CREATING ENVIRONMENTS to SUPPORT LEARNING TOOLKIT T O O L K I T 3 of 10 in the Utah Teacher Toolkit Series

C RE AT IN G ENVIRONMENTS TO SUPPORT LEARNING: EXECUTIVE SUMMARY

CREATING ENVIRONMENTS TO SUPPORT LEARNING TOOLKIT T o o l k i t 3 of 10 in the Utah Teacher Toolkit Series

Prepared for Utah Leading through Effective, Actionable, and Dynamic (ULEAD) Education

In this toolkit, Hanover Research and ULEAD explore strategies and resources that current and aspiring t each er s can utilize to m eet S ta nda r d 3 : Le a rning Environments o f t h e U t ah E f f ect i v e Teaching Standards and Indicators .

August 2020

TABLE OF CONTENTS

INTRODUCTION ...... 3 OVERVIEW ...... 5 AUDIENCE...... 5 ORGANIZE LEARNING SPACES ...... 6 PRACTICE FAIR AND CONSISTENT CLASSROOM MANAGEMENT ...... 12 BUILD PRODUCTIVE RELATIONSHIPS ...... 18 ENDNOTES ...... 22 ABOUT HANOVER RESEARCH ...... 31

INTRODUCTION T h i s t oo l kit provides guidance and resources to assi st current and aspiring U t ah teachers in developing their ability to support the growth and learning of all students via effective pedagogies and a commitment to students, families, schoo l s, and the broader missio n of education. In particular, Utah teachers should constantly strive to align their daily work, skills development, and professional dispositions to the ten standards and related indicators of the Utah Effective Teaching Standard s ( l o cat ed here). Commitment to achieving these standards will allow teachers to support the mission of public education to “ensur[e] literacy and numeracy for all Utah children, provid[e] high q uality instruction for all Utah children, [establish] curriculum with high standards and relevance to all Utah children, and requir[e] effective assessment to inform high quality instruction and accountability.” 1 Specifically, th is toolkit provides teacher s with tips, strategies, and resources to support their professional work and development around S ta nda r d 3 : Learning Environments .

Utah Effective Teaching Standard 3 : Learning Environments

Standard 1: Learner The Learner and Learning

Development Teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and Standard 2: Learning developmental patterns vary among individuals, that learners bring unique The Learner Differences and Learning individual differences to the learning process, and that learners need Standard 3: supportive and safe learning environments to thrive. Learning Environments ------Standard 3: Learning Environments Standard 4: Content The teacher works with learners to create environments that support Knowledge individual and collaborative learning, positive social interactions, active

Standard 5: engagement in learning, and self-motivation. The teacher:

Assessment ▪ Develops learning experiences that engage and support students as self-

Instructional Standard 6: directed learners who internalize classroom routines, expectations, and Practice Instructional procedures; Planning ▪ Collaborates with students to establish a positive learning climate of Standard 7: openness, respectful interactions, support, and inquiry; Instructional Strategies ▪ Uses a variety of classroom management strategies to effectively

Standard 8: maintain a positive learning environment; Reflection and ▪ Equitably engages students in learning by organizing, allocating, and Continuous Growth managing the resources of time, space, and attention; Standard 9: Extends the learning environment using technology, media, and local and Leadership and ▪ Professional Collaboration global resources; and Responsibility Standard 10: ▪ Encourages students to use speaking, listening, reading, writing, analysis, Professional and synthesis, and decision-making skills in various real-world contexts. Ethical Behavior

Source: Utah State Board of Education 2

Research shows that teachers are the most Aspects of Effective Teaching influential and impactful element of the formal school system in promoting student achievement. In fact, researc h estimates that teachers “have two to three times the effect of Professional Knowledge any other sch ool factor, including services, facilities, and even leadership.” 3 A s th e Professional Instructional immediate organizers and supervisors of Demeanor Planning students’ educational experiences, teachers exert tremendous inf luence on student Qualities of outcomes across multiple areas. 4 These effects Effective extend acro ss dynamics such as academic Teaching achievement, attendance, social - em o t i o n al Learning Instructional learning, behavior, future earnings, and Environment Delivery college attendance. 5 6 Assessment Consequently, teachers should strive to m a x i m ize their effectiveness in all facets of Source: Association for Supervision their daily work , f r om planning and a n d Curriculum Development 6 delivering instruction to establishing a safe and secure learning environment to acting like a consummate professional. 7 T h i s requires an awareness of learners’ needs, of systemic expectations, and of one’s own strengths and weaknesses as the y relate to professional practices and pedagogies. 8 It also requires teachers taking concerted action to expand their content knowledge, strengthen their instructional skills, and maintain a professional and positive mindset with students, families, and c o l l eag u es. 9

T h i s C r e a ti ng Environments to Support Learning T o o lki t an d t h e n i n e accompanying toolkits in the Ut a h T ea cher Toolkit Series support Utah's current and asp i r i n g t each er s i n m eet i n g the demands of the Utah Effective Teaching Standards. I n p ar t i cu l ar , this toolkit will help users progress toward those indicators marking h i g h -effectiveness for Standard 3 : Learning Environments .

Indicators of High - Effectiveness for Standard 3 : Le a r ni ng Environments The highly effective teacher: ▪ Collaborates with students in establishing and reflecting on procedures to improve the learning environment; ▪ Models positive learning interactions and guides students to consistently refine interactions via self-reflection; ▪ Supports students to create and manage learning teams to meet learning goals; ▪ Collects and analyzes classroom data and makes modifications to facilitate a positive learning environment; ▪ Encourages student involvement in maintaining and monitoring their contributions to the learning environment; ▪ Coordinates time, materials, and space to design various learning patterns and multiple learning activities; ▪ Fosters each student’s ability to manage their own learning time; ▪ Selects engagement strategies that align with individual student learning patterns and goals; ▪ Actively and consistently incorporates technology and media; and ▪ Models and expects students to transfer skills and content knowledge to real-world and work-place contexts.

Source: Utah Stat e Board of Education 10

OVERVIEW This toolkit:

✓ E x p l o r es design strategies for teachers to o r ga niz e physical and digital l e a r ni ng s pa c e s to facilitate ef f ect i v e instruction in their assigned grade and subject and to promote productive interactions with and betwe en students;

✓ Emphasizes the importance of teachers committing to establish and enforce classroom rules and norms that students understand and that are reasonable g i v e n students’ age, development, and life circumstances; and

✓ Highlights explicit and implicit strategies by which teachers can build strong relationships with and between their s tude nts to promote academic su ccess and social - emotional wellbeing .

AUDIENCE This toolkit is designed to support current and aspiring K - 12 teachers in the state of Utah in meeting the indicators and expectations outlined in the Utah Effective Teaching Standards, particularly Standard 3 : Learning Environments .

ORGANIZE LEARNING SPACES E very design choice a teacher makes in organiz i n g Keys of Classroom D e s i gn a cl assr o o m signifies some value or priority Arrange classrooms to be consistent regarding student learning and engagement . 11 with learning objectives and activities This means that teachers should be intentional Reduce congestion in high-traffic ab o u t their ideal vision for student learning so areas to limit distractions t h at “ the environment [ i s] warm and welcoming ” Ensure teachers can see students and an d “ communicates a student - centered culture vice versa to improve engagement based on high expectations, collaboration, and Maintain accessibility of instructional positive relationships ” to students and families. 12 materials to maximize learning time 13 Confirm all students can complete

Teachers should first consider t he classroom’s assigned tasks from their designated academic functionality as it relates to the learning space learning objectives of the target discipline and Source: Project IDEAL, Texas Council gr a de a nd th e needs of students learning in of Developmental Disabilities, and IRIS Center, Vanderbilt University 13 that classroom. 14 W h il e “ educational spaces are not a catalyst for direc t improvement in learning ” i n an d of themselves, classroom design still matters due to its influence over the specific ways in which students and teachers engage in teaching and learning. 15 Consequently, teachers should em p h asi z e seem i n g l y r o u t i n e d eci si o n s such as where to place teacher a nd student workspaces, how to seat students, and what amount of uncommitted, open , o r passing space to have. 16

T each er s should examine classroom s through their knowledge of effective p ed ag o g i es , content for their assigned su b ject , an d i n t en d ed st u d en t act i o n s i n t h e sp ace. 17 Indeed, teachers must “think about the core things that need to happen for their space, which will vary by classroom and subject, as well as who will be using that space. ” 18 Exploration of desired instructional outcomes, diversity in stud en t s’ needs and backgrounds, and the provision of rigorous, effective, and engaging learning activities will support decisions about design . 19 Furthermore, teachers should leverage their knowledge and avail able resources to u n i t e curricula, instruction, and learning environments , with primary consideration g i v en t o learning goals and how to help students achieve them. 20

The Three F’s of Learning Space Design

FORM FUNCTION FLEXIBILITY The learning space inherently Learning spaces should promote Students and teachers should have promotes inclusion, safety, and impactful teaching practices such as the ability to use existing design learning. Physical elements—like differentiation, collaboration, and features in several ways and to decorations and seating—support self-guided exploration of content. make small modifications to planned curricula without the need Teachers should leverage available learning spaces (e.g., moving for major changes. In fact, visitors space and resources to plan and furniture) as needed and with should have an idea of function deliver effective lessons. Function minimal effort. Flexibility should be based solely on form. should build on form. embedded in form and function. Source: Multiple 21

Student Needs in the Relatedly, teachers should recogn ize classroom C l a ss r o o m design as a conduit for the social aspect of l e a r ni ng , in terms of both teacher - to- student and st u d en t - to- student interactions. 22 In addition to engaging students actively in course content, a

classroom should permit sel f - directed work,

co l l ab orative learning with peers, and high lev el s o f Belonging Power interaction am o n g teachers and students. 23 I n particular, teachers should be thoughtful reg ar d i n g student seating, open space, and configur at i o n o f furniture, technology, and storage to increase students’ comf ortability and opportunities to Freedom Fun engage with peers and ad u l t s . 24 At the same time, teachers should seek to “erase the line” between their own space and students’ space to encourage movement and i nteraction and promote active Source: Association for Supervision and Curriculum Development 26 learning partnerships — rather than passive “sage on the stage” approaches. 25 26 Furthermore, teachers should explore ways to make their classrooms more physically comfortable and emotionally safe for students. If students ex p er i en ce discomfort, intimidation, or isolation due to a classroom’s design features (e.g., restrictive seating, culturally insensitive decorations), they are less likely to su cce ed . 27 Therefore, classroom spaces should promote students’ sense of community an d agency via design features that encourage exploration and fun an d maintain predictability in routines and learning processes. 28

Tips for Setting Up a Classroom

T IP D ESCRIPTION Teachers should place their desks and other workstations (e.g., p o d i u m s ) b a s e d on their intended usa ge. For example, if teachers intend to use a workstation as their “command center” or primary teaching Strategically position during instruction, they should place it som ewhere with a P l a c e vantage point to observe student s . H o w ev e r , they should also avoid T e a c h e r making the space ov erly authoritarian or isolated and, instead, make Workstations sure it is conducive to positive student interactions. The spaces in which students will work should match the activities they will be asked to complete. Desks and tables should b e arranged

according to whethe r students will be working as a whole class, in small O r g a n i z e groups, or independently . T eachers should a l s o consider how to L e a r n i n g increase the ease with which they can rearrange seating a n d d es i g n a t e S p a c e specialized spaces in the classroom for specific kinds of work. Teachers should reflect on ways in which they position students so that they are able to make eye contact and speak with individual students P r o m o t e directly at any time. Te a c h e r s should also consider how to promote Constructive m o v em e n t , conversations between s t u d e n t s a r o u n d c u r r i c u l um Interactions c o n c e p t s , a n d a c t i v e — rather than passive — l e a r n i n g .

