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Hard data VS. Soft Data

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Collect data:
Grades, referrals, suspensions

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-Reflecting upon the practice of kids leaving the learning environment.
-Reparation of relationship without sending kids out of the classroom
-culture: when there's a problem we send away to the quiet room

-students need more movement
-message students get: they don't care about me, so I'm being  send away
-As that practice is made more frequent, it will take less time away from the lesson as students feel more valued and wanted in the classroom
-What can we do to work on the relationship over sending the student out of the classroom?
-How do we give teachers permission to make creating classroom community and taking the time throughout the day a priority?

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-Fixing the student vs. fixing the teaching
-When there is an issue in a classroom the conversation revolves around what the student is doing wrong and what they need to do to correct it.
-Teachers feel like they need outside help to deal with a student
-Getting new teachers to understand their role in student behavior

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Curriculum Guides and Registration Practices

How do we increase student awareness on what these classes are and who should take them

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-New teachers may have limited resources and experiences to come up with different ways to motivate students (counter-classroom management pedagogies)
-New teachers may feel there is a way they are supposed to do things. (Pressure from outside sources)
-Building culture dictates or content/building mentor suggests an approach that may not work for the teacher

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Why is this happening?

What are the barriers to kids accessing this?

~ parents are not connected (doesn't know the process themselves)
~ kids don't read the guide

How do we get kids to have more self efficacy?

Teachers don't know all that is offered.

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Get students to recognize and identify what kind of learner they are and what courses align with that.

Individual sit downs with counselor for registration

Advanced program information in multiple languages

Change the registration guide so that it is more engaging

Educate the teachers on what classes are offered so homeroom teachers can better recommend classes

Get students who are currently in those programs/classes to talk and advocate for those classes to students who would be able to pick those classes.

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Questions to ask the mentee teacher:
-What is in your locus of control for being able to work with this student?
-Looking at student embodiments, how did that react with their body?
-What are you doing to work with the student?
-In what ways does your behavior affect the students' behavior?
-How do you think that student felt when that happened?

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Create a way to collect / present data that will accurately show adequate and precise impact in students.

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Push-in vs. send out. creating a proactive classroom and eliminating the need for the quiet room except for explosive situations