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Teaching part of lesson incorrectly, we told our students that we made a mistake and explained to them that we are human too and occasionally make mistakes!

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You can make or break you first day of school.

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That time I taught the material incorrectly.

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That time I taught the material incorrectly.

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It was really embarrassing. My evaluator and my mentor where in the room. It was all over my face.

I got over it by being completely transparent with the students.

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- During a moment of failure, focusing on the big picture, instead of seeing the details of some success
- Passionate Positivity for Math
- Being relentless at NEVER GIVING UP

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- Scrambling due to over/under planning = behavior issues.
- Whole class punishment discussion instead of side conversation with offending student(s)

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you design a great lesson and you think its dope, but the students think its wack
Good at building relationships with students that enhance the learning experience

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-inconsistency with management/consequences
-struggling with student apathy
-lots of growth and adaptation
-one on one chats with students have improved behavior

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Building relationships with students
There is a natural comfort to building a rapport in the classroom - without it, there often is a struggle in mutual respect and drive.
Losing patience when you have given your all to the students and they don't receive it well is a common failure. Often, we forget the developmental stage of adolescents and the commonality of the age group to act on impulse.

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Not anticipating student misconceptions. Not having alternate assignment when things go wrong (technology).

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Teaching a lesson where the kids did not grasp as well as you had thought.

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We failed by giving verbal directions instead of providing students with written directions. We are also alike by having a flexible and adaptive personality. We're both enjoying having fun with our students which helps us in being flexible.

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Teaching a lesson against my better judgement

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not making enough copies in class

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Classroom managment led to the failure
Emotional attachment

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1. We will always fail as teachers when we do not understand the "whole" child
2. We fail when we have to "teach to the test"

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Had to find what classroom management routine worked after trying and failing multiple times.

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Will: Separated students with friction. Wood: Spoke to students in the hallway.

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- Kennedy: flexible and positive with the day to day flow/changes also thinks she is hilarious
- Bailey: passionate about the curriculum and developing curiosity
- Brown: knowledgeable, high expectations, and will meet you halfway to support growth

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start making a few extra copies, only give one copy per student

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Matt, Bryant, Danny-frustrating when you put together a nice lesson, lots of bells and whistles, you teach your heart out and the next day someone in the back goes, I do not understand when going over same work.

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Matt, Bryant, Danny-frustrating when you put together a nice lesson, lots of bells and whistles, you teach your heart out and the next day someone in the back goes, I do not understand when going over same work.

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Meeks knows how to cope with frustrated students. "weiiono histry, and sheiono math".

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Diverting misbehavior into appropriate behavior through redirection, humor, and reverse psychology.

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Classroom management is a strength for one and not the other

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Finding the perfect blend between I am your friend and I am your teacher.

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Different responses whether it comes by yelling or sarcasm

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Matt, Bryant, Danny-building upon relationships and establishing expectations and goals

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Matt, Bryant, Danny-building upon relationships and establishing expectations and goals

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Letting your anger from a previous class carry over to the next class

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Type of creative approaches