal post it that has some sample questions to guide students. Ultimately, students can select their own topic, and that free range takes time to nurture into SMART goals. Many students write something like "listen in class" but when we discuss on Tuesday and say "Did you reach this goal?" the answer is not measureable. We want our students to see goals as a procedure that can guide their self-driven learning, not as a reaffirmation of the teacher's thoughts or wants for the student.