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I have had my students lead our do now rather than me being the main person walking through problems.

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I have had my students lead our do now rather than me being the main person walking through problems.

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I want to work on challenging my students more to finding answers to the questions they have rather than them relying on me.

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I want to work on challenging my students more to finding answers to the questions they have rather than them relying on me.

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What has been the most successful use of group work time / collaboration for your students?

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What has been the most successful use of group work time / collaboration for your students?

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As required by the CAO, I started to use more mini-lessons to get students involved in the class. Teaching students skills not knowledge can better prepare them for their career or college. 

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As required by the CAO, I started to use more mini-lessons to get students involved in the class. Teaching students skills not knowledge can better prepare them for their career or college. 

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I want to work on getting more students involved in the class activities.  I have more students working on math in the second quarter than in the first quarter, but still not 100%.

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I want to work on getting more students involved in the class activities.  I have more students working on math in the second quarter than in the first quarter, but still not 100%.

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If you don't give up on students, the students can get confidence from you.

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If you don't give up on students, the students can get confidence from you.

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If I notice that students are struggling with their "Think About It" problem, I ask them to make a chart of what they already know and what they will need to know, so they can put all of their thoughts down on one side to compare with the exemplar response.

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I need to work on my scaffolding and let the students lead the discussion when going over the problems. I think this also plays into pacing because when I hear the student responses, it is a CFU and lets me know when we can move on to the next topic.

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How are you able to push students to work independently without feeling the need to ask their peers or myself for help?

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I am still challenged by students who are loud and engage innoff task talking regularly

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Shouting students out her have made improvements in any aspects of classroom work.

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I want to work on incentivizong students not to talk so.much and loudly.

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What incentives have you used that are effective.

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I have used my relationship with my students to incorporate their hobbies and interests within the lessons. Such as creating word problems with names, interests as well as use real world situations to discuss math.

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Consistency. I think it is easier said than done, but I would like to build consistency within the classroom because it does make a difference and eliminates behavior.

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This is our last semester and it does get difficult because end of year state testing is coming up. Preparing students to rock it out the park will be a challenge, but patience and laughter will get us through this.

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I've hung up individual whiteboards around the room and sometimes have a class activity where students do work on the whiteboards. It empowers everyone to do work in front of the room in a low pressure situation.

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Letting the students do the heavy lifting

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What's been your most engaging math activity with students?

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I make sure that I start lessons with an access point all students are able to reach.

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Getting students to invest in determining methods to solve problems versus focusing on the answer.

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How do I get my students to enjoy the math that I present to them?

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I am doing a better job scaffolding to build their confidence

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I am doing a better job scaffolding to build their confidence

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finding the balance between makeing sure I am providing enough rigor and yet scaffolding so my students do not get discouraged and give up

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finding the balance between makeing sure I am providing enough rigor and yet scaffolding so my students do not get discouraged and give up

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I am not sure how it will work, but I am pretty excited about trying something new this quarter.  I am having my students each set goals for class each day and each day their group will tell them how they did in meeting their goal.  I am hoping this not only builds the groups ability to work together, but also that the accountability will help them to push themselves and perserve  I will let you all know how it goes.  and yes, I am having them hold me accountable for working out, drinking enough water and getting 8 hours sleep.  I will let you know how this works

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I am not sure how it will work, but I am pretty excited about trying something new this quarter.  I am having my students each set goals for class each day and each day their group will tell them how they did in meeting their goal.  I am hoping this not only builds the groups ability to work together, but also that the accountability will help them to push themselves and perserve  I will let you all know how it goes.  and yes, I am having them hold me accountable for working out, drinking enough water and getting 8 hours sleep.  I will let you know how this works

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I have developed a learning environment where students do the heavy lifting. This has empowered students to take ownership over their education and lives.

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I want to teach students to make their own goals and then create an action list on that will allow them to achieve their goals

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I suggest you get to know your students as well as you can.

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I've declined to give answers/answer questions before they allow themselves to struggle. I tell them to refer to their notes, think about, and try.

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Keep encouraging them to not give up and push through problems.

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I have offered more wait time, and respond to their thinking with questions digging deeper instead of affirming if it's correct or not

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I still want to work on students having an ownership over their work and math goals and pushing their curiosity

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How do you empower students to truly collaborate in a balanced relationship, without relying on one to answer

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I have given the students more time to work on problems without assistance. I tell them to try it for the first 5 minutes before giving assistance.

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I still would like to work on the students pushing themselves a little harder to preserve through the problems.

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How do get the students to try that really do not interact with other students.

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The students that were considered behavior issues have been placed write next to me at the front of the room and I  help them individually every chance I get. I have also begun having early finishers help stragglers. 

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The students that were considered behavior issues have been placed write next to me at the front of the room and I  help them individually every chance I get. I have also begun having early finishers help stragglers. 

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A. Mendoza

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I definitely want to work on students relationships.

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How have you built relationships with students? The one's that were challenging to have relationships with initially?

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Together the students and I determined what a mastery/advance student looks like compared to a basic student.  So everyday I challenge and encourage them to be mastery/advanced students.

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Together the students and I determined what a mastery/advance student looks like compared to a basic student.  So everyday I challenge and encourage them to be mastery/advanced students.

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K. Wilson

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I want to work on challenging my students to do the cognitive work more.  

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I want to work on challenging my students to do the cognitive work more.  

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K. Wilson

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Hype them up.  Celebrate the small successes too and make them feel confident.  Boost their ego from time to time so they feel motivated to go to the next problem because they know what they're doing.

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Hype them up.  Celebrate the small successes too and make them feel confident.  Boost their ego from time to time so they feel motivated to go to the next problem because they know what they're doing.

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help students feel successful in the very beginning of class and carry that positive momentum into the lesson.

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what to do when a student, in the moment, refuses to do work and the whole class can see.

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How can we push students outside of their comfort zone, try to push them to solve the problem in more than one way.

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Creating a block of time for motivational Mondays where I play a short video slip that boosts students' morale for the week.'

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Creating a block of time for motivational Mondays where I play a short video slip that boosts students' morale for the week.'

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Efficiently motivating students that struggle and give up throughout the lesson. 

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Efficiently motivating students that struggle and give up throughout the lesson. 

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In what ways do you provide challenges for students that are understand the concept quickly?

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In what ways do you provide challenges for students that are understand the concept quickly?