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I would like to see more independence in student learning.  The crunch for time and guided instruction seems to be in the majority.  I would like to see more exploration opportunities.  I would like to create more buy-in on the content.  This is important because it will help students to retain information and further remove me from the equation.  

# data[].attributes.subject
I would like to see more independence in student learning.  The crunch for time and guided instruction seems to be in the majority.  I would like to see more exploration opportunities.  I would like to create more buy-in on the content.  This is important because it will help students to retain information and further remove me from the equation.  

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Seeing students automatically getting started on warm up activities without prompting.

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Seeing students automatically getting started on warm up activities without prompting.

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Drew
HVAC

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I would really love to see my kids doing more striving to answer questions; I was made aware that I'm providing too many answers.

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I would really love to see my kids doing more striving to answer questions; I was made aware that I'm providing too many answers.

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I want to see students become driven to find their own success through their own educational acumen.

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By drawing parallels between the interests that students hold to the content being presented, students can develop and initial interest. By fostering that connecting and taking moments to step away from those connections to expand upon a wider view, nurturing curiosity so that self agency develops.

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motivation theory encourages us to address intrinsic, cultural interests and leverage them to increase interest in topics that might not initially spark the same level of interest.  Vygotsky, of course, would remind us that the level of rigor must also be within ZPD while addressing that motivating topic.

# data[].attributes.subject
motivation theory encourages us to address intrinsic, cultural interests and leverage them to increase interest in topics that might not initially spark the same level of interest.  Vygotsky, of course, would remind us that the level of rigor must also be within ZPD while addressing that motivating topic.

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dave

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We need to start by getting to know the students. When we understand their interests, we can tie our lessons into that aspect of their life so that the worlds will co-mingle. When we can create activities that involve existing interests, we are able to connect with existing knowledge.

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We can do this by finding ways to connect.  For me, it is important to make personal connections with my students.  I may not have ANYTHING in common with my students, but I have to personally show interest in something that they like.  Also, showing students that I care.  They want authenticity in all they do.

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Relate material to current entertainment platforms. Create familiar means to post questions (twitter?) that they can engage with the other classmates as well as the teacher

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Relate material to current entertainment platforms. Create familiar means to post questions (twitter?) that they can engage with the other classmates as well as the teacher

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How can we collectively be  risk takers?

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How can we collectively be  risk takers?

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How can we be risk takers with so many different ideas and things working against us as teachers?

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Have students to take initiative in work fearlessly without concern for failure.

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Have students to take initiative in work fearlessly without concern for failure.

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neurology actually shows that when we get something "right," we get a dopamine hit. Dopamine is a neurotransmitter that shortens synaptic gaps and enhances transmission of other neurotransmitters (good or bad). Typically, if it's a right answer, though, oxytocin is ALSO released, so the dopamine AND oxytocin pair are a double-plus awesome hit. On the other hand, if we get something "wrong" cortisol is released, which expands the synaptic gap, making oxytocin (for example) more difficult to receive. But something totally weird happens if you get it right immediately after getting it wrong- you get an extra hit of dopamine, meaning failing in the process of learning is actually beneficial!!