T IP D ESCRIPTION There should always be a reason behind classroom decorations such as posters, figurines, or exhi bits. For example, teachers may wish to post class rules and expectations or a class motto for students to reference. Purposefully Teachers can also place content - r e l e v a n t p osters (e.g., math S e l e c t procedures, writing tips) and objects (e.g., science models, historical Decorations a r t i f acts, artwork) that they can reference during lessons. Students will have different learning styles and other needs (e.g., e x c e p t i o n a l i t i e s , language status) requiring accommodation. Teachers should consider how to appeal to such diversity in learning preferences C o n s i d e r while also ensuring that students with specialized needs can access S t u d e n t instruction via the use of universal design features and personalized N e e d s supports (e.g., assistive technology, preferential seating). Students want to see themselves represented in their classrooms, and teachers should seek ways to celebrate students’ identities in classroom design. This mea ns putting up i m a g e s displaying people or characters from diverse backgrounds (e.g., race, ethni city, gender) , posting rules, Appreciate procedures, and mottos in all students’ first language, and eliminating D i v e r s i t y design features which play into implicit biases (e.g., gro uping students b y a b i l i t y o r language status).

Too many stimuli can distract students, and a messy or cluttered workspace can inhibit focus on both teachers’ and students’ parts. Thus, M i n i m i z e limiting the amount of “stuff” on walls, desks, and floors is necessary. C l u t t e r Teachers should also consider the value of open or blank spaces. Teachers may find that they or their students respond negatively to a specific aspect of classroom design, or they may decide that a shift to a new part of the curriculum or a different activity type require s reorganization of space. Tweaks and adjustments to items like B e O p e n t o decorations, furniture placement, and student seating should be C h a n g e e x p e c t e d . B e i n g open to change will ultimately allow teachers to e n s u r e that the physical environment always promotes learning. Source: Multiple 29

Even if teachers operate partially or exclusively in a virtual setting, many of the broader ideas for organizing brick - an d - mortar learning spaces still apply. 30 Teachers sh ould continue their reflections on curricula, instructional standards, personal pedagogi es, and studen ts’ academic, social, and emotional needs, though t each er s will face new challenges in how to deploy technologies to create safe, collaborative, and activ e learning environments. 31 Particular attention should be p ai d t o maximizing accessibility and user - f r i endliness and selecting impactful features to include in digital course spaces — depending on available technological cap aci t y . S u ch features include d o w n l oadable content (e.g., PDF files, data spreadsheets), community spaces (e.g., discussion boards, chat a pplications), i n t er act i v ity (e.g., games, simulations), and multimedia (e.g., videos, podcasts). 32

T eachers should consider the functionality and rele vance of applications and content within the design of virtual classrooms as both elements help students attain academic objectives, facilitat e social interactions, and support student comfortability. 33 This means embedding multiple tools to present course content and facilitate instructional activities. 34 Moreover, it means leveraging features such as d i scu ss ion boards, live chat applications (e.g., video, instant messaging), and email to facilitate discussions between students and teachers about content. 35 Finally, teachers should consistently consider layout, aesthetics, usability, and redundancy (i.e., the u se of multiple methods of presenting content and engaging st u d en t s in learning tasks) across their efforts to facilitate academic and social - emotional success in the online classroom environment. 36

Guiding Questions for Virtual Classroom Design ▪ How will instructional activities be impacted by available digital applications and learning platform features? ▪ How will social interactions be impacted by available digital applications and learning platform features? ▪ How will student comfortability be impacted by available digital applications and learning platform features? ▪ What layouts, filing methods, and content distribution methods should be used on digital learning platforms? ▪ What methods of live (i.e., synchronous) and delayed (i.e., asynchronous) communication are available to use? ▪ Can a consistent “look-and-feel” be extended across digital applications and learning platform features? ▪ Will students be able to access the course site and perform all the necessary functions?

Source: Center for Distance Educat ion Technologies, Florid a Atlantic University 37

On the next page, the Classroom Design Mapping Tool provides a template for teachers to sketch out their brick - an d - mortar classrooms and plan the p l acem en t of furniture, decorations, and other objects. Relatedly, the Learning Space Design C h e c kl i s t o n p . 11 outlines several important criteria that teachers should consider in both brick - an d - mortar classrooms and virtual classrooms. These tools will help teachers evaluate their use of learning spaces an d identify areas where they can improve embedded design features.

Additional Reading on Designing Classroom Spaces Several organizations publish extensive guidance on how to organize and orient classroom and digital learning spaces in K-12 and postsecondary settings. Resources—such as those listed and hyperlinked via the icons below— can provide K-12 teachers with new perspectives and ideas on how to better design their classrooms to promote students’ learning, engagement, and social-emotional development.

“Active Learning Spaces and “Get Active: Reimagining Learning “Learning Spaces” – EDUCAUSE40 Technology: Advances in Higher and Spaces for Student Success” – Further Education” – DroitwichNet38 International Society for Technology

in Education39

Source: Multiple

Classroom Design Mapping Tool

Di r ect i o n s : Teachers can u se this form to sketch the physical layout of their cl assr o o m . T h ey should measure the classroom’s dimensions, assign a scale to each box, and sketch the r oo m shape according to the scale. Then, teachers can d esi g n at e sp aces to specific purposes and diagram the placement o f various objects.

Scale: =

Source: Multiple 41

Learning Space Design Checklist

Di r ect i o n s : Teachers can use the following checklist to evaluate the effectiveness o f t h ei r b r i ck - an d - mortar or virtual classroom’s design. Listed items highlight important aspects of design for the academic and social aspects of learning , t h o u gh teachers may need t o consider additional items beyond those included in this tool.

Brick-and-Mortar Classrooms Virtual Classrooms

D E S I G N C ONSIDERATION Y ES N O D E S I G N C ONSIDERATION Y ES N O Are there features to facilitate Can all students see the teacher communication between at all times? teachers and students?

A r e t h e re tutorials or written Can the teacher see all s t u d e n t s guidance on using embedded at all times? platform features?

Are all students able to view Can all students access course instructional presentations and materials and complete l e a r n i n g demonstrations unobstructed? activities?

Is student seating organized in Do students have a designated a manner that promotes small space or mechanism to group collaboration? collaborate with peers?

Does open space exist for Are course materials and students and teachers to move applications organized in a t h r o u g h the classroom easily? u s e r - friendly, logical manner?

A r e t h e r e d e s i g n ated areas for Do digital applications have a specialized activities (e.g., clear and releva nt purpose in experiments, peer review)? addressing learning goals?

Can the room and its contents Is curriculum content presented be rearranged to accommodate in multiple ways (e.g., text, s h i f t s i n learning activities? video, simulations)?

Are decorations relevant to Can students complete learning content or students’ emotional tasks using two o r m o r e and social needs a n d c u l t u r e s ? pathways of choice?

Do all students and the teacher Does the learning plat f o r m h a v e have a workspace free from any active features that might clutter and distraction? distract students?

Does the learning space Do digital applications and represent and account for materials contain embedded student diversity? supports for d i v e r s e s tu d e n t s ?

Source: Multiple 42

PRACTICE FAIR AND CONSISTENT CLASSROOM MANAGEMENT When it comes to manag i n g b r i ck - an d - m o r t ar Classroom Management Toolbox or virtual classrooms , teachers need to d e p l o y Eastern Washington University hosts a a “ variety of skills and techniques […] t o keep repository of tools and strategies to support students organized, orderly, focused, teachers in effectively managing their attentive, on task, and academically classrooms (linked via the icon below). prod u ct i v e. ” 43 T eachers should also recognize Included strategies address classroom management from the standpoints of that classroom management , l ear n i n g , an d prevention, support, and correction. social dynamics have their basis in multi p l e interconnected spheres of influence and responsibility: teachers themselves, students, families, and school climate. 44 T h u s , t eac h er s should work proactively with students, S o u r c e : Classroom Management Toolbox | Eastern Washington University 46 families, and colleagues to develop and codify a set of norms, rules, and expec tations for students’ academic and social behaviors to govern their co ur ses an d t h o se participating in them . 45 46 T o encourage desired behaviors from the outset of the school year or the start of a new unit or lesson , teachers should collaborate with stude nts to establish expectations and formalize rules and consequences. 47 Students need to understand what they are expected to do, how they ar e expected to do it, why they need to act in certain way s , and the rewards for doing so (and the consequences for not doing so). 48 I ncluding students in a discussion around rules and norms helps teachers better understand how t h ey l ear n and what their ex pectations are for instructors, peers, and planned learning activities. 49 Importantly, teachers sho u l d recognize that even with student input, they may need to mandate and explain certain rules to adhere to school policy, promote safety, and ensure successf u l instruction as it relates to the target grade and discipline. 50

Phases of Classroom Managemen t

PREVENTATIVE PHASE ➔ SUPPORTIVE PHASE ➔ CORRECTIVE PHASE Teachers should consider ways to During instruction, teachers During and after instruction, promote positive behavior and should reinforce expectations teachers may need to address discourage negative behavior as and encourage desired behaviors students’ behavior more directly. they set rules and expectations needed for students to get the Correction is not necessarily with students for a given most out of learning tasks. punitive, as it could be as simple instructional sequence (e.g., one ➔ Support may include praise, ➔ as signaling and redirecting off- lesson, the full school year). reminders, or rewards. The main task students or repositioning Prevention includes organizing idea of support is to provide oneself in closer proximity to a the classroom and planning ongoing monitoring and distracted student. However, it instruction in such a way as to assistance to help students may include communications reduce the potential for adhere to outlined expectations. with families or disciplinary problematic behavior. ➔ ➔ action, as needed. Source: Classroom Management Toolbox | Eastern Washington U n i v e r s i t y 51

