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Add your suggestions and strategies here.

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Add your suggestions and strategies here.

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Purple Floral Video November Calendar Instagram Post

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Purple Floral Video November Calendar Instagram Post (1)

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How can we build resilience and protective factors for the promotion of a positive classroom environment for better learning?

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How can we build resilience and protective factors for the promotion of a positive classroom environment for better learning?

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Once you have completed making your TA Toolkit, you will upload it here for sharing with the group.  The easiest way would be to create your Toolkit in PowerPoint or Word where you can add links, images, examples, etc.

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Once you have completed making your TA Toolkit, you will upload it here for sharing with the group.  The easiest way would be to create your Toolkit in PowerPoint or Word where you can add links, images, examples, etc.

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1. Use the Guiding Points above to create and share your own TA Toolkit.  Create your completed toolkit that contains your expectations, strategies, positive classroom practices, student growth mindset, and resources to be shared here with others.  ies.

**You can add supporting text, images, and video.

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Think of some students you've worked with. Discuss how you may use the E.M.R. strategy with them to promote positivity.

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Think of some students you've worked with. Discuss how you may use the E.M.R. strategy with them to promote positivity.

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Strengthening Relationships with Students from Diverse Backgrounds (REL Northwest)

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How have you promoted a growth mindset in the students you work with?

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How have you promoted a growth mindset in the students you work with?

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The Pursuit of Happyness (5/8) Movie CLIP - Basketball and Dreams (2006) HD

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The Power of belief -- mindset and success | Eduardo Briceno | TEDxManhattanBeach

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Building Growth Mindset in the Classroom - Peer Feedback, Risk Taking, and Revision

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Building Growth Mindset in the Classroom - Peer Feedback, Risk Taking, and Revision

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Building Growth Mindset in the Classroom: Concrete Practices to Support Student Persistence

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Words are Important for Developing a Growth Mindset - Examples

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Words are Important for Developing a Growth Mindset - Examples

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Helping Students Develop Their Number Sense

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Helping Students Develop Their Number Sense

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Instructions
Note: Practice 3 of 5 in youcubed Mathematical Mindset practice collection.
To the Teacher

Number talks honor the fact that we all see math differently and that these differences are interesting and should be respected. Number talks also help students learn flexibility with numbers and how to calculate without paper and pencil.

With number talks, students have a chance to think through their understanding of numbers and explain their reasoning. In the number talks we did with our students, they had a chance to think about multiplication problems. The problems allowed for students to think flexibly about multiplication and develop number sense through their reasoning and the reasoning of their classmates.

We love when there is more than one answer because making and discussing mistakes lead to much more learning, and it also allows us space to give mindset messages about mistakes. When we did the 12×15 number talk, there was a student who got 168, and as she was explaining her thinking, she stopped and said, "Oh, wait! I made a mistake." Jo's response was, "That's great! That means you have synapses firing in your brain because you made that mistake." Jo then invited her to explain her thinking when she made the mistake so that the class could understand what she did (see video here). This was an important moment because the student who was sharing, and the rest of the class, saw that her thinking was respected and her mistake was celebrated.

Remember to value mistakes and say things like "This is great we have three different answers; we will have a really good discussion."

Launch (2-5 minutes)

Introduce students to the purpose of the number talk. Explain that students will see a number problem and be asked to determine the answer without paper or pencil. They will be asked to share their answers and to describe how they completed the calculation.

Explore (2-5 minutes)

Show a number problem, e.g., 17 x 15. You may also choose to start with a two-digit number multiplied by a one-digit number like 21 x 3. (The first is appropriate for middle school or higher, the second might be used for elementary). Ask students to solve the problem using as many strategies as they can think of without using pencil and paper.

Ask students to quietly place their thumb at chest level to signal when they have come up with at least one solution.
This is a better way of signaling to you than raising their hand. Hands shooting up can be intimidating and/or distracting to other students.

