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My students get so excited to share their knowledge of specific studies we are learning but there are a FEW that would not be able to relay their taught information due to behavior or lack of memory retention. They do let us and their parents know where they are struggling as well.

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I am trying to get them to be nicer to the new kids to our school. Our students are a little condescending when the new kids don't know the basic skills. For example, "we learned to use baby drops of glue in kindergarten". I hear from parents that many of our students talk at home about what is going on in art.

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After conferences, I can say they can convey where they are struggling. However, I'm not sure where they stand on WHAT they have already learned. It took a lot of prompting to help them talk to their parents.

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The majority of my students could tell others what I teach them. They know their strengths and weaknesses because we have discussions about it.

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Actually, this question was borne out at conferences when students were telling their parents what they were struggling with and what they had succeeded at. I would like to make that kind of reflection more often. When the scores from STAR are done, I would like to have data chats with them and ask more specifically what they are struggling with.

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The students can demonstrate what they learn, however some can not say the correct terminology.

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My students do a great job sharing when they learn something new. They ask for help when they need it however I do not think they would be able to communicate to someone else what they are struggling with if we did not recently have a conversation about it.

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For student led conferences, my students were able to reflect on what their strengths and weaknesses are. It was worded as, "I need more help with" and "I am good at.." The students could identify the subject area they felt they need help with or that they are good at but needed prompting when identifying what topics within the subjects they were talking about.

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I believe most of my students could tell someone what they are struggling with or what their strengths are. We went over a self-evaluation and for the most part they were all very honest about how they think they are doing academically. During conferences, my students that showed up were able to talk to their parents about some of their work, and what they were proud of and what they needed a little more help with.

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I was able to get an idea of this during conferences. What I find interesting is that the students are pretty good at identifying what they are good at: BME, place value, etc., but when asked what they need to work on, they say general subjects: reading, science.

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Most of my students can communicate what they feel are general areas of strength and/or weakness, however, they may not use language that is specific. Also, we need to work on setting individual goals and setting aside time to check on the progress.

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I noticed that my students were able to tell their parents during conferences where they were struggling and succeeding according to their grades.  If they scored high on a test, they felt like it was a strength. However, they do understand what they know and don’t know in regard to their learning.

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I think the students would definitely be able to tell someone their strong points, but they would have trouble telling someone what they are struggling with. I think that has to do more with their pride, and they all think they are the absolute fastest and best athlete.

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It is important for students to voice to someone else where they are struggling as well as where they are growing. This will help others identify how to help teach this skill in another way. All students learn in different ways. Sometimes it takes more than one way to learn.

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I am not that confident because while we were doing our self evaluation for parent teacher conferences a lot of students would say general answers of what they are struggling with. For example some students would say they are struggling with math as opposed to struggling with place value.

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I would like to think that the students in my class would be able to tell someone what they are learning in my class. I think that they would be able to tell someone what they are enjoying and what they would like to learn more about.

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My students would be able to tell someone else what their learning in class with me. They are also aware of their strengths and weaknesses. Students often voice when they are struggling with something.