Strategies to Set and Reinforce T eachers should consider creating a Be h a v i o r al Expectations behavioral contra ct with students and 52 TEACH AND MODEL f am i l i es . Such artifacts will codify Teachers should describe expectations and the teachers’ expectations for students (and rationale behind them to minimize confusion and families) and vice versa to establish a promote buy-in. Likewise, teachers should provide foundation for “ an open, supportive, and direct instruction on performing behaviors and r ef l ect i v e learning community.” 53 T h e model them in working with students. Classroom Contract Te m p l a te b eg i n n i ng on the next page and the Classroom Rules PROVIDE EXAMPLES AND NON-EXAMPLES Evaluation Checklist o n p . 15 can su p p o r t Teachers should review and demonstrate multiple w o r k in this area . examples of given behavior in practice and across 54 different situations. In addition, teachers should Simultaneously, teachers can encourage identify and model instances of related productive behaviors and reduce unacceptable behaviors to further clarify what problematic student actions by setting desired behaviors do and do not look like. and displaying high expectations for

s tude nts dur i ng instruction and in their ENCOURAGE PRACTICE AND REFLECTION social interactions with students. 55 Teachers should allow students to role-play T eachers should determine a clear vision expected behaviors and embed opportunities for f o r ex cellence in their subject area and students to practice those behaviors within g r ad e - l ev el an d i m p lem en t instruction that instruction. Furthermore, teachers should establish helps students attain mastery of content mechanisms by which students can reflect on their 56 own behavior and how well it meets expectations. and skills. Indeed, if teachers create a l ear n i n g environment and curriculum that S o u r c e : Center for Student Achievement S o l u t i o n s 54 convey genuine respect for student potential and honest commitment to ach i ev e m en t , students will be more likely to focus on tasks and practice positive b eh av i o r s. 57 T h u s, teachers should make a concerted effort to: 58 • D ev el o p, communicat e, and implement classroom motivation and man agement plans ; • Implement instructional plans for bell - to- bell teaching and rigorous online learning ; • O r g a ni z e a nd a r r a ng e c l a s s r o o m s and digital learning spaces to spur productivity ; • Establish high academic standards ; • Co m m uni c a t e expectations to students a nd their families ; • Actively engag e each student in instructional tasks ; • Keep students on target by using tasks that are of interest and of high value ; • P r o v i d e timely, relevant , and specific feedback about progress to students to encourage their continued s uc c es s ; • Adopt grading practices that d i s p l a y high expectations and reduce frustration ; a nd • Deal with severe behavior immediatel y according to proactive and clear policies.

Teachers also need t o communicate expectations to students and families and p r o v i de guidance and support on how students can meet expectations. 59 T h i s encompasses explicit statements “of expectations for student actions and interactions in ways that the students can understand and achieve” before and during instruction. 60 For example, a v irtual school teacher may create a list of rules for communicating in video chats and model appropriate decorum for students. 61

Classroom Contract Template

Di r ect i o n s : Teachers can use th i s template with students and their families to o u t l i n e academic and behavioral expectations, c lassroom rules, and associated rewards and consequences. Space is provided to establish expectations, rules, rewards, and consequences for stud en t s an d t each er s .

For Students

R E W A R D F O R C ONSEQUENCE FOR E XPECTATION /RULE F OLLOWING D EVIATION

For Teachers

R E W A R D F O R C ONSEQUENCE FOR E XPECTATION /RULE F OLLOWING D EVIATION

Source: Education World and Center for Learning and Teaching, Crowley Independent School District (TX) 62

Classroom Rules Evaluation Checklist

Di r ect i o n s : Teachers can use th is ch ecklist to determine the overall strength of classroom rules that they de velop in isolation or in tandem with students. When a rule is created or proposed, teachers should ensure that it meets the following five criteria before formalizing it in their class room code of conduct: • Clear: Student s shoul d know what is expected of them by reading or hearing the rul e. • Reasonable: Student s should be able to realistically follow the rule given their age and background as well as environmental circumstances . • Enforceab le: Teachers should be able to implement t he rule and be willing to invest the time and effort to address violations. • General: While rules should not be vague, they should address several behaviors as opposed to one specific misdeed. This will minimize “lo ophol es” and student argumentation about a r ule’s enforcement. • Positive: Rules should be written to describe the desired behavior rather than the undesired behaviors. For example, a positively stated rule would be “Log off the computer when you are done us ing it” rather than “Do not stay signed into the computer if you are finished using it.”

I S T H E R ULE … P R O P O S E D R ULE CLEAR? REASONABLE? ENFORCEABLE? GENERAL? POSITIVE?

Source: Association for Supervision and Curriculum Development 63

Clear descriptions and m o d el s of desired behaviors will reduce confusion and guide Learn More students in completing tasks and working w i t h Watch the following videos to learn more o t h er s . 64 It is also imperat ive that teachers about effective strategies for classroom check student understanding of expected management: behaviors via observations, conversations, and ▪ "Practical Classroom Management" – 67 other monitoring techni ques, as students may American Psychological Association ▪ "Interventions for Classroom encounter difficulties depending on their Disruption" – American Psychological cultural backgrounds, prior educational Association68 experiences, and family v al u es. 65 Expectations cannot be ambiguous if teachers want all students to adhere to established expectations, whether they tea ch in a brick - an d - m o r tar or virtual school setting. 66 67 68 Furthermore, teachers must reinforce positive behaviors and correct ne ga ti v e b e h a v io r s. 69 For example, teachers might tie incentives to specific behavioral goals (e.g., privileges, tangible rewards) and display conscious positive reactions to desired student behaviors (e.g., praise, gratitude) as a form of reinforcement. 70 R el atedly, teachers should redirect students to appropriate behaviors as necessary using verbal and visual skills and must follow through on disciplinary consequences to correct misbehavior as outlined in published policies and procedures. 71

Effective vs. In effective Praise for Positive Reinforcement

EFFECTIVE PRAISE… ▪ Is delivered contingently upon student performance of desirable behaviors or genuine accomplishment; ▪ Specifies the praiseworthy aspects of the student's accomplishments; ▪ Is expressed sincerely, showing spontaneity, variety and other non-verbal signs of credibility; ▪ Is given for genuine effort, progress, or accomplishment judged according to standards appropriate to individuals; ▪ Provides information to students about their competence or the value of their accomplishments; ▪ Helps students to better appreciate their thinking, problem-solving, and performance; ▪ Attributes student success to effort and ability, implying that similar successes can be expected in the future; and ▪ Encourages students to appreciate accomplishments for the effort they expend and their personal gratification.

INEFFECTIVE PRAISE… ▪ Is delivered randomly and indiscriminately without specific attention to genuine accomplishment; ▪ Is general or vague, not specifying the success; ▪ Is expressed blandly without feeling or animation and relies on stock, perfunctory phrases; ▪ Is given based on comparisons with others and without regard to the effort expended or significance of the accomplishment of an individual; ▪ Provides no meaningful information to the students about their accomplishments; ▪ Orients students toward comparing themselves with others; ▪ Attributes student success to ability alone or to external factors such as luck or easy task; and ▪ Encourages students to succeed for external reasons (e.g., pleasing the teacher, earning a reward). Source: Crisis Prevention Institute 72

Teachers will want to take similar steps in the virtual environment to those they would in a physical school building, though the dynamics of execut ing these st ep s will differ. 73 Expectations, rules, and consequences should still be the result of collaborations between teachers, students, and their families to maintain student engagement and academic integrity and to codify procedures for accessing di g i t al p l at f o r ms, attending live learning sessions, and completing independent and group t asks. 74 Relatedly, teachers will need to ensure that they and their students follow established procedures and adhere to expressed expectations by consistently i m p l em e nting the rewa rds and consequences outlined in any behavioral guidance for virtual learning. 75

Additional Reading on Classroom Management Several organizations publish extensive guidance on various facets of classroom management, including setting expectations, teaching desired behaviors, enforcing consequences, and providing positive reinforcement. Resources—such as those listed and hyperlinked via the icons below—can provide K-12 teachers with additional support as they develop and implement their own style of classroom management.

“Classroom Management Guide” – “Reframing Classroom Management: “Classroom Management Strategies: School of Teacher Education, A Toolkit for Educators” – Teaching Resource Guide” – Prevention First78 University of Northern Colorado76 Tolerance77

Source: Multiple

BUILD PRODUCTIVE RELATIONSHIPS T r u st ing and positive relationships between students and teachers are essential f o r academic success and social - emotional wellbeing. 79 While teachers should never seek to become “popular” or f r i ends with their students, they should act and speak in ways that will build rapport with students an d t h at w ar r an t r esp ect . 80 At the same t i m e, teachers should recognize that building relationships is both a process and an outcome, m ea ni ng no single moment or strategy will solidify a lasting positive relationship with any one of their students. 81

30 Suggestions to Build and Maintain Rapport with Students ▪ Contact students before school begins letting them know that you are looking forward to having them in class ▪ Incorporate personal stories and experiences within lessons ▪ When a student is sick or misses school, personally contact the student or their families to check on them ▪ Utilize humor and do not be afraid to laugh at yourself or the mistakes that you make ▪ Depending on the age of the student, dismiss students with appropriate verbal or nonverbal salutations every day ▪ Be enthusiastic about your job and the curriculum you teach ▪ Support your students in their extra-curricular endeavors and attend events as you are able ▪ Go the extra mile for those students who need help ▪ Conduct a student interest survey and find ways to incorporate their interests into lessons throughout the year ▪ Provide your students with a structured learning environment. ▪ Talk to your students about their individual strengths and how to limit their weaknesses ▪ Ensure that each student believes that they are important to you and that they matter ▪ From time to time, write students a personal note encouraging them to work hard and embrace their strengths ▪ Have high expectations for all your students and teach them to have higher expectations for themselves ▪ Be fair and consistent when it comes to student discipline ▪ Interact with students in the cafeteria and other common spaces ▪ Celebrate student successes and let them know you care when they falter or are facing difficult personal situations ▪ Create engaging, active lessons that grab every student’s attention and keep them coming back for more ▪ Smile and use positive body language during and outside of class ▪ Do not be dismissive of a student or their suggestions or ideas ▪ Talk to your students regularly about the progress they are making in class ▪ Admit and own up to your mistakes ▪ Take advantage of teachable moments, even when it may venture away from the actual topic of the day ▪ Never demean or berate a student in front of their peers ▪ Engage in casual conversation with students during non-instructional times ▪ Give your students a voice in your class and allow them to make choices about their learning ▪ Build relationships with the families of your students ▪ Make home visits from time to time, as your district’s and school’s policies allow ▪ Make every day unique and exciting ▪ When you see students in public, be personable with them Source: ThoughtCo 82

