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I already break assignments into smaller pieces to help students. I try to check in with them regularly, I give them clear due dates. I also think education on the importance of due dates should be part of the plan. I want to help freshman figure this out, they seem to really struggle this year.

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I already break assignments into smaller pieces to help students. I try to check in with them regularly, I give them clear due dates. I also think education on the importance of due dates should be part of the plan. I want to help freshman figure this out, they seem to really struggle this year.

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More of a question, but did this actually improve or decrease the amount of late work?

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we are all willing to help students who are experiencing stressors or trauma - and are flexible with late or missing work for students who are experiencing these parts of life. how do we help students who aren't turning in the work for reasons not associated with stressors or trauma ... getting them to see that "meeting and managing deadlines is a future-ready skill in and of itself"

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I assumed early on in my career that turning in late work, or not turning in an assignment at all, was a personal attack on my teaching and classroom. I needed to get over this and learn more about the behavior piece, and find ways to teach within my given time period more effectively.

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The author is assuming that all teachers have the tools to teach executive functioning skills, and coach kids up on how to manage their emotions and time. This is not true: how many teachers actually know how to teach these things in an age appropriate and effective way

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"Learning how to develop a trauma-informed approach builds empathy and also encourages teachers to focus on the how and why of outcomes instead of the what"

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EF skills have to be explicitly taught and not generalized. Many tasks take multiple EF skills to accomplish. These skills also have to be consistently taught throughout the year and talked about.

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I think the idea of gathering data about assignments and how they are turned in (on time, delayed, late, missing) is worth a try in the classroom. I recognize that it may be additional work for a teacher, but doing this once a quarter/semester could be beneficial for teachers and students. On the teacher side, it gives a name to patterned behaviors and allows us to approach students appropriately in regards to work completion. On the student side, it brings awareness to the issue but also lets them know the teachers are willing to work with them on these potential problem areas.

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Rigor within the classroom does not have to be "mechanical complexity" but as a way to challenge students as needed to grow.

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I like how the teacher had the students look at the data. We always tell students that it is important to do so, but sometimes we don't always implement that in the classroom.

I also liked how the teacher used the data then to change their teaching strategies as well.

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Share student data with students instead of just in PLC for for yourself

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"Because I broke larger assignments into phased tasks, I required too much with too little of reward for students."

This was a bit confusing to me, as it seems we are regularly told to chunk assignments for better student understanding. Is he arguing that this approach doesn't work?

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I think the question of “is this structure convenient solely for me or is it designed for student learning?’ is a really good reflective question for teachers

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I like the idea of implementing an activity like this once a quarter. Students being more involved in where we are in material and how to it compares throughout the year could really help create more ownership and pride in their own learning.

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"The classroom is where we learn to master that skill, not to fear the ramifications of failure."

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reflecting (with data) with students on where they are at as a whole so they can think about themselves individually

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reflecting (with data) with students on where they are at as a whole so they can think about themselves individually

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I like how the teacher gathered data and showed it to students so they could all witness it, since it is all about them!

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I like how the teacher gathered data and showed it to students so they could all witness it, since it is all about them!

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scaffolding complex activities helps students

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scaffolding complex activities helps students

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due dates aren't artificial measures of compliance, but in reality are crucial to progress, accountability, and learning - how can we help our students to buy in