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Variety of ways to participate, create a safe environment for sharing by developing classroom community, scaffolding strategies K-5

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Variety of ways to participate, create a safe environment for sharing by developing classroom community, scaffolding strategies K-5

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The ability for the classroom arrangement to be moved. The modeling and practice of trying the new skills and strategies. The praising of the successes and reflecting on areas of improvement. Teachers knowing that it will take time and practice.

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The ability for the classroom arrangement to be moved. The modeling and practice of trying the new skills and strategies. The praising of the successes and reflecting on areas of improvement. Teachers knowing that it will take time and practice.

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Safe classroom space, listening practices, routines, practice how to disagree on a subject, sentence stems, Talk process and share!

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Safe classroom space, listening practices, routines, practice how to disagree on a subject, sentence stems, Talk process and share!

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Students know the routines, be able to converse with others the way you have taught them, students using reflection throughout the discussions and day.

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Students know the routines, be able to converse with others the way you have taught them, students using reflection throughout the discussions and day.

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Students will practice and understand the Second Step Skills For Listening, so voices can be heard.

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Students will practice and understand the Second Step Skills For Listening, so voices can be heard.

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Everyone's voice/color/ symbol/token has been heard or shown. No one was left out. Kids will be feeling more comfortable with the accountability.

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Everyone's voice/color/ symbol/token has been heard or shown. No one was left out. Kids will be feeling more comfortable with the accountability.

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Pre-teaching, think time, sentence starters, practicing listening skills, dialogue cards.

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Pre-teaching, think time, sentence starters, practicing listening skills, dialogue cards.

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Teach expectations for respectful conversations: silent seconds, listening, appropriate ways to express disagreement, etc.

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Teach expectations for respectful conversations: silent seconds, listening, appropriate ways to express disagreement, etc.

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open friendly welcoming space and practice with modeling and role play

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open friendly welcoming space and practice with modeling and role play

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Students will be given the opportunity to think, share and reflect throughout the day.

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Students will be given the opportunity to think, share and reflect throughout the day.

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Lots of modeling, practicing, and visuals.

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Lots of modeling, practicing, and visuals.

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scaffolding from K-5 Example: K-1 use picture symbols to interact, 2-3 move to short words and phrases, 4-5 write longer more detailed explanations

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scaffolding from K-5 Example: K-1 use picture symbols to interact, 2-3 move to short words and phrases, 4-5 write longer more detailed explanations

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Arrange classroom to allow face-to-face instead of side to side.

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Students having a balanced, non-dominated conversation. Feeling comfortable and safe in sharing their ideas

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Giving think time will allow all students opportunities to share their thoughts. 

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Giving think time will allow all students opportunities to share their thoughts. 

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hearing from the quiet kiddos and seeing them feeling comfortable

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hearing from the quiet kiddos and seeing them feeling comfortable

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It will sound noisy but productive, it will feel safe, and look productive and fun.

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It will sound noisy but productive, it will feel safe, and look productive and fun.

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Students will know how to do the different activities for sharing such as think/pair/share.

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Students will know how to do the different activities for sharing such as think/pair/share.

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They feel engaged and a sense of worth. It might feel uncomfortable at first for some. It may sound louder but is on-task talk. It looks like purposeful learning.

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They feel engaged and a sense of worth. It might feel uncomfortable at first for some. It may sound louder but is on-task talk. It looks like purposeful learning.

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When students voices are valued in the classroom, it will look like: inclusivity of all students, engagement in communication, and collaboration between peers.

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Publish sentences stems in the classroom. Model, practice and use these sentences STEM in the classroom.

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Student face each other using learned phrases to facilitate collaborative learning.

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Making connections, building confidence, allowing all students to talk within a safe space. 

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Making connections, building confidence, allowing all students to talk within a safe space. 

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Having a safe classroom environment that allows students to learn, model and practice.

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Having a safe classroom environment that allows students to learn, model and practice.

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pre-teaching, practice, engagement, classroom connection to create a safe space

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pre-teaching, practice, engagement, classroom connection to create a safe space

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A safe learning enviroment, modeling, dialouge or sentence stems.

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A safe learning enviroment, modeling, dialouge or sentence stems.

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Building and establishing the scaffolding over the grades to be able to continue learning and practicing these communication strategies

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Building and establishing the scaffolding over the grades to be able to continue learning and practicing these communication strategies

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A safe community where it is OK to make mistake and everyone is supported in their unique learning style

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A safe community where it is OK to make mistake and everyone is supported in their unique learning style

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Modeling what it looks like and sounds like to share ideas

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When everyone feels safe/comfortable to share their thoughts

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When everyone feels safe/comfortable to share their thoughts

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Looks/sounds like: students are able to show each other by their actions that their voices are valued

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Looks/sounds like: students are able to show each other by their actions that their voices are valued

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Students have confidence in sharing their thoughts.

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Students have confidence in sharing their thoughts.

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We will know that we have achieved equitable air space in the classroom when communication is continued. Not just answering the questions and stopping.

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When students feel comfortable sharing and all have a chance to share their ideas

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all voices, some feel comfortable to speak up, others have learned to listen

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all voices, some feel comfortable to speak up, others have learned to listen

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modeling at the beginning of the school year

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modeling at the beginning of the school year

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Even the most reluctant sharer feels safe to share their ideas and thoughts

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Even the most reluctant sharer feels safe to share their ideas and thoughts

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Students apply learning by guided interaction with each other.

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Students are talking just as much as teacher.

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Students are talking just as much as teacher.

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Looks Like Movement, Face to Face conversations, listening, possibly conflict. Sounds like noisy conversations, safe conversations, kindness. Feels like, uncomfortable, kind, listening.

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Looks Like Movement, Face to Face conversations, listening, possibly conflict. Sounds like noisy conversations, safe conversations, kindness. Feels like, uncomfortable, kind, listening.

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All students are participating, thoughtful student pairing is in place.

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All students are participating, thoughtful student pairing is in place.

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All students have shown evidence of participation. Example: written on the shared poster with their color marker, sat down after a stand and share in a small group...

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All students have shown evidence of participation. Example: written on the shared poster with their color marker, sat down after a stand and share in a small group...

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Building connections and strategies to listen. 

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Building connections and strategies to listen. 

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look: engaged, sound: many voices heard, feel: safe, in-depth

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look: engaged, sound: many voices heard, feel: safe, in-depth

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sentence stems that have been practiced and modeled, all voices being heard, whether it is by using their voice, writing, using voice recordings, etc.

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sentence stems that have been practiced and modeled, all voices being heard, whether it is by using their voice, writing, using voice recordings, etc.

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All voices are heard in a way that helps them feel safe and part of a community

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All voices are heard in a way that helps them feel safe and part of a community

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Everyone will feel power and successful that their voice is being heard. 

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Everyone will feel power and successful that their voice is being heard. 

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When students voices are heard as much as the teachers

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When students voices are heard as much as the teachers

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Students feel safe to share their voice.

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Students feel safe to share their voice.

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Students need to feel safe in their classroom to be able to take risks to achieve equitable air space.

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Students are confident to share their thoughts. 

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Students are confident to share their thoughts. 

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When students feel safe and comfrotable 

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When students feel safe and comfrotable 

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Students will feel empowered to share their ideas.

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Students will feel empowered to share their ideas.