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What exactly are you supposed to do when you are giving a lesson but only one student doesn't really understand at all? Do we just let that student sit there with the rest of the class even though their mind is someplace else?

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A connection I had to the article was that I didn't believe in myself and my ability to be successful in math and that was my narrative much like Brenda, I would come to school very timid and shy, with my head down. I did have teachers who believed in me and were patient and willing to work with me.

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A question I had was: How do you assess
students reading level at the beginning of the year?

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One connection I had to the article was when put in a class where the teacher doesn't really care about your education or learning I've tended not to either. The amount of effort and care the teacher puts into their classroom can do a lot to a student's motivation.

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A connection I have with the article is having the students be included in the class. I try to push my students a little to get more involved in class, a lot of times they doubt themself about what they know.  

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A connection I have with the article is having the students be included in the class. I try to push my students a little to get more involved in class, a lot of times they doubt themself about what they know.  

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One connection I had to the article was that growing up I carried myself like I was dumb and incapable of learning. It took one teacher to change my narrative and show me that I was capable! Teachers must try to see the best in their students, and focus on finding opportunities for their students to grow.

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How many students struggle with understanding/learning in each classroom?

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Though I am in agreeance of the benefits the strategy “Turn & Talk” offers, I am curious on ways you, (The teacher) can respond/handle a situation where during an interaction between a struggling reader and his/her classmates goes the opposite way than the intended and interaction causes the struggling reader to feel less validated by his/her classmate in turn causing the to become reserved.

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A connection to the article was that when I was in first grade I absolutely hated going to school. I would constantly try and make up excuses as to why I didn't want to go to school or if I was already in class I would say that my head or stomach hurt so that I could go to the nurses office.

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I was wondering if including parents to the community would facilitate children’s learning?

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I like this concept of every student having their own readings, but how is class-wide work completed or comprehension easily assessed? I understand how student-selected vocabulary is possible, but what about questions asking about plot comprehension?

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What  if students aren’t honest when conducting their literacy attitude and

Interest surveys?

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I know you need to include all four strategies for success but would it be beneficial to have a favorite method and stick to it?

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A connection I made to the article was with Brenda. Brenda disliked going to school, cried, and wanted her mom to pick her up early.  When I was in Kindergarten, I disliked going to school, cried every morning, and complained about a stomach ache just so I could leave early.

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One connection I made with the article is how I can relate to Brenda when I was her age. Like her, I did not feel very motivated in my own learning because I struggled to read and did not want to be in school. I was incredibly shy. I think that one important thing to take away from this article is that differentiated instruction within the classroom is crucial and can help a struggling readers grow in confidence.

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How much is too much individualized instruction for struggling readers?

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A connection to the article that I had was in relation to the importance of building relationships with the students that you serve as an educator, there is a famous quote from educator Rita Pierson where she says "Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the best they can possibly be". This is something that I firmly believe every educator should embody in their classrooms, relationships have to happen before you can teach kids.

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How can we get parents involved with helping our students come in believing they can create their own narrative?

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I was "Brenda" growing up. I disliked school so much and would do anything to not go. Also, I thought this article had many great ideas for all learners.

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I didn't have a question, but I'm glad they emphasized teachers believing that every student can learn and contribute to learning. I have teachers in my extended family or even my friend group who have referred to students as being "unteachable" before, and my heart always broke for that student. If the teacher won't believe in them, how can they grow as a student?

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Would it be okay for a teacher to walk away from a student who is struggling to read?

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I did not have any questions from the reading, but one thing I LOVED was the idea of you questioning your students on their own abilities making them think. I also think it is SO important that we are kind and show compassion towards our students if we want them to learn anything from us.

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How can we help the student during whole group when they are the only one not understanding, or are struggling readers?

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As a bilingual teacher I use anchor charts to remind students of what are the key concepts we talked about and what’s important.

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How does a teacher react when a student (Jocalyn) states she will be angry and wants to be isolated?