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The author recommends being vulnerable with students in paragraph 12. How might being vulnerable with students lead to better academic performance in a particular class?

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The author recommends being vulnerable with students in paragraph 12. How might being vulnerable with students lead to better academic performance in a particular class?

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In paragraph 7, the author discusses the need to collect data on the behavior. In which ways should you collect data? Differnt classes or environments?

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Para 13: How can creating a mundane conversation backfire or become challenging?

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In Paragraph 2, what research was done to determine that students who are called out frequently for low-level misbehavior are more than likely to be disengaged.

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In paragraph 6, evaluate ways we can learn to be more responsive rather than reactive to student behavior.

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Paragraph 7:
What does Morin mean by take a deep breath? Does one deep breath regulate your emotions enough? Why would it be beneficial to take a deep breath?

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when the author states, we should get into the root of the problem, What are some questions that have helped you on getting to understand the root of the problem in your community? -Aidé

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In paragraph 3 why do students who are called out for low level misbehavior more likely to become apathetic ?

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In paragraph 3 why do students who are called out for low level misbehavior more likely to become apathetic ?

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In paragraph 12 we read the importance of showing vulnerability. What are some things we hould share? For me it's about sharing my experiences from school.

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In paragraph 12, the article talked about being "Vulnerable".  How do we facilitate this without having students "Overshare"?

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In paragraph 12, the article talked about being "Vulnerable".  How do we facilitate this without having students "Overshare"?

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In paragraph 8, what are some ways teachers can show empathy towards their students?

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In paragraph 6 th author talks about understood.org and a specific article to help with “look Behind the Behavior that seemed interesting to me. I like the idea that we still are calling out wrong is wrong but in a positive way or inquisitive way. I wonder if there are better ways to have a nonjudgmental investigation?

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In paragraph 8, what could you predict are some external factors that could affect and influence a student’s behaviors in the classroom?

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In paragraph 12, what is an example of a risk Shevrin is talking about?