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A new way teachers are approaching these problems are by taking time and thinking of their students and their abilities. When it comes to equity, teachers need to get to know their students more on a deeper level to understand how they learn, and their strengths and weaknesses. For productive struggling, give students time; awkward silence is ok! It just means they are thinking. For pressure to perform, teachers need to give themselves some slack, or even ask for help. Standardized testing is hard, and I'm sure learning how to teach to students can be just as hard and stressful.

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Tools and technology in the classroom can support these situations by equalizing and easing each problem. Technology can reach and teach at any level, so if one of your students is struggling more than the others, have them use a lower-level app. Tools, like 3D shapes during math, can allow students to play around with them and teachers can ask students to create a structure that could challenge some. Using technology to help teachers take some stress off their shoulders with standardized testing could involve students using online practice tests.

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Usually, teachers approach productive struggling by creating problems that are too different during their lesson plans, and eventually dismissing them when the actual lesson plan comes into play. Like I said multiple times before, teachers approach equity by assuming students can all learn the same way. When approaching pressure to perform, some teachers push teaching standardized testing ideas to the last minute. We, as in our group, have witnessed this plenty of times before in high school where teachers don't teach anything until the last minute.

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These 3 main ideas are difficult to understand because, like we said before, most teachers do not understand how to use it. The idea of equity is difficult because some teachers because they expect the same work from all of their students, so they give all the same work. A huge example is expecting all students to understand what specific vocabulary means, like 3D movies. Not all students have seen or been to a movie, let alone a 3D movie. For productive struggle, it's hard to watch your students not understand what you are teaching so you want to give them the answer right away. Pressure to perform is a difficult idea for teachers because they are stressed to teach all the information, so students become rushed and flustered.

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Standardized testing in elementary school, especially K-2, is a touchy subject. Having standardized tests at this young of an can cause students to feel overwhelmed, develop test anxiety, and have early onset anxiety. In a study done by Walden University it states “Hill and Sarason (1966) suggested that in a typical classroom of 25 students, between one and three students were at risk for developing test anxiety, including students of average intelligence, students with learning disabilities, and even gifted students.”.

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A lot of times, students do not have the same access to technology as others in their class. Teachers of older grades sometimes assign projects and homework where students have to use WiFi or a computer at home. But for students who dont have access to that technology, they are unable to complete those assignments.

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Often times, teachers do not know how to effectively manage their classrooms. It can be overwhelming when you have 20 plus children to teach all day, so teachers resort to bringing attention to a student's negative behavior instead of positive behavior that they see.

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There are many teachers who do not know how to ask productive questions that will enhance student learning. Questions should be used to prompt deeper student thinking and understanding of a particular idea or topic. Often times, teachers will not ask open-ended questions and will expect only one specific answer from a student.

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It is essential for teachers to develop their lesson and keep into account each students abilities. Teachers need to stretch their students abilities and develop deep thinking.

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Our top ideas of problems of practices were Equality vs. Equity, Productive Struggle, and Pressure to Perform. We chose these 3 because we have all encountered these struggles in our own classroom, whether it be in our practicum or our own schooling. As we spoke about our top 3, we discussed that in some schools it's hard for teachers to distinguish equality and equity, which can sincerely hurt a student's education in the long run because if all students received the same education, some wouldn't't be challenged enough along with the others would become bored. Challenging students is also very important and that's why we chose Productive Struggle. As seen in our practicums, it's important to allow students to struggle a bit to get into that deep state of mind to comprehend more. Finally, we picked Pressure to Perform. Tests and speaking in front of the classroom are two major scenarios that can fluster some students. Teachers don't usually see this because they're so determined to follow the curriculum, but it's important to think of all your students and how they will react in situations like so.

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In many classrooms, teachers do not realize the importance of productive struggle. It is important for students to develop problem solving skills and a deeper understanding of the content

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Most schools have a lack of diversity within their student population. When they lack this diversity, they tend to avoid putting it in their lesson plans as well. Along with not displaying any other cultures in their hallways or classrooms. This problem extends in to a problem of practice. Reason being is that children are not exposed to the world outside of their monocultural classroom. This can be detrimental to their social learning in the long run.

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State testing and following state standards always puts a heavy burden on teachers. When teachers become stressed it can stress the students out as well.

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Some teachers have yet to realize the importance of word choice they use during lessons. When using examples, teachers should use ones that apply to all students, not just the 'mainstream' students.

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School staff and administration do not always apply equity in their school as much as equality, which can damage the work of their students success.