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Learner-Centered Routines help to make lessons more engaging and student centered.  Turn and Talk is great for teachers to hear how the students are thinking and it is a safer zone that whole class sharing for the students comfort level.  Often times it takes prompting and wait time to help students with their comfort level.  I am going to try to use more icebreakers and team building activities at the beginning of the year to help students out of their shell.

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LCR's are an in-class tool used to help students express themselves during the lesson. They allow students to not only learn the material, but to get a deeper grasp on what they are currently learning. LCR's allow students to take a step out of their comfort zone without the pressures of talking to a full class. I will use the turn and talk routine as well as the step back routine in my class this upcoming year. The turn and talk routine gives students the opportunity to not only become aquatinted with their peers, but it lets them bond over the subject being taught. The step back routine gives the teacher the opportunity to let the information sink in as well as give some leadership opportunities to students in the class.

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Learner Center Routines are very powerful in the math classroom. The provide opportunity for students to reflect on their thinking. As I read the article I was happy to identify that I have done a version of each of these routines in my classroom already. Today just really helped me identify that there might be a time and place for each one to be a little more beneficial but that overall they can all be implement throughout any lesson. The routine that I would like to see more this upcoming year would be the Step Back, I feel that this routine provides the students with a time to reflect on their thinking and truly identify their own understanding of the concept at hand.

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LCR, I feel are used in the classroom almost daily.  Whether we are asking the students to think about we went over in class.  I teach all levels of students and I think it is imperative for all students to be able to express themselves and their thinking.  I am committing to using all four routines in my classroom weekly, especially when the crickets come to visit. I want to continue to create a "comfort" learning zone in order to give my students the opportunity to share without feeling the pressure of "getting the wrong answer".

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Learner-centered routines allows student to voice their understanding and each of the 4 routines gives student an opportunity to take ownership of their understanding and and prepares them to share with their classmates. I feel that we unconsciously use all; to frame our lesson.  All of these routines help students organize and reflect on their learning.  The routine I commit to try more in my classroom is the step back, which will allow students to hear it not just from me but rephrased by their peer "kid friendly words".

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One of the most impactful readings that stuck with me was that student voice must be at the forefront of the math classroom and clearly it is vital that as teachers, we afford students the opportunities that they are owed in establishing these learner-centered routines.  These routines allow students to truly take ownership of the learning by giving them the structured platforms  of Turn and Talks, Stop and Jots, Step Backs and Quick Writes in a safe classroom environment that allows for risk taking and structured struggle, without the fear of being ridiculed.   Although I have never formally named these routines as such, it gives me some comfort in knowing that I have certainly used at least one of these strategies, or a variety of them int the classroom on a weekly basis.  Specifically, Think-Pair-Share comes to mind. In this routine, students are given the opportunity to put their thinking into writing and then pair with another peer to turn and talk about their problem-solving process and finally share out in their groups.  This particular strategy incorporates 3 of the routines, Stop and Jot, Turn and Talk and Step Back.  I am confident to commit to 2 of the routines (Turn and Talks and Stop and Jots) at least once a day in the classroom, however, I have every intention of purposely planning on incorporating all 4 routines on a more frequent basis.

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Learner-Centered Routines help students gather ideas, process their/others thoughts, and share their thinking. I would like to try all four routines, but will start with Turn Talk to allow thought gathering before sharing.

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I feel that all of the four mentioned learner-centered routines give the students the opportunity to share their understandings and reflect on the question/lesson. Using these routines can help promote meaningful student discussions and relections. The routine I will implement the first will be the Stop and Jot. I know that by allowing the students time to to organize and reflect their thought process, they will be more willing to share their response. This will force me to allow more time for students to think and reflect and not immediately start asking for student responses.