T he process of building productive relationships with students begins the moment st u d en t s en t er a classroom or log - o n to a virtual learning platform (and perhaps even earlier based on a teacher’s reputation) and extends for the duration of the co u r se . 83 T each ers should try to get to know their students’ academic needs, learning preferences, interests, and familial and cultural background f r om t h e

©2020 Hanover Research 18 C RE AT IN G ENVIRONMENTS TO SUPPORT LEARNING TOOLKIT: BUILD PRODUCTIVE RELATIONSHIPS o u t set . 84 In addition, teachers should practice caring and empathy for students. 85 Careful framing of interaction s i s vital to ensure that teachers’ communication of interest, caring, and empathy comes across as sincere, and teachers should be mindful of their use of “tone of voice, proximity, use of humor, de - escalating responses to defiant behavior, and gentle ways o f g iving constructive feedback .”86

A Theoretical Model of the Teacher -Student Relationship

SOCIAL RELATIONS ACADEMIC RELATIONS ▪ Caring about students, their ▪ Accounting for differences in needs, and their interests student learning styles and needs ▪ Establishing mutual trust TEACHER- ▪ Applying appropriate classroom management strategies ▪ Enhancing emotional and STUDENT physical security ▪ Motivating students to learn RELATIONSHIPS

POSITIVE STUDENT OUTCOMES ▪ Fewer disruptive behaviors and suspensions ▪ Lower dropout rates ▪ Higher academic engagement ▪ Better attendance ▪ Improved grades ▪ Less anxiety and stress at school

S o u r c e : Frontiers in Psychology and Education Week 87

Teachers should also facilitate the development of positive peer relationships b etween students. 88 As in the formation of teacher - student relationships, teachers can promote positive interactions and connections between students by leverag i n g a number of community - building act ivities and collaborative learning tasks. 89 Fo r example, a te acher can regularly embed collaborative small group learning in lessons and simultaneously use strategic grouping strategies to increase the volume of interactions students have with diverse peer s.90 T each er s sh o u l d al so model good social skills and accepte d social norms for students who need additional support to successfully engage with peers. 91

Principles for Activating Positive Peer Relationships

P RINCIPLE R E L A T E D A C T I O N I TEMS ▪ Accept differences between students ▪ Facilitate discussion and other interactions between students ▪ Maintain confidentiality regarding students in all communications Create a Safe Learning ▪ Address conflicts among students using effective strategies S p a c e ▪ Model vulnerability for students ▪ Model inclusion and collaboration ▪ Break up cliques Nurture a Community ▪ Use multiple student grouping methods during learning tasks M i n d s e t ▪ Treat students equitably rather than equally

▪ Balance structured “get-to-know-you” activities with informal interaction time ▪ Model open participation in social activities Facilitate Relationship - ▪ Strategically pair diverse youth for learning activities Building Activities

P RINCIPLE R E L A T E D A C T I O N I TEMS

▪ Build relationships through activities ▪ Structure reflection to reinforce relational learning from activities Pair Collective Action ▪ Apply learning to real-world scenarios beyond the classroom and Reflection

▪ Solicit students’ input in planning curricula and instruction ▪ Facilitate creation of shared rules and norms Structure Shared ▪ Model group problem-solving processes D e c i s i o n - M a k i n g ▪ Express care for students’ needs ▪ Share power in the classroom

Build Relationships ▪ Challenge students to grow and advance their skills and knowledge with All Students ▪ Differentiate supports to help students engage in positive social interactions Source: Sear ch Institute 92

When it comes to the virtual learning environment, teachers should still seek to build relationships with and between students. 93 In the absence of face - to- f ace communication, teachers can conduct outreach to students (and their families) via mechanisms such as digital interest surveys, v i r t u al d i scu ssi o n s to est ab l i sh agreements for participating in digital learning communities, and individual check - ins and communications with students around their progress and well - b ei n g . 94 T each er s sh o u l d al so continue to facilitate student interactions via collaborativ e learning tasks and digital communications tools. 95

Strategies to Foster Relationships During Distance Learning ▪ Send a text, email, video, or note that says students’ success and wellbeing matter ▪ Work with students to set expectations, norms, and goals for learning in virtual settings ▪ Hold students accountable for completing assignments and participating in digital learning activities ▪ Offer students choices of assignments and lesson pathways ▪ Facilitate breakout sessions and whole group discussions using video and audio chat features ▪ Assign group activities so students can practice collaboration and communication Source: Search Institute 96

T h e Relationship - Building Behaviors Checklist on the following page outlines so m e suggestions t o h el p promote positive relationships in virtual and brick and mortar settings . Listed strategies will help teachers build rapport with students and cr eat e conditions for students to interact successfully with p eer s .

Relationship-Building Behaviors Checklist

Di r ect i o n s : Teachers can use the following checklist to evaluate the extent to which they practice key behaviors that promote positive relationships in the classroom . Listed items highlight several effective strategies for promoting respect and r ap p o r t , though teachers may need t o consider additional items beyond those i n c luded in this tool.

D E S I G N C ONSIDERATION Y ES N O Do you project an image that tells students you are here to build rather th a n l i m i t them as people?

Do you let students know that you are aware of and interested in them as individuals?

D o you convey your confidence that each student can meet well - d e f i n e d standards of values and demands for competence?

D o y o u e n h ance the academic expectations and evaluations that families hold for their children’s ability?

Do you serve as a model of sensitivity and high ideals for each student?

Do you communicate effectively in public with students?

Do you communica te effectively in private with students?

Do you encourage students to express their opinions and share their ideas ?

Do you convey concern and interest for students’ needs? Do you promote a classroom climate that is physically and emotionally i n v i t i n g ?

Do you exhibit enthusiasm for course content, learning tasks, and students?

D o y o u interject humor into instruction? Do you make a concerted effort to interact with each student on a regular b a s i s ?

Do you encourag e s t u d e n t s t o p r a i s e and interact positively with p e er s ?

Do you set realistic but challenging expectations for s t u d e n t s ? Do you show a desire to learn more about the various cultures represented by your students?

Do you provide opportunities for all stu dents to shine? Do you work with each student to establish goals, develop strengths, and overcome weaknesses?

S o u r c e : Inclusive Schools Network 97

ENDNOTES

1 “Utah Effective Teaching Standards.” Utah State Board of Education, August 2013. p. xi. https://www.schools.utah.gov/file/e2c4a21d - 8 5 3 c - 4 d e 0 - 9 6 3 c - ad4aff0f59a3 2 Figure contents quoted verbatim, with minor ad aptations, from: “Utah Effective Teaching Standards and Indicators.” Utah State Board of Education, 2013. pp. 1 – 3 . https://www.schools.utah.gov/file/9fcdbbfb - b a c d - 4574- 9e2e- f4c43268c601 3 Opper, I.M. “Teachers Matter: Understa nding Teachers’ Impact on Student Achievement.” RAND Corporation, RAND Corporation, 2019. p. 1. https://www.rand.org/pubs/research_reports/RR4312.html 4 [ 1 ] G u a dalupe, C. “Teachers as Primary Agents of Educational Systems.” C anadian Foundation for the Americas. https://www.focal.ca/en/publications/focalpoint/259 - j u n e - 2010- c e s a r - g u a d a l u p e - en [2] “Effective Teachers Are the Most Important Factor Contributing to Stu d e n t Achievement.” Educational Research Newsletter and Webinars, September 2003. https://www.ernweb.com/educational - r e s e a r c h - articles/effective - t e a c h e r s - a r e - t h e - m o s t - i m p o r t a n t - f a c t o r - contributing - to- s t u d e n t - achievement/ [ 3 ] Terada, Y. “Understanding a Teac h e r ’ s L o n g - Term Impact.” Edutopia | George Lucas Educational Foun dation, February 4, 2019. https://www.edutopia.org/article/understanding - t e a c h e r s - l o n g - t e r m - i m p a c t 5 [1] Haycock, K. “Good Teaching Matters: How Well - Qualified Teachers Can Close the Gap.” The Education Trust, 1998. pp. 3 – 1 0 . https://images.pearsonassessments.com/images/NES_ Publications/1999_04Haycok_397_1.pdf [2] Tucker, P.D. and J.H. Stronge. “Linking Teacher Evaluation and Student Learning, Chapter 1. The Power of an Effective Teacher and Why We Should Assess It.” Association for Supervision and Curriculum Development, Apr i l 2 0 0 5 . http://www.ascd.org/publications/books/104136/chapters/The - P o w e r - of- an- E f f e c t i v e - T e a c h e r - a n d - W h y - We- S h o u l d - A s s e s s - I t . a s p x [ 3 ] Liu, J. and S. Loeb. “Engaging Teachers: Measuring the I mpact of Teachers on Student Attendance in Secondary School.” Sta nford Center for Education Policy Analysis, January 2017. pp. 1 – 2, 5. https://cepa.stanford.edu/sites/default/files/wp17 - 01- v201701.pdf [ 4 ] Tornio, S. “12 Powerful Statistics That Prove Why T eachers Matter.” WeAreTeachers, May 15, 2019. https://www.wearete achers.com/teacher - i m p a c t - statistics/ [ 5 ] Hanushek, E.A. “Valuing Teachers.” Education Next , 2011. pp. 42 – 4 3 . http://hanushek.stanford.edu/sites/default/files/publications/Hanushek%202011%20E d N e x t % 2 0 1 1 %283%29.pdf [ 6 ] Chetty, R., J.N. Friedman, and J.E. Roc koff. “The Long - Term Impacts of Teachers: Teacher Value - Added and Student Outcomes in Adulthood.” National Bureau of Economic Research, December 2011. p. ii. http://www.nber.org/papers/w17699 . p d f [ 7 ] Chetty, R., J.N. Friedman, and J.E. Rockoff. “Measuring the Impacts of Teachers II: Teacher Value - A d d e d a n d Student Outcomes in Adulthood.” National Bureau of Economic Research, September 2013. p. ii. https://www.nber.org/papers/w19424.pdf [ 8 ] B l a zar, D. and M.A. Kraft. “Teacher and Teaching Effects on Students ’ Attitudes and Behaviors.” Educational Evaluation and Policy Analysis , 3 9 : 1 , March 2017. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5602565/ [ 9 ] Jackson, C.K. “Teachers’ Impact on Student Behavior Matters More for Student Success Than Their Impact on Te st Scores.” Education Next , 19:1, 2019. https://www.educationnext.org/teachers - i m p a c t - s t u d e n t - b e h a v i o r - m a t t e r s - s t u d e n t - s u c c e s s - i m p a c t - t e s t - s c o r e s / 6 Figure contents quoted verbatim, with minor adaptations, from: Stronge, J.H. “Qualities of Effective Teachers, 3rd Edition, Chapter 1. Qualities of Effec tive Teachers: An Introduction.” Association for Supervision and Curriculum Development, March 2018. http://www.ascd.org/publications/books/118042/chapters/Qualities - of- E f f e c t i v e - T e a c h e r s @ - An- Introduction.aspx 7 I b i d . 8 [1] Sacks, A. “What Makes a Great Teacher: Pedagogy or Personality?” Education Week, September 25, 2019. https://www. edweek.org/tm/articles/2019/09/25/what - m a k e s - a - g r e a t - t e a c h e r - p e d a g o g y - or.html [2] Hassett, M.F. “What Makes a Good Teacher?” Rowan University. pp. 2 – 4. http://users.rowan.edu/~levy/What%20Mak es%20A%20Good%20Teacher.pdf 9 [1] “Top Qualities of an Effective Teacher.” Center for New Designs in Learning and Scholarship, Georgetown University. https://cndls.georgetown.edu/atprogram/twl / e f f e c t i v e - teacher/ [2] Goldberg, M.F. “Keeping Good Teachers, Chapter 26. The Qualities of Great Teachers.”

