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Boulder: Classroom management

Pebble: Establish Clear Expectations and Consequences

Sand: Putting toys away - Sticker reward for students who help. And 5 mins time out for students who does not help in the next play time.

Some success. Still more work to do.

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Boulder: Classroom/Student Behavior Management

Pebble: Strong class beginnings

Sand:  standing at the entrance ready to greet students and give instructions

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Boulder: Teacher/Student Rapport Relationships

Pebble: Personal Discourse, Having personal conversations with my students

Sand: Spend 2 minutes per day for 10 days in a row talking with a student about anything she or he wants to talk about

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Boulder: Teacher/Student Rapport Relationships

Pebble: Use of Humor

Sand: Add a joke of the day to my Friday morning Slide, maybe even let them submit their favorite jokes that might be featured one Friday

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Boulder:

Pebble:

Sand:

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Boulder: Teacher/Student Rapport Relationships

Pebble: Use of Praise

Sand:  I will try to praise students when they give me good guesses/well thought out answers to questions to encourage more participation in class and work on their bravery to be willing to try to answer questions even when they’re nervous. Generically I want to improve the participation of the lower third of my class that seems shy/nervous about participating.

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Boulder: Teacher/Student Relationships and Rapport

Pebble: Knowledge of individual students x(spiritual)

Sand: have A block students work on writing ‘personal faith biography’ as a picture book

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Boulder: Teacher/Student Rapport Relationship

Pebble: Empathy

Sand: Making time to actively listen and validate feelings of students who come in emotionally triggered.

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Boulder: General Learning Targets Articles:

Pebble: Framing Learning Targets from the Student’s Point of View

Sand: Making clearer and attainable daily goals for students. Displaying them where students can self-access their learning.

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Boulder: Teacher/Student Relationships and Rapport

Pebble: Use of Praise

Sand: Be intentional about noticing when students do well, and offer them timely, specific praise.

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Boulder: Classroom/Student Behavior Management

Pebble: Strong class beginnings

Sand: I will call every student's name at list one time during class

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Boulder: Teacher/Student Relationships and Rapport

Pebble: Use of Praise

Sand: catching them doing good (a surprise praise).

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Boulder:

Pebble:

Sand:

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Fenny

Boulder (Big Aim) : Build consistent, trusting relationships with 2–3 high-need students so their arrival and transition dysregulation drops and on-task behavior rises, through a counselor-led connection + co-regulation routine.

Pebble: anchor the day with a brief Check-In/Check-Out and a daily. More positive praises in public

Sand (One Tiny Shift I will try)

Public praise (earned): “I noticed you got started quickly—nice.”

Private correction: quiet side whisper + choice: “Need 1 minute in the calm corner or want to try the first problem with me?”

Jen

Boulder (Big Aim): Build positive relationships with students and create a safe learning environment.

Pebble: Review classroom set-up and determine if it is inviting and a place that promotes learning.

Sand: Ask students about their interests and create activities that appeal to them to work on to show their voice is heard.

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Boulder: Classroom management

Pebble: Establish Clear Expectations and Consequences

Sand: Putting toys away - Sticker reward for students who help. And 5 mins time out for students who does not help in the next play time.

Still continuing, kids still need reminders. Slightly better.

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Boulder: Classroom management

Pebble: Establish Clear Expectations and Consequences

Sand: Putting toys away - Sticker reward for students who help. And 5 mins time out for students who does not help in the next play time.

Some days are better than the other.

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K-2 Team Response - What is the science of reading?

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K-2 Team Response - What is the science of reading?

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Questions:

-What is Dalat’s approach to Reading instruction?

-Is SOR making a lot of assumptions about the strategies that kids have for reading and their readiness for reading? Is this after they have moved past the emergent stage?

-Where does vocabulary fit it? That will affect comprehension.

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Boulder : Framing Learning Targets for Students

Pebble: Refer to the I can statement before and after the lesson ends.

Sand : Creating activities that could steer them in knowing they have achieved the I can statement.

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Boulder : Formative Assesment

Pebble : Responses from all

Sand: Hand signal

I would use hand signals when asking for question, like if a computer parts falls under internal or external hardware

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Boulder: Learning Targets

Pebble: Thinking through learning targets that are clear

Sand: Practice verbally setting up the learning target before each class.

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Article Summary

10 mins debrief before going home, what we did in the day and we might do tomorrow.

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Article summary

What did we learn at the end of the day? Debrief at the end of the day.

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Article Summary

After every instruction, before going away to work independently. Children will be asked if they understood the instructions. Thumbs up or thumbs down. I disagree, thumbs down...feeling discouraged. It is important the child be comfortable being honest when work is tricky.

