# data[].attributes.headline
This is where I have focused a bunch on accepting failures. We focus on doing our best at all times, but we also know that we are not perfect and we brainstorm how we can improve on our mistakes and celebrate when we have made improvements on them. We celebrate our wins more than our losses. 

# data[].attributes.subject
This is where I have focused a bunch on accepting failures. We focus on doing our best at all times, but we also know that we are not perfect and we brainstorm how we can improve on our mistakes and celebrate when we have made improvements on them. We celebrate our wins more than our losses. 

# data[].attributes.body
I'm a very big proponent of consistently using "Please" and especially "Thank you". If a student does something nice for another student, I never let it go unrecognized. Students today sometimes have a difficult time being grateful for kind acts. We always start out the year talking about being "Bucket Fillers" and what it means. A kind act can go very far for a student who may be having a bad day and a simple kind act can totally change that student's mindset.

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Optimism is so important for students to be able to flourish in their environment. Especially in our area, many students come from a home where they're not exposed to a lot of positivity at home. We may be the only light that they get in their week. Sometimes as a teacher it's hard to always keep a happy face on, but it's so important to always try to maintain that optimism for the students. I'm very big on starting every day as a new chance to make it better than the day before and I try to share that vision with my students as much as possible. Morning meeting is a good time to discuss how to make our days better and how to stay positive.

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I have seen with my kiddos that goal setting is a great motivator. When they are the ones that set the "bar" then they want to achieve it more than when the teacher gives them a goal. My students work very hard to reach their reading goal each grading period and I have noticed lately their goal isn't to just get the points that they set, they now are trying to see how many points above their goal they can get.  

# data[].attributes.subject
I have seen with my kiddos that goal setting is a great motivator. When they are the ones that set the "bar" then they want to achieve it more than when the teacher gives them a goal. My students work very hard to reach their reading goal each grading period and I have noticed lately their goal isn't to just get the points that they set, they now are trying to see how many points above their goal they can get.  

# data[].attributes.body
Especially this year, I have found that I do try my best to keep my feedback positive. I make my expectations for my students clear from the beginning of the year. They know that I will never be unhappy with their work as long as they try their best. I am big on providing positive feedback to those that are putting forth effort. Even if the work is not where I want it to be, if I can tell they've done their best that is what I focus on. I give specific feedback on what they have done right, then have a discussion with them about what we could do to make their work even better. I believe that having that mindset helps to keep a positive classroom and working environment.

# data[].attributes.body
Self-reported grades and data folders give students ownership of their learning and their achievements. Especially with students in younger grades, it is sometimes hard to explain to them what their grades mean or how they got there. Showing them graphs where they can physically see their reading level or math facts growing gives them a tangible way of evaluating themselves. Every time I show my students their growth charts they see where they are and immediately can tell where they want to be for their next goal.

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Both hope and optimism are essential for students to be successful. Optimistic students work harder and a student with hope, performs better. Even in general, I believe optimistic people are happier, healthier, and more fun to be around compared to negative or pessimistic people. I believe modeling optimism is a strategy we all should practice daily.

# data[].attributes.subject
Both hope and optimism are essential for students to be successful. Optimistic students work harder and a student with hope, performs better. Even in general, I believe optimistic people are happier, healthier, and more fun to be around compared to negative or pessimistic people. I believe modeling optimism is a strategy we all should practice daily.

# data[].attributes.body
To be completely honest, this is an area I need to work on personally. Mining through the hurt and discouragement that comes with a full blown attack on teachers and public education not only in Indiana, but also across the country, is heavy and heartbreaking. Dealing with the reality of students being so behind because of COVID is challenging. Positive moments are not lost on me, and I work to cultivate happiness at school and at home, but I AM TIRED.

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I find when I start my own day out in a happy emotional state,my day is so much better. I have always thought of the fact that "happy is happy" Learning that their are different levels of happiness is awesome. Focusing with the end in mind has always been something that I have tried to follow. I like the idea of meaningful projects that last longer than a week to help them get healthier and happier.

