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Monitoring student's work, use checklist daily, be proactive and prepared for the lessons, internalize the lessons, and establish a clear structure discussions to allowing all students to be heard and reflect on the lesson taught.

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Create strong expectations for turn and talk protocol/Make visible anchor charts that students can use to enhance discussions/model what to do and what NOT to do.

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I will continue to seek opportunities to keep my students engaged and I will work on consistency to ensure that they receive the tools needed for both personal and academic growth.

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I will get math small groups happening consistently, and find ways to increase the rigor in my small group lessons.

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Observation Anchor Chart, Think Pair Share, Question Stems to help guide student discussion, practicing agreeing, disagreeing, adding on to other students ideas / strategies.

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Ensure that students have conversation/talk time in the schedule. Encourage parter discussion through guided questions/instructions. Monitor conversations and ask for clarifications where needed. Encourage deep conversations through the use of thinking stems.

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Allowing for opportunities to turn and talk during our lesson. Also, allowing for student collaboration during partner and group work. How to share/converse on math thinking should also be modeled and supported through question stems.

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My focus this year is rigorous and differentiation portion of the lessons. I want to challenge my students to go deeper into the mathematical critical thinking.

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Because student-led learning has the biggest impact on student growth. Students learn more from each other than from the teacher (sometimes!)

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Although we are a TD school, I am concerned about the growth and/or barriers that prevent growth for my middle and lowest students. I am interested in finding more effective ways to reach all of my students to ensure that they all feel successful.

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I want to focus on providing rigorous instruction, based on standards, in my math small groups.

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I want to incorporate more student discussion in the lesson and less direct teaching and only the teacher talking during lesson.

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I want to enable students to learn from each other. This will allow students to verbalize their understanding of the concepts being taught and give them more buy- in.

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I was motivated to chose this action step because it promotes student conversations about math. I'd like to foster a learning environment where students can articulate their math reasoning by conversing with a peer.