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Learner-Centered Routines
Routines set the tone, rigor, and culture of any classroom. Routines that enhance learning and allow for student growth need to be planned and implemented strategically. All the routines that the article focuses on promote student ownership of the learning and a sense of security. What makes these strategies powerful is that it allows for complete students participation Whether it is individual or in small groups. Another powerful tool that these strategies use is that it makes students reason, allows for them to organize their thoughts, and elicits previous experiences. The strategies keep the focus on the students and not the teacher making the lessons student centered. One strategy that I would try to implement is Stop and Jot. I want to provide students with more opportunities to think and organize their thoughts. Also, I want them to be more reflective of their thinking process and be able to express their mathematical ideas with ease.

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We can promote student's voices and provide opportunities that foster agency by allowing students to share their thinking and challenge the thinking of others throughout the different routines that we learned in the last three sessions. As teachers, we have to create positive learning habits and generate a space where students feel safe expressing their thinking and getting out of their comfort zone. One of the routines that I would like to try in my classroom this upcoming school year is the Stop and Jot that help students organize and reflect on their thought processes and gives them the time to formulate a response that they can share with the entire group.

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Learner-Centered Routines are tools that I enjoy using to make lessons more engaging for the students.  I like to have the students turn and talk once they have had a quick moment to do individualized thinking.  I find it especially helpful for all the students but especially those who require support with learning or language.  I always start the year with high hopes to incorporate more writing but I am going to commit to making the stop and jot part of my classroom culture.  

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Learner-Centered Routines are tools that I enjoy using to make lessons more engaging for the students.  I like to have the students turn and talk once they have had a quick moment to do individualized thinking.  I find it especially helpful for all the students but especially those who require support with learning or language.  I always start the year with high hopes to incorporate more writing but I am going to commit to making the stop and jot part of my classroom culture.  

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Learner-Centered Routines are tools we can incorporate in our daily lessons to help students build their confidence and become mathematicians. By using these routines with fidelity we can better support our students' understanding of new concepts. These routines promote students' ability to communicate their thoughts using academic language. The routines I will be implementing the most are quick write and turn and talk. The four routines are excellent tools that give students the opportunity to share their thinking and learn from their peers.  

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Learner-Centered Routines are tools we can incorporate in our daily lessons to help students build their confidence and become mathematicians. By using these routines with fidelity we can better support our students' understanding of new concepts. These routines promote students' ability to communicate their thoughts using academic language. The routines I will be implementing the most are quick write and turn and talk. The four routines are excellent tools that give students the opportunity to share their thinking and learn from their peers.  

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Mrs. L. Garcia FMS

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Learner centered routines help the students focus their thoughts, gives them a chance to bounce ideas off of other students, and by sharing with a small group they become comfortable talking and they get a chance to edit their responds before sharing with a larger group.  It becomes a safe place for them. It also gives them a chance to share their generalizations or conclusions verbally or in writing.  All of this will help the students become "doers of mathematics".  I will commit to trying the Turn-and-Talk because i like the idea of creating a safe haven for the students to share their thoughts and ideas without a hint of negativity.  They are listening to other peoples thoughts and this is giving them another perspective to look at and this can help create those "ah ha" moments for those that might not have completely understood the concept before the small group discussion or they found a missing piece to the puzzle that they did not know that they were missing.

Karen Trautman Fabens ISD

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It is easy for us as teachers, due to our time constraints, to let one of the four usual students answer the question so that we can move on. However, as stated in the article, we would be stifling the learning of the other 25 students. To make sure everybody is learning, we have to develop that voice and agency. We have to learn to make the time.

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The learner-centered routines are progressive tools used to build students’ understanding and confidence with the material taught in the classroom. Because learner-centered routines are progressive, I believe the intention of these routines is to be a step-by-step progressive process that builds student understanding. The goal of learner-centered routines is to promote confident student discussions and summaries of the direct mathematical learning goal by the end of the lesson. The one learner-centered routine I’m committed to practice is “Step Back”. I think verbal reflection is like a mental rough draft and written reflection is the final draft of one’s thoughts. Verbal reflection is raw, authentic thinking. Students who think to make meaning, remember concepts.

