home and community rules and routines. When establishing routines and expectations, consider how they work to support or limit students. Create equitable opportunities for Create a classroom climate Create opportunities for students to successful participation in class whereby students are experts of work together to complex activities their own experiences. problems and support shared learning. Provide multiple methods for students to provide feedback (verbally, symbolically, in writing, etc.) Student voices: just want you to be nice to me. Well, not to pick on me, but to make me better. I know you have good intentions, but I just want you to “I communicate with me better to make me comfortable in your class, I’m really good at learning things when I ask questions or when I ‘cause communicate with the teacher, that’s how I learn, but if I can’t communicate, can’t learn like that. So please don’t judge me for how I act ‘cause or how ______ I am that’s just me. if I’m not talkative, I can’t learn to either. So yeah, that’s it.” ‘cause ‘Cause MMSD CLRP Student Advisory Participant – don’t think a lot of people know what Hmong is here. It’s just like people asking you, do you speak Asian?” - Hmong heritage language learner “I Practice #3: Develop Self Efficacy In practice will: Academic Example Behavior Example Encourage student agency in Support students in developing Encourage students to share their Student developed “thematic learning and school-community of mind” to help them take thoughts, opinions and feelings in units” to help students have a say “habits engagement a critical stance on their learning. respectful ways. Allow sharing to in meaningful instruction impact planning and instruction. Students self-monitor their Validate students’ thoughts as adherence to behavioral moments of courage even when expectations and use of social staff is unable to honor requests. emotional skills following a lesson / Show respect and build critical activity through intentional thinking by explaining why. reflection Provide appropriate language stems, conversations protocols, and word banks/personal dictionaries/thesauruses to scaffold for students’ language needs.
home and community rules and routines. When establishing routines and expectations, consider how they work to support or limit students. Create equitable opportunities for successful participation in class activities Create a classroom climate whereby students are experts of their own experiences. Create opportunities for students to work together to complex problems and support shared learning. Provide multiple methods for students to provide feedback (verbally, symbolically, in writing, etc.) Student voices: “I just want you to be nice to me. Well, not to pick on me, but to make me better. I know you have good intentions, but I just want you to communicate with me better to make me comfortable in your class, ‘cause I’m really good at learning things when I ask questions or when I communicate with the teacher, ‘cause that’s how I learn, but if I can’t communicate, can’t learn like that. So please don’t judge me for how I act or how ______ I am ‘cause that’s just me. ‘Cause if I’m not talkative, I can’t learn to either. So yeah, that’s it.” – MMSD CLRP Student Advisory Participant “I don’t think a lot of people know what Hmong is here. It’s just like people asking you, do you speak Asian?” - Hmong heritage language learner Practice #3: Develop Self Efficacy In practice will: Academic Example Behavior Example Encourage student agency in learning and school-community engagement Support students in developing “habits of mind” to help them take a critical stance on their learning. Encourage students to share their thoughts, opinions and feelings in respectful ways. Allow sharing to impact planning and instruction. Validate students’ thoughts as moments of courage even when staff is unable to honor requests. Show respect and build critical thinking by explaining why. Provide appropriate language stems, conversations protocols, and word banks/personal dictionaries/thesauruses to scaffold for students’ language needs. Student developed “thematic units” to help students have a say in meaningful instruction Students self-monitor their adherence to behavioral expectations and use of social emotional skills following a lesson / activity through intentional reflection
C%26L%20Responsive%20Practices%20in%20Action%207.7.15.docx