# data[].attributes.body
1. How might being a warm demander (of cognitive development) help you be a better ally to dependent learners?
It is in the name, warm demander. If you fall into this category you express warmth non-verbally through your tone of voice, and good nature making fun of students. I think cracking jokes on them not only builds builds character but it is part of the black/latino culture. I also always have a time and place for it. Aside from the strong rapport learners that are more dependent often have low confidence in completing tasks. But by having this balance of high expectations and tough love, students realize you have their best interest and as long as you model that productive struggle is good then it is most beneficial thereafter.

2. What do the feedback structures and processes look like in your classroom?
In my classroom feedback is something we need to work on. For now I write notes on my students assignments when I hand them back graded and I always express if they need to go over their progress to come see me at lunch or at the end of class. Most of my students though aren't interested in seeing the progress unless its in the form of a number grade.

3. How do you balance giving actionable, corrective feedback and affirming the student’s capacity without “soft peddling” the feedback?

I can't lie, for my kids with special needs I tend to soften the hammer on feedback rather than the remainder of the class. So I currently consider myself leaning more towards the sentimentalist rather than the warm demander. But I always continue to be very specific with my feedback to all of my students.

# data[].attributes.body
Option 2

Creating a Healthy Feedback Loop in the Learning Partnership pages 101-106

Being a warm demander will helps the dependent learners because you are giving them clear and concise feedback. Giving students these clear and concise feedback will mold them into what exactly you are looking for. This can be beneficial for students when they can go back and fix their misconceptions as well as implementing this feedback in future lessons.

When giving feedback to students I usually read their work with them or have them read the assignment to me. For example, If I am reading a students work aloud to think and find an “I wonder” I will work out with the students how to construct the create response together. This feedback section in class usually ends in an “OOOH” as students revise their works which I believe will continue to help my students.

Usually when I am asking students to change a response by giving them actionable, corrective feedback and affirming the student’s capacity is assessing their emotions as the feedback in being given. If I notice that a student is a bit tensed, usually I will say the feedback in another way or work around that feedback to come up with an overall goal.

Reflect on yourself and your practice by responding to the following prompt:

Using the Warm Demander chart on page 99, have an honest conversation about your “go to” stance as a teacher. Reflect on how you can keep the best part of that type, but let go of the traits that make it hard to get students to give you permission to push them

Explicit focus on building rapport and trust. Expresses warmth through non-verbal ways like smiling, touch, warm or firm tone of voice, and good natured teasing. I believe that this warm demander is a way that I have with my students. If I see that one of my students are having a hard time I usually do talk to them in a warm voice and give them a gentle pat on the back. I believe that this helps students use the feedback and implement what is needed to revise their work. This can give students a good sense on positive feedback rather than just giving them an ok you can do better. Giving students positive feedback can be effective in the classroom because it can guide them in doing the revisions if needed.

# data[].attributes.body
This section gave me more insight to feedback overall. I do have feedback as one of my areas of improvement this year. When reading it the very first line stood out to me the most, "It is not an accident that students become more involved in tracking their own progress..." This year I have been giving feed back and allowing time for student to go back and revise. What I have been noticing is that when students are completing a new task they are taking into consideration the feedback from prior work. I also like how the chapter stated that, ."To survive the brain depends on feedback..." I believe this is essential. All learning should get feedback in order to determine if what we are doing is correct and ways to improve. (practice makes perfect) When I look over students work for feedback I always start off with something positive even if its small and when I put in grows it usually just one so that I do not overwhelm my student or make them feel embarrassed of there work. I also like to use the word "we" in my feedback, for example, "we can work on elaborating on your response together during our revise class." I feel like these shows them that we are a team and I am there for their support and growth.

# data[].attributes.body
Ted Kim

One of the most important features of a warm demander is having the trust and understanding of students knowing that they know you care about them genuinely.  "Personal warmth and authentic concern exhibited by the teacher earns her the right to demand engagement and effort" (p. 98).  Students will become engaged in their own learning and trust that the expectations we hold for them are not only something they can achieve but that they have someone who they can reach their goals with as an ally.
The feedback structures are consistent and sometimes looping where we revisit their assessment through the lens of the feedback we provided.  Many times, there are patterns in student understanding and based on the data that we find we can use the feedback for the whole classroom or work on more targeted approaches.

Rubrics are used often for assessments. Rubrics set the expectations plainly and we ensure that we review exemplar models for varying levels whenever possible. We want students to "see" what good models look like and what is then expected of them.