# data[].attributes.subject
I find when I start my own day out in a happy emotional state,my day is so much better. I have always thought of the fact that "happy is happy" Learning that their are different levels of happiness is awesome. Focusing with the end in mind has always been something that I have tried to follow. I like the idea of meaningful projects that last longer than a week to help them get healthier and happier.

# data[].attributes.headline
At the end of the day I often ask my students what the best part of their day was, and they always have something they are grateful for.  Sometimes we do turn and talks to tell each other what we like about the other person.  I really like the idea of sharing daily gratitude though. It goes along well with staying optimistic!

# data[].attributes.subject
At the end of the day I often ask my students what the best part of their day was, and they always have something they are grateful for.  Sometimes we do turn and talks to tell each other what we like about the other person.  I really like the idea of sharing daily gratitude though. It goes along well with staying optimistic!

# data[].attributes.headline
I try everyday to model optimism.  I think I do a pretty decent job at the beginning of my day, but I notice after lunch my optimism does fade. I love the idea of using word nutrients!  My kids love to write and share their writing and this would be an awesome way to incorporate writing into optimism! I also love love love the idea of using a Power Minute!  Positive mindset is so important.

# data[].attributes.subject
I try everyday to model optimism.  I think I do a pretty decent job at the beginning of my day, but I notice after lunch my optimism does fade. I love the idea of using word nutrients!  My kids love to write and share their writing and this would be an awesome way to incorporate writing into optimism! I also love love love the idea of using a Power Minute!  Positive mindset is so important.

# data[].attributes.headline
I'm not going to lie, I am not sure I have ever used the word "grit" in my classroom.  This chapter really made me think and I look forward to using the 5 ways to develop grit.  Even though I haven't actually used the word in my classroom, we often regroup for 5 minutes to bring the class back with me.  We often do laps around the classroom and then stretch with deep breathing.  They love it and it gets them ready to learn!

# data[].attributes.subject
I'm not going to lie, I am not sure I have ever used the word "grit" in my classroom.  This chapter really made me think and I look forward to using the 5 ways to develop grit.  Even though I haven't actually used the word in my classroom, we often regroup for 5 minutes to bring the class back with me.  We often do laps around the classroom and then stretch with deep breathing.  They love it and it gets them ready to learn!

# data[].attributes.headline
I love giving specific positive feedback, however I find myself sometimes giving negative feedback.  This chapter really helped me realize that I should be giving more positive feedback more often.  I love going up to a student and privately giving them a "great job" or "I love your writing!" really anything that makes them know they are doing a good job.

# data[].attributes.subject
I love giving specific positive feedback, however I find myself sometimes giving negative feedback.  This chapter really helped me realize that I should be giving more positive feedback more often.  I love going up to a student and privately giving them a "great job" or "I love your writing!" really anything that makes them know they are doing a good job.

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I think they make more growth, because they are setting their own goals and computing their own data.  They are responsible for their work.  One of my favorite things for them to do is set reading counts goals and soar above their expectations.  I love seeing how happy they are!

# data[].attributes.subject
I think they make more growth, because they are setting their own goals and computing their own data.  They are responsible for their work.  One of my favorite things for them to do is set reading counts goals and soar above their expectations.  I love seeing how happy they are!

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I'm definitely going to work on the 5 ways to develop grit. I haven't had a convo about grit in the classroom. 

# data[].attributes.subject
I'm definitely going to work on the 5 ways to develop grit. I haven't had a convo about grit in the classroom. 

# data[].attributes.headline
I also try to pick out something that the student did well. There is always something that can be commented on. Students like to be praised, so praise we give!

# data[].attributes.subject
I also try to pick out something that the student did well. There is always something that can be commented on. Students like to be praised, so praise we give!

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I love it when the students can see their goal and the progress they have made. For so many, seeing that goal keeps them striving to reach it.

# data[].attributes.subject
I love it when the students can see their goal and the progress they have made. For so many, seeing that goal keeps them striving to reach it.

