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Teacher C seemed very student focused with the concerns and needs of the student put first. Interested in holding students accountable but also keeping self accountable.
Teacher A seemed to be authority-focused with the belief that all students are the same. Cold.
Teacher B was somewhere in the center but didn't have students so much as the focus.

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Teacher C (one view) - spends most of their time pleading and bargaining with students (prob exhausting for the teachers); students are testing boundaries of the teacher; chaotic classroom; prioritizes being nice; value relationship with students (as a friend); all-based needs met (time consuming – sacrifices teaching process);

Teacher C (another view) - every student doesn't start at the same level.

Teacher A (one way) - not taking students' experiences into account; giving negative consequences (like benching, referrals/suspensions); reward/consequences -- only works for some kids.

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The models seemed like caricatures, and we couldn't identify with any single model entirely. B and C seemed the most relatable though

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Very important to empathize with students. Need to think about what they've experienced. If parent reaches out for help, we think of this as a compliment - and this would need to be honored.

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specific practices adapted from B and C:

-  communicating with students explicitly
- creating open dialogue w/ students
- building a learning community, collaboration
-getting to know ur students

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We spent some time discussing the differences between B and C, which on their surface appear similar. Using "warm demander" as a framework, A is a demander, C is warm, and B is a warm demander. We felt that some of the beliefs in C didn't always have high expectations of students and B struck a balance between high expectations and student needs/experiences.

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Building relationships is key.
Students are going to be the ones who know best what they need. They have the ability and right to say when something is wrong.
Need to think about how students can show understanding in different ways. (Multiple ways of showing understanding can be equally valuable.)

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We need more of Teacher B's and Teacher C's (maybe).

Important to understand students.

Encourage peer relationships (group work).

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In the classroom, students should have their own voices and not be oppressed.

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-Can a strict teacher be a favorite teacher?

-clear expectations worked for that moment

-Talk to students as an adult

-Code switch - how you speak (tone of voice, etc)  to your students, inside vs. outside the classroom

-Possitive harassment

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We identify w/ the student-centered approach identified in C and the high expectations of students identified in B.

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Being student-centered, understanding what unique supports each student might need, having an asset-oriented mindset.

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-Teachers have different priorities, such as control, self discovery, and community.

-Each priority has strengths and weaknesses that lead to trade in the relationship between the teacher and student, and how the student receives and uses instruction.

-Accountability for teacher B, they care but also hold the student accountable (and be accountable themselvess), when you don’t hold them accountable like teacher C, that is almost an injustice to the student who might not learn accountability in their adult life.

-Love is not enough

-Teacher C prioritizes community, so by not instilling in their students personal accountability, that will be doing a disservice to the communities they will be apart of later in life

-All teachers sent a student outside the class when they’re being disruptive , they all just have different reasons.

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-Giving the disruptive student a break from the classroom instead of “sending them out with an adult”

-Always accountability

-Self discovery, student initiated learning