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1. Holding the students accountable for their work and actions

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1. Holding the students accountable for their work and actions

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2. Asking students for feedback on activities and assessments we have done in class.

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2. Asking students for feedback on activities and assessments we have done in class.

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2. Using language like... TEll me more... rather than that's right...

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2. Using language like... TEll me more... rather than that's right...

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2: Focus on kindness and accepting others thinking by using “ to build on ... thinking”

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2: Focus on kindness and accepting others thinking by using “ to build on ... thinking”

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3. culturally relevant resources selected by collaboration with colleagues for current engaging resources

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3. culturally relevant resources selected by collaboration with colleagues for current engaging resources

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Connected with GoodMinds in Brantford (a first nations family owned business) for appropriate resources to cover the content

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2. different perspectives encouraged by allowing for student choice 

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2. different perspectives encouraged by allowing for student choice 

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Ask and expert! Lots of research. Ask the students what they know and go from there

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2. Discussing and doing activities related to empathy

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2. Discussing and doing activities related to empathy

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Ongoing struggle - but try to keep them accountable for work completion/behaviours/ actions they take

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2. Using the Thinking Matrix- and learnihng how to develop the skill of looking at Alternative Perspectives.

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2. Using the Thinking Matrix- and learnihng how to develop the skill of looking at Alternative Perspectives.

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1. high expectations for students through conferencing and feedback

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1. high expectations for students through conferencing and feedback

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Teaching ways to have conversations, providing ways to respond, how to listen, how to integrate others opinions into what we already know.

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Make them accountable for their own work. Give check lists that they actually fill out and hand in. Leads to discussion and guidance.

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I've found the Forest of Reading contains excellent novels that represent different ideas/cultures that are relevant. Students often comment, "I didn't know this existed or was an issue in Canada."

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3. Connecting with others in HWDSB who can advise me of resources to use.

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3. Connecting with others in HWDSB who can advise me of resources to use.

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2. Sharing ideas (with permission) when their expectations differ from mine.

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2. Sharing ideas (with permission) when their expectations differ from mine.

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2. Community Circles, Brainstorming Ideas, Think/Pair/Share

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2. Community Circles, Brainstorming Ideas, Think/Pair/Share

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Writing prompts - offer choice and opportunities for opinion writing

Mental health check-ins where they can share their perspectives or any personal information that impacts their learning or experience in the classroom

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Open ended questions, class discussions where everyone's voice is encouraged to be heard.

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1. Believing in students - letting them know someone believes in them

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1. Believing in students - letting them know someone believes in them

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Contacted Sajah with board for advice

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Search for books and resources recommended online, ask for recommendations from "experts" and discuss the language in the books/resources with the students.

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1. Modelling expectations. Continuous feedback.

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1. Modelling expectations. Continuous feedback.

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3: Research appropriate literature for my grade level.

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3: Research appropriate literature for my grade level.

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1. By modelling the behaviour I would like to see and use the language I would like to hear

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1. By modelling the behaviour I would like to see and use the language I would like to hear

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1. By giving Success Criteria Checklists and asking them to go back if they don't at least give themselves a "Good", and by showing examples of Good Quality work.

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1. By giving Success Criteria Checklists and asking them to go back if they don't at least give themselves a "Good", and by showing examples of Good Quality work.

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Creating or expanding on discussions in the classroom.  Finding those read alouds and articles that will generate questions, and develop understanding.

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3. For French- trying to use media (music, videos, etc) that reflects the diversity of the Francophone world- rather than just a white person's language. 

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3. For French- trying to use media (music, videos, etc) that reflects the diversity of the Francophone world- rather than just a white person's language. 

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3. When looking for Social Studies resources, tapped into HWDSB Indigenous expert for guidance an suitability of materials. 

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3. When looking for Social Studies resources, tapped into HWDSB Indigenous expert for guidance an suitability of materials. 

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1. Conferencing with students and goal setting

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1. Conferencing with students and goal setting

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Success criteria for each task. Lots of descriptive feedback showing kids how to improve their work. Showcasing excellent work to the rest of the class.

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3. Research! Trying to find books related to relevant present day issues rather than just the typical always done novels