Once you have given students enough time to think on their own about strategies, ask students to share their answers as you record them on the board.
If there are multiple answers, put all of them on the board and do not identify the correct answer or label any answer as incorrect. The purpose of the number talk discussion is for students to share and justify their answers. Students will oftentimes identify and correct mistakes on their own during the discussion.

Discuss (8+ minutes)

Start by inviting students to share strategies by saying something like, "Who would like to justify their answer?" If there are different answers ask, "Who would like to defend one of these answers by sharing how you found it?"

As students share, record their strategies and label their numerical representations with their name. Using the student's name to label the representation of their thinking on the board allows students ownership over their particular strategy.

Capturing a student's method can be challenging. Make sure to ask clarifying questions if you do not understand. Number talks are about communication. It is a good time to model how to interact when you do not understand what is being said. This is a great time for students to see you struggle and work to understand what is being shared. This is important modeling and it is also the reason we do not ask students to come to the board to share their thinking.

If students are challenged with finding or sharing methods, it is OK to introduce a method and share it with them. We recommend you do this by saying the method you are sharing is one you got from another student. This is an important message for them and a time when they should not see you as the expert in the classroom. By sharing a method created by another student you maintain the culture that you are a community of math learners.

Record students' work horizontally rather than the traditional vertical method that students are taught. This will help students make sense of the numbers rather than working from the traditional algorithm. If a student says they used the traditional algorithm, ask the student to describe what they saw and record accurately. Then ask for other strategies.

It is also important to create visuals for student strategies. Choose a strategy and model how to draw a visual representation for the numerical calculations. Using color is helpful when creating visuals for student strategies. After creating a visual, ask students to choose a different strategy and create a visual that represents the calculation. (See PDF for examples of recorded student strategies to the problem 18 x 5.)

To accurately represent students' thinking with your numeric and visual representations, continually check in with the student who is sharing and ask them questions like:

Is it like this? (Referring to a part of your representation)

Is this what you saw?

Is it a little bit like this other one? What was different about it?

What did you do after that?

Maybe we could draw this one out because that would be helpful. Does this look like what you did?

Do you feel like this represents your thinking?

A main goal during number talks is to get as many students sharing as many strategies as possible. One of the things we do to encourage more students to share is to invite more strategies by asking, "Did anyone do it differently?" "Did anyone see it differently?"

Extend

Ask students to sketch the visual for a strategy.

Ask students to solve a new problem using one of the strategies shared.

Look-Fors

How are students engaging with mistakes? Multiple answers in number talks are an opportunity to honor and discuss mistakes. It is important to make sure that you keep your responses to right and wrong answers the same. When students recognize their teacher's reactions and can connect them to right and wrong answers, they become fearful of their ideas being respected and will stop sharing.

How are students taking numbers apart and putting them together? There are many ways to create equivalent expressions by composing and decomposing numbers. This is called number flexibility and it is very important for number sense and algebra. The more students experience number flexibility the more creative, confident, and fluent they will become. When you start number talks for the first time, you might notice students not sharing a variety of strategies and not breaking apart numbers beyond making 10s. This is likely connected to an absence of number flexibility. When students see different ways to compose and decompose numbers when doing a calculation, they often say, "We thought that wasn't allowed." Understanding that numbers represent quantities that can be redistributed and arranged is one of the reasons we love number talks.

Which students are sharing strategies? While the number talk problem itself is often a simple looking arithmetic problem, there are many ways of solving the problem. Like most activities, some students participate vocally and others do not. This is not the kind of activity in which every student needs to share. There are many ways to think about engaging students who do not offer strategies. You might invite them to use one of the strategies shared on a new problem, create a visual for a strategy, or complete a reflection in their journal.

Reflect (5 minutes)

Acknowledge the group for honoring all approaches to the problem as well as accepting and learning from mistakes.

Ask students to reflect on their experience in their journal with a prompt like, "What is something you learned you could do with numbers that you did not know before?"

Source

This is a practice developed by prominent practitioners including Sherry Parrish, Ruth Parker, and Cathy Humphreys. It is recommended by Jo Boaler and featured on the website of youcubed, a center at Stanford University that she leads. In addition to classroom ideas and videos, youcubed offers a variety of resources for mathematics educators, including research summaries and professional development.