Association for Supervision and Curriculum Development, 2003. http://www.ascd.org/ publications/books/104138/chapters/The - Q u a l i t i e s - of- G r e a t - T e a c h e r s . a s p x 10 Figure contents quoted verbatim, with minor adaptations, from: “Utah Effective Teaching Standards,” Op. cit., pp. 10 – 12. 11 Lewis, B. “How to Set up Your Classroom for the First Day of School.” T houghtCo, June 15, 2018. https://www.thoughtco.com/how - to- s e t - up- y o u r - c l a s s r o o m - f o r - t h e - f i r s t - d a y - of- s c h o o l - 2 0 8 1 5 8 6 12 “Classroom Setup : Establish the Learning Environment.” Public Education and Business Coalition, July 30 , 2018. https://www.pebc.org/classroom - s e t u p - e s t a b l i s h - t h e - l e a r n i n g - environment/ 13 Figure adapted from: [1] “Ar ranging the Classroom: Arranging a Positive Learning Environment That Meets the Learnin g Needs of Students, the Philosophy of the Teacher, the Content Area of the Classroom and the Age of the Student.” Project IDEAL, Texas Council for Developmental D i s a b i l ities, 2013. http://www.projectidealonline.org/v/arranging - classroom/ [2] “Page 10: O r g anize the Classroom.” IRIS Center, Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/di/cresource/q3/p10/ 14 [1] Kovach, J. “Learning Spaces Design.” VMDO, June 1, 2016. https://www.vmdo.com/architecture - blog/learning - spa c e s - design/ [2] Raths, D. “Different Learning Spaces, Different Goals.” Campus Technol ogy, May 24, 2017. https://campustechnology.com/articles/2017/05/24/different - l e a r n i n g - s p a c e s - d i f f e r e n t - g o a l s . a s p x 15 [1] Byers, T. and P.C. Lippman. “Classroom Des ign Should Follow Evidence, Not Architectural Fads.” The Conversation, February 6, 2018 . http://theconversation.com/classroom - d e s i g n - s h o u l d - f o l l o w - e v i d e n c e - n o t - architectural - f a d s - 89861 [2] Bernard, J. “A Place to Learn: Lessons from Research on Learning En vironments.” Institute for Statistics, United Nations Educational, Scientific, and Cult ural Organization, 2012. pp. 30, 34, 36, 40, 69 – 7 1 . https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000215468&fi le=/in/rest/annotationSVC/D ownloadWatermarkedAttachment/attach_import_1ceeaab1 - 5 c 2 8 - 4 d b d - b 2 c d - a30fe915f4a2%3F_%3D2 15468eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000215468/PDF /215468eng.pdf#UIS%20TechPaper9 - F2.indd%3A.21370 16 [1] Kelly, M. “Classroom Layout and Desk Arrangement Methods. ” ThoughtCo, May 15, 2020. https://www.thoughtco.com/method - f o r - c l a s s r o o m - arrangement - 7 729 [2] “20 Classroom Setups That Promote Thinking.” TeachThought, November 7, 2019. https://www.teachthought.com/pedagogy/20 - w a y s - to- s e t u p - a - c l a s s r o o m - to- h e l p - y o u r - s t u d e n t s - t h i n k / 17 [1] Earp, J. “Classroom Layout – What Does the Research Say?” Teacher Magazine | Austr a l i a n Council for Educational Research, March 16, 2017. https://www.teachermagazine.com.au/articles/classroom - l a y o u t - w h a t - d o e s - t h e - r e s e a r c h - say?lang=en [2] Mason, R. “De signing a Physics Classroom That Will Help My Students Learn.” Medium, July 8, 2019. ht tps://medium.com/@rob.mason/designing - a - p h y s i c s - c l a s s r o o m - t h a t - w i l l - h e l p - my- s t u d e n t s - l e a r n - c4d0e276249c [ 3 ] Imms, W. and T. Byers. “Impact of Classroom Design on T e a c h e r Pedagogy and Student Engagement and Performance in Mathematics.” L e a r n i n g Environments R e s e a r c h , 20:1, January 2017. pp. 1, 15 – 1 6 . Downloadable at: https://www.researchgate.net/publication/303716429_Impact_of_classroom_design_on_teacher_pe dagogy_and_s tudent_engagement_and_performance_in_mathematics 18 Riddell, R. “Innovative Classroom Design Requires Shift to ‘Designer’ Mindset.” Education Dive, January 24, 2018. https://www.educationdive.com/news/innovative - c l a s s r o o m - d e s i g n - r e q u i r e s - s h i f t - to- d e s i g n e r - mindset/515431/ 19 [1] “How Classroom Design Affects Learning.” Connecting Elements, Novem ber 2, 2016. https://www.connectingelements.com/our - b l o g / h o w - c l a s s r o o m - d e s i g n - a f f e c t s - learning [2] “Effective Classroom Seating Arrangements.” Displays2Go, June 25, 2020. https://www.displays2go.com/Article/Tips - M o s t - E f f e c t i v e - C l a s s r o o m - S e a t i n g - Arrangement - 32 20 [1] “20 Things Educators Need to Know about Learning Spaces.” TeachThought, December 8, 2 0 1 5 . h t tps://www.teachthought.com/pedagogy/20 - t h i n g s - e d u c a t o r s - n e e d - to- k n o w - a b o u t - l e a r n i n g - s p a c es/ [2] “Classroom Seating Arrangements.” Poorvu Center for Teaching and Learning, Yale University. https://poorvucenter.yale.edu/ClassroomSeatingArrangements

21 Figure adapted from: [1] Merrill, S. “Flexible Classrooms: Rese arch Is Scarce, But Promising.” Edutopia | George Lucas Educational Foundation, June 14, 2018. https://www.edutopia.org/article/flexible - c l a s s r o o m s - r e s e a r c h - s c a r c e - p r o m ising [2] Barrett, P. et al. “The Impact of Classroom Design on Pupils’ Learning: Final Results of a Holistic, Multi - L e v e l Analysis.” Building and Environment , 89, July 2015. pp. 118 – 120, 122, 130. https://www.sciencedirect.com/science/article/pii/S0360132 315000700 [ 3 ] DePaul, K. “Six Environmental Factors That Can Boost Performance.” Next Ge neration Learning Challenges, NGLC, May 20, 2014. https://www.nextgenlearning.org/articles/does - y o u r - c l a s s r o o m - d e s i g n - a f f e c t - s t u d e n t - l e a r n i n g [ 4 ] Cheryan, S. et al. “De signing Classrooms to Maximize Student Achievement.” Policy Insights from the Behavioral and Brain Sciences , 1:1, 2014. pp. 4 – 8. http://ilabs.washington.edu/sites/default/files/14Cheryan_etal_Meltzoff_Designing%20Classrooms . p d f 22 [ 1 ] P o ole, I. and C. Evertson. “Effective Room Arrangement: Elementary.” IRIS Center, Vanderbilt University, 2020. pp. 4, 6 – 7, 9. https://iris.peabody.v anderbilt.edu/wp - content/uploads/pdf_case_studies/ics_effrmarr_elementary.pdf [2] “Designing Spaces for Effect i v e Learning: A Guide to 21st Century Learning Space Design.” JISC Development Group, University of Bristol, 2006. pp. 4, 28. http://master - f o r e s i g h t - innovation.fr/wp - content/uploads/2012/06/JISClearningspaces.pdf 23 Finkelstein, A. et al. “Research - Informed Principles for (Re)Designing Teaching and Learnin g S p a c e s . ” Journal of Learning Spaces , 5:1, 2016. pp. 2 8 – 29. https://files.eric.ed.gov/fulltext/EJ1152623.pdf 24 [1] Merse, C. “Key Elements for Creating Collaborative Learning Spaces.” Natural Pod, December 14, 2018. h ttps://naturalpod.com/key - e l e m e n t s - f o r - c r e a t i n g - collaborative - l e a r n i n g - spaces/ [2] Hosband, A. “Rethinking Classroom Design to Promote Collaborati on.” Building Design + Construction, January 22, 2019. https://www.bdcnetwork.com/blog/rethinking - c l a s s r o o m - des i g n - p r o m o t e - collaboration [ 3 ] Iasevoli, B. “Schools Are Rethinking Classroom Design to Encourage Collaboration, Creativity.” The Hechinger Report , June 22, 2019. https://hechingerreport.org/schools - a r e - r e t h i n k i n g - c l a s s r o o m - d e s i g n - to- e n c o u r a g e - collaboratio n - creativity/ 25 [1] Rands, M.L. and A.M. Gansemer - Topf. “The Room Itself Is Active: How Classroom Design Impacts Student Engagement.” Journal of Learning Spaces , 6:1, 2017. pp. 29, 31. https://files.eric.ed.gov/fulltext/EJ1152568.pd f [2] Lock, D.M. “T he Secrets to Successful Student Collaboration.” School Specialty, August 2019. pp. 4 – 5. Downloadable at: https://blog.schoolspecialty.com/how - c l a s s r o o m - d e s i g n - c a n - s u p p o r t - or- h i n d e r - s t u d e n t - collaboration/ 26 Figure contents quoted verbatim from: Erw in, J.C. “Classroom of Choice, Chapter 4. Power in the Classroom: Creating the Environment.” Association for Supervision and Curriculum Development, May 2004. http://www.ascd.org/publications/books/104020/chapters/Power - in- t h e - C l a s s r o o m @ - C r e a t i n g - t h e - E n v i r onment.aspx 27 “Rethinking the Classroom: Spaces Designed for Active and Engaged Learning and Teaching.” HermanMiller, Inc, 2008. pp. 2 – 3 . https://www.hermanmiller.com/content/dam/hermanmiller/documents/solution_essays/se_Rethinki ng_the_Classroo m . p d f 28 [1] Tomlin, D. “The Importance of Classroom Structure.” Association for Middle Level Education. https://www.amle.org/BrowsebyT opic/WhatsNew/WNDet /TabId/270/ArtMID/888/ArticleID/443/The - I m p o r t a n c e - of- C l a s s r o o m - Structure.aspx [2] Zauber, K. “Classroom Set - Up: Assessing Your Space.” National Education Association. http://www.nea.org//tools/classroom - s e t u p - a s s e s s - y o u r - space.html [ 3 ] Arndt, P.A. “Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development.” Design of Learning Spaces , 6:1, 2012. p p . 4 1 – 4 7 . https://gresscoltd.com/media/wysiwyg/Arndt_2012_Design_of_Learning_Spaces .PDF 29 Figure adapte d from: [1] Clay, A. “10 Tips for Setting Up Your Classroom.” Teach for America, August 12, 2015. https://www.teachforamerica.org/stories/10 - t i p s - f o r - s e t t i n g - up- y o u r - c l a s s r o o m [2] Shalaway, L. “An Easy Guide to Setting Up Your Grade K – 5 Classroom.” Scholas t i c . http://www.scholastic.com/teachers/articles/teaching - content/easy - g u i d e - s e t t i n g - y o u r - g r a d e - k - 5 - classroom/ [ 3 ] Shalaway, L. “Classroom Organization: The Physical Environment.” Scholastic. http://www.scholastic.com/teachers/articles/t e a c h i n g - content/cla s s r o o m - organization - p h y s i c a l - environment/ [ 4 ] Schwartz, S. “Setting Up a Classroom Is Hard. See the Creative Ways These Teachers Did It.” Education Week, September 7, 2018.

