This strategy supports students to become enlightened about other cultures different than their own. It is beneficial for teachers who teach a diverse group of students and would like to establish and/or increase community among students. Likewise, it is just as important to teach diversity sensitivity in those communities that are not as diverse. In doing so, those community members will be better equipped to interact in more positive ways with members of different cultural, ethnic, and racial backgrounds from their own.
This strategy is one created to establish a partnership between the teacher, parent, and student in order to increase the student’s opportunities for success in the classroom. This strategy is for the teacher to gain insight from a parents’ perspective about their student’s learning style, things that trigger frustration in a learning environment, as well as what motivates the student to want to learn. This strategy should be used at the beginning of the school year as a proactive approach to support the student’s academic as well as behavioral success. It should be revisited throughout the year, during parent conferences, and/or when situations arise in which reviewing or reflecting on the information provided by the parent would serve as a helpful tool for all parties involved.
This strategy is for students to be able to celebrate their own personal growth in a standards-based grading learning system or any grading system. This strategy can be used at the end of midterm, at the end of the quarter when students have demonstrated mastery in a specific class, or whenever the teacher sees student growth and/or grit in any area in which growth is needed (i.e. student behavior, following a writing process, using a scientific formula correctly, following classroom procedures correctly, 100% homework submission, perfect attendance, etc.). The desired outcome is for an increase in active student participation and student learning. This is effective because students get to share something personal and special about themselves through music and dance while celebrating their own personal growth and cheering on their peers.
This is a strategy that provides a platform for educators to share their own personal, positive experiences that occur on a regular school day. This strategy is necessary for educators who may feel as though the hard work that they do with their students goes unnoticed. It also allows teachers to look through the lens of other teachers’ eyes and see that amazing things are happening in their classrooms as well, which serves as a reminder and motivation as to why we teach. The Positive Reflection Board can be used during plan, passing periods, during lunch, or any time the teacher has a moment to share something positive. The desired outcome would be a shift in the way educators see themselves and their students, who both play a critical role in the classroom. It’s effective because it also causes a shift in the way educators discuss their careers and their students' progress, using a more positive approach that is inclusive of the school community.
This strategy should be used in communities in which violence shows its face more often than welcome. Students who have experienced or have been exposed to violence in their schools, communities, and even in their homes are often left to deal with what they’ve witnessed on their own. In this strategy, educators will teach and encourage positive mindsets, forgiveness, and other elements of empowerment through song.