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Character lessons during Mind Set Monday. There is a read aloud called The Girl Who Didn't Make Mistakes. It would create a great discussion point for students to understand the Power of Yet.

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I will continue to tell my students it's O.K. to make mistakes because that is how we learn. I will also remind them that when things are hard it's our brain "stretching" and we have to stretch our brain to understand things. Even though we might not "get" something right away we will figure it out together.

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In my class, I often point out MY OWN mistakes. We discuss that it's OK to make mistakes because no one is perfect! I want to make sure that is stressed in my room

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Encourage questioning from students

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I am going to make sure that students understand the learning objectives better by having them reiterate it back to me in their own words.

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I could have the students vary their teaching partners. I have them in learning buddies based on ability but I could try to switch things up a bit and see if this changes their way of thinking.

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Interview each student to ask: 1. How are things going with your learning buddy? 2. Do you learn from your learning buddy? 3. Do you cooperate well with your learning buddy? Assess these answers and decide if learning buddies should be moved around.

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Give more immediate feedback. Strive to conference more frequently.

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With standards based grading, we do some much conferencing and small groups. I will work on making sure the students understand what I am telling them and understand where they are in their learning.

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Increase comfort level in my classroom. Continue to encourage asking questions. Allow students to ask "personally" with just me instead of feeling anxious to ask in front of others. Give them an opportunity to write questions down on a post-it to give them another option of feeling comfortable.

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My students ask a lot of questions, but I will be making a more conscience effort to check with those students who are not comfortable asking questions.

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Continue to encourage questioning and give students the opportunity to write questions down on a sticky note to be discussed.

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Model how to react to mistakes by making them in front of your students and showing them how to resolve a mistake .

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My plan is to make sure I make mistakes when modeling writing/reading, learning and explicitly name the steps going on as I make a mistake. I often say, "oh, I made a mistake, that's OK." Eventually, the next times I say that I've made a mistake, the students chime in with "that's ok." Then the goal would be to have that transfer to say it to themselves when they make a mistake.

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To never scold them or call attention to them for making a mistake.

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There are several videos that DOJO has about growth mindset and how it's okay to make mistakes. I would like to watch them with my class starting the year and have a discussion about ow it's okay to make mistakes.

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Reassurance that we learn and grow from our mistakes, creating an environment (classroom) where the students know that it is okay to make a mistake, and also making a mistake on purpose and allow the students to help me correct/fix my mistake.

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Knowing each student by strength and need and helping them feel successful at their current learning level and lots of small group work and activities.

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I do my best to explain what I am teaching. I try to explain it in as many ways as possible. We also brainstorm during the lesson so... the kids can give their input.

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Makes me think how it is important to take time to just observe each child individually to find the 1 or 2 that may feel differently from the majority.

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Continue to help students take ownership of their learning and make it visible so that students can track their progress.

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I will place students at tables that are at all levels so the higher level students my help those who struggle. I will call on the higher students to work with those who may need help.

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Keep having students collaborate in think, pair, share and buddy tutoring. Continue to give them opportunities to work together in small groups.

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I would like to designate a "teacher helper" for different concepts so that students can help students.

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Doing more activities with learning buddies and small group/ pair/ share discussions will help to increase this peer discussion and learning and giving students more opportunities to share what they know with others.

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By helping students know what questions are appropriate, we can help them feel more comfortable asking "lots" of questions.

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After students, ask a questions, I can offer positive feedback for being brave to ask their question. When students ask a question, make sure that I answer kindly so they don't regret asking me their question.

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Encourage student participation in class discussions and have incentives (dojo points) for those that pay attention or ask questions relevant to the topic or lesson being taught.

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To make sure everyone is able to ask questions by randomly selecting names at times.

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Ensure station/small group time so that the teacher continues to have time to conference with each student and help them keep track of their progress.

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Have a daily plan for how many students I plan to meet with during writer's and reader's workshop to ensure everyone gets met with at least once a week.

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Students will explain to me what they have written down in responding to questions to check for understanding of subject matter.

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I will continue conferencing with my kids while they are doing their classroom work.