Kevin's Personal Website

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I. Classroom Facilitation Plan:

1. Envisioning My Classroom – Physical & Psychological Environment

1. PHYSICAL ENVIRONMENT:
   1. Desks and chairs arranged in circle or U-shape – to enable eye contact, collaboration  -and-  equal participation.
   2. Includes a “Community Corner” with culturally-diverse books, student contributions & images – represents our student’s identities, communities & diverse perspectives.
   3. Walls display Student Work – Noteworthy  -or-  inspirational quotes  -and-  a collaboratively-authored Class Charter Þ reinforces ownership & voice w/in    our classroom.
   4. Accessibility considered – includes deliberate seating, recognizing custom needs & education status (ex:  students having an IEP or 504 Plan),  as well as a wheelchair-bound student being closest to the door;  may also include quiet reflection space, sensory tools  -and/or-  multi-lingual signage to acknowledge different languages spoken outside the classroom.
2. PSYCHOLOGICAL ENVIRONMENT:
   1. Safe, inclusive, and respectful atmosphere where diverse identities, languages, and experiences are celebrated.
   2. Students are encouraged to share perspectives, use “I statements,” and take risks in learning without fear of judgment.
   3. Growth mindset culture fostered with affirmation, feedback as guidance, and consistent emphasis on equity and empathy.
3. STUDENT ACTIVITIES:

a. Community Building: Circles for sharing stories, appreciations  -and/or-  resolving conflict.

b. Collaborative Projects: Group work that blends student strengths (examples include

  select poster assignments, art, writing  -and/or-  cultural inputs).

c. Voice & Choice: Students co-create classroom norms, select project topics and lead

(parts of) discussions.

d. Cultural Exchanges: “Identity Shares,” – Where students cam bring artifacts, music, or

family / community traditions – enables connecting class curriculum with each/every

student’s lived experience(s).

e. Reflection Practices: Weekly “Optimistic Closure” to reinforce learning, community  -and- 

self-awareness.

3. SUPPLIES NEEDED:

4. Chart paper, sticky notes  -and-  markers, for drafting our Class Charter.
5. Pre-Drafted Instructions Outline – Enable Circle discussions.
6. PROFESSIONAL DEVELOPMENT REQ’D (To be best possible Educator for students)

5. Training in culturally responsive pedagogy and trauma-informed practices.
6. Ongoing restorative justice and circle facilitation workshops.
7. Workshops on Universal Design for Learning (UDL) to accommodate varied learners.
8. Peer learning networks with educators focused on equity, diversity, and inclusion.
9. Continuous development in conflict resolution strategies and facilitating difficult conversations with empathy.
10. FAMILY COMMUNICATION:

6. Teacher initiates a deliberate Introduction & routine (≥ 1-3X / year) connection with each student’s parents;  in addition to an “as needed” basis.
7. Utilize a standard, transparent agenda & format for every student’s family.
8. EMERGENCY PROCEDURES:

7. Teacher leads an Introduction – Required actions for specific scenarios – includes both in-class & school-wide emergencies  -and-  repeat mid-year.
8. Every student can ID Emergency & classroom Lab Safety Eqpt & how to use.

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II. Facilitate 3 Class Circles:

Facilitation of Class Circles – Circles will be a periodic & regular practice, to establish and champion inclusion, equity  -and-  democracy in our classroom.  Circles will deliberately:

1. Remove hierarchy (equal voice among all  -and-  everyone is heard / listened to)
2. Build trust, belonging  -and-  accountability within our Classroom Community
3. Provide space for reflection, conflict resolution, periodic review  -and-  celebration

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Circle 1: Building a Class Charter Circle

OBJECTIVE:  Collaboratively ID – recognize entire school year norms & commitments

STEPS:

