Welcome to the New Earth Classroom

Balanced literacy is about balancing explicit language instruction with independent learning and language exploration. It aims to strike a balance between both whole language and phonics when learning to read. The strongest elements of each are incorporated into a literacy program that aims to guide students toward proficient and lifelong reading. A typical balanced literacy framework consists of five components including read aloud, guided reading, shared reading, independent reading, and word study.

Skillful teachers use their knowledge of literacy development and processes to decide where to go next. They understand when to intervene and when not to; when to draw children’s attention to specific features of the text; and how to model and explain strategies in ways that children can make their own connections. Thus, the teacher’s role in the Balanced Literacy Approach is to scaffold literacy learning, that is, to actively enhance students’ understanding while they read.

• Number sense is developed through Number Talks, number sense routines, problem solving, Project Based Learning, whole class conversations, and sharing out.
• CGI is based on research that shows that children come to school with rich informal systems of mathematical knowledge and problem-solving strategies that can serve as a basis for learning mathematics with understanding. Students who learn the standard algorithms often learn little more than a procedure to find the correct answer with little concept development. 
• I place an emphasis on reasoning, justification, explicit communication of ideas, rather than a right answer. 

Studies show that students feel safer in classroom where they are more comfortable, emotionally and physically. Students love choice. Since I have had flexible seating, students have academically done better because not everyone learns the same way and students need different kinds of seating. Student's social emotional learning is improving because flexible seating allows freedom while learning. They are encouraged to take turns in different locations and with different seating options.

Students will choose a spot in the classroom every six weeks and they use the common areas to focus and do their work. Many students sit on the rug and use clipboards to write on while they are on the rug. We even can take our shoes off in the classroom to feel even more comfortable.

My goal is to create a flexible seating space for working that would mimic the real world and create safety in the classroom which would contribute to their overall well-being and increase their academic performance.

In my room, we are working on expressing ourselves in our fullest self. That is why we do somatic movement. We put on your favorite music and do at least 5-10 movements to the beat of the song. Somatic Movement is a powerful way to connect with your body by releasing stress and tension that you've been holding. This isn't about perfect form or choreographed sequences – it's about letting your body move intuitively in ways that feel good and healing.

The beauty of this practice lies in its simplicity. You can tap, pat, brush, shake, roll, twist, jump, bounce, dance, bend, ground, or stretch – following what your body is asking for in the moment.

Affirmations are powerful statements of truth that help you consciously reshape the conversation happening in your mind. They're not just positive thinking – they're a practice of choosing which voice gets to speak loudest in your inner world.

The magic happens not just in saying the words, but in feeling them sink into your cells, creating new patterns of self-love that radiate outward into every area of your life. Each affirmation is a small act of rebellion against the voices that told you that you weren't enough – and a declaration that you're ready to remember who you truly are.

Here are a few: I am enough. I get better every single day. I am an amazing person. My challenges help me grow. Today is going to be a great day. My mistakes help me to learn and grow. I have courage and confidence. I have people who love me and respect me. I can control my own happiness. I stand up for what I believe in. It’s ok not to know everything. Today I choose to think positive. I believe in my goals and dreams. I can get through anything. I have everything I need right now. Everything will be okay.

In my room, we do not have behavior charts. Every student is held accountable for their actions. We all have the power to choose. We can choose our actions and we also have the power to respond. I use mindfulness and non-violent communication to help students express themselves in class. 

We focus on observations, feelings, needs, and requests. 

Ex: I am feeling sad when your feet are in my space. My need for respect is not met. Would you be willing to move your feet so I can enjoy my area?

We have privileges and responsibilities and I will inform you if I need to counsel a student during their recess or with a parent conference. Sometimes inappropriate behavior will lead to loss of privileges. 

In my room, we are working on being mindful through breathwork, somatic movement, affirmations, yoga and gratitude, all of which I personally practice.

Research has shown that providing mindfulness tools to students helps to calm them down and redirect their behavior for the positive. 

Exercise such as yoga not only strengthens but calms the body. Somatic movement gets out their wiggles. Breathwork regulates the body. Affirmations build self-esteem, and gratitude provides a person with a profound sense of happiness and humility.