# data[].attributes.body
Start: One thing I will start doing more consistently is putting my learning targets consistently in the same area and referring to them before/during the lesson

Continue: I will continue to utilize the entire classroom throughout the learning. Even if it is just walking through the rows or writing something on a different whiteboards, it will require the students to stay engaged and follow my movements throughout the room, so they don't just space out watching me stand in one spot for 30 minutes.

Stop: I would like to stop giving such explicit, guiding questions. If I want my students to truly think for themselves and use prior knowledge to answer questions, I cannot practically give them the answer within the question.

# data[].attributes.body
Continue: I will continue to post learning targets and review them with students prior to the lesson.

Start: I will start reviewing the learning targets with students to gauge how well they feel they understand and met the learning target.

Stop: I will stop making all students work at the same pace. My higher students in groups often can move much faster than some of my lower students, causing them to become bored and frustrated.

# data[].attributes.body
START: Recognizing that during times of adversity, surviving is a result. Sample Q: "What's your feeling about this...?" Sample A: "Dude, I was lucky to get through that with my internal organs still internal."

OR "Did you get to that thing?" "No, because I had to take Saturday off for the sake of my mental sanity and everyone in my social orbit."

OR "Can you name something positive about that thing?" "I did not wind up face down on the floor, weeping and praying for deliverance."

Survival mode!

CONTINUE: Reseating students as needed (this, even though seating is already done alphabetically by last name). On the one hand, it seems a bit aggressive. On the other, there sometimes winds up being clusters of Chronic Gigglers who won't be quiet even if you tell them ten times. It carries an air of rudeness that they can't (or won't) obey an instruction given multiple times, and it encourages Mawr Talking, until the room starts to devolve into light chaos. So reseating is often best for the nerves of everyone involved.

STOP: Allowing students with "free periods" to hang out in the room (like, if it's 8th and they have to wait for the bus), because it sometimes turns out that they DON'T have a free period and are fibbing. Not that the youth of today would be entirely less than truthful, Heavens no...

# data[].attributes.body
STOP: I need to stop being so critical of myself. I need to realize that I am learning alongside with my students this year.

Start: I need to have more confidence when running my classroom.

Continue: I will continue to build relationships with my students and co-workers.

# data[].attributes.body
Stop: Rushing through the I do, We do, making sure before the You do that the students are understanding before they get to independent work.
Start: I would like to use more the resources available in the math numeracy. I think more visuals will help with teaching my learners.
Continue: To support the students and provide one on one interaction. Building relationships so they know how much I am wanting them to succeed.

# data[].attributes.body
STOP: Feeling bad for needing my plan time to accomplish my own tasks.
START: Spending more time with colleagues visiting as we wait for the day to begin.
CONTINUE: Using lists and marking them off, so I can see that although I might not always get it all done, I was productive during my day.

# data[].attributes.body
Stop: We all get A LOT of feedback in what we do in both our personal and professional lives, and it's emerged that not all feedback and sources are equal. Therefore, I'm going to stop weighing all such feedback equally. By now, I have a decent feel for who my reliable sources are, the ones that genuinely care about my well-being, rather than those who would leverage me to their ends.

Start: I'd taken to expressing gratitude since the COVID era, and I've started a weekly Reflective Journal, examining the balance of trying and rewarding experiences. Merely giving word form to my thoughts and feeling seems to help me process and move on as I need to as well as being more conscious of the valuable people and things that I have in life.

Continue: I've found great value in exploring music that connects me to my valued past, my sentimental present, and the range of rich experiences I've had, especially over the past few years. Some of these are hard lessons to bear in mind and from which to learn, but many focus my mind on gratitude of those I have in my life. I do this mostly on my commutes to and from work and as I travel from building to building. I especially like to dive deep in my commutes home as it genuinely separates my professional life from my personal life as I gain miles and songs.

# data[].attributes.body
STOP: letting redirection slow pace. Give one reminder and move on for whole group.

START: thinking about how to use sentence stems to allow for better response and sharing.

CONTINUE: Having assessments within instruction.

# data[].attributes.body
Stop: I will stop rushing through the I do and we do section and take more time making sure students are grasping a concept before sending them on their own.