http://blogs.edweek.org/teachers/teaching_now/2018/09/classroom_ set_up_see_my_class r o o m . h t m l ? c m p = S O C - SHR- F B [ 5 ] “Page 5: Tips for Setting up Your Classroom.” IRIS Center, Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/v01 - clearview/cresource/q2/p05/ [ 6 ] “Culture in the Classroom.” Teaching Tolerance. https://www.tolera nce.org/professional - development/culture - in- t h e - classroom [ 7 ] “Classroom Arrangement.” Reading Rockets and PEAK Learning Systems. https://www.readingrockets.org/article/classroom - arrangement [ 8 ] Terada, Y. “Dos and Don’ts of Classroom De corations.” Edutopi a | George Lucas Educational Foundation, October 24, 2018. https://www.edutopia.org/article/dos - a n d - d o n t s - c l a s s r o o m - decorations [ 9 ] “How Does Classroom Design Affect a Child’s Ability to Learn?” Education Technology Solutions, A p r i l 2 0 , 2018. https://educa tiontechnologysolutions.com/2018/04/classroom - d e s i g n - a f f e c t - c h i l d s - a b i l i t y - l e a r n - 14- m e d i c a l - educational - e x p e r t s - w e i g h / [ 10] Persaud, R. “Why Learning Space Matters.” Edutopia | George Lucas Educational Foundation, September 8, 2014. h t t p s://www.edutopia.or g / b l o g / w h y - l e a r n i n g - s p a c e - m a t t e r s - r a m o n a - p e r s a u d 30 [1] “7 Tips for Being a Great Virtual Teacher.” Teach for America, March 24, 2020. https://www.teachforamerica.org/stories/7 - t i p s - f o r - b e i n g - a - g r e a t - v i r t u a l - teacher [2] Meyerson, D. “Top Tips for Virtual Classroom Desi gn.” LinkedIn, Apri l 29, 2020. https://www.linkedin.com/pulse/top - t i p s - v i r t u a l - c l a s s r o o m - d e s i g n - d e n i s e - m e y e r s o n 31 [1] Hoffman, J. “Virtually There: 5 Best Practices for Designing Virtual and Blended Learning.” Training Magazine, October 24, 2014. https://trainingmag.com/virtually - t h e r e - 5 - b e s t - p r a c t i c e s - d e s i g n i n g - v i r t u a l - a n d - b l e n d e d - learning/ [2] Siddiqui, K. “Planning Digital Learning for K12 Classroom.” eLearning Industry, April 25, 2015. ht tps://elearningindustry.com/planning - d i g i t a l - l e a r n i n g - f o r - k 1 2 - c l a s s r o o m 32 [1] Dani, V. “10 Must - Have Features of an Online Education Platform.” Kitaboo, November 13, 2019. https://kitaboo.c o m / o n l i n e - e d u c a t i o n - p l a t f o r m - 10- m u s t - features/ [2] “The 10 Best Features of Next Gen Learning Platforms.” Online Course Report. https://www .onlinecoursereport.com/the - 10- b e s t - f e a t u r e s - of- n e x t - g e n - l e a r n i n g - platforms/ [ 3 ] Ahmed, S. “Top 10 eLearning Features T h a t Everyone Should Know About.” eLearning Industry, March 22, 2019. https://elearningindustry.com/elearning - f e a t u r e s - t o p - e v e r y o n e - k n o w 33 [1] “Selecting Content for Your Online Course.” Center for Learning Experimentation, Application, and Research, University of North Texas. https://teachingcommons.unt.edu/teaching - essentials/online - c o u r s e - design/selecti ng- c o n t e n t - y o u r - o n l i n e - course [2] Shaw, A. “Teaching Practices for Your Virtual Classroom.” Inside Higher Ed, April 16, 2020. https://edser vices.wiley.com/teaching - p r a c t i c e - f o r - v i r t u a l - classrooms/ 34 [1] Hoffman, J. “The Art of Design for the Virtual Classroom.” InSync Training, June 3, 2015. https://blog.insync training.com/the - a r t - of- d e s i g n - f o r - t h e - v i r t u a l - classroom [2] “Designing an Online Course.” Center for Teaching and Le arning, Mesa Community College. https://ctl.mesacc.edu/teaching/designing - an- o n l i n e - c o u r s e / 35 [1] Hollingshead, A. and D. Carr - Chellman. “Engaging Learners in Online Environmen ts Utilizing Universal Design for Learning Principles.” eLearn Magazine, February 2019. https://elearnmag.acm.org/arc hive.cfm?aid=3310383 [2] Boudreau, E. “The Shift to Online Teaching.” Graduate School of Education, Harvard University, March 20, 2020. h t t ps://www.gse.harvard.edu/news/uk/20/03/shift - o n l i n e - t e a c h i n g 36 [1] Burgstahler, S. “20 Tips for Teaching an Accessible Online Course.” Disabilities, Opportunities, Internetworking, and Technology Center, University of Washington, May 7, 2020. https://www.washington.edu/doit/20 - t i p s - t e a c h i n g - a c c e s s i b l e - o n l i n e - course [2] Keeler, C.G. et al. “What Works in K – 12 Online Learning, Chapter 8. Exceptional Learners: Differentiated Instruction Online.” International Society for Technology in Education, 2007. pp. 134 – 1 3 5 . https://id.iste.org/docs/excerpts/K12OLL - excerpt.pdf 37 Figure adapted from: Hsu, S. et a l. “How to Design a Virtual Classroom: 10 Easy Steps to Follow.” Center for Distance Education Technologies, Florida Atlantic University. p p . 2 , 4 – 6 , 8 , 10– 11. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.555.1973&rep=rep1&type=pdf 38 Peberdy, D. “Active Learning Spaces and Technology: Advances in Higher and Further E ducation.” DroitwichNet, 2014. http://www.wolfvision.com/wolf/Active_Learning_Spaces/ActiveLearningSpacesandTechnology.pdf 39 Basye, D. et al. “Get Active: Reimagining Learning Spaces for Student Success.” International Society for Technology in Education, 2015. https://www.k12blueprint.com/sites/default/files/Get - A c t i v e . p d f

40 Oblinger, D. “Learning Spaces.” EDUCAUSE, 2006. http://docshare01.docshare.tips/files/12721/127217924.pdf 41 Classroom Design Mapping Tool adapted from: [1] “Classroom Layout Form.” National Board for Professional Teaching Standards, 2 017. https: //www.nbpts.org/wp - content/uploads/Classroom_Layout_Form_Renewal.pdf [2] “Classroom Architect.” Advanced Learning Technologies in Education Collaborative, University of Kansas. http://classroom.4teachers.org/ [ 3 ] “Classroom Design Programs.” Tul are County O f f i c e o f Education (CA). pp. 1 – 4 . http://www.tcoe.org/ERS/TK/Toolkit/07_ClassroomSetUp/03_ClassroomDesignPrograms.pdf 42 Learning Space Design Checklist adapted from: [1] “Classroom Layout Checklist.” Marano Research, 2015. https://www.sanjuan.edu/cms/lib/CA01902727/Centricity/Domain/7227/classroomlayoutchecklist. pdf [2] Vital e - R e i l l y , P . “Your Classroom Environment Checklist for Student Engagement.” Heinemann | Houghton Mifflin Harcourt, April 29, 2015. https://blog.heinemann.com/classroom - e n v i r o n s - checklist [ 3 ] “Circle Classroom Environment Checklist.” Children’s Learning Ins titute and Health Science Center at Houston, University of Texas, 2016. pp. 2 – 6 . https://www.childrenslearninginstitute.org/media/99077/cecdraft_61716.pdf [ 4 ] “Online Course Design Checklist.” Office of Online Learning, Minnesota State University at Moorhe ad, Novembe r 9, 2018. pp. 1 – 3 . https://www.mnstate.edu/uploadedFiles/Level_2/Content/Instructional_Technology_Services/Teac h i n g - Learning/OnlineCourseDesignChecklist.pdf [ 5 ] Pappas, C. “A Compact Instructional Design Review Checklist.” eLearning Industry, A pril 16, 20 13. https://elearningindustry.com/a - c o m p a c t - instructional - d e s i g n - r e v i e w - c h e c k l i s t 43 “Classroom Management.” Glossary of Education Reform | Great Schools Partnership, November 26, 2014. https://www.edglossary.org/classroom - management/ 44 [1] “Theories of Influence.” Classroom Management Toolbox | Eastern Washington University. https://inside.ewu.edu/managementtoolbox/ t h e o r i e s - of- influence/ [2] O’Brennan, L.M., C.P. Bradshaw, and M.J. Furlong. “Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior.” School Mental Health , 6:2, February 8, 2014. https://www.ncbi.nlm.nih.gov/pmc/artic les/PMC4204 794/ 45 [1] Mulvahill, E. “What Is Classroom Management?” We Are Teachers, February 12, 2 0 1 8 . h t t p s ://www.weareteachers.com/what - is- c l a s s r o o m - management/ [2] “Developing Classroom Expectations.” Project IDEAL, Texas Council for Developmental Disabilities. /v/developing - c l a s s r o o m - expectations/ [ 3 ] Cox, J. “Reasonable Expectations for Students: A G u i d e f o r N e w Teachers.” ThoughtCo, January 24, 2020. https://www.thoughtco.com/student - expectations - f o r - b e g i n n i n g - t e a c h e r s - 2 0 8 1 9 3 7 46 Figure adapted from: “Classroom Management.” Classroom Management Toolbox | Eastern Washington University. https://inside.ewu.edu/managementtoolbox/ 47 [1] Mamphey, B. “Classroom Management 101: Setting Expectations for Students.” Houghton Mifflin Harcourt, August 13, 2019. https://www.hmhco.com/blog/classroom - m a n a g e m e n t - 101- s e t t i n g - expectations - f o r - s t u d e nts [2] “Setting Classroom Expectations for Trust, Tolerance, and Civil Discourse.” Bill of Rights Institute. https://billofrightsinstitute.org/educate/educator - resources/lessons - plans/elesson - s e t t i n g - c l a s s r o o m - expectations - t r u s t - t o l e r a n c e - c i v i l - d i s c o u r s e / [ 3 ] “Bringing Classroom Rules to Life.” Responsive Classroom, April 1, 2003. https://www.responsiveclassroom.org/bringing - c l a s s r o o m - r u l e s - to- l i f e / 48 [1] Hopkins, G. “Ten Activities for Establishing Classroom Rules | Lesson Plan.” Education World, 2017. https://www.educationworld.com/a_lesson/l esson/lesson274.shtml [ 2] Goodrich, K. “The Importance of Setting Classroom and Student Expectations.” Northwest Evaluation Association, June 15, 2012. https://www.nwea.org/blog/2012/the - i m p o r t a n c e - of- s e t t i n g - c l a s s r o o m - a n d - s t u d e n t - expectations/ 49 [1] Kelly, M. “4 Tips for Effective Classroom Management.” ThoughtCo, July 3, 2019. https://www.thoughtco.com/definition - of- c l a s s r o o m - m a n a g e m e n t - 7 7 3 4 [ 2 ] Nast, P. “Establishing Classroom Rules: Professional Development Resources, Recommended Reading, and Classroom Activities.” National Education Association. http://www.nea.org//tools/establishing - c l a s s r o o m - r u l e s . h t m l 50 [1] “Creating Class Contracts.” College of Natural Sciences, University of Texas at Austin. https://uteac h.utexas.edu/sites/default/files/2010 - 09- 10%20Creating%20 Class%20Contracts.pdf

