Environment

Pillars	Guiding Principles
Classroom Community	The strengths, experiences and identity of individuals are honoured and respected. Relationships and connections are created and nurtured thoughtfully in order to provide a sense of belonging for each member of the class (students, support staff, guardians, teachers, administrators, etc.) Classroom interactions foster an inclusive space in order to develop empathy and appreciation for the perspectives of others. Classroom norms are co-designed by teachers and students with a focus on the development of: the Langley School District core values: Integrity, Excellence, Courage and Community the BC Ministry of Education’s core competencies: Thinking, Communication, Personal and Social the Langley Aboriginal Education Enhancement Agreement Learning experiences promote innovation, collaboration and a lifelong passion for learning.
Classroom Systems and Routines	Classroom routines model and emphasize learning processes for students. Classroom and school systems look inward to adjust to students. Classroom systems welcome varied generational contributions and participation. Classroom systems and routines facilitate student responsibility, ownership and personal responsibility. Classroom structures and lesson design provide maximum opportunities for student learning with relevant and meaningful choices. The social, emotional, and physical safety of students are met through consistent, responsive, and inclusive systems and routines. The well-being of students is nurtured and developed through respectful interactions, effective problem-solving mechanisms, and restorative practices.
Physical Environment	Learning is connected to and supports a relationship with the land. Learning takes place through flexible and connected environments within the classroom, the school and the community. Students have access to resources, including innovative tools in the physical environment to support learning and personal responsibility.

Pillars	Reflective Questions
Classroom Community	When, where and how do students see: themselves, their family, and their community represented in the classroom? In what ways do the relationships and interactions within the class community support and promote: inclusivity and a sense of belonging? opportunities to safely communicate complex developing identities? opportunities for students to understand and explore their ancestry and that of others? the celebration of students and their learning? a lifelong passion for learning? In what ways do the co-designed classroom norms support student development of: integrity? excellence? courage? community? In what ways do the co-designed classroom norms provide opportunities for students to continue the development of competence in: critical, reflective and creative thinking? collaboration? communication personal awareness and responsibility? positive personal and cultural identity? social awareness and responsibility?
Classroom Systems and Routines	How do routines model the learner’s role in the learning process? How do routines model the teacher’s role in the learning process? In what ways do classroom, school and district systems adjust for student-centred needs? When do classroom systems and routines create opportunities for students to engage with a variety of generational roles: elders knowledge keepers/experts community members family students from other grades each other In what ways do classroom systems highlight and celebrate student strengths, talents and gifts? In what way, do the structures, systems, and routines in the classroom: promote student responsibility and ownership of learning? present students with choices that will enable them to maximize their learning? provide social and emotional safety for the students ensure the physical safety of students? In what ways do the interactions between students and teachers: address behaviour in a meaningful and responsive manner? develop problem-solving skills? promote forgiveness and humility?
Physical Environment	In what ways do students engage with place and land through stewardship? In what ways do students show their understanding of reciprocity, interconnectedness, and personal responsibility (what affects one person affects others) when interacting with and within the physical environment? In what ways: do the physical arrangement and organization of the classroom allow for flexible learning opportunities do the physical arrangement and organization of the classroom provide for student choice? are the other areas of the school facility (learning commons, gymnasium, multipurpose room, playground, athletic fields, etc.) used to provide effective and varied learning experiences for the students in order to support students’ physical and emotional needs? does the physical environment create engaging learning opportunities?

Instructional Services