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Note: Practice 3 of 5 in youcubed Mathematical Mindset practice collection. To the Teacher Number talks honor the fact that we all see math differently and that these differences are interesting and should be respected. Number talks also help students learn flexibility with numbers and how to calculate without paper and pencil.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

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I've been working with students in small groups.

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Classroom Strategies- Food, stickers, pop it's

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I would say a lot of redirecting and positive encouragement goes a long way.

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Building relationships with students has helped me gain their trust. This allows the students to feel their importance.

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Hi try to incorporate positive phrase,

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Positive affirmation

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due to our turnover daily, just recognizing the student by their name or mentioning the school they are from

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Positive feed back to all students, no matter what the situation is, on any given day.

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Positive feed back to all students, no matter what the situation is, on any given day.

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Positive encouragement and rewarding with treasure box.

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I use both words of encouragement and  rewards to motivate my students to be successful.

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I use both words of encouragement and  rewards to motivate my students to be successful.

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I reward with stickers, ours Students are really into water bottle stickers, candy and are PBiS Blue Bucks

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I use words of encouragement and a reward if they complete the assignment.

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I use words of encouragement and a reward if they complete the assignment.

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develop respectful relationships with students.offer rewards.using manpultives .

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I use snacks or praise other students that are making the right choice.

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start the day with a positive attitude

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I use snack rewards and they love candy. We provide our students with positive encouragement and acknowledge their accomplishments.

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Being able to model those positive behaviors and rewarding those students that are able to do the same. Either through words of encouragement and/or rewards that would motivate the student to continue that behavior.

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We use Small Group, redirecting, and reenforce the good behavior. It is really important to helping the student with self-stem so they can rich they achievement.

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They are valuable human beings.

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Comfort, for my kids, it's all about diffusing the situation, giving them the moment of affection they need, then always following up with a smile. Facial features are a big factor
and tone

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Start each day new. Don't harbor grudges.

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introduce, compliment and follow up

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Establish a relationship by getting to know the student, and sharing information about yourself.  Find some common ground.

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Establish a relationship by getting to know the student, and sharing information about yourself.  Find some common ground.

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Always welcoming students with love and kindness. We have to remember we are not always not going to be a students person but we can always greet them with the love they deserve

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brand new day... positive vibes!

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restoring an established  relationship with students asking how was their day or what they did they do weekend

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restoring an established  relationship with students asking how was their day or what they did they do weekend

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I maintain positive relationships with students by being positive and speaking with positivity (seeing the glass half full instead of half empty) no matter the atmosphere in the classroom.

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Share personal a experience that relates to them

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Build daily trust and consistency with the students.

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Build daily trust and consistency with the students.

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To maintain that relationship by asking if they need something to make their day better if they are struggling a lot.

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I always tell my students, that not every day is a good day, but there is good in every day. What I mean is that their morning may not have start off the right way, but that doesn't mean that shouldn't make their whole day. We all have bumps in our day and have just figured out how to get through the day.

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Stepping back. Giving the child the time to complete the task.

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If anyone has the grit to keep on going, they can be successful.  

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If anyone has the grit to keep on going, they can be successful.  

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be patient and encourage

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Motivate them and keep encouraging them

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The other students in the classroom have an affect. They maybe motivated more when student role models who are displaying it. Then continue to encourage them if they feel like they are behind. Patience is key.

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Some children need time to process the information they are receiving, so allowing that time helps.

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Keep encouraging them to keep trying

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I tell students I work with its okay to make mistakes because that is how human people learn.

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I use positive reinforcement strategies.

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I use positive reinforcement strategies.

