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Continue to push students and myself in the classroom. Celebrate successes and mistakes as they are both equally useful for learning.

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Use positive reinforcement throughout the lesson each day to encourage students and increase engagement.

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Each class and student is dynamic in their needs and understanding.

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I will take an extra moment to consider my words when speaking to a student about their work. I will analyze it first to make sure it's not deficit thinking.

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I will take an extra moment to consider my words when speaking to a student about their work. I will analyze it first to make sure it's not deficit thinking.

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I will be more mindful of opportunities to build nurturing relationships with the students. Giving praise where deserved while being sincere about or students needs.

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I will be more mindful of opportunities to build nurturing relationships with the students. Giving praise where deserved while being sincere about or students needs.

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I will be transparent with my students. Students will leave my classroom knowing that although the work is challenging, they can do it.

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High expectations are key to everything despite the deficiencies that we all may have. 

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High expectations are key to everything despite the deficiencies that we all may have. 

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Todays meeting will allow me to be a confident , high expectation teacher. One way I’ll do this is continue to put my students needs first and care about student success in the classroom. Make lessons that are thought out and incorporate things that will benefit my students.

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I will continue to look for positive facts in myself, my students and my co-teachers.
-continue to build healthy relationships with my students
-acknowledge my students feelings
-model confidence even in the face of adversity or moments of not getting it “right”
-Leaving assumptions behind
-leverage students strengths and interests
-provide scaffolds to ensure struggling readers have access to text so they can learn the subjects
-Judene

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I will continue to have high expectations.

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I will continue to be supportive and have confidence. 

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I will continue to be supportive and have confidence. 

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I believe today's session is a good reminder to keep focusing on the successes and strengths of each student. This positive reinforcement deifinitely develops into stronger relationship and increased engagement.

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Constant positive reinforcement while not compromising standards

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Every student has a voice. Encourage students to never give up.

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Build victories in daily activities.

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Being more mindful that sometimes getting to the end of the lesson is not the most important. There needs to be emphasis on what the students are getting out of it and if true learning is taking place. We need to meet them where they are, as opposed to hoping they will get their on their own.

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Being more mindful of setting high expectation which can be mistaken for embarrassment so students know we or pushing the to their fullest potential Vs calling them or their work out.

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I will keep doing what I do. Positive reinforcement, confidence in pedagogy, understanding student struggle and using discernment the all yield positive results.

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Exploit success!

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It’s a reminder of how we should not underestimate the importance of knowing our students and continually challenging them

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I will ensure that students feel empowered and understand the why behind my expectations!

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It reinforces my existing beliefs that we benefit students by holding them accountable

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A student was having trouble at home and at school and I took the time to talk about this persons problem with him.  Once I found out how to reach him and how this person thought of me so highly, this person started to work like a horse

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Students that have “low performance” as a norm build their confidence when we point out their strengths (everyone has strengths).

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High expectations are shown by assigning rigorous tasks, providing clear instructions, modelling expert responses, and giving constructive feedback.
For a research project this year, the task was rigorous and entailed many steps. The unit provided ample time for classroom work, peer revisions, student-teacher conferencing, and also set strict deadlines. The many check-ins allowed for all students to rise up to the task. I feel the product of this pedagogy was fantastic as all students are proud of their final product.

- Diego

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Making a student try something again and again and then they have the ‘a-ha!’ moment when the topic clicks with them.

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Having the students reasoning out the solution of a problem using their preexisting knowledge.

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Teachers should help build the students’ confidence while holding each student accountable

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Makes the student(s) try and try again.

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One student was reluctant to write an argumentative essay on the relationship between power and corruption because he couldn’t understand the expository texts associated with the task. I suggested that he look up the definition for at least ten words while reading each text. I simplified some of the meanings so that he could gain a better understanding of each text. Then I asked him to simplify the rest. Slowly but surely he was able to fully understand and no longer be intimidated by the articles assigned. Consequently, he wrote four paragraphs on the topic with sufficient relevant evidence to support his argumentation.

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Requiring students to upgrade work for better grades. Challenging students to do extra work. Awarding xtra credit.

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Requiring students to upgrade work for better grades. Challenging students to do extra work. Awarding xtra credit.

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By providing constructive feedback and giving students a chance to redo an assignment for a better grade.

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Teachers show high expectations by giving students challenging work that allows them a productive struggle during class. They engage with students in feedback sessions during the class. They allow students the opportunity time to think about mistakes and how to correct them with information from the lesson.

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Our class has a number of challenging projects. Students tell me the project is impossible, that there's no way they can do it on time. Eventually, they get it done. They always say how hard it was but that they learned a lot while completing the project.

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One instance was a student who was weak in most academic subjects so expected me to treat them differently because they felt they were not "good at schoolwork." I told them that I don't care what they do in other subjects, I am judging what you do here in my class.