# data[].attributes.body
Nadine Solomon-L

Being a warm demander  (of cognitive development) can help me be a better ally to dependent learners by modeling the respect I expect to get from my students.  I will make it clear from my tone and body language that student effort is non-negotiable.  Giving students the opportunity to stand accountability for their actions.  While building trust letting them know I believe in their ability to succeed. just and relationships by listening to kids and affirming them.
In my class the feedback is frequent, the students are given multiple opportunities to master their skills.  I review the work and make adjustments either to add rigor or modify the lesson. Doing this builds trust between the students and I because they recognise I care about them.
I balance giving actionable, corrective feedback and affirming the student’s capacity without “soft peddling” the feedback by being honest and child friendly.  I speak in terms they will understand and I make it relatable.  I also use self assessments.

# data[].attributes.body
Chante Medley

Being a warm demander means not only being a confident in times of need and a friendly face but also the individual that will see your protentional and push you towards greatness.

Being this person allows the child to not only have a safe space to be themselves but also provides them with a space to be challenged and to express doubts and fears and be comforted and built up.

In my particular setting feedback is constant. Children are constantly rewarded with edibles or verbal praise to keep the motivation going. Most of the time I find that because my children have autism, they constantly need my feedback and input to stay not only on task but to stay interested. Students receive praise and acknowledgement for all the positive things they do and are praised for all the little victories that are not always academic. For example, I have a student that bangs and every time he completes a 10-minute rotation without banging he gets a star and a cookie. We congratulate small victories and push rigor by extending time between rewards by examining data.

In my school me and my students complete a rubric together. We highlight all their accomplishments and we work on what will be their next steps. Students are constantly reminded of what they are working towards and receive grows and grows every day.

# data[].attributes.headline
Creating a Healthy Feedback Loop in the Learning Partnership

# data[].attributes.subject
Creating a Healthy Feedback Loop in the Learning Partnership

# data[].attributes.body
How might being a warm demander (of cognitive development) help you be a better ally to dependent learners? Being a Warm Demander teacher would open me up to better connections with my student. They (the student) will find ways to ensure they are not disappointing me based on the expectations I have set for them. The student will be able to open up to me on what their needs are and what they are truly struggling on within the classroom.

What do the feedback structures and processes look like in your classroom?

Feedback in one of my classrooms is very fluid. The student feels very entitled to us (teachers in the room) know if they are struggling, because we encourage it. “when you speck up for yourself, you speck for the one with no voice”. This does take away for parts of the lesson for more time explaining information. On the other hand, the student has a stronger understanding of the content.

How do you balance giving actionable, corrective feedback and affirming the student’s capacity without “soft peddling” the feedback? I personally take a straightforward approach towards my student. When I come to feedback – there is not space to play around because, I want the message to be clear.

# data[].attributes.body
How might being a warm demander (of cognitive development) help you be a better ally to dependent learners?
This will allow me to become a better ally because it allow them to know that I truly want whats bets for them, and that is hard to argue against that. I often frame me being demanding of them as an act of love and care. If we didn’t want to show love or care then we would not demonstrate that we do. We call them out and use them further because we truly do, and that frames us as allies of their’s.

What do the feedback structures and processes look like in your classroom?
I constantly do specific affirmations, especially with students that struggle with confidence. Next, I will give checklists for students to do self-feedback and reinforce reflection. Next, for students I want to push more I will constantly let them know my expectations. Letting them my expectations consistently reinforces that I have high standards. Lastly, I give specific feedback towards all responses, especially because I tell students I love mistakes because it gives me the opportunity to give feedback.

How do you balance giving actionable, corrective feedback and affirming the student’s capacity without “soft peddling” the feedback?
I believe it is crucial to be honest with students as in any relationship. Being able to be kind and interested in students does not mean you have to water down your discipline or expectations of the students. Knowing that teachers are going to be honest with them creates a relationship where they understand the feedback they are receiving is in the best interest of them. Call students behavior what it is. When they are doing positive things, let them know. When they do negative things let them know. Actions that address both sides create more credible communication and open to feedback from the student.

# data[].attributes.body
Being a warm demander can help me become a better ally for a variety of reasons. Warm demanders push students to their highest potential, they are trustworthy and can therefore be trusted with important and sensitive information that a child may come to them with. Warm demanders create safe spaces for students to air their feelings, critique each other, and express their doubts and wounds.

