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Chapter 5: Cooperative learning has a magical effect and can gain up to a year's worth of difference because it supports the critical feeling of belonging.

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So sharing personal issues/goals is important to poverty students.

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Chapter 4:  Sharing key milestones and celebrations and how I overcame issues along the way.

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I am definitely a big believer in making connections with the students, though they can make it very difficult sometimes.

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Chapter 4:  I have always made it a priority to learn the kids names as soon as possible.  Second day of school seating chart and ask them lots of questions... saying their name every time.  It works and I notice a difference in the relationship for sure.                                 Chapter 5:  I have incorporated more group discussions and group work than ever before, but always in groups of 2 for projects and groups of 3 - 4 for discussions.                                       Chapter 6:  I really like the "3 in 30" idea.  I give the kids an interest inventory the 1st week of school and I get to know about their home life and hobbies.  A month seems like a long time, but 30 days goes by quick.  I am always surprised by the way the kids react when I ask them about out of school activities... they care about those things a lot!

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DeWitt (Chapter 3) We are all connected in life together and to stop seeing it as US and THEM. And of course relationships are key when you try to get through to them for all reasons. This sentence from page 29 is the main point of chapter 3, "When students feel connected, respected, and trusted by their teacher, they behave and learn better, as student-teacher relationships have a strong effect on student achievement." I still have problems getting them to go for an A or B even with a good relationship to the low income students.

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DeWitt (Chapter 2 & 3)  The growth mindset stuck out to me in this on page 18, in that it encourages you to think failures are a normal part of the learning curve. I liked this line, "Even if you use highly effective and research-based strategies in this book, it will still take a growth mindset to help yourself (and your students) have the best year ever." I'm ready for this for sure. I'm just hoping there aren't any walkthroughs during my times of failure!

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Chapters 2 & 3:Job descriptions and demands on teachers are changing at light speed and teachers are still the most significant contributor to student achievement.  Change is happening...get on board or get left behind.  Chp 3; When students feel respected & trusted by their teachers, they behave and learn better.

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Ledbetter (Ch 2&3):  All I can say about Ch 2 is that I don't fully agree with it.  I feel Ch 3 should more or less be an obvious conclusion, not sure how to do anything in this world without building relationships.  As much as I wish I could reach every students, some just make it nearly impossible to do though.

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Detenber: I thought these chapters (2 & 3) were interesting. I really liked hearing that the way to make an impact was through relationships and working memory.  We spend so much time on strategies and other things that don't make the large gains we need in our population.

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Letcher:  Texas/Calif/FL:  50% + from poverty… growing poverty , not stopping

Ledbetter:  Middle class can fall into after an emergency

Wilt:  Lack of social skills

DeWitt:  Vocab lessons increases gray matter in the brain ...teach using brain based strategies

Flood:  Hard time relieving stress

Zurlage:  Lack of emotional support, latching on to other students

Detenber:  Students care more about the teachers caring than what the teachers know

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Chapter 1 Book Study:  Team Meeting, April 12, 2018

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Faculty Present:  Detenber, DeWitt, Flood, Ledbetter, Letcher, Wilt, Zurlage