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Is a cell phone break at the end of class out of line?

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Allow student opportunity to jot down notes before responding orally to a prompt/question.

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Allow student opportunity to jot down notes before responding orally to a prompt/question.

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I also will occasionally give a student the right answer to a question before having students answer them out loud. Students with severe emotional issues, those learning English, etc. In this way, they know they will get the question right. It builds confidence.

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I have fidgets and sensory toys available in my class and a lot of students utilize them

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If student's get used to having extra time on assessments in class, what happens when they have an assessment where it's not available because they are not legally entitled to it? Think AP exam or SAT

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Allow oral elaboration or verbal administration/response of assessment

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Allow oral elaboration or verbal administration/response of assessment

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How does this this work? If other students are testing, this can be distracting to them. It also prevents the teacher from monitoring students while testing to prevent cheating

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Remind them of the tools they have- Google Keep, ability to organize chrome tabs by class (ex: you can make tabs by class name) rather than have 400 tabs open

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When should students be learning/taught study skills? I don't have a variety of strategies to share. How can teachers learn about these things so that we can pass that knowledge to our students?

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If we don't give tests then we don't have to give extra time on tests. Then kids can work on assignments on their time instead of ours

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If we don't give tests then we don't have to give extra time on tests. Then kids can work on assignments on their time instead of ours

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Can we agree on an expectation that all assessments are completed same day, except for extenuating circumstances?

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I don't know how to use alternative assessments or allow student choice for how to be assessed. I can understand how to accomplish this with projects but not with quizzes and unit tests.

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Thinking about alternative ways to assess classroom participation for students who are more quiet/anxious/introverted. 

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Thinking about alternative ways to assess classroom participation for students who are more quiet/anxious/introverted. 

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This is way too general and in some cases it is not good advice. Sometimes incredible learning comes from students using handwriting, hand dexterity, and drawing diagrams. It has been proven time again that handwriting involving muscle memory is better for retention than typing on a keyboard where all strokes are the same. Reducing menial rote memorization tasks? Sure, but to reduce using pencil and paper for the sake of reducing them is short sighted.

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We would love more possibilities for flexible seating. Can we budget to purchase flexible seating furniture?

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My lessons are activity focused with only one page of "notes" for each lesson. What students are writing is based primarily on the work that they're doing with their classmates.

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Scale up classwork and scale down homework.

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Provide students with flexible seating options and hoping to find a classroom set up that offers students with options without impacting attention or work output.

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Likewise if we have a timed assessment for the students (in Honors/AP) and the task is not completed in the allotted time (assuming the test is reasonable for that class) how will the students do on AP exams, SAT II, etc. when they will have a limited amount of time. How will they improve as test takers and managing time/prioritization on assessments? 

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Likewise if we have a timed assessment for the students (in Honors/AP) and the task is not completed in the allotted time (assuming the test is reasonable for that class) how will the students do on AP exams, SAT II, etc. when they will have a limited amount of time. How will they improve as test takers and managing time/prioritization on assessments? 

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Difficult with 25 kids in a class but would love to have alternate styles of chairs and such

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Difficult with 25 kids in a class but would love to have alternate styles of chairs and such

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This year I've begun randomly assigning students to groups of three (based on the data collected and detailed in Building Thinking Classroom. Sometimes these groupings interfere with student productivity so I need to re-think this to ensure that it's having the intended benefit.

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For this we see differences across levels (both in terms of Honors/CP but also across grades as well). Meaning if we give a week to do a lab report are we doing any favors by then giving extra time at that point? Are we reinforcing procrastination and/or poor habits?

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For this we see differences across levels (both in terms of Honors/CP but also across grades as well). Meaning if we give a week to do a lab report are we doing any favors by then giving extra time at that point? Are we reinforcing procrastination and/or poor habits?

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We can see how to do assessment adaptations for classes that don't have state or AP exam at the end, but how do we change up how we assess when at the end of the year they need to do a paper / pencil or computer test?