Feedback happens in many ways in my classroom. I give constant feedback and rewards for good behavior in my class, along with my paras. On Mondays we carve out time to go over their exams from Friday and help them in ways that they struggle.
Every day we go over their homework and help those individuals finish it if they have not been able to finish it.
Feedback is loving, funny, kind, silly, positive and reward based, not punitive.

When I give feedback I always highlight their accomplishments and indicate how they did something well, even if it's minuscule, like writing a heading, But I always push them to find ways that their work could have been better.

# data[].attributes.headline
     "Being a Warm Demander and giving specific constructive feedback can help turn dependent learners into independent ones. (Rita Reinoso)  Reaching all of our students is not an easy task. This is especially true with our students who need the most help. However, there are strategies that can turn what is challenging into something achievable and tangible. The Text “Culturally Responsive Teaching,” states how building a positive relationship with one's students is vital. Getting to know our students and making them aware that we care and believe in them, can be a powerful tool. This can be utilized to motivate, encourage and help our students take on academic challenges and improve academically. The text mentioned above explains, how many educators are afraid to give constructive feedback to students of color, for the fear of how it might be taken and viewed. The term “warm demander,” is used to describe an educator who is caring, competent in their teaching and holds high expectations for all students. It states “Students interpret the warm demander’s mix of care and push as a sign that the teacher “has his back.” Holding high expectations for all of our students, motivating them, and providing them with the scaffolds needed for them to reach their academic goals, helps turn dependent learners into independent ones. By helping them work on their weaknesses and challenges we are helping them grow and improve academically. As well as helping them increase and elevate their self esteem and confidence in themselves and in their academics. There are studies that show that the brain develops and grows through struggles. Through these learning struggles, our students grow mentally and improve academically.        My students have a rubric and a checklist that they utilize for their assignments. Aswell as transitional words that they can implement in their responses and examples of ways to integrate quotes, that they can utilize in their writing.  I’ve explained to my students, the importance of utilizing these tools and I refer to them when I’m giving feedback in their work. In my classroom, I give specific feedback. I find this to be helpful and I focus on 2 factors that they need to work on when I’m grading. Some of the feedback that I give, is to connect their background context to what is happening in the novel.  I write this feedback in the section where I want that transition and connection made. That way, they know where it should be integrated. I also provide an example of a connection that could have been made based on their topic or claim. Another feedback that I give is to integrate their quote. I’ve explained to my students what I mean when I include this feedback but I also reiterate this and write to include background context of their quote before integrating it.  I also write this, in the section with an arrow where this should be included..        Since the first day, I explained to my students that I hold high expectations for all of them because I know they’re capable of achieving this. I’ve reiterated, that I wouldn't give them something that I didn't feel that that they can do.  I balance giving productive feedback without soft paddling, by pointing out what my students did correct, while still including specific feedback of what he or she needs to work on and fix. I also focus on no more than 2 factors when giving feedback that students need to work on. This makes it less overwhelming and achievable. I always celebrate my students improvements and achievements. I referred to these when they’re struggling. I always refer to the work that they’ve excelled on and reiterate that if they were able to accomplish and excel in those assignments, than they can do the same with the ones they’re struggling with. 

# data[].attributes.subject
     "Being a Warm Demander and giving specific constructive feedback can help turn dependent learners into independent ones. (Rita Reinoso)  Reaching all of our students is not an easy task. This is especially true with our students who need the most help. However, there are strategies that can turn what is challenging into something achievable and tangible. The Text “Culturally Responsive Teaching,” states how building a positive relationship with one's students is vital. Getting to know our students and making them aware that we care and believe in them, can be a powerful tool. This can be utilized to motivate, encourage and help our students take on academic challenges and improve academically. The text mentioned above explains, how many educators are afraid to give constructive feedback to students of color, for the fear of how it might be taken and viewed. The term “warm demander,” is used to describe an educator who is caring, competent in their teaching and holds high expectations for all students. It states “Students interpret the warm demander’s mix of care and push as a sign that the teacher “has his back.” Holding high expectations for all of our students, motivating them, and providing them with the scaffolds needed for them to reach their academic goals, helps turn dependent learners into independent ones. By helping them work on their weaknesses and challenges we are helping them grow and improve academically. As well as helping them increase and elevate their self esteem and confidence in themselves and in their academics. There are studies that show that the brain develops and grows through struggles. Through these learning struggles, our students grow mentally and improve academically.        My students have a rubric and a checklist that they utilize for their assignments. Aswell as transitional words that they can implement in their responses and examples of ways to integrate quotes, that they can utilize in their writing.  I’ve explained to my students, the importance of utilizing these tools and I refer to them when I’m giving feedback in their work. In my classroom, I give specific feedback. I find this to be helpful and I focus on 2 factors that they need to work on when I’m grading. Some of the feedback that I give, is to connect their background context to what is happening in the novel.  I write this feedback in the section where I want that transition and connection made. That way, they know where it should be integrated. I also provide an example of a connection that could have been made based on their topic or claim. Another feedback that I give is to integrate their quote. I’ve explained to my students what I mean when I include this feedback but I also reiterate this and write to include background context of their quote before integrating it.  I also write this, in the section with an arrow where this should be included..        Since the first day, I explained to my students that I hold high expectations for all of them because I know they’re capable of achieving this. I’ve reiterated, that I wouldn't give them something that I didn't feel that that they can do.  I balance giving productive feedback without soft paddling, by pointing out what my students did correct, while still including specific feedback of what he or she needs to work on and fix. I also focus on no more than 2 factors when giving feedback that students need to work on. This makes it less overwhelming and achievable. I always celebrate my students improvements and achievements. I referred to these when they’re struggling. I always refer to the work that they’ve excelled on and reiterate that if they were able to accomplish and excel in those assignments, than they can do the same with the ones they’re struggling with. 

