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I meet with students during their free periods to better understand feedback on assignments.

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I provide actionable feedback so students can know what next steps to do in order to grow.

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I always include "glow" comments in addition to "grow" comments in giving feedback and encourage students to do so as well with a choice board of options.

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I praise mistakes as a learning opportunity.

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I help students break down learning targets to help them understand where they are at in their learning.

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I celebrate and model making my own mistakes in learning for students. I admit when I don't know how to do something.

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Providing specific feedback for improvements gives students actionable steps to do better next time

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Class applause when something is done right after a series of trial and error.

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I always tell students that they can do anything they want to do in life.

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This is hard but we CAN do hard things.

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I model how to use feedback for growth and actionable steps to achieve goals

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Providing real-time feedback to students and allow them opportunity to reflect on their own skills.

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I build students up after mistakes and they find ways to be successful.

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We set personal goals for my Female Strength, Power, and Speed classes in Bench, Squat, and Clean after they pre-test and if they hit these goals throughout the semester, they ring a PR bell and the entire class cheers. 

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We set personal goals for my Female Strength, Power, and Speed classes in Bench, Squat, and Clean after they pre-test and if they hit these goals throughout the semester, they ring a PR bell and the entire class cheers. 

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Anything that helps my students feel capable

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I show students vulnerability when I make mistakes and how to navigate them. I also try to put both positive and negative feedback for students.

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Focused on the fact that learning happens for everyone at different times..it’s ok if you don’t get it right now, but you will! Identifying what each student needs to help them feel successful!

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I provide students with specific feedback and then hold 1:1 conversations to talk about glows and grows.

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Touch base with students individually while they are working to give them immediate feedback and get to know them better. Helping to create a positive classroom culture.

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We learn from our mistakes that is how we grow.

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We learn from our mistakes that is how we grow.

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Encourage students at all levels and even when errors are made remind them thaat this isn't easy and try to bring some positivity

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Visualize the Future: Setting goals and a roadmap to attain benchmarks leading to the goal. Anticipate obstacles that may get in the way and how to adapt and overcome (resilient / grit)

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I try to give good feedback that also celebrates growth

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I try to connect with students on a personal level before discussing academic goals

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I hope to meet students where they are and make them feel like they matter and are worthwhile.

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Recognizing when a specific student is struggling, taking time to build the skill one on one during a class exercise. In review, asking that student to help explain the concept once connections are made.

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I encourage students every step of the learning process and acknowledge their progress.

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Students do a reflection after each AP essay and make an action goal for the next essay. For Socratic seminars students get points for drawing others into the conversation.

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Students do a reflection after each AP essay and make an action goal for the next essay. For Socratic seminars students get points for drawing others into the conversation.

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I let my students know when we are "in the learning pit" and that we will get through it together. I praise their willingness to try and help others while we are "in the learning pit."

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Sharing where I struggle with the students and compliment the students with skills they do better than me.

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I try to highlight days where all students will read out loud or speak (verbal participation). At the start of class, students sign up for a role. When their time comes, they know and are encouraged to try. As it becomes a more frequent practice, students have come to support one another. This practice allows students to feel confident in their growth toward speaking with greater fluency.

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Mistakes happen - I laugh off my own in an effort to show them it is ok and part of the learning process.

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I walk students through the writing process providing little victories and high fives as they are going.

Acknowledge that skills and concepts in AP Lang will be difficult at the start of the year, but sometimes struggles can be good.

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I want students to be ok with making mistakes because through mistakes is were the learning comes from.

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Reminding students they we all learn at different paces, but we all are capable of learning complex mathematical concepts.

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Acknowledge positive behavior; praise class for taking academic risks- such as participating in a discussion

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We have growth mindset discussions and opportunities to demonstrate improvements in understanding.

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I try to set up individual meetings with students who I recognize are struggling, and work with them one-on-one to build both the skills and the confidence/hope that they are improving and will achieve what they are aiming for.

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I include at least one piece of positive feedback on every assessment. I also try to compliment each student in some way at some point in the week--their work, their attitude, their shirt, the music they're listening to, the way they interact with others, etc.

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I encourage productive struggle, and welcome challenges and mistakes as part of the growth process. I also identify resources available to students when they are in need of additional support.

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I have "life lessons", when applicable, during instruction and deviate from the lesson. During these life lessons, I try to remind students the power and influence that they have over their own choices, and how those choices impact their futures.

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I do my best to remind students that mistakes are stepping stones to progress but they have to take the initiative to correct and learn from the errors. It's not enough to support them and validate them when their analysis is off target. They need to be pushed to correct their errors, own and learn from the mistakes.

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I always tell students that they need to believe in themselves more. Mistakes are a way to learn new and challenging things.