[2] Shalaway, L. “Creating Classroom Rules Together.” Scholastic. http://www.scholastic.com/teachers/articles/teaching - content/creating - c l a s s r o o m - r u l e s - t o g e t h e r / 51 Figure adapted fro m: “Three Phases of Management.” Classroom Management Toolbox | Eastern Washington University. https://inside.ewu.edu/managementtoolbox/three - p h a s e s - of- management/ 52 [1] Newbould, S. “Classroom Contract.” Eng lish Teaching Forum | U.S. Department of State, 2 0 1 8 . p p . 37– 39. https://americanenglish.state.gov/files/ae/resource_files/etf_56_4_37 - 39.pdf [2] “Community Builder: Social Norms Contract.” AVID Center, 2017. pp. 1 – 2 . https://www.avid.org/cms/lib/CA0200037 4/Centricity/Domain/35/CRT%20Social%20Norms%20Cont r a c t . p d f 53 “ B a c k - to- School Toolkit, Lesson 4: Creati ng a Classroom Contract.” Facing History and Ourselves. p p . 1 – 7. https://www.facinghistory.org/back - to- school/download/Lesson_Plan_4_Creating_a_Classroom_Contract.pdf 54 Figure adapted from: Williams, C. “Establishing Classroom Expectations.” Center for Student Achievement Solutions, January 13, 2019. https://www.csas.co/establ i s h i n g - c l a s s r o o m - expectations/ 55 [1] “Teacher Expectations of Students.” The Progress of Education Reform , 13:6, December 2012. p p . 1 – 2 , 5 – 6. https://www.ecs.org/clearinghouse/01/05/51/10551.pdf [2] Marz ano, R.J. “High Expectations for All.” Educational Leader s h i p , 68:1, September 2010. http://www.ascd.org/publications/educational - leadership/sept10/vol68/num01/High - Expectations - f o r - A l l . a s p x 56 [1] Moskowitz, E. “‘Holding Students to High Expectations’ Is Harder Than It Sounds.” Thomas B. Fordham Institute, September 7, 2018. http://fordhaminstitute.org/national/commentary/holding - s t u d e n t s - h i g h - expectations - h a r d er- it- sounds [2] “Holding High Expectations.” Association of American Educators, September 19, 2012. https://www.aaeteachers.org/index.php/blog/838 - h o l d i n g - h i g h - expectations 57 [1] “Communications of High Expectations.” The Education Alliance, Brown University. https://www.brown.edu/academics/education - alliance/teaching - d i v e r s e - learners/communication s - h i g h - expectations [2] Bilb rey, D. “Supporting High Standards Through High Expectations.” Educators for High Standards, November 18, 2019. https://www.educatorsforhighstandards.org/supporting - h i g h - s t a n d a r d s - t h r o u g h - h i g h - expectations/ [ 3 ] Dockterman, D. “T urning High Expectations int o Success.” Graduate School of Education, Harvard University, August 7, 2017. https://www.gse.harvard.edu/news/uk/17/08/turning - h i g h - expectations - s u c c e s s 58 Bulleted text qu oted verbatim, with minor adaptations, from: Williamson, R. “Importance of High Expectations.” Education Partnerships, Inc, August 2012. p. 2. https://oregongearup.org/sites/oregongearup.org/files/research - briefs/highexpectation s . p d f 59 Boynton, M. an d C. Boynton. “Educator’s Gu ide to Preventing and Solving Discipline Problems, Chapter 2. Establishing Clearly Defined Parameters of Acceptable Classroom Behaviors.” Association for Supervision and Curriculum Development, November 2005. http://www.ascd.org /publications/books/105124/c hapters/Establishing - C l e a r l y - D e f i n e d - P a r a m e t e r s - of- A c c e p t a b l e - C l a s s r o o m - Behaviors.aspx 60 Evertson, C. and I. Poole. “Establishing Classroom Norms and Expectations.” IRIS Center, Vanderbilt University, 2003. pp. 9 – 1 2 . h t t p s ://iris.peabody.vanderbilt.e d u / w p - content/uploads/pdf_case_studies/ics_norms.pdf 61 [1] Koon, M. “10 Rules for Using Web Conferencing Tools for Instruction.” Innovative Learning Institute, Rochester Institute of Technology. https://www.rit.edu/academicaffairs/tls/10 - r u l e s - usi n g - w e b - conferencing - t o o l s - i nstruction [2] Knorr, C. “How to Get Kids Ready to Video - C h a t f o r Online Classes.” Common Sense Media, April 1, 2020. https://www.commonsensemedia.org/blog/how - to- g e t - k i d s - r e a d y - to- v i d e o - c h a t - f o r - o n l i n e - c l a s s e s 62 Classroom Contract Template adapted from: [1] “Parent/Student/Teacher Contract Template.” Education World. https://www.educationworld.com/tools_templates/parent_student_teacher _contract.pdf [2] “ B e h a v i o r a l Interventions and Strategies Series: Corrective Consequences.” Center for Learning and Teaching, Crowley Independent School District (TX). pp. 1 – 4 . https://www.cisdctl.com/uploads/1/3/3/4/133401/corrective_consequences.pdf

63 Classroom Rules Evaluation Checklist contents quoted verbatim, with minor adaptations, from: Stronge, J.H., P.D. Tucker, and J.L. Hindman. “Handbook for Qualities of Effective Teachers, C h a pter 3: Classroom Management and Organization.” Association for Supervision and Curriculum Development, December 2004. http://www.ascd.org/publications/books/104135/chapters/Classroom - M a n a g e m e n t - a n d - Organization.aspx 64 “Classroom Management Guide.” School of Teacher Education, University of Northern Colorado. https://www.unco.edu/cebs/teacher - education/undergraduate - programs/clas sroom_management.aspx 65 Uddin, M.M. and K.V. Johnson. “Identifying Classroom M anagement Strategies by Focusing o n Diversity and Inclusion.” American Society for Engineering Education, 2018. pp. 3 – 4 . https://peer.asee.org/identifying - c l a s s r o o m - m a n a g e m e n t - s t r a t e g i e s - by- f o c u s i n g - on- d i v e r s i t y - a n d - inclusion.pdf 66 Kratochwill, T.R., R. DeRoos, and S. Blair. “Classroom Management Module.” American Psychological Association, 2010. h ttps://www.apa.org/education/k12/modules - c l a s s r o o m - m a n a g e m e n t 67 “Practical Classroom Management.” American Psychological Association, 2009. https://www.youtube.com/watch?v=yCETWG43krY&feature=emb_title 68 “Interventions for Classroom Disruption.” American Psychological Association, 2009. https://www.youtube.com/watch?v=PXcxrJEy850 69 [1] Saucedo, D. and K.H. Biagas. “Five Classroom Man agement Strategies That Work.” Reg i o n a l Educational Laboratory Appalachia, Regional Educational Laboratory Program (REL): Appalachia. https://ies.ed.gov/ncee/edLabs/regions/appalachia/blogs/blog23 - f i v e - c l a s s r o o m - s t r a t e g i e s - t h a t - work.asp [2] Damme, A.M. et al. “Classroom Management.” Univer sity of Nebraska at Lincoln, June 2016. pp. 3, 5 – 6. https://k12engagement.unl.edu/strategy - briefs/Classroom%20Management%206 - 8 - 1 6 . p d f 70 [1] “The Ultimate List of PBIS Incentives.” PBIS Re wards. https://www.pbisrewards.com/pbis - incentives/ [2] “How to Use Rewards.” Centers for Disease Control and Prevention, November 5, 2019. https://www.cdc.gov/parents/essentials/consequences/rewards.html [ 3 ] Wright, L.W. “ 7 Ideas for Using Rewards and Con sequences.” Understood. https://www.understood.org/en/learning - t h i n k i n g - differences/understanding - c h i l d s - challenges/simple - c h a n g e s - at- h o m e / 7 - i d e a s - f o r - u s i n g - r e w a r d s - a n d - consequences 71 [1] Morin, A. “Pre - Correcting and Prompting: An Evidence - Based Behavior Strategy.” Understood. https://www.understood.org/en/school - learning/for - educators/teaching - strategies/evidence - b a s e d - b e h a v i o r - s t r a t e g y - pre- c o r r e c t i n g - a n d - prompting [2] Anderson, M. “Getting Consistent with Consequences.” Educational Leadership , 76:1, September 2018. http://www.ascd.org/publications/educational - leadership/sept18/vol76/num01/Getting - C o n s i s t e n t - w i t h - Consequences.aspx 72 Figure contents quoted verbatim, with minor adaptations, from: Kizlik, R. “Student Management Techniques from an Education Expert.” Crisis Prevention Institute. https://www.crisisprevention.com/Blog/Stud e n t - M a n a g e m e n t - T e c h n i q u e s 73 Wan, T. “Setting ‘Reasonable’ Goals, Expectations, and Routines for Remote Learning.” EdSurge, April 27, 2020. https://www.edsurge.com/news/2020 - 04- 27- s e t t i n g - r e a s o n a b l e - g o a l s - expectations - a n d - r o u t i n e s - f o r - r e m o t e - l e a r n i n g 74 [1] “Ensuring Academic Integrity in Online Learning.” Edgenuity. https://www.edgenuity.com/academ ic- i n t e g r i t y - in- o n l i n e - learning/ [2 ] Will, M. “Expectations for Online Student Behavior Vary During Coronavirus School Closures.” Education Week, April 8, 2 0 2 0 . http://blogs.edweek.org/teachers/teaching_now/2020/04/during_virtual_classes_how_much_shoul d _ s c hool_rules_be_enforced.html?cmp=SOC - SHR - FB 75 [1] Hofmann, J. “101 Tips to Motivate the Virtu al Learner: Set Expectations.” InSy nc Training, April 20, 2014. https://blog.insynctraining.com/101 - t i p s - to- m o t i v a t e - t h e - v i r t u a l - s e t - expectations [2] Dutton, J.A. “Best Practices and Expectations for Online Teaching.” College of Earth and Mineral Sciences, Pennsylvania State University, 201 6. https://facdev.e - education.psu.edu/teach/bestpractices 76 “Classroom Management Guide,” Op. cit.