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Student was challenged in his project with finding a solution. As a teacher i provided guidance. After quite some struggle this student finally was able to effect a solution and jumped up and down, shouting and encouraging and challenging others to achieve in the same way.

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Student was challenged in his project with finding a solution. As a teacher i provided guidance. After quite some struggle this student finally was able to effect a solution and jumped up and down, shouting and encouraging and challenging others to achieve in the same way.

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Rubrics and examples of work reflects the high standards and expectations students are being held accountable

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-Model Respect
-Feign ignornance, acknowledge when I was unsure of something and thought aloud how I could find out the answer( be proactive- in taking ownership of my learning)
-Provide feedback to students on their work, behavior
-Use of positive narration throughout my classes
-Call home when students did well!
-Use data to determine what students mastered versus what they needed to improve on/what ought to be retaught!
-No assumption that any kind of learner is incapable of doing their work, or improving!
-model how to be solution oriented!
-Judene

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With scaffolded work and multiple entry way points to the lesson.

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I had a student on my first school that was a challenge to most. Gang member plus IEP and over aged. I kept on top of him offering after school and holding him accountable. He started to flake out in his 2nd term and failed. In the next school year he requested his counselor put him back in my class bc it wasn’t enough to pass he wanted to pass with me he wanted to show me his growth. I gladly took a picture with him at his high school graduation. He passed without a GED

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I have a student who struggles academically. He "plays" around often and I think it's because he struggles. We assigned an essay and normally he waits until the last week of the marking period to make up work but I've been persistent that I'm not accepting late work for him and he came to tutoring and submitted his essay. Maybe a little late, but he didn't wait until the last week.

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I am rather hard on them with their formal writing but I always make sure to find something to provide them with positive feedback as well. In my opinion, it encourages them to make effective changes as opposed to leaving them feeling discouraged about their score/constructive criticism.

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Make it clear that wrong answers are necessary and provide clues towards the correct answer. Give strength to wrong answers.

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Make it clear that wrong answers are necessary and provide clues towards the correct answer. Give strength to wrong answers.

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Providing feedback to student about their work and especially highlighting the areas of growth. Providing positive reinforcement to encourage student progress.

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Allowing students to feel confident in their answers by justifying their selves. This allows us to understand how they are thinking and how we can guide them to the right direction.

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It’s amazing.
Most students who experience positive reinforcement do show amazing results and will strive to perform for someone who engages in this reinforcement. Two students who could read and write very little try more than ever because of identifying their learning modality and praising them for doing something well, after providing the scaffolds.

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I got a couple students to graduate last year. Never carried a grudge over missed appointments. Never stopped reaching out. By the end of the year they were ready to work.  I helped them make the overwhelming achievable.

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Be very well prepared with my lesson planning, making sure that my students are being constantly challenged and engaged.

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One example is not giving students answers to complex problems too quickly. The teacher should allow all students time to work through the problem.

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One example is not giving students answers to complex problems too quickly. The teacher should allow all students time to work through the problem.

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Sometimes student struggles to solve problems. I allow them to solve it and then ask them how they got the answer. This way I am able to understand their thoughts process. I then model to them how I would solve the problem. This way they can see how it’s done. And then I allow them to try the problem again using guided questioning.

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They remind students that they are capable even when the student doesn't believe so. Does not let students give up. 

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They remind students that they are capable even when the student doesn't believe so. Does not let students give up. 

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- setting due dates and holding to it
- structure in classroom
No opt outs

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Students are teaching one another after learning a concept with each one playing an integral role.

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Using students projects as examples and why something was successful. Having students explain what they did to their peers.   Having their peers give positive feedback for their work

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Reinforce excellent examples of good responses by students so that students will model that approach.

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When students know we are randomly calling, all are prepared with an answer. They now acknowledge that everyone's voices/ideas are valuable in our classroom.

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Explaining how the demands of their junior year will help them reap rewards in their senior year and life after CTEA.

Talking to students outside of class time to check in and encourage.

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Holding student accountable for their actions, positive reinforcement, giving life lessons not just teaching towards a curriculum

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Openly explaining how curriculum/skills build upon one another in the classroom.

Holding students accountable for their own learning (deadlines, choice,etc).

Encouraging students to make mistakes and celebrate successes.

Boosting students confidence by letting them know what they’ve done well.

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Every student must participate during class discussion.
Provide extra support for students that are struggling.

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Challenging the students by using rigorous documents in the lessons to push their thinking.

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Having a conversation around college and career readiness and providing students with the WHY expectation are what it is and why standards won’t be lowered. In terms of positive reinforcement reward students with verbal praises or other appropriate means of positive reinforcement to show that they are valued and appreciated for doing the right things.

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Constant positive reinforcement, working and tutoring after hours, seeing a student succeed on the ap exam or regents

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Using random calling for low stakes questions during class discussions (ex: why/what do you think...)

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Holding students accountable and adhering to deadlines