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These routines make lessons more meaningful as they scaffold and deepens students understanding. These routines allow for rich whole group and small group discussions where students can help each other by discussing and explaining each other solutions and put thoughts into writing. Not only that, it provides students with a safe space to share and practice before presenting their idea with the class. In my classroom, I use turn-and-talk very often but now that I saw the benefits of all of them, I would like to do a combination of all four routines.

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These routines will allow students to discuss what they know in their own words and feel more comfortable expressing their thoughts and understanding as time progresses.

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All four routines discussed give students the opportunity to share their thinking, gather ideas, and process their learning which leads to reflection.  Here is a saying -they see it, they say it, and write," helps the student to learn it. You can plan these routines in your lessons but doesn't mean that it will always go the way you planned. So as teachers we must be ready to bend or roll how it will help the students, whether you are using turn and talk, stop and jot, step and back, or quick-write.

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Students will appreciate the time given to them to reflect and share on their understandings of new mathematical skills. In speaking to each other, being able to share in common the fact that everyone thinks differently but similiarly will allow them to respect each other in a way that will be beneficial to the "smartest kid" and the "quiet, slower kid". Gaining new insights through the use of sharing is beneficial to any learner.

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These four routines allow for students to share their "voice" as the article calls it. This means that they are sharing their understandings and challenging the thinking of others in a variety of ways which leads to learning in a comfortable and safe environment.
I commit to using the step back strategy. I have a habit of hearing the right answer and moving forward instead of building further on that individuals response.

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All 4 routines discussed give students the opportunity to share their thinking and reflect on the lesson.  Sometimes we get caught up in making sure that our own voices are heard so they can get the content but fail to allow them to share what they are actually learning.  It's critical that they are actively engaged in these routines to make sure they are actually retaining information and understanding.  I would like to commit to try the stop and jot.  I've done the other 3 routinely in the past but not the stop and jot so I would like to try to incorporate that strategy this school year.

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All 4 routines discussed give students the opportunity to share their thinking and reflect on the lesson.  Sometimes we get caught up in making sure that our own voices are heard so they can get the content but fail to allow them to share what they are actually learning.  It's critical that they are actively engaged in these routines to make sure they are actually retaining information and understanding.  I would like to commit to try the stop and jot.  I've done the other 3 routinely in the past but not the stop and jot so I would like to try to incorporate that strategy this school year.

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The 4 strategies that we discussed can be planned or they can be spontaneous…depending on how the lesson and synthesis of concepts is going.

The Turn and Talk allows the student to verbalize their thoughts with a peer before verbalizing them to the class.  In addition, it allows them to “practice” converting the thought process into words.

The Stop & Jot gives them the opportunity to organize their thoughts and reflect and clarify their thinking.  As a consequence, this will help them prepare and build confidence.

The Step Back allows them to listen to the thought processes of their peers or at least to think about another peers perspective.

The Stop & Jot helps them organize and reflect on their thought processes and gives them the time to formulate a response that they can share with the entire group.

The Quick Write  essentially gives them the opportunity to share and contribute to the small group conversation.

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These routines allow students to develop good habits that will help them in their education, as well as other aspects of their lives. It is important for us as teachers to create a safe and positive learning environment to help our students feel safe to participate and be a part of the active learning.

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The routines that were discussed enable students to create positive learning habits. These routines will carry on to other subjects and other grade levels as well. The teacher has the opportunity to make classroom participation and learning routines a natural habit for student learning so that the students can absorb lessons at a deeper understanding.

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The routines that were discussed makes the learning student-centered. As teachers, we are interested on the thinking that is going on within each students. These routines give them an opportunity to share that thinking. These routines will enhance the lesson and will expand student comprehension of math concepts.

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Giving students the habits/opportunity to feel comfortable and confident with themselves, through various ways of communication will reinforce and progress their understanding/comprehension of mathematical concepts.