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I think our students do acts of kindness throughout the week and most of the time they just aren't talked about.  I love the idea of having a writing journal where the student can reflect on the good things weekly.  I also think it's important, that us as teachers, be an example.  If students don't see us showing gratitude it will be harder for them to buy into it as well.  I love the service work section.  This gives the students a sense of belonging and helping out.  Our class just made Valentine's Cards to be delivered to a nursing home and the students loved it.  When looking at acts of kindness I think it could be worked into morning meeting time.  Maybe on Friday students could share one way someone at school helped them out during the week.  

# data[].attributes.subject
I think our students do acts of kindness throughout the week and most of the time they just aren't talked about.  I love the idea of having a writing journal where the student can reflect on the good things weekly.  I also think it's important, that us as teachers, be an example.  If students don't see us showing gratitude it will be harder for them to buy into it as well.  I love the service work section.  This gives the students a sense of belonging and helping out.  Our class just made Valentine's Cards to be delivered to a nursing home and the students loved it.  When looking at acts of kindness I think it could be worked into morning meeting time.  Maybe on Friday students could share one way someone at school helped them out during the week.  

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I never really thought about intentionally teaching optimism and hope in the classroom.  I know it's something that happens authentically, but I like the thought of making it something to put focus into.  Teaching perspective to gain power in optimism not only helps them in their school life now, but can be something that is carried with them throughout the rest of their lives.  Looking at both sides of an event, instead of just focusing on their side.  With hope, I think it's important to build a relationship with each student based on respect and empathy.   This is something I try to establish day one in the classroom.  I focus on teaching my students to build relationships with each other respectfully.  

# data[].attributes.subject
I never really thought about intentionally teaching optimism and hope in the classroom.  I know it's something that happens authentically, but I like the thought of making it something to put focus into.  Teaching perspective to gain power in optimism not only helps them in their school life now, but can be something that is carried with them throughout the rest of their lives.  Looking at both sides of an event, instead of just focusing on their side.  With hope, I think it's important to build a relationship with each student based on respect and empathy.   This is something I try to establish day one in the classroom.  I focus on teaching my students to build relationships with each other respectfully.  

# data[].attributes.headline
I think setting those goals and making sure students know what they are trying to obtain helps with grit.  Daily affirmations at the end of morning meeting is something that helps our classroom with grit.  When you notice that grit has dropped, I think it's important to stop and take 5 minutes or so to get reset.  Sometimes we will do a mindfullness GoNoodle to get our minds back focused on what we are supposed to be focused on.  

# data[].attributes.subject
I think setting those goals and making sure students know what they are trying to obtain helps with grit.  Daily affirmations at the end of morning meeting is something that helps our classroom with grit.  When you notice that grit has dropped, I think it's important to stop and take 5 minutes or so to get reset.  Sometimes we will do a mindfullness GoNoodle to get our minds back focused on what we are supposed to be focused on.  

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One thing that caught my eye in this chapter was ensuring that students get some kind of feedback at least once every thirty minutes, everyday!  I know for a fact that is not happening in my classroom, definitely something that will change.  I also liked that SEA form of feedback.  Not only can you give feedback on assignments, but also their attitudes and effort!  Two things I will be changing for feedback is really focusing on nonverbal feedback FROM my students with things going on in the classroom (are they engaged?, what can I do to change that?) and focus on the 100% goal.  Not that goals need to be 100% achievement but that we could have a goal of 100% improvement as well! 

# data[].attributes.subject
One thing that caught my eye in this chapter was ensuring that students get some kind of feedback at least once every thirty minutes, everyday!  I know for a fact that is not happening in my classroom, definitely something that will change.  I also liked that SEA form of feedback.  Not only can you give feedback on assignments, but also their attitudes and effort!  Two things I will be changing for feedback is really focusing on nonverbal feedback FROM my students with things going on in the classroom (are they engaged?, what can I do to change that?) and focus on the 100% goal.  Not that goals need to be 100% achievement but that we could have a goal of 100% improvement as well! 

# data[].attributes.body
Equating building positive attitudes to an emotional bank account really helps me visualize how to accomplish something that seems otherwise very esoteric; building gratitude. Practicing positivity by intentionally modeling gratitude and purposefully engaging students in activities that foster it is an excellent way of building a positive attitude.

