Students set weekly goals via Google Forms every Monday and reflect on if they meet these goals at the end of each week. This is a reflective process where students are asked questions that allow them to understand what factors contribute to their success or failure in the class. It also gives me a document I can refer to if I see students are consistently not meeting their own goals.
We don't use text books in our class, we make them. Each student is given a binder at the beginning of the year. The binder becomes a reference book for the students as they fill it up with the lessons they have completed. Many standard textbooks have become a diluted hodepdoge of information, hard for most students (and even myself) to decipher. This binder allows me to create a resource tailored to my students.
There are only 4 rules in my classroom. The four rules are 1) Be respectful - I will always talk to students respectfully so there is no reason for students to talk to either myself of their peers with disrepect. 2) Always sit in your assigned seat - seating assignments are always projected in the front of the room so there is no reason to be confused about where to sit. No negotiations. 3) No talking during independent time - this doesn't need much explanation. 4) Technology is used for learning. Their devices should only be used to watch instructional videos otherwise it's too easy to get sucked into the vast abyss of the internet.
Truly understanding science requires my students to think in ways they might not have experienced before. Conceptualizing something that our eyes can't always see is difficult, and so it's valuable to provide graphic organizers, visual models, and other support tools as resources that my students can access while diving into content. One of the richest ways to get students to build their own methods and approaches to solving problems is to allow them to think on paper. Lessons involving direct instruction are always broken into small segments with short, casual writing periods built into the end of each one. These Quick Write Summaries are meant to focus on content construction and are free of structural analysis. I don't grade them, but I'll always help students put together their thoughts and present them with questions that guide them to the answer. Writing-to-learn strategies like the Quick Write Summary help visual learners with long-term comprehension of scientific terminology and sets the stage for students demonstrating their knowledge through writing in future assessments.