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I think that most of my work with students is centered around building this aspect of the framework - I try to focus on educating students on the history of the world around them and helping them build their knowledge - I definitely still feel as though this needs more work though.

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Some days I can hardly think about teaching because of the state of everything else in the world, other days I dump everything left I have into it

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I love this part of the framework and sometimes like to live in this area in lessons/conversations with students

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Working backwards. Have a content or skill I want the students to obtain / learn by the end of the course. Scaffold lessons leading up to the desired goal.

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I think I feel decently comfortable with the framework, and fairly solid in how the more synchronous pull-out class I co-teach is grounded in the framework (the particular class happens to be fairly inherently aligned). I think a fair amount of our other online curricula contain some (or most) of the parts of the framework... but I'm not sure that the elements all come across as effectively when completed asychronously/independently.

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- skills: I feel good about how the competency system helps me focus on 1-2 major skills.
- identity: it is pretty easy to do personal connections in ELA, and I think I have a good amount of space for kids to make choices about what to learn about that are interesting to them personally

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Students attendance

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I mostly struggle with the Identity bulletpoint- because some of my students have incorporated as part of their identity, "I'm stupid", "I'm not a math person", etc... and this takes on a self-fulfilling prophecy effect. Getting them to challenge what they think is part of their identity can be crucial- and difficult, because of the emotional impact of previous perceived failures. 

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I mostly struggle with the Identity bulletpoint- because some of my students have incorporated as part of their identity, "I'm stupid", "I'm not a math person", etc... and this takes on a self-fulfilling prophecy effect. Getting them to challenge what they think is part of their identity can be crucial- and difficult, because of the emotional impact of previous perceived failures. 

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I don't know how much more I can give. It's such a weight to teach rn

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One of my favorite things is to watch students wrestle with/talk about different concepts and ideas, especially when applied to things in the world around them.

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I'm struggling with bringing enough energy into the teaching space - these past few weeks have been challenging as student attendance has been very low and it feels difficult in trying to maintain energy and positivity within the space.

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It's so difficult to toe the line between creating the parameters for students to come to their own conclusions and pushing them towards a conclusion

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Looking at the framework, reading it, there is an energy in it. I think our school model could never transition entirely away from asynchronous/independent classes, and I wonder how to bring that energy to those classes.

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Criticality - how do you get students thinking critically about power and systems without pushing your own political agenda? Can sometimes feel like I'm leading them in a certain direction but that I'd also be remiss not to ask them to consider a certain question/angle. And when are the times I maybe should be asking students to be critical but I myself don't have the critical lens on that thing to realize it's an opportunity?

Content - it's okay. But I don't know if I do well enough at helping students learn vocabulary, learn the background info they need to fully and deeply understand texts, etc.

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2. Too many priorities or not enough time for responsibilities.
3. Staying positively focused.

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Either working backwards, or addressing a known student need/gap.

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Does explicit teaching or examples of identity need to be included to hit this tenant, or, can it be how students bring their own identities into their work?

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Struggling with Identity aspect of framework

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Struggling with Identity aspect of framework

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I struggle to incorporate this aspect of the framework into my curriculum as it currently exists - I'd like to have more time to develop curriculum that places this front and center to really bring students into the work they're doing.

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Struggling with "Identity" in some content areas

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Struggling with "Identity" in some content areas

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I feel like I've given space for identity in many of my classes, but I've really struggled with ways to include/build identity in ways that don't feel ornamental or decorative in some subjects (specifically, math and Computer Science).