“Good morning, Jacob. It’s good to see you.” Mialee greets students at her door with a warm smile. Jacob doesn’t seem thrilled to be there.

“Ok! I see you, Ms. Johnson. You put that s…” another student begins. 

Mialee knows precisely what the student is about to say, so she interrupts gently. “Thank you, Dejah!” 

The student looks surprised. “See, Ms. Johnson, I wasn’t even gonna say the cuss word. I was gone say you put that suit on.”

“Very good, but I’m not wearing a suit,” Mialee says, giving Dejah a side-eye.

 “Yes, it is. It’s like a suit dress!” Dejah laughs nervously.

Mialee shakes her head. “Go to class, Dejah. I will see you at the end of the day for tutoring.” Dejah nods and hurries away. The bell rings, and Mialee closes the door.

“Welcome, everyone!” Mialee says cheerfully. “It’s good to see all of you this morning. Many of you are already settled and working on today’s writing prompt.” A student rummages through his backpack. Mialee walks over and places a pen on his desk. The student smiles. 

Mialee is a dedicated and caring teacher who stops at nothing to ensure the success of every student in her classroom. She loves them deeply and refers to them as family members. She acknowledges them as people and creates space for them to be fully human. Her classroom is often regarded as the paragon of success. 

 “Remember to write your daily goal and how you are feeling on your note card and put it at the corner of your desk. Reference the feelings wheel if you need help describing your emotions.” Mialee tells the class. 

She shows respect through actions and encourages them to be their best. She believes that all of her students can succeed and is intentional about making her classroom accessible to all learners. She commits to meeting their individual needs and her room is carefully designed to foster belonging, growth, and achievement.

Mialee walks over to Jacob’s desk. His head is held up by his palm. His eyes are drooping. Mialee gently places her hand on his shoulder. “We have about 3 more minutes, class.” She picks up Jacob’s note card. He had written that he felt tired and would try not to fall asleep.

“How can I help you stay awake?” she asks. 

Jacob rubs his eyes and shrugs his shoulders. “I don’t know,” he says. “Maybe let me go get some water.” 

“Ok,” Mialee says. “If I see you dozing off on me, I’ll suggest you go get water. Thank you for trying to stay awake, Jacob.”

Mialee’s students are allowed to express themselves. They are allowed to grow and develop. She communicates with them in a way that creates understanding and assures them they are full members of the classroom community.   

A beeping sound signals the end of the writing exercise. The students, engrossed in their work, look up. A few immediately sit their pens down. Others make final edits before handing it over to their partner. Mialee circulates the room and smiles as she scans some of their work. She’s pleased with what she’s reading. 

“When I say go, give your journal to your writing partner. Remember to identify one strength and one question. Refer to the sentence starters on the back wall. You have six minutes.” She pauses and scans the room. Students wait for the signal. When she says go, they immediately begin. 

Mialee expects her students to cooperate, collaborate, and work across differences. She creates rituals that brings the class together and encourages them to embrace and learn from each other’s contributions.  

Student conversations are silenced by the sound of wind chimes. “Thank you for giving me your attention. I heard some insightful things as I listened to your discussions. Today’s prompt was submitted by Dylan.” Mialee looks at Dylan. “Dylan, please invite someone to share their response.” He calls on Katrina.

“If I could make one rule or law for this school, I would have more things for us to do after school, like more clubs. I like to write, and I wish there was an after-school club where I could learn how to be a better writer. Or maybe a cooking club. Just more things for us to do. Not everybody wants to play sports. Some of us are creatives.” Katrina shares. 

“Thank you for sharing, Katrina. You should share your thoughts with Dean Norman. Maybe find other students interested in writing and creating. Let’s talk more later.” Mialee advances to the next slide.

“Alright, class, today we will continue analyzing the article from yesterday. We’ll also begin introducing precise claims that clearly state your argument. Pull your article out. Review your annotations. You have ten minutes. Early finishers, start brainstorming claims you want to make. Time starts now.” Mialee presses the start button on the giant red classroom timer.

The rustles of article pages fill the room. Mialee circulates ensuring students are on track and have what they need. When she gets to Jacob’s desk, she kneels, taps him, and whispers softly, “Go get some water.”

Reflection Questions

What are some of the culturally relevant methods and practices Mialee uses to foster belonging and create an inclusive, supportive, and engaging learning environment? What can you incorporate to better connect with and empower your students?

Reflect on the methods Mialee uses to support students like Jacob, who may struggle with engagement or participation. What additional methods could be used to help students stay connected and motivated in their learning?

How does Mialee’s daily routine, such as asking students to write their goals and feelings on note cards, help students take ownership of their learning and goal setting? What impact might having students reflect on their emotions have on classroom culture?

Mialee’s use of formative assessment, like writing prompts and peer feedback, plays a significant role in her teaching. How does this form of assessment impact students’ learning process and outcomes?

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