1. Open with “hopes and dreams” activity – students share school year expectations (academically, socially & personally) – i.e.: “What’s success look like?” .
2. Class Charter Circle Chart Activity – Values & Behaviors (V & Bs) collectively include:
   1. Safety
   2. Mutual Respect
   3. Individual Consideration & Participation / Engagement  -and-
   4. Buy-In & follow through, to review & endorse
3. Facilitate discussion using guiding questions – Include:
   1. “What do we need from each other to realize our goals?”
   2. “What do you need from me, as your Teacher, to enable the V& Bs?”
   3. “What commitments will you each make, as a learner and community member, to the whole community (Teacher, other class students & our school)?”
4. Draft The Charter together  -and-  champion collaborative participation – edit/finalize together.  Thereafter,  all students & the Teacher (me), sign Our Charter.  Then post publicly in our classroom & display prominently throughout the school year.

Supplies Required:  Chart Paper for recording inputs,  sticky notes & Markers

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Circle 2: Optimistic Closure Circle:

OBJECTIVE:  End a Lesson  -or-  (each) week with Affirmation & Gratitude

STEPS:

1. Form a Circle & enable each student to recognize the positive contribution(s) of another student  -or-  the group, including specifics of what / when / how  -and-  impact.
2. Example:  “I appreciated when (Joe) helped me solve the math problem – let me be ready for similar future problems”
3. Close with group affirmation (collective clap, chant, or quiet gratitude moment).

Supplies: Optional “appreciation cards”  -and/or-  token gifts

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Circle 3: Class Meeting – Conflict Resolution Circle:

Objective: Practice “I statements” and resolve conflicts respectfully.

STEPS:

1. Introduce the Purpose – “This circle helps us address challenges respectfully & learn from each other.”
2. Model “I statements” (“I feel ___ when ___ because ___; I need ___”).
3. Invite students to ID conflicts and/or challenges (example – conflicting priorities, unclear instructions or objective(s),  etc. Þ Focus on both:  (i) how they feel & (ii) what they need.
4. Other students encouraged to respond – both active listening  select / possible solutions
5. End with group agreement: how will we support each other going forward?
   
   

Supplies: Talking piece, conflict resolution sentence stems posted on chart.

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SOURCES & AUTHORS:

1. Culturally Responsive Pedagogy – Gloria Ladson-Billings (1995)
   1. Students’ cultural backgrounds are an asset for learning (i.e. – not a barrier)
   1. Emphasizes academic success, cultural competence & critical consciousness
   1. Supports our collaborative physical/psychological environment & equity.
2. Funds of Knowledge – Luis Moll et al. (1992)
   1. Students bring genuine home & community knowledge into our classroom.
   1. Reinforces our community corner  -and-  cultural values & diversity.
3. Restorative Practices & Circles – Howard Zehr (2002); Kay Pranis (2015)
   1. Circles promote inclusion, equal voice  -and-  conflict resolution.
   1. “Talking piece” + equal seating Þ Disrupts Hierarchy  -and-  Builds Trust
4. Social Emotional Learning (SEL) Framework – CASEL, 2020
   1. Five Core Competencies:
      1. Self-awareness
      1. Self-management
      1. Social awareness
      1. Relationship-building & support skills
      1. Responsible decision-making & accountability
   1. Circles & reflective activities link to classroom Social/Emotional Development
5. Universal Design for Learning (UDL) – CAST, 2018; Anne Meyer & David Rose
   1. Flexible learning environments that accommodate learner variability.
   1. Supports emphasis on accessibility, reflection areas & multimodal resources.
6. Democracy in Education – John Dewey (1916)
   1. Students experience democracy in practice – choice & shared decision-making
   1. Our class charter activity is a direct application of Dewey’s philosophy.
7. Responsive Classroom Approach – Ruth Sidney Charney (2002)
   1. “Hopes and dreams” Þ Class Rules Þ Community Charter.
   1. Parallels our circle of hopes, dreams, and commitments.
8. Growth Mindset – Carol Dweck (2006)
   1. Recognizes ability to grow thru effort – encourages risk-taking & resilience.
   1. Supports our psychological environment of affirmation(s)  -and-  feedback.

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