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Writing increases participation ratio and think ratio. We are able to type and retype our responses to "discuss" a topic. This allows for think time.

This would also be a lot like "Batch process".

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Using a systematic approach to creating rigorous, joyful, and orderly classrooms that build independence.

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My biggest takeaway is how important it is to have a routine and to take the time to have students learn that routine. The payoff is that eventually your classroom can "run itself" in many ways because students know what to expect.

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This chapter was interesting to me because it tied into a graduate class I'm taking. My graduate class discussed the difference in rates of black students being suspended versus white students being suspended. There are a lot of factors that go into this, but a bottom line research finding is that students and teachers need to feel respected to do their best. Teachers who received training in empathy had dramatically improved behavior in their classrooms and in turn, students felt respected and then wanted to do better. So the strategies that jumped out at me in this chapter were strategies that role modeled respect, such as using the phrase "thank you" with students when "catching" them doing something right.

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This chapter was interesting to me because it tied into a graduate class I'm taking. My graduate class discussed the difference in rates of black students being suspended versus white students being suspended. There are a lot of factors that go into this, but a bottom line research finding is that students and teachers need to feel respected to do their best. Teachers who received training in empathy had dramatically improved behavior in their classrooms and in turn, students felt respected and then wanted to do better. So the strategies that jumped out at me in this chapter were strategies that role modeled respect, such as using the phrase "thank you" with students when "catching" them doing something right.

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Building ratio through online discussions is possible. It's more formal than an in-class verbal discussion might be, but it requires each person to respond to each topic (100% participation) and then requires each person to read other responses so they can formulate more discussion. 

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Building ratio through online discussions is possible. It's more formal than an in-class verbal discussion might be, but it requires each person to respond to each topic (100% participation) and then requires each person to read other responses so they can formulate more discussion. 

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There were two things that stood out to me in this chapter that could help us build ratio through online discussion. The first was Follow-on. By using this strategy, we would have to first respond and build upon the person who posted before us and then continue with our own thoughts. The person who responds after that would do the same. The other, as someone has already mentioned, is batch process. With an online discussion, we have more time to think and to process what everyone else is saying. I feel in this way, we have a better understanding of our own thoughts. And this kind of discussion go on for a while before the leader steps in to guide the rest of the conversation.

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My biggest takeaway from this chapter is how important routines can be. Kids thrive on routine. When they know what to expect, they feel more prepared to tackle what is in front of them. Two techniques from the chapter that I actually implement in my classroom is threshold and strong start. Every morning I stand in the doorway to greet my kids as they come in, they get sanitizer, and I give them morning reminders (unpack, morning work, etc). The other is strong start. The routine in my classroom is the same each and every morning so the students know what is expected of them, regardless of if I remind them or not.

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One of the things I find most challenging with student behavior is making sure it doesn't effect the learning of others. I try and have very clear behavioral expectations for all my students. But if one student is off, it can throw the rest of them out of sync as well. One strategy I use from this chapter is maintain the pace. If I am in the middle of teaching, I try and correct the behavior quickly and then move on. "I need your eyes" is one I use a lot. Another one I have used but should use more often is do not engage.

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I do believe “build ratio” is possible in online format. The flexibility of online discussion boards can allow the instructor to set as few or as many guidelines needed. This could differ in grade levels where teachers can provide sentence starters for younger grades. I agree with the people above me an online discussion can be beneficial in the aspect of adding on to someone else’s idea, and giving students more time to think and reflect on the question than they would in person. 

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I do believe “build ratio” is possible in online format. The flexibility of online discussion boards can allow the instructor to set as few or as many guidelines needed. This could differ in grade levels where teachers can provide sentence starters for younger grades. I agree with the people above me an online discussion can be beneficial in the aspect of adding on to someone else’s idea, and giving students more time to think and reflect on the question than they would in person. 

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My biggest takeaway in chapter 10 is having a “strong start”. This is a huge part of classroom management in the younger grades. I have noticed a change in my classroom if the routine is shifted from our normal day-to-day routine, and typically behaviors arise. 

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My biggest takeaway in chapter 10 is having a “strong start”. This is a huge part of classroom management in the younger grades. I have noticed a change in my classroom if the routine is shifted from our normal day-to-day routine, and typically behaviors arise. 

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Many strategies in chapter 10 are straggles I would like to try in the future. Specially, “Engineer Efficiency”. This year I really focused on teaching expectations starting on the first day, but I realized that sometimes students need more support in problem solving and following through with tasks efficiently. 

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Many strategies in chapter 10 are straggles I would like to try in the future. Specially, “Engineer Efficiency”. This year I really focused on teaching expectations starting on the first day, but I realized that sometimes students need more support in problem solving and following through with tasks efficiently. 

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I think the concept of building off one another's ideas is not only possible online, it's a productive space for them to do this. Because we can give the students access to the same documents (via Google docs for example), students can be asked to review and consider what other's have written, and then work in their own ideas or respond to their peers based on what was written already on the document. This may actually be a more comfortable space for a lot of students, and it could be used as a gateway into verbal discussion.

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Reading chapter 10 has really allowed me to see how important the little things are in establishing a tone for your classroom. For example, it isn't just about greeting your students at the door, it's about HOW you greet your students at the door. I like the idea of reminding them as they walk through the door what we will be doing that day. It pushes them to immediately get into the mindset of work in the classroom. It also shortens that transition time at the beginning of class--time that is so valuable to us.

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I think I will try to implement the "Door to Do Now" technique. I oftentimes use something similar to a "do now" to begin my classes. However, despite it being part of the daily routine, I've found it difficult getting students to transition from their "hallway talk" to the opening assignment. Perhaps having them pick up the assignment at the front of the room and reminding them of the expectations as they walk through the door is a way to mitigate this issue.

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I do have students pick up a worksheet to "do now" from the front of the classroom,  but sometimes that "hallway talk" still follows some. I have new students each quarter, so they will soon figure it out, because once that 5 min timer goes off, they need to be done.

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I do have students pick up a worksheet to "do now" from the front of the classroom,  but sometimes that "hallway talk" still follows some. I have new students each quarter, so they will soon figure it out, because once that 5 min timer goes off, they need to be done.