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Ms. Thomas’ Classroom Edit display name

  • Energy Institute High School
  • Houston, TX
  • More than three‑quarters of students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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I am a teacher in a small, college preparatory, public charter school in north Houston, TX. We are a Title I school where the majority of our students qualify for free and reduced lunch. My school works to empower low income communities of color towards academic and career success. For our campus that means increasing the number of students who persist “to and through” college and beyond. We charge our graduates every year to “pay it forward” using their success in life to build our community. Fortunately for some and unfortunately for others, by the 11th grade many students have already cemented idea of their potential for success. The classroom culture that I am trying to create is one that will encourage all students to challenge themselves daily in a course that will prepare them to be civically engaged members of society. The physical, built environment of a classroom is just as important as its intangible energy flow in encouraging student empowerment. Investing in certain inclusive tools and supplies will enable my 11th graders to focus on their college-bound futures, rather than on the immediate stress of the learning environment. This year I want to tackle the question “What does an inclusive high school classroom that works to empower students physically look like?” For example, I am looking to create a "brain break" corner with multisensory supports for students who struggle with focus and anxiety. Students would be able to request a ten minute "brain break" where they can ground themselves using a variety of distress tolerance skills and mindfulness practices. I am also requesting support to create a stronger accommodated and modified curriculum for some students. I am requesting materials that will allow students to learn at their own developmentally/linguistically appropriate pace.

About my class

I am a teacher in a small, college preparatory, public charter school in north Houston, TX. We are a Title I school where the majority of our students qualify for free and reduced lunch. My school works to empower low income communities of color towards academic and career success. For our campus that means increasing the number of students who persist “to and through” college and beyond. We charge our graduates every year to “pay it forward” using their success in life to build our community. Fortunately for some and unfortunately for others, by the 11th grade many students have already cemented idea of their potential for success. The classroom culture that I am trying to create is one that will encourage all students to challenge themselves daily in a course that will prepare them to be civically engaged members of society. The physical, built environment of a classroom is just as important as its intangible energy flow in encouraging student empowerment. Investing in certain inclusive tools and supplies will enable my 11th graders to focus on their college-bound futures, rather than on the immediate stress of the learning environment. This year I want to tackle the question “What does an inclusive high school classroom that works to empower students physically look like?” For example, I am looking to create a "brain break" corner with multisensory supports for students who struggle with focus and anxiety. Students would be able to request a ten minute "brain break" where they can ground themselves using a variety of distress tolerance skills and mindfulness practices. I am also requesting support to create a stronger accommodated and modified curriculum for some students. I am requesting materials that will allow students to learn at their own developmentally/linguistically appropriate pace.

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