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Teaching them coping strategies for when they make mistakes and continuing to build relationships with them.

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I feel like the students in my classroom fully understand that they know they can make mistakes. They are retaught and retested consistently. They know that during stations and small group they can come to me on their own using the visible learning wall. They also self regulate their learning in their interactive journals using their success criteria checklist.

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To model making mistakes myself and showing them that when they do make a mistake its okay as long as they learn from their mistakes and work through them.

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Make mistakes in front of them to show them it's ok to make mistakes because you learn from it.

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I'll show students I'm not afraid to make a mistake in front of them. I'll be willing to model my thoughts out loud as I think through making revisions to my own writing and when choosing the best answer choice. Also, I'll ask students to help me make changes to writing I model.

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Continue having a classroom environment that allows students to make mistakes and grow from those mistakes. Making sure they feel comfortable participating in classroom instruction/activities so they can grow whether they know the answers to questions or not.

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I will continue to find the "right" in their mistakes-if they got steps one and two right in a math algorithm I will praise and encourage that and then we will work from there to completion. Mistakes are part of learning since they will see what doesn't work.Since I make so many mistakes during the day, I always point out that we all make mistakes and mistakes can be fixed.

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Making sure I give each student the opportunity to let me know what they need help with, making time for them, and then making sure I explain to the best of my ability what they do not understand.

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Give more immediate feedback- especially with grading.

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I plan to meet with all students in small group and make sure they know I am there to help them every way I can.

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I'll continue to provide examples and opportunities to practice mastery of needed skills, mini lessons, prompts, and visuals.

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I have stations and small group 4x a week. I am constantly helping the students better understand concepts they have missed based on exit tickets or formal assessments. I hope that the students feel like I do all I can to make sure they understand.

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Just continue to reinforce that we must all be able to ask questions when we dont understand something and need to figure out our concepts.

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Continual checking for understanding and small groups.

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During stations, I often give students the option of working individually on the activity at the station or in partners. I understand that not every student wants a partner. I try to explain to them how important it is to learn how to work together and how they have truly mastered the concept if they are able to teach it to someone else. I also put sets of learning buddies in groups during stations so that they have someone always that can assist them.

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Allow different ways of grouping so it is not all teacher chosen.

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student surveys; peer team building

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I plan to have jobs within peer groups and clearly explain and model procedures and behaviors to achieve their goals in the group assignment. Additionally, I will provide scenarios of challenges that can arise in group work and discuss ways to respond to others.

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Leave it up to the student to decide whether they would like to work alone or in a group. Have options for students who do not like working in a group.

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Give choice- most work can be worked on in pairs, a small group or individually. If the choice is given then students can pick what works best for them.

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I plan to continue to mix group and individual learning. I will also be sure to have some smaller group and larger group learning.

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Reinforce being respectful to others in the classroom. Making sure they are aware that when it comes to working together the common goal is to finish the assignment well and that everyone has great ideas.

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Having more conferences with students. Understanding that students don't really understand their grades are when comparing them with where they should as far as district level.

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I need to increase feedback on learning- I could also give students more time during our conference sessions to ask questions and express their concerns.

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I am going to be sure to start each lesson with our learning objective and try to remember to sum up our lesson by asking what/how we learned in that particular lesson. I am wondering if some students think that if they do not know the entire concept during the first lesson they don't feel as if they have learned anything.

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I want to work on being more consistent on making sure we are each understanding our weakness and strength. I am researching better strategies for Goal setting, and I would like to find a way to celebrate a little more some of our friends whose strengths are sometimes hard to find.

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Continue to give positive feedback to each students as well as outlines for how assignments are graded so that they know what is required of them to be successful

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Making sure the students are self-advocating and understanding what they need help with.

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This year I implemented a visible learning wall. I feel through this wall and the success criteria checklist in their journals, they have started to regulate their learning. The students love signing their name under the listed TEKS and being put on the wall. It is also not obvious who does not have their name up there, only the individual students realize their name is not up there. I am trying this year to get better at students understanding their strengths and weaknesses and communicating that to them.

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Online discussions and multiple ways for students to ask questions (note cards, Google boards, etc)

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I also am doing quick checks to make sure everyone is understanding, giving those who do not feel comfortable asking during the mini lesson a chance to ask during small group.

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I think allowing students to write down questions they have throughout the day or on a topic so that when they meet with me to conference they have a designated time to ask any questions without interrupting other activities

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I'll call on students using the random function on class dojo, provide think time prior to calling on a student, turn and talk time, and sentence/talking stems. When it comes to understanding a step in an assignment or the learning objectives, I'll offer students to seek out a learning buddy or expert in the classroom if I'm already meeting with a student.

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I want to make sure my students have every opportunity to ask questions when they need to ask them. I need to make more of an effort to make sure ALL students feel comfortable in their classroom.

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Reiterate more that questions are a good and desirable thing to ask when one does not understand.

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I think that setting goals in their goal binders helps my students focus on what they want to do. Since they are making their goals, I feel that they own them. Before we set goals for the week we discuss that many little steps that they are successful with helps them to write attainable goals that they can meet instead of setting their bar too high.Whenever we take a test or LA I have the students write their goal for the test on the front so they are working towards that goal

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Incentives and feedback

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I plan to hold students accountable by providing opportunities to teach others what they've learned and present their knowledge in different formats.

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Continue with Growth Mindset instruction and encouragement and make sure all students understand.

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I will continue to promote the visible learning wall. Students will continue to use the success criteria squares in their journals as a marker of their success and struggles. My hope is next year to build on this so that all students are using this as a guide. I implemented visible learning after the 1st nine weeks so it has been a learning curve for both parties.

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Setting goals on sticky notes to make it visible for the students. Then when they get their results back we reflect on their achievements and where they can improve for next assignment.

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I will continue to help everyone understand their assignments and have opportunities to discuss what is not being understood.

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Continue to go over missed questions on worksheets or assessments and making time to do guided practice where students can get things broken down step by step.

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Learning buddies, activities and projects to teach others, choice boards, visuals and modeling in mini lessons

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I will try to use more mini assessments and end of lesson assessments to see where mistakes are being made and address them immediately.

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Keep working in small groups, conferencing and re-teach and re-testing.

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I need to do a better job conferencing with my students about their grades. A lot of the time I want to shelter those students who did not do very well but I need to celebrate with them the questions they did get correct

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Provide specific feedback on work completed, work in small groups to correct mistakes.

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setting out more time to meet with students and creating a log of what they want to talk about during that time to make sure they are successful and every student gets what they need

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Have a consistent weekly conferencing and intervention schedule.

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Try to focus more in small group on their results and where they made their mistakes. I think seeing the problems and mistakes will continue to assist them with learning and moving forward.

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Be consistent in offering conference times for reading and writing.

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It is important for the students to be informed about what they are grasping and what they still need help with.