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Positive welcome, Affirmation, Allowing creativity, Allowing input on discussion, Listening, Celebrate, Comfort, collaborate with parents and other staff, Consistency, Snacks, Building rapport, Encouragement

From Paula Ferguson

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Celebrate, Comfort, Collaborate with parents and other staff, See other aspects of intelligence, don't stereotype, give them opportunity to be creative, build rapport and trust, forgive and don't harbor grudges, shout outs, mystery awards, be consistent, enthusiastic welcome each day, snacks, go noodle for exercise,

From: Paula Ferguson

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-Positive Motivation
-Positive Reinforcement
-Basic Skills for my IND (Learning their name is a huge milestone)
-I make my para and team take a deep breath, and do the 3,2,1 before approaching a situation.
-Recognize, regroup then approach

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Mary M

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| Welcome! | Throughout the day | Positive Classroom Practices | Student growth mindset
| CHAMPS | Follow CHAMPS  | Welcome everyone that walks into our classroom.  | Learn something new everyday!
| Stay Positive  | Positivity is contagious!  | Say something positive to that person | If you stay positive you will be successful, and happier!
| Never Give Up!  | Some things may be easy, so may be more challenging! Believe in yourself!  | Tell yourself a positive affirmation.  | Be the smile in someone’s chaos.

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Robert Wydra, Pamela Del Rosario and Jacqueline Alvarez

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Robert Wydra, Pamela Del Rosario and Jacqueline Alvarez

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Expectations
- Start each day new
- Use self-motivation

Strategies
- Relationship building
- Speak with positivity

Positive Classroom Practices
- Use of CHAMPS
- Create a Classroom Constitution to promote education, hard work, and accountability

Student Growth Mindset
- It is okay to make mistakes because that is how we learn
- Help students to believe in themselves
- Students' best is good enough

Resources
- Post affirmations around the classroom
- Post CHAMPS for visual reminders

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T A Tool Kit

Expections

Positive Behavior

Strategies

Rewards by giving out snacks, recognize students with praise.

Positive Classroom Practices

Greet students with a smile each morning and always say positive and encouraging words.

Student Growth Mindset

Find something that motivates the child, encouraging words and patience.

Resources

What a growth mindset teacher should say

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I will go over champs expetation every day and at each ativities for all the work.   have  there work ready and on there desk to go over and make sure kids knows what we are working on.  let them know when we will be doing indiviual work or whole group work.  Allways be positive so the children can be confident in doing there work.

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EXPECTATIONS
*LET STUDENTS KNOW WHAT MY EXPECTATIONS ARE.
*LEVEL 0 WHEN TEACHER IS SPEAKING.
* SHOW RESPECT TO ALL
* GIVE IT YOUR BEST EFFORT.

STRATEGIES
* MODEL
*BE ORGANIZED AND PREPARED.
*PRACTICE

POSITIVE CLASSROOM PRACTICES
*ACCOUNTABILITY
*WE ALL MAKE MISTAKES, WE ARE STILL LEARNING
*BE ORGANIZED AND PREPARED

STUDENT GROWTH MINDSET
*HAVE A CHECK LIST OF ACCOMPLISHMENTS (VISUAL)

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EXPECTATIONS:
*LET STUDENTS KNOW WHAT YOUR EXPECTATIONS ARE.
*LEVEL 0 WHEN TEACHER IS SPEAKING.
*YOU MUST AT LEAST TRY.

STRATEGIES:
*MODEL
*DO YOUR BEST
*RAISE YOUR HAND AND I WILL HELP
YOU, AFTER YOU TRY.
*COME PREPARED AND ORGANIZED.

POSITIVE CLASSROOM PRACTICES:
*RAISE YOUR HAND TO SPEAK OR STAND
*SHOW RESPECT TO THE SPEAKER.
*WE ARE ACCOUNTABLE FOR OUR ACTIONS.
*WE ALL MAKE MISTAKES, WE ARE STILL LEARNING.
*HAVE A CHECKLIST FOR GROWTH (VISUAL OF SUCCESS)

STUDENT GROWTH MINDSET:
*SET REALISTIC GOALS

RESOURCES:
POSITIVE VIDEOS
BOOKS ON LEVEL
POSITIVE LEARNING WEBSITES

*

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Teachers Assisting 2 class  sept 26 2022