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1.Language: "Never Give Up"; "Try Again"; 'Tell Me More", "How can we change this for next time?"
2. Using general language in presenting targets did not work...they needed to have goals (language) that were more pertinent to them.
3. Impact: more ownership of their presence.
4. New behaviors: more willingness to try
5. Have students teach other students what they have learned.
6. I have 'allowed' students to dictate where the next lessons / teaching will go

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We have noticed that the DOJO stuff is very surface level, but there are not many application activities.

We have applied the Zones of Regulation to our Morning Meetings and throughout the day in order to get kids back to "green" and ready to learn. These techniques have allowed students to evaluate their own emotions and behaviors before, during, and after problem behaviors occur.

Getting the mindset language to become automatic and part of your whole day to help reinforce these skills is a challenge. In order for the kids to do this, the teacher must do this automatically first.

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We chose to use clear, specific feedback.
3. The impact is positive. Students are showing pride and know what they did right. Other students are hearing the specific praise and trying harder.
5. We would like to encourage the students to begin to use specific feedback with each other.
6. It is helping us to reframe how we look at behavior and focus more on the positive.

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1. We used more positive language for teacher-student communication. We set goals at the beginning of the new year with students.
2. Some students set unrealistic goals.
3. Students are making progress towards their personal goals
4. Students are asking about their progress towards their personal goals.
5. Continue working on these goals and reassess for fourth quarter
6. Students are more engaged during instruction and willing to try things in different ways with encouragement

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New year's resolutions of "More/Less". We decided to be more like 2nd graders than first graders, and it required a growth mindset regarding our work stamina and quality.

Approaching problems in different ways. Not taking the easy way out. Positive self talk.

Showing students that teachers make mistakes, and recover and grow from them.

Owning their own learning, and where they are in the learning process.

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What didn't work?

Students got frustrated with themselves, wanted to give up and wanted to take the easy way.

What worked?

After failing forward students are beginning to own the growth mindset and willing to try the unknown. Students are beginning to understand the importance of trying it out before just giving up or guessing.

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1. Having students self assess towards the activity was something that worked for all
2. Some students needed more support (scaffolds) to be able to self assess
3. Students are becoming more aware of their abilities towards mastery. Team work is improving.
4. Team work, students supporting one another, empathy is increasing.
5. Next steps: continue to scaffold and remove scaffolds as necessary.
6. This has changed instruction: allowed for more student led conversations, students are self assessing at a greater rate, and students are being more reflective in that self assessment (as well as proactive in order to do better/differently)

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Students mapped their brains identifying areas of strength in their brains, and areas they felt they needed to grow, with an emphasis in how repetition and practice helps the connections to get stronger

1. Students were easily able to identify what they struggle in.
2. They had a difficult time finding where they had strengths and started to get frustrated or feel like they had no strengths, so we had to talk about academic strengths aren't the only things that matter.
3. Students are telling me as we go through a lesson that they are growing their brains and are making stronger pathways in their brains.
4. Students are asking if they can color in a new area of strength after we go over a new concept or strategy for solving.
5. I would like to continue to talk about and implement strategies that best help them understand their own learning.
6. I am more  aware of why and what I am doing so that they can be aware of their own learning.

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Echoing 1st grade (I am working on More/Less as well)

1st & 2nd gr Math vocabulary (what operation to use)

Perseverance.

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Pam - kids were able to break down their goals into manageable chunks. They also enjoyed the name of the activity (WOOP).
Jenny - Success criteria math skill ladder, the kids are taking ownership of their learning and taking extra steps to be able to move their magnet up the ladder.
Lupita - giving kids the chance to voice what they need/want extra practice with
Laura - setting a timer for 5 minutes when independent work time starts, productive struggle for those 5 minutes; reviewing first semester and what went well/didn't go well, and reflecting on our classroom rules/procedures and how those will help us have a successful second semester; continually asking my kids "how do you know?"

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1. The definition of a prediction, how to make one based on observing/data
2. Science vs Literacy, science was easier as an introduction as to how to make a prediction and then we used that foundation to move to literacy
3. They will be able to use predictions to build on existing knowledge across domains
4. The why is growing; being able to justify their predictions
5. Incorporate HEA predictions
6. Incorporate across the school day (weather, absences, at centers)