Continue: To encourage student participation by creating a respectful classroom community.

Start: Using more vocabulary terms that are directly used / seen in math lessons (example: least common denominator) so students are hearing it and more comfortable to use it in their explanations.

# data[].attributes.body
Stop: Being so critical of myself. In being too critical it can really take away from student learning because I don't confidently handle everything.
Start: Having more confidence in the content. I will often look over everything but having the confidence really helps guide the understanding further.
Continue: Circulating and working with students more individually during discussion time. This has helped keep students on track and help me keep tabs on student understanding.

# data[].attributes.headline
Megan M. Start: I will begin being mindful in giving students the power of choice and more informal assessments to assess knowledge. 

# data[].attributes.subject
Megan M. Start: I will begin being mindful in giving students the power of choice and more informal assessments to assess knowledge. 

# data[].attributes.body
Stop: I will start being more flexible with my students to create a more understanding environment.
Continue: I will continue to communicate with parents frequently and give student feedback so there is clear knowledge of what is going on in the classroom.

# data[].attributes.body
Stop: Slowing pace for redirection (instead, ignore minor undesired/off-task behaviors)

Start: Being mindful of word choice; increasing pace/consistency; including movement; more informal assessments (observational; making note of who is understanding concepts/able to meet success criteria)

Continue: Giving positive reinforcement/feedback; sitting in front so students can see both board and their teacher

# data[].attributes.body
Stop: using sentence breaks like "um or "uh" when giving directions
Start: giving students the chance to model examples after explanation, more time for collaboration before soliciting responses
Continue: to connect with students, ask targeted follow-up questions, and find ways to make work meaningful

# data[].attributes.body
Continue: I will continue to start inforcing my expectations with all of my classes.

Start: I will start follow up with my conequences, especially with my older kids.

Stop: I will stop thinking about how much time it takes to reinforce consequences and just do them.

# data[].attributes.body
Continue: I will continue to use student data from progress monitoring to drive individualized lessons.

Stop: I want to provide students with more wait time to provide them with more opportunities to respond.

Start: Involving my students in the learning targets, instead of simply reading them at the beginning of the small group lesson.

# data[].attributes.body
I will continue to use TPR and visuals to enhance instruction for my ESOL newcomer students.

I will start using new blending strategies suggested by my mentor when students are reading their CVC/ any words and are struggling to formulate the word.

I will stop being hard on myself and let my lessons flow naturally without being hard on myself when things don't go as planned.

# data[].attributes.body
I will stop moving through my content so quickly and including so many verbal quick check. I need to remember that it's okay give students time to get hands on with examples. Think time is not a bad thing.

I will start : Creating spaces for more wait time and allowing students to have more opportunities to tie their lesson to their learning targets.

I will continue to provide examples to guide my students. As this helps to ensure that they understand quality of work expectations and gives a nice outline for them to follow.

# data[].attributes.body
Continue: Using pear deck as an interactive tool for my students. I think that it is so engaging because the students can write directly on their chromebooks and when they are finished they can draw while they wait.

Stop: Waiting for every student to completely finish up the problem before moving on. I noticed during this lesson that I was waiting for each student before coming together as a class and then the students who were finished were becoming disengaged.

Start: Taking a mental note of who is taking a little longer to do the problem and then pulling them as a group to finish it together.

# data[].attributes.body
Stop: Pulling individual sticks to have students answer questions throughout the lesson because it only holds one student accountable at a time.

Continue: Having students model different strategies to solve the same problem for peers. This gives students an opportunity to not only share their thinking but also try different strategies they (or I) might not have thought of.

Start: Having "watchers" - a student to watch the rest of the class to see who is following along and having myself call on groups to answer questions (dot colors on the carpet, boys girls, etc.) to help keep all students engaged throughout the entire lesson.

# data[].attributes.body
Vanessa W.

Start: adding more of think-pair-share, allowing more time for student led discussion (even when there are multiple disruptions happening.)
Stop  - In this lesson I allowed to much freedom through the form of a web quest. I taught it a second time, to another 5th grade class and gave them more guided inquiry and structure for the web quest; and removed some of the freedom. My stop for this lesson would be allowing maximum freedom on assignments.
Continue - using technology in the art making process, introducing artists to inspire students creative processes,. and allowing students time to explore artists before beginning the creative process.