77 “Reframing Classroom Management: A Toolkit for Educators.” Teaching Tolerance, 2016. http://www.tolerance.org/sites/default/files/general/TT_Reframing_Classroom_Managment_Hando u t s . p d f 78 “Classroom Management Strategies: Resource Guide.” Prevention First, 2014. https://www.prevention.org/Resources/37c3766c - f f 5 e - 4 d d f - b e 8 4 - f3af1bc90765/ClassroomManagement Strategies2016.pdf 79 [1] “Relationships.” National Center on Safe Supportive Learning Environments. https://safes upportivelearning.ed.gov/topic - research/engagement/relati onships [2] “Five Easy Ways to Connect with Students.” Harvard Education Letter , 27:1, January 2011. https://www.hepg.org/hel - home/issues/27_1/helarticle/five - e a s y - w a y s - to- c o n n e c t - w i t h - students_492 80 [1] Foley, D. “5 Tips for Better Relationships with Your Students.” National Education Association. http://www.nea .org//tools/51057.htm [2] Ferlazzo, L. and R. Wormeli. “Response: Can Teachers Be Friends with Students? -- Part One.” Education Week, October 25, 2011. http://blogs.edweek.org/teachers/classroom_qa_ with_larry_ferlazzo/2011/10/response_can_teache r s _ b e _ f r i e nds_with_students_ --_part_one.html?cmp=SOC - SHR - F B [ 3 ] Benn, G.A. “Relationships and Rapport: ‘You Don’t Know Me Like That!’” Educational Leadership , 76:1, September 2018. http://www.ascd.org/publicat ions/educational - leadership/sept18/vol76/num01/Relationsh i p s - a n d - R a p p o r t @ - % C 2 % A 3 Y o u - D o n ' t - K n o w - Me- L i k e - That!%C2%A3.aspx 81 [1] Sigsworth, L. “Building Rapport in Your Teenage Classroom.” World of Better Learning | Cambridge University Press, January 4, 2019. h t t p s : / / w ww.cambridge.org//elt/blog/2019/01/04/building - r a p p o r t - t e e n a g e - classroom/ [2] Smith, A. “Building (and Maintaining) Rapport in the Classroom.” Texas Tech University. pp. 3 – 7 . https://www.depts.ttu.ed u/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resou r c e s / D o c u m ents/Building_Rapport_new.pdf 82 Figure contents quoted verbatim, with minor adaptations, from: Meador, D. “Strategies for Building Rapport with Students.” ThoughtCo, F ebruary 27, 2019. https://www.thoughtco.com/s t r a t e g i e s - f o r - b u i l d i n g - r a p p o r t - w i t h - s t u d e n t s - 3 1 9 4 2 6 2 83 [1] “Building Rapport.” Office of Graduate S tudies, University of Nebraska at Lincoln. https://www.unl.edu/gtahandbook/building - rapport [2] Johnson, B. “What’s Your Teacher Reputation?” Edutopia | George Lucas Educational Foundation, November 29, 2018. https://www.edutopia.org/article/whats - y o u r - t e a c h e r - r e p u t a t i o n 84 R i m m - Kaufman, S. and L. Sandilos. “Improving Students’ Relationships with Teachers to Provide Essential Supports for Learning.” American Psychological Association, 2010. https://www.apa.org/education/k12/ relationships 85 [ 1 ] B oynton, M. and C. Boynton. “Educator’s Guide to Preventing and Solving Discipline Problems, Chapter 1. Developing Positive Teacher - Student Relations.” Association for Supervision and Curriculum Development, Nove mber 2005. http://www.ascd.org/publications/b ooks/105124/chapters/Developing_Positive_Teacher - Student_Relations.aspx [2] Cowley, B.J. “Building Relationships with Students Who Have Experienced Trauma.” Southeast Education Network, September 28, 2018. h t t p s ://www.seenmagazine.us/Articles/Article - D e t a i l/ArticleId/7240/Building - Relationships - w i t h - S t u d e n t s - w h o - h a v e - Experienced - T r a u m a 86 Minahan, J. “Building Positive Relationships with Students Struggling with Mental Heal t h . ” P h i Delta Kappan, February 25, 2019. htt ps://kappanonline.org/building - p o s i t i v e - relationships - w i t h - s t u d e n t s - s t r u g g l i n g - w i t h - m e n t a l - h e a l t h / 87 Figure contents quoted verbatim, with minor adaptations, from: [1] Aldhafri, S. and A. A l h a d abi. “The Psychometric Properties of the Stud e n t – Teacher Relationship Measure for Omani G r a d e 7 – 11 Students.” Frontiers in Psychology , 10, October 11, 2019. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6798172/ [2] Sparks, S.D. “Why Teacher - S t u d e n t R e l a t i o nships Matter.” Education Week, March 12, 201 9 . https://www.edweek.org/ew/articles/2019/03/13/why - t e a c h e r - s t u d e n t - relationships - matter.html 88 [ 1 ] “ P ositive Peer Relationships.” Greater Good Sci ence Center, University of California at Berkeley. https://ggie.berkeley.edu/school - relationships/positive - p e e r - relationships/ [2] Cervantes, D. and A.S. Gutierrez. “Stories from the Field: Fostering Positive Pe er Relationships.” Transforming Education, Oc tober 2019. pp. 1 – 5. https://www.transformingeducation.org/wp - content/uploads/2019/10/StoriesfromtheField - Relationships - B r i e f - 2 - v F . p d f

89 “Building Strong Relationships in Classrooms .” Evidence - Based Intervention Network, Unive r s i t y of Missouri, 2011. http://ebi.missouri.edu/?page_id=640 90 [1] “Examples of Collaborative Learning or Group Work Activities.” Center for Teaching Innovation, Cornell University. https://teaching.cornell.edu/resource/exam p l e s - collaborative - l e a r n i n g - or- g r o u p - w o r k - a c t ivities [2] Bovey, T. and P. Strain. “Using Environmental Strategies to Promote Positive Social Interactions.” Center on the Social and Emotional Foundations for Early Learning, Vanderbilt University. pp. 2 – 3 . h ttp://csefel.vanderbilt.edu/briefs/wwb6.pdf 91 [1] “Social Skills and Peer Relationships.” Center for Development and Learning. https://www.cdl.org/for - p a r e n t s - a n d - teachers/social - s k i l l s - a n d - p e e r - relationships/ [2] Stephens, T.L. “Tips for Encouraging Positive Interactions Between Stu dents with Behavioral Disorders and Peers.” Pearson, January 28, 2016. https://www.pearsoned.com/tips - f o r - encouraging - p o s i t i v e - interactions - b e t w e e n - s t u d e n t s - w i t h - b e h a v i o r a l - d i s o r d e r s - a n d - p e e r s / 92 Figure contents quoted verbatim, with minor adaptations, from: Sullivan, T. “Activate the Power of Peer Relationships.” Search Institute, April 23, 2020. https://www.search - institute.org/power - of- p e e r - relationships/ 93 Barrett, S.K. “From Start to Finish, A Focus on Relationships During At - Home Learning.” Opportunity Culture, April 9, 2020. https://www.opportunityculture.org/2020/04/09/from - s t a r t - to- f i n i s h - a - f o c us- on- relationships - d u r i n g - at- h o m e - l e a r n i n g / 94 [1] Henry, L. “Fostering a Strong Community in a Virtual Classroom.” Edutopia | George Lucas Educational Foundation, May 1, 2020. https://www.edu topia.org/ar ticle/fostering - s t r o n g - c o m m u n i t y - v i r t u a l - classroom [2] Bautista, S. “5 Virtual Ways to Build a Classroom Community.” Public Broadcasting Service, PBS Education, April 1, 2020. https://www.pbs.org/education/blog/5 - v i r t u a l - w a y s - to- b u i l d - a - c l a s s r o om- c o m m u n i t y 95 [1] Higley, M. “Reasons Why Collaborative Online Learning Activities Are Effective.” eLearnin g I n d u s t r y , January 27, 2018. https://elearningindustry.com/collaborative - o n l i n e - l e a r n i n g - a c t i v i t i e s - r e a s o n s - effective [2] “Collaborative Online Learning.” Innovative Learning Institute, Rochester Institute of Technology. https://www.rit.edu/academicaffair s/tls/course - design/online - courses/collaborative - o n l i n e - l e a r n i n g 96 Figure adapted from: “Checklist: Building Developmental Relationships During the COVID - 19 Crisis.” Search Institute, 2020. pp. 1 – 2. https://www.search - institute.org/wp - content/upload s/2020/03/Coronavirus - c h e c k l i s t - S e a r c h - Institute.pdf 97 Relationship - Building Behavior s Checklist contents quoted verbatim, with minor adaptations, from: “Building Authentic Relationships with Students.” Inclusive Schools Network, 2004. p. 1. https://inclusiveschools.org/wp - content/uploads/2015/09/Building - A u t h e n t i c - Relationships - W i t h - S t u d e n t s . p d f

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