ABSTRACT
Our beliefs about teaching and learning should frame everything we do in our classrooms, from how we set them up, to how we seat our students and have them work together, to what our procedures and protocols are. We have to think about what our classrooms show about what we believe about students being able to work in their zone of proximal development, what we believe about students having a variety of intelligences that shape their learning, and what we do that builds confidence in our students. When we look at our lessons, is there evidence of active learning and students constructing their knowledge? Is differentiation woven throughout the seams of the everydayness of your classroom?