# data[].attributes.body
In order for students to be engaged and active learners, they need to feel safe, respected and like their contributions matter. A major part of being a warm demander is developing a trusting relationship with students that can be used to get more out of them. Dependent learners would feel more comfortable to take risk, challenge themselves and think independently if they are in an environment fostered by a warm demander. As a visual arts teacher I provide feedback to my students almost constantly. I am often providing advice or tips while my students are working.  Sometimes my students need help figuring out how to best do something and I help them think of ways that they can make it.   I also provide feedback to my students after they complete and then present their assignments.  I use a visual arts rubric that is posted in my classroom to provide students feedback.  I also provide comments and advice regarding next steps and things they should try next time.  I also sometimes allow my students to make revisions or changes to their works after receiving feedback. I try to make sure that my feedback is actionable and something that I believe the student is capable of doing. I also make sure to ask my students why they did certain things in their work and make sure I acknowledge their creativity.  Sometimes my students work comes out differently from the models I show but as long as my students can speak to it, I allow them to.

# data[].attributes.body
Being a warm demander in the classroom will be very helpful in my classroom being that I work in a 12:1:1 with mostly higher students. They are very aware. With dependent learners it can be a tool as an ally because as the leader of the classroom you are being firm but caring all at the same times. Students understand that you care about them and want to make sure they are okay but they also know that we have to complete the task at hand and their emotions aren't a gateway to exit the tasks at hand.

In my classroom feedback is given back to students personally when it has to do with academics. I don't believe that it is fair to tell others what one another is struggling with. I also work with students at the K-2 level so they are that age in which they enjoy copying and they begin to tease each other. When it comes to behaviors sometimes I address it as whole class because multiple students are participating in the wrong behaviors.  If it is one student I will pull the student to the side.

Usually my feedback is structured with grows and glows. I try to speak to my students in the most honest way and ways in which their 6 year old selves understand. I inform them of the errors that they have made and some things that they need to work on but I end my feedback with positive affirmations based on the great things that they have done throughout the tasks. I also inform them that they are not in this alone and we will work on the areas together.

# data[].attributes.body
Healthy Feedback
The best thing that happened this year is that our school administrators that generated teachers and student’s schedules; they finally realized that Science and Social Studies also require double period blocks, especially for our self-contained classroom settings From 45 minutes, we now have 90 minute blocks twice a week! In this time, we are able to activate for prior knowledge, give a mini lesson, complete an activity, peer-assess or self-asses and also check our work together underneath the document camera. After the students complete their activity, they get instant feedback from myself and their peers based on the rubric.

I collect their worksheet, place one worksheet under the document camera and either cold-call or warm-call on a peer to grade the student publicly (obviously the name is always hidden with an index card placed on top). I go through each question and flip randomly through the worksheets. By the end, each student has assessed atleast one question. The worksheet is given back to the students, they are given a few minutes based on the assignment to go over their work before handing it in officially. Then they are given an exit ticket, which is displayed on the board the next day as the welcoming activity for peers to analyze and check if it is correct. I believe that this method works as we are all in this together, no one is humiliated, we are looking at the rubric together and deciding on a grade together. The transparency allows the students to take pride in their ‘glows’ and work on their ’grows’, I don’t consider this soft peddling, more like, you are each held up to high expectations, and this is how you are graded, what will you grade yourself?