# data[].attributes.body
Continue: Being honest and vulnerable with my needs from students.

Stop: Giving myself a hard time

Start: Set harsher boundaries

# data[].attributes.body
Start: Have time at the beginning of each period for some SEL work. Whether's it's a quick feelings check or even some quick stretching to help us relax and mentally prepare for the class period.
Continue: Finding opportunities for students to work with me one-on-one through informal check-ins at the desk and throughout the room. Gives them time to seek clarification and shows there will be moments for accountability throughout class.
Stop: Giving so much leeway when it comes to class expectations. I need to keep clear boundaries, otherwise students are confused if I'm waffling too much

# data[].attributes.body
Stop: rushing the mini lesson, give more think time for students responses

Continue: Providing engaging instruction that gets students involved in different ways.

Start: giving more wait time for students responses and time for inquiry before jumping into a lesson.

# data[].attributes.headline
 What is something you will STOP doing? What is something you should start doing more of? What is something you should continue doing? Please include your name. Mentors, please comment on 2 teachers reflections and add your name.

# data[].attributes.subject
 What is something you will STOP doing? What is something you should start doing more of? What is something you should continue doing? Please include your name. Mentors, please comment on 2 teachers reflections and add your name.

# data[].attributes.body
Julisa Heredia
STOP: announcements
START: Being more creative with warm-ups
CONTINUE: Measurable and attainable goals in lessons.

# data[].attributes.body
STOP: When first introducing a topic, ONLY model. Do not try to ask students to help. Model the thought process and vocabulary for the concept out loud, rather than trying to involve student voices - save that for later.

CONTINUE: I would like to continue student check-ins during lessons. This gives students an opportunity to share where they are at in their understanding with the concept.

START: I would like to use turn and talk more to give students opportunities to explain the concept in different ways.

# data[].attributes.body
I will stop using curriculum when I know it's not engaging to the students.

I will start having the kiddos collaborate and talk more. I will start asking better more engaging questions and I will start coming up with some better more engaging material for the kiddos.

I will continue to talk about the students learning target and their purpose.

# data[].attributes.body
I would like to modify what resources I am using to make sure my higher groups are being challenged in their learning.

Start: I would like to adjust my literacy groups to make sure what I am teaching is benefitting every student in my class. I would like to use HD word with my students as well.

Continue: I will continue to engage my students while working in our small groups and make sure I am challenging them so they are better their learning.

# data[].attributes.body
Stop: I will stop consistently giving students letters they don't know in the sound box activity and instead give them the word cut up so they have to identify letters, not me.

More: I will have them write heart words in sentences more vs. just writing one word once a week. I will use more sentence scrambles to help support their writing.

Continue: I will continue giving positive feedback to students and encouraging them in their writing.

# data[].attributes.body
I will continue using engaging tasks like Peardecks to introduce new materials. The kids get to physically write or draw on the slides rather than being presented to.

I will start using reflection with learning targets to help gauge student learning.

I will stop forming all lessons for lower kids, so I can continue to push my high kids even higher.

# data[].attributes.body
I will start drawing sticks to increase student engagement. I will give students an opportunity to answer, ask a question or call a friend for help.
I will stop relying on verbal quick checks for assessment. I will include more silent non-verbal opportunities.
I will continue stating the purpose and learning target for each lesson. I will continue validating and extending student responses.

# data[].attributes.body
Start: I would to like to incorporate more math enrichment activities for early finishers and when my teams understand the daily lesson right away. I have created enrichment packets over winter break, and it has been a hit for the last two weeks!

Continue: I would like to keep teaching in math teams. (15 minutes whole group, 15 minutes with Team 1, 15 minutes with Team 2, and 15 minutes with Team 3). This allows me to closely observe each student rather than working with the same students each day. There is no room for me to miss a student that may not be understanding a lesson, which has been very beneficial!

Stop: I will stop sitting underneath my document camera for too long. For example, I will have students write down answers underneath the camera rather than me all the time. I will be sure to utilize proximity more than I have been!

