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A student was saying "this is too hard" I restated "it is challenging, I will challenge my brain to solve this problem"

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A student was saying "this is too hard" I restated "it is challenging, I will challenge my brain to solve this problem"

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Look at progress from the beginning of the year to the end of the year.

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Look at progress from the beginning of the year to the end of the year.

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I want to try this activity to build strong relationships and allow students to connect to each other. 

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I want to try this activity to build strong relationships and allow students to connect to each other. 

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This would be a great protocol to get to know students at the start of the year. This would be a great experience for students to bond within the classroom but also for me to know what barriers are already in place for students.

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I would like to do this activity as well although I would to have students use works of art, primarily from the renascence period in Europe. 

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I would like to do this activity as well although I would to have students use works of art, primarily from the renascence period in Europe. 

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This is an area where I really feel I need to get to know my students in order to really know how to respond to them in a positive way.  This would be easy if all our kids were cars and I would know exactly how to part all the parts that they need to function together.  So I find this a method of two steps forward and one step back.  The long road to go is what I am looking for on this issue and that as the year continues they are more on board with where I am trying to get them to which are self-motivate learners.

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I love this activity idea because it gets the students to learn to work together in more effective ways. The plan to have group learning as the method to achieve their goals.

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#6 In order to challenge the brain and expand complex thinking and learning, maintain high expectations, and utilize higher order thinking questions. Using metacognitive markers during reading.

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#6 In order to challenge the brain and expand complex thinking and learning, maintain high expectations, and utilize higher order thinking questions. Using metacognitive markers during reading.

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#4 Attention drives learning, so students will be engaged if they're interested.  Also, if they feel safe they will take academic risks and have a growth mindset.  Positive reinforcement is also beneficial for these.  The teacher could be aware of student issues and individual identities. 

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#4 Attention drives learning, so students will be engaged if they're interested.  Also, if they feel safe they will take academic risks and have a growth mindset.  Positive reinforcement is also beneficial for these.  The teacher could be aware of student issues and individual identities. 

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In order to activate prior knowledge, pose a "do now" or bell work to connect past content to new content.  Also, making connections between big ideas.  Recognize that students have expertise in certain skills and content. These students' expertise can assist one another to promote a positive intellectual working environment. 

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In order to activate prior knowledge, pose a "do now" or bell work to connect past content to new content.  Also, making connections between big ideas.  Recognize that students have expertise in certain skills and content. These students' expertise can assist one another to promote a positive intellectual working environment. 

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Recognize past successes.  Build upon strengths of individual students.  Emphasize that mistakes are an opportunity to learn.  

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Recognize past successes.  Build upon strengths of individual students.  Emphasize that mistakes are an opportunity to learn.  

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I like this activity because it is allows students to see the potential on how they are self-defeat themselves from achieving great success in their academic endeavors and possible in other areas in their lives if they look that far with that great incite.

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Help student to develop a growth mindset

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Help student to develop a growth mindset

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Create an engaging productive struggle around the phrase "Productive Struggle". Write a big "P" and a big "S" on the board. Add a few letters to create mystery like "rug" after the "S" or "duc" after the P. Start a free-form Wheel of Fortune where students popcorn-guess letters and try to guess the words. If they get stuck, give them letters to keep the activity moving. When they get the phrase, reflect on the activity, that it was a productive struggle. No one quit, no one gave up, it was fun, it reached a productive endpoint. Talk about how Productive Struggle looks in your classroom.

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PROVIDE ADEQUATE ELL SUPPORT FOR OUR EVER GROWING HISPANIC POPULATION.

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In Math, all students know something, and that skill set, no matter how limited, can be utilized in a classroom of any level.  As they get older, they become conditioned to withhold guesses for fear of being wrong and therefore, admonished by faculty or peers.  Sometimes, a dead-end is a worthwhile trip.  I can't remember the exact soundbite, but making mistakes is evidence of learning.  (Nothing wrong with trial-and-error every now and again.)  Heck, that's how I learned.

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Lauren Kopel Rm 118 has a great bulletin board with positive statements to counter negative things kids often say. Check it out.

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I like the activity because it's an activity students can complete together regardless of what language they speak...they can write and share in Spanish if they need to

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I like the activity because it's an activity students can complete together regardless of what language they speak...they can write and share in Spanish if they need to

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When starting a lesson have students think/write/discuss what they already know (KWL). Review previous learning. Let kids talk to each other.

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Show students that you also have these emotions and openly process the experience for the students

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Building/reviewing background knowledge helps students to see how much they already know about the topic

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Building/reviewing background knowledge helps students to see how much they already know about the topic

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Have different ways for kids to demonstrate their learning.

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Use Mediation Apps for self talk-Stop, Think, Breathe; helps to get students in the right mindset to learn. 

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Use Mediation Apps for self talk-Stop, Think, Breathe; helps to get students in the right mindset to learn. 

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It's important to show students evidence of their progress and show them "small victories" to achieve the overall greater victory.
(like stepping stones)

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Have students find a situation that would prove their own statement wrong. For example, they say they can't solve problems with decimals, they can find and IXL skill about decimals that they mastered.

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Positive recognition can help build confidence and build new habits. I find this really important to do in my classroom so all my students become independent learners and don't get discouraged

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This happens often in a class where we actually have an opportunity to mentor students and help them on a social and academic level.

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Just like student of the week, have a growth mindset student to reward them for having a positive mindset.

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Important for students to see student work in the classroom

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Have students make a presentation on something (anything ) of which they are an expert. It could be artistry, sports, a hobby, etc. It could be an interactive presentation where they show other students how to do it or simply as a direct instruction where they teach us what they know. 

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Have students make a presentation on something (anything ) of which they are an expert. It could be artistry, sports, a hobby, etc. It could be an interactive presentation where they show other students how to do it or simply as a direct instruction where they teach us what they know. 

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A barrier regarding academic mindest specifically in our school is switching. No matter how well teachers partner together the students face challenges with teacher differences in communication.

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Reflective practices.. it is important for students and teachers to reflect on what worked and what can be improved on a daily basis. 

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Reflective practices.. it is important for students and teachers to reflect on what worked and what can be improved on a daily basis. 