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That's great! Does anyone have anything to add?

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I would model both scenarios with students using circumstances or situations they may be more familiar with and ask the class to give input on which model makes more sense, are there things we could change or adjust to create a consensus model?

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Ask the student to elaborate on what that term/terms means

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I would try to restate the question in a different way or ask if they need clarity on the question I asked.

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"Ok amazing, now give it to me [student name] style. Explain it to me like we're playing Fortnite and I asked what you did in class today"

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Awesome! Can you tell us what this particular word means in your own words!

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Have another student reinstate what the first student said in their own words.

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Tell a really bad joke: "I'm positive I lost an electron...Better keep an ion that!

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Acknowledge/praise the response and ask someone to add on to it with parts they agree/disagree with

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I would not state if they are right or wrong but instead let the class discussion continue.

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What is your evidence for that?

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"CAn you say more about....."

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Can someone add on to that?

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Does anyone agree/disagree with those ideas?

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Turn and talk and be ready to share

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"swag, can anyone expand on that"

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I would restate and say it in an easier way to answer; maybe offer a sentence starter or part of the answer for them to finishe

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I would restate and say it in an easier way to answer; maybe offer a sentence starter or part of the answer for them to finishe

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I agree with restating the question. Putting the question a different way.

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Don't say that is correct, keep getting ideas

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explain the vocabulary that the student said in their answer to help the other students understand.

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Say something like, I think you are headed in the right direction. Can you explain a little more? Why do you think that?

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I would love to hear effective personal strategies/things people have done as early year teachers that have worked well in the science classroom.

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I would love to hear effective personal strategies/things people have done as early year teachers that have worked well in the science classroom.