# data[].attributes.body
contacting a parent about the Math Center gets the student to start going there. The parent can give a reward for going, or take away a cell phone for not going...

# data[].attributes.body
I used to separate students if they are friends. Recently I tried that they can sit together so that they can have buddies to work together and it seems helping.

# data[].attributes.headline
ME TOO!!! When I first started teaching, this was explained: "Green means go!" but red makes students "see red."

# data[].attributes.subject
ME TOO!!! When I first started teaching, this was explained: "Green means go!" but red makes students "see red."

# data[].attributes.headline
Talk to them and ask them what hinders them from making any progress in class. Ask them if they are aware of the support system such as Math Center, library tutoring, provided for them at no cost. 

Encourage them to show up to get the help needed.

# data[].attributes.subject
Talk to them and ask them what hinders them from making any progress in class. Ask them if they are aware of the support system such as Math Center, library tutoring, provided for them at no cost. 

Encourage them to show up to get the help needed.

# data[].attributes.body
Find out what interests a child and where those interest might lead them.

# data[].attributes.body
This is a little thing, but when grading tests I always use purple or green pen instead of red pen because there is some interesting research that shows we tend to be harsher graders in red pen. I find the fun colors helpful in reminding me to give positive feedback.

# data[].attributes.body
I've heard from several students that A5 is "boring because you're not allowed to do anything."

Maybe try to find out why they prefer to be in a boring setting. If we make the class more engaging/interesting than A5, then maybe they'll begin to prefer the class over A5.

# data[].attributes.body
Often students who think they are bad at math have parents who say, "She's always been bad at math." So we have to not only re-message what the student says to herself, but also counter what she has heard about herself her entire life. I try really hard to emphasize hard work linked to achievement, e.g., showing students some really good 3x5 cards or telling them, " I'm so proud of you, I've seen you working hard."

# data[].attributes.headline
Giving them chances to  make mistakes and learn from them. Give them make up quizzes after they find their mistakes on the old quiz.

# data[].attributes.subject
Giving them chances to  make mistakes and learn from them. Give them make up quizzes after they find their mistakes on the old quiz.

# data[].attributes.body
I just have to keep trying different things until something clicks with a student.

# data[].attributes.body
The more I ask myself this question the more that I think that there is no single "right" answer. I think bringing in variety to the classroom is the best bet at connecting with a variety of students-- i.e. one day might be reading focused, one day might have an art project, etc.

# data[].attributes.body
I noticed that yesterday, most of my messages were "reprimanding."  Today I want to make sure my message is positive at every interaction.  For example, instead of "Open your book," instead of "Start answering," I want to try asking, "What do you think about the problem we're working on?" Or, "I noticed that on Monday, you got to work right away.  I am so proud of you for stepping it up."

# data[].attributes.body
I don't think this can be done at the same time. If both are an issue, self-esteem should be fixed first. This will then lead to academic achievement as a result.

# data[].attributes.body
How do you motivate the unmotivated?

I'm talking about the student who purposely comes late to be in A5 than in class.

# data[].attributes.body
How do we connect with such a wide variety of student needs (emotional, social, academic)?

# data[].attributes.body
How can we emphasize the positive when grading tests?

# data[].attributes.body
"Every child deserves a champion." What can you do, or what do you do, in your classroom to be a champion for a particularly difficult student?

# data[].attributes.body
"How do I raise the self-esteem of a child and his academic achievement at the same time?"

# data[].attributes.body
"How am I going to take this group from where they are in nine months to where they need to be?"

What strategies have you used for students who have an exceptionally long way to go in one year?

# data[].attributes.body
Rita Pierson talks about a student earning "+2!" What can teachers do to reach out and connect with students who earn a 2/20?