# data[].attributes.body
Start: Wrapping the lessons with more closure opportunities and time management to ensure this can happen. Focus on more open ended questions and not recall at the end of the lesson.

Stop: Slow down with speech and directions. Check for understanding of the expectations prior to handing over the lesson for independent/partner work.

Continue: To front load with recall questions and activate prior knowledge Walk around view the entire class and their progress on the assignment. Ensure engagement and understanding. Using whiteboards to check for understanding (low risk).

# data[].attributes.body
Start: I would like to start doing a quick formative assessment after my lesson, asking on a scale of 1 to 3 they understood the lesson for the day. I would also like to start warming up with Home Link questions from their homework assignment.

Stop: I will stop only going up and down the classroom, and instead try and circulate more to make myself more visible to the students.

Continue: I will continue to draw name sticks in order to make sure that all students are participating. I will also continue to relate math their their lives.

# data[].attributes.body
Start: I would like to start making my phonics lessons more interactive. I have my students use their fingers to stretch words out, but they can get very antsy toward the end. I'd like to find ways to get them up and moving, while also learning during this time.

Stop: I will stop giving all unexpected behavior attention. It takes time away from my lessons and further distracts students. I need to decide what really needs correcting, and what can slide at that moment.

Continue: I will continue to draw sticks in order to make sure that all students are getting a chance to share their learning. This is important for me because it gives me a chance to check in with each student to see how they are doing, but also allows them to learn from their peers. I will also continue to allow students to pass on answering if they really do not know the answer. This allows them to preserve dignity in that whole group setting because it can be daunting, and I want them to feel confident in themselves.

# data[].attributes.body
Stop: Moving at the speed of light especially with my speaking instructions. My higher students generally handle it, but I notice I need to include more thought time/wait time.

Continue: Continuing to build relationships with all students. As well as having varying types of activities so it is not the same thing on repeat. Also, continuing learning from my lessons through collaboration and reflection.

Start: Having more in depth game plans especially with assessment. Incorporating more scaffolds and differentiation to meet the needs of all students at their level. Being more organized with keeping track of assignments and their awesome hard work in one area.

# data[].attributes.body
Stop: I will stop providing too many examples for students. Sometimes I feel like providing them too many examples is almost giving them the answer to the problem/question.

Continue: I will continue walking around the room while monitor their learning. I feel like when I walk around, students who are typically quiet feel like they can ask more clarifying questions.

Start: I want to start having students provide their answers to questions. I want to them to have a chance to write their answer maybe on the board/my paper. This way they can see their work and their classmates can see others thinking.

# data[].attributes.body
Stop: I will stop reacting right away toward something that can be considered negative or inappropriate.
Start: I will start taking a step back think, then act on what would seem appropriate for the situation.

Continue: I will continue creating a space where students are able to feel welcomed, accepted, encouraged, and celebrated.  Creating a space where everyone can be themselves allows them to flourish instead of being in fear of judgment.  It also allows a space where kids can feel comfortable to come to talk to me about situations that can surround bullying, stress, anxiety, and so on.

# data[].attributes.body
Stop: I want to stop making my student's distractions a bigger distraction for the whole class. For example, there was a student fidgeting with something and I had them bring it to me, but in the future, I could move around the room and use proximity to show them I am aware they are not participating rather than jumping to a whole class interruption.

Continue: I will continue to ask high-level thinking questions that challenge students and provide them with an opportunity to collaborate with peers as well before sharing out ideas.

More: Using my code word while giving instructions. Sometimes I start giving instructions and then students start moving before I am finished. However, we have great success when I said "after I say daisies I want you to....." Doing this, I know that students are paying more attention to what I am saying because they have to listen for a specific word.

# data[].attributes.body
Continue: I will continue to build relationships with my students as we discuss their progress in their classes. I will continue to give them strategies to build their independence. I will continue to be a positive role model and continue to advocate for their needs from their classroom teachers.

Start: I will start teaching basic executive functioning skills to students in hopes that they will apply those skills to everyday classroom expectations.

Stop: I will remind myself that when a student becomes disrespectful and refuses to work, that they are 14, and I am the adult...not the parent. I will take a breather when I become frustrated and not react or engage in the moment. When that is finished, I will re-engage at a later time.