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Boulder: Learning Targets

Pebble: Learning Target Rubrics for Teachers

Sand: Incorporation of Daily Learning Target (DLT) at the Beginning and During the Lesson (prompting students to see connections)

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Boulder: Learning Targets

Pebble: Knowing Learning Targets

Sand: Having clear learning targets at the start of each new project, physical example of what the finished project should look like

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Boulder: Learning Targets

Pebble: Clearer Learning Targets (Verbal)

Sand: All teachers have their learning targets listed on the board, but I don't think kids read them. I currently verbally go over the learning target for each lesson for math by typing it out on the SmartBoard, and discussing it briefly. I don't consistently do that for any other subject. Even when the learning target feels obvious (Like grammar, where the target is written on the upper right part of each page), I can verbalize/draw attention to the learning target so students know what the goal should be at the end of each class session.

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Boulder: Learning Targets

Pebble: Verbalizing learning objectives

Sand: Verbalizing learning objectives at the beginning and using 1-4 hands to formatively access student knowledge at the beginning and end of lessons.

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Boulder: Learning Target

Pebble: Framing Learning Targets from the Student's Point of View

Sand: Use I can/will statements for learning objectives.

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Boulder: Learning Targets

Pebble: Display/present exemplars

Sand: Make and display a correctly formatted paragraph with a main idea sentence, 3 detail sentences, and a conclusion for students to refer to when writing a paragraph.

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Boulder:

Pebble:

Sand: Hands signals

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(i didn't realize we were creating a new one. So i overwrote the previous note from August...)

Boulder: General Learning Targets Articles:

Pebble: Framing Learning Targets from the Student’s Point of View

Sand: Making clearer and attainable daily goals for students. Displaying them where students can self-access their learning.

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As with many repetitive structures within a classroom, it would help to have a variety of ways to facilitate a quick overview of the learning target and a quick reflection. I do like the "Fist to Four" but I need to brainstorm other quick methods. (Pair/Share & Exit tickets were suggested...there are pros and cons to every choice out there. I'm still looking for more ways as this is something that is worth doing, but we all need both structure and variety. Thoughts?)

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Boulder: Formative Assessment

Pebble: Responses from all

Sand: Hand Signals and Four Corners (doing this more effectively where students have to explain why they chose the corner). I already use Four Corners for mostly listening questions (rhythm/melody/instruments), but I could also use it to assess music history, math concepts in music, music terminology, etc).

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Boulder: Formative Assessment

Pebble: Responses From All

Sand: Mini whiteboards in Science

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Boulder: Formative assessment

Pebble: Responses from all students.

Sand: 4 corners.

I would like to try this assessment method during our letter recognition activities.

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Boulder: Formative Assessment

Pebble: Responses from all

Sand: Hand signals

I would like to try to incorporate hand signals in my class to assess where students are in their project and understanding of the material

Example: color theory and the color wheel (do students understand the difference between primary and secondary colors)

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Boulder: Formative Assessments

Pebble: Responses From All

Sand: Hinge Questions

I can try to use Hinge Questions in the classroom by preparing ahead of time to identify common misconceptions. I could also identify common misconceptions when they occur and list a number of other common misconceptions while dealing with the initial one to cover any students who have alternative misconceptions.

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Boulder: Formative assessment

Pebble: Responses from all students.

Sand: Mini whiteboard

I will continue to use this assessment method.

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Boulder: Formative Assessments

Pebble: Responses from all

Sand: hand signals 1-4 (understanding)/ Blank paper (science)

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Boulder: Formative Assessment

Pebble: Responses from All

Sand: Hand Signals

I can try using hand signals in math to see how many different strategies students can use and to assess their understanding on a scale of 1 to 4.

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Boulder: Formative Assessments

Pebble: Responses from all students

Sand: Hinge questions - specifically in science and Bible

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Boulder: Formative Assessment

Pebble: Responses from all

Sand: Whisper Teach-Back

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Sand: write out a few more questions for the week ahead

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Create more opportunities for all students to respond.

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I will commit to creating more opportunities for all kids to answer, particularly my ones that don't volunteer themselves often.

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Sand: increase wait time before asking for responses

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Increase wait time (3-5 seconds)

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Create more opportunities for all students to respond.

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I will be practicing wait time (3-5 sec) to increase number of students responding.

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A strategy to create more opportunities for all/more students to respond would be to try using the number sticks in my class to call on students instead of just relying on those that raise their hand because usually only the same students are the ones that answer. This creates a randomised sequence of students to call on.

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Increase wait time (3-5 seconds)

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Create more opportunities for all students to respond by using whiteboards or comment signal cards.

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Sand - Increase wait time by 3 breathing times. Writing the questions ahead of time. Using numbered popsicle sticks to make sure each students gets a chance.

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Increase wait time after question and after a student answers.

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I will increase wait time to help students get ready to share with the class.