# data[].attributes.body
Trying to be a warm demander is hard in my classroom, because my students have such low self esteem about their ideas and work that they depend on me to push them through projects. That being said I’ve been conferencing with my students more in their writing and reading responses to open up to me about what they want to say. In many conferences I had recently many students tell me they had nothing more to write about. I read their work and asked questions about their work and it was amazing watching their eyes light up and listen to their ideas flood out. I practiced scribing their ideas for them so they can see that I accept them and applaud them. I think my next goal will be to open up avenues for more student discussions. I think being the warm demander I need to be warm to all ideas but also demand continued and upheld respect amongst ourselves, which my boys are slowly coming around to. My goal is to play the role well enough to push the students who are ready to make independent strides to question, explore, and understand the world around them from their own unique perspective.

Feedback structures look like one on one conferences so far. I wanted to reduce call outs, teasing, and utter chaos from constant share outs. Meeting one on one has also opened up my relationships with each student, especially the ones who fall victim to their classmates who have a more pressing need to hold my attention. I want to open up conferences in each subject, and I will probably use Mondays as a set conference day for each week so we can lay out expectations for the week.

I found it hard to give feedback in the beginning of the school year because it was often too soft and positive. Now I applaud effort but will correct mistakes and discuss disappointment towards off topic work, little effort, or a total disregard for work. My students have started to open up about what frustrates them or what they didn't get in our one on one meetings and it allows me to give them constructive next steps to expand their work. I always end any negative conversation on a positive note, especially after a screaming match or a high stress interaction in which I had to play the bad guy to restore order and safety to the classroom. I always ask “do you think I have your best interests in mind?” and I usually get the sigh and “yes” response, but when I get a know it only expands our conversation and feedback until we come to an understanding.

# data[].attributes.body
The warm demander helps through explicit focus on building rapport and the consciousness of the student’s learning challenges. In district 75, explicit feedback is appropriate. We use grows and glows for all assignments which gives student specific instructions to make their skills improve. We also use rubrics which allows students to tract their growth. During class we use a SAOR behavioral chart with picture examples to set clear visual expectations about how to behave in class. Soft Peddling can be an issue with writing skills because so many of my students need help with letter formation. The explicit instruction during modeling and giving feedback helps to emphasize how important the skills are.

# data[].attributes.body
There are many ways that being a warm defender can make you a stronger ally for a student. Being a warm defender means that you don’t just have a trusting, positive relationship with a student, but you can also challenge the student without getting push-back or having the student shut down. The student feels positively towards you, and is comfortable enough to respond positively to your high expectations. These two aspects create a foundation for you to be a stronger ally. For instance, the student will feel comfortable stretching themselves. They can avoid the effects of learned helplessness, and are less likely to give up on themselves. Instead, they are willing to work with you towards a shared goal, where each person takes a part. As a result, the teacher and student are better able to work together to reach the higher expectations.

I have several feedback systems in my classes, but there are many more I’d like to try. First, give feedback often with casual formative assessments. During independent work, I’ll walk around the class and ask students to explain how to solve problems. In this way, I can give feedback without the pressures of a quiz or test. I also give feedback based on group and individual work, so students feel less exposed or judged. With graded assessments, my co-teacher and I give chances for students to redo problems and make up points, so they can accept the feedback with less pressure on their grades. Finally, I’ve started experimenting with student self-assessments, where students evaluate how they did on a quiz or test, and think of ways they could improve the next time.

I balance try to give actionable feedback without “soft-pedaling” by using differentiation. My co-teacher and I often give tiered problems in class and homework, so even struggling students can engage with the content. This allows us to give real feedback that isn’t devastating. In quizzes and tests, I like to have the content get gradually more difficult, so all students can have some success, and not just negative feedback. We also emphasize that there are chances to improve, and that feedback is given to make that possible.

# data[].attributes.headline
Option 2 - Creating a Healthy Feedback Loop in the Learning Partnership pages 101-106

# data[].attributes.subject
Option 2 - Creating a Healthy Feedback Loop in the Learning Partnership pages 101-106

# data[].attributes.body
Consider the following questions and create a post responding to one or more:

How might being a warm demander (of cognitive development) help you be a better ally to dependent learners?

What do the feedback structures and processes look like in your classroom?

How do you balance giving actionable, corrective feedback and affirming the student’s capacity without “soft peddling” the feedback?

**Respond to at least two of your colleagues**