# data[].attributes.body
Start: During down times where materials are needed to be passed out, have a task for the students to do as a ticket into the next activity.
Going over expectations every time I start a lesson or in a transition in the lesson so students do not get up from their spots and remain at a level 0.
Start doing a whiteboard warm up at the beginning of math to get everyone engaged instead of just one person answering the warm up question and other students getting distracted because they are not engaged.

Continue: I will continue to create slides that are engaging for students and I will continue to post and explain to students the learning targets of the lesson, so they know what is expected of them by the end of the lesson.

Stop: Stop being loose with my expectations for students that distract learning. Stop allowing students to get up and come ask questions because that allows for other students to get distracted and that results in loss of instructional time.

# data[].attributes.body
Stop: I will stop calling my whole group by "hi guys" this is very gender specific. Instead I will be saying phrases like "hi class or hi friends" these are gender friendly phrases and welcome students more into the instruction.

More: I will do more lessons that involve some type of physical movement. Physical movement helps the brain by keeping it active and helps with memories. It works different parts of the brain to help students with learning.

Continue: I will continue to provide modifications and accommodations to support students learning. I will also collaborate with the classroom teacher so students that are not part of my group still get the assistance they need.

# data[].attributes.body
Start: I want to improve on my wait time with my students. There are moments where I am aware that some of my kids may have that light bulb go off with the answer and they either share that answer or raise their hand. But there are also the kids that need more time to process and make the connections the other students have made.

Continue: I want to continue making connections to vocab words and revisiting topics or old ideas while we are making new ones. Constantly making connections back to what kids already know or older topics and content we have learned this year.

Stop: I would like to stop feeling like all of my classes need to be in the exact same spot everyday. There are days where certain lessons might take longer with some of my kids and classes or where some of my kids might need to revisit a topic more that once. I need to be okay with taking more time on a topic and really meeting them where they are at.

# data[].attributes.body
Start: When students come to me for help/in crisis, I will start asking if they're looking for someone to listen, problem-solve, or console. I find myself often jumping into save the day rather than listening fully.

Continue: I will continue to offer choice in content and product for my students. It's refreshing to see students get excited about a project because they connect with the material.

Stop: I will stop trying to cram so much into each class. I often have an "all or nothing" mentality, and it often results in doing too much in one class period (and possibly none of it well) rather than focusing on small pieces. I need to get more comfortable spreading lessons across class periods.

# data[].attributes.body
Start: I have noticed that my students in my Gender, Race, & Culture course highly benefit from viewing examples or having more thorough instruction. I think moving forward, providing the students with personal examples and allowing them for more turn and talk time prior to instruction for questions will benefit. I'd really like to get the students into more small group work as the semester progresses.

Continue: One of the superpowers of being a first year teacher is that I have an automatic ability to form connections with the students. I will continue to build these relationships as the semester progresses.

Stop: I noticed in my video that whenever my students would get chatty, instead of pausing my teaching, I just continued to get louder to try and speak over them. Instead I should wait, allowing for more students to hear instruction, to give students real-life responsibility skills. Also-- I need to prioritize my personal time more effectively.

# data[].attributes.body
Start: I will invite students to mimic some of my own conducting gestures, transferring their visual and audial learning into the psychomotor domains. In this way, I might become less of a "director," and more of a "facilitator;" students can take ownership of the rhythms, articulations, and tempo, thus improving for retention's sake.

Continue: I will continue providing visual and verbal cues to guide students through the learning process. My example teaching video took place at the end of the school day, and I felt confident in my ability to engage fatigued and anxious students in our content.

Stop: I will be cognizant of the conducting gestures that I demonstrate, being mindful that the physical art of conducting has conscious and subconscious effects on students' mastery of notes, rhythms, and articulations. Aligning with my "start" goal, eliminating unnecessary conducting gestures and instead transferring them to students will help them take ownership of their learning.

# data[].attributes.body
Stop: I will stop and pause better when working with my students. I will make sure that I am clear with my expectations before we get started on working on things. I need to make sure that I am clear about what it means to speak at appropriate times.