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Students have a printed copy of the notes for each unit, as well as a packet of homework (printed in a different color). They also have access to the link to Lumio in case they miss anything or are absent

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While we see the benefits of technology integration we are not sure we follow the prompt under classroom assignments that says reduce paper and pencil tasks... kids often convey that the prefer to  do some of the lab work, equations, labeling, etc. by hand rather than on the computer...

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While we see the benefits of technology integration we are not sure we follow the prompt under classroom assignments that says reduce paper and pencil tasks... kids often convey that the prefer to  do some of the lab work, equations, labeling, etc. by hand rather than on the computer...

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step-by-step instructions for complex tasks -- video or visual examples to support written directions.

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Lots of teachers in the building are using "flexible seating" choices 

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Lots of teachers in the building are using "flexible seating" choices 

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Offer choice & Use student's strengths/interests

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Offer choice & Use student's strengths/interests

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This is sometimes hard to do or impossible to do

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For my first test with my freshmen, I allowed students extended time however not all students could finish on the day of the test. Not all students came to finish - even waiting until after the weekend to see me. I struggle with extended time and maintaining the integrity of my assessments

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Rubrics can look different for different assignments: traditional grid that states exemplary, proficient, etc. Or a list of expected elements

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Use of standing desks for students who need a break but can still access the curriculum

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Separate Setting  - can be challenging to find a place for a kid to take a test in a separate setting who is not an identified special ed kid

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Separate Setting  - can be challenging to find a place for a kid to take a test in a separate setting who is not an identified special ed kid

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Break up big tests over multiple days

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-We use daily agendas and link all work to the agenda. We also have a "daily agenda" tab in Google Classroom for anyone who is absent.

- We Offer extra help is daily, but prefer to stay in contract hours and/or if student pre-plans a time

- Breaks don't have to be a stop to "learning."  It can be a 2 minute song or meditation.  But we have fear that if we implement "brain/ movement breaks" and we are observed, how would that impact us?

-We allow extra time almost always. We keep the assessment and/or any materials (graphic organizers, etc.) to mitigate any cheating

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Clear instructions / expectations for assignments. Written in classroom and reiterated verbally.

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Break longer tests into two sections and only hand out one. Have students turn in first half before getting second half to keep them from  seeing entire test.

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with extended time students tell students what is on the assessment(even without extended time). Sometimes it is difficult because there are students that do not have studies and/or can't stay after school so when do they finish the assessment

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Three strike policy and then the class gets a seating arrangement

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Separate parts of tests on separate days.

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Compliment students for good work or doing the right thing to help build positive relationships

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Compliment students for good work or doing the right thing to help build positive relationships

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Using guided notes to allow students to spend less time writing notes from the presentation, and more time listening to the important aspects of the presentation/lesson.

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Provide opportunities to resubmit incomplete work without penalty, at teacher’s discretion

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Provide opportunities to resubmit incomplete work without penalty, at teacher’s discretion

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Students have abused this in the past

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Struggle in World Language when we have to assess all of the language skills and can't always opt out of writing or speaking etc. 

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Struggle in World Language when we have to assess all of the language skills and can't always opt out of writing or speaking etc. 

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No point deductions for late work (with the exception of assigments due at the end of a quarter)

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No point deductions for late work (with the exception of assigments due at the end of a quarter)

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We use google classroom

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Quizzes are given during one block. They should only take half of the class, but some students are allowed to take longer.

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What do you do when there are multiple students who all need preferential seating?

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What do you do when there are multiple students who all need preferential seating?

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Math department has cardboard barriers

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Students are motivated when given the opportunity to choose whatever genre of short story they will write

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Class rewards tied to individual success

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Types of seating in the class when there isn't a designated "front of the room"

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Practice presenting in smaller groups with kids they are comfortable with

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Provision of a personalized, visual schedule

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Provision of a personalized, visual schedule

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Visual Schedule/Agenda changes every period and is difficult to post

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We share notes on Google classroom after they have been presented. We also used guided lecture notes.

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If students have presentation anxiety they can present to the teacher privately instead of whole class.

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Option to record a video