More: I would like to be more intentional with the way that I speak to students and about certain student tasks. I think that it is important to continue to use academic language. Something that I would like to do more of is to move around the room. I am pretty good about moving around and checking on students work but I think it would be beneficial for students to have me be near them to talk about things going on. I post my learning targets on the front board but I want to be more intentional about using them and specific academic language.

Continue: I will continue to build relationships with students that I have in class. Something that I want to do is set high expectations and have meaningful conversations with them. I like to talk to my students like they are little adults and I think that this helps them feel a sense of responsibility for things in class and the work that they are doing. Something else is to provide very specific feedback to students so that they are aware of what they need to work on.

# data[].attributes.body
Stop: A few times throughout the video, I felt like my tone was not the kindest when I was providing error correction. I need to work on ensuring that my tone is kind and appropriate when correcting errors for my students.

More: I would like to include more specific and positive error correction in my teaching. I could say "Let's try it this way" instead of just saying no and correcting. I also would like to get more student involvement in correcting mistakes. Instead of pointing out the error, I could ask him "Is that right?". I also would like to incorporate more visuals in my teaching for this specific student. I could provide visual choices for him when writing sentences to help him with sentence generation.

Continue: I would like to continue providing choices throughout my teaching to keep my student involved and engaged in the lesson. I will also continue to provide specific feedback regarding this student's reinforcement system. I also would like to continue the amount of feedback I was giving. I was providing a lot of positive feedback while the student was writing.

# data[].attributes.body
Stop: I will stop letting my students talk over me. I will say what I need to say, and then open up opportunities for my students to speak at appropriate times.

More: I need to be more intentional with how I speak, in terms of academic language with my students. For example, use words like "predictions" and "inferences" instead of "stuff" or "things". I also need to be more direct with my expectations of my students. I have learning targets posted on my wall, but I need to actually live them out in my lessons with my students.

Continue: I will continue to build meaningful relationships with my students, and set high expectations for them. I will also continue to encourage my students to share their opinions in their reasoning to answer questions.

# data[].attributes.body
Stop: I will stop talking over my students when they are not yet focused. I need to pause, stop talking, and wait for them to be quiet before continuing so that everyone can hear the same message. I've noticed that sometimes I need to stop talking so fast and realize that silent moments are okay.

More: I would like to do more small group activities in my classroom guidance lessons. I do a lot of whole group work and independent work, but often stay away from group work. Group work in lessons sometimes takes a while to do and I only have 30 minutes with them for guidance. I will try to do more group work in my lessons and see how it goes.

Continue: I will continue to pick two star students at the end of each guidance class. These star students are students who have demonstrated my expectations and have followed directions throughout all of class. I have found that the kids find this rewarding and are more motivated to stick to the expectations.

# data[].attributes.body
Stop: Talking loudly even when I have full class attention. After watching the video I was overwhelmed with how loudly I was talking into my microphone and I can only imagine how overwhelming it was for my students. I think that while teaching I feel that they are talking over so I have to talk louder, but I am going to stop talking over/louder and start using my attentions getters and reminding of the expectations in order to bring us back in so that I don't have to overwhelm everyone including myself with a loud voice.

More: I used a lot of movement in this lesson where the students would answer questions and move around the room to show their response. I like this and I want to incorporate more of this into my teaching. I think this will get easier for me as I learn the curriculum more and as I am able to adapt my lessons to the needs of my students.

Continue: After watching myself teach this lesson I realized that repeating my expectations/objectives throughout the lesson helps my students refocus and get back on track. I will continue to do this no matter how monotonous it may seem because the video allowed me to realize that it does actually make an impact and that it may not be something we need as adults; however it is benefitting the students.

# data[].attributes.body
Continue: I will keep being personable with my students, providing them with a warm environment to come into and praising them when they are doing well. It inspires them to work hard for me and I have seen more effort from them during our second speeches when I let them know how much they have surprised me and challenging them to go further.

More: I have started braking down what I want them to do in more bite sized portions. It helps them focus on one thing instead of all the things. Students are more productive when I do this.

Less: I'm not 100% sure of what I should do less of because I am getting good results right now and after teaching my curriculum 30 times, I feel like I've gotten a good hand on how I want to teach this unit going forward.