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Building optimism and hope begins with showing students what they CAN do and focusing less on what they cannot do yet. If our teaching is differentiated in such a way that every student experiences success every day, that automatically builds optimism and hope. It makes what is a little hard for them easier to attain because the teaching/ work/ assignment is scaffolded in such a way that they cannot fail. Shoring up this type of confidence in our learners makes them more likely to take risks and try to do something that seems a little bit difficult. Whereas, failing time after time after time is so discouraging that it eradicates hope and leaves no room for optimism whatsoever. We must begin with what a student already knows and what the CAN do and build from there. This is the beauty of differentiated instruction.

# data[].attributes.body
When I think about feedback, I initially think about verbal responses. However, what about the way papers are graded? What color ink is used when grading? Is a paper that states how many items were missed instead of how many were correct the best way to give feedback? Also, if assignment after assignment is a failing or near-failing grade, how should the assignment or expectation be changed? Maybe it's not as much the student as it is the assignment.

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I think the reason why students connect so well with their own goal setting and achievement is that it is concrete and tangible for them. It is also a great motivator. For example, when I tell a student what reading level they started at and where they are now, they immediately spout out a really high number that they want to attain! My job is to scaffold their next steps so they can get there!

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I think most of us prefer to be around others that are positive.  Being positive in and of itself and change the entire climate in a school or classroom. I appreciated reading about The Magic Three: respect, agree, and appreciate.  It is frustrating to feel that your voice is not being heard, or that no one is listening to you.  I need to make more of an effort to listen to both sides to every story and help students work through difficulties. I loved the comment, "It's not what happens to you in life that shapes your future, it is how you deal with it."

# data[].attributes.subject
I think most of us prefer to be around others that are positive.  Being positive in and of itself and change the entire climate in a school or classroom. I appreciated reading about The Magic Three: respect, agree, and appreciate.  It is frustrating to feel that your voice is not being heard, or that no one is listening to you.  I need to make more of an effort to listen to both sides to every story and help students work through difficulties. I loved the comment, "It's not what happens to you in life that shapes your future, it is how you deal with it."

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Many of the students we work with on a daily basis, come from homes that are shrouded in negativity.  Adults yell, sibblings yell, everyone is getting berated for each and every action.  Many of these students do not initially respond to posivity because it is a new concept to them.  We need to show them that posivity, optomism, and hope are a constant in our school.  It is easy to become negative when things are not going well, but we, as professionals, must rise above this tendency.  I love the idea of using word nutrients, creating a classroom directory, and using the rule, "No dream killers."

# data[].attributes.subject
Many of the students we work with on a daily basis, come from homes that are shrouded in negativity.  Adults yell, sibblings yell, everyone is getting berated for each and every action.  Many of these students do not initially respond to posivity because it is a new concept to them.  We need to show them that posivity, optomism, and hope are a constant in our school.  It is easy to become negative when things are not going well, but we, as professionals, must rise above this tendency.  I love the idea of using word nutrients, creating a classroom directory, and using the rule, "No dream killers."

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I can honestly say, I don't think I have ever discussed the term grit with a student.  This chapter was a real eye opener for me.  "How students deal with adversity and failure is a greater predictor for student success than IQ."  I need to focus on the 5 ways to develop grit and pass this along!

# data[].attributes.subject
I can honestly say, I don't think I have ever discussed the term grit with a student.  This chapter was a real eye opener for me.  "How students deal with adversity and failure is a greater predictor for student success than IQ."  I need to focus on the 5 ways to develop grit and pass this along!

# data[].attributes.headline
I try to be very specific about the feedback I give.  Insstead of just saying good job, I try to say things like, "What you just did was brilliant.  I noticed that you ..."  I find the students eventually begin to mimick me, "Did you see that?  I just.... That's what good learners do!"  I think it is necessary to provide critical feedback at times as long as it is presented in a kind, loving manner.  " I noticed that you.... Did that strategy work for you?  What else might you try." I will try to provde more specific feedback throughout the day in an effort to encourage students to stop and think for themselves.

# data[].attributes.subject
I try to be very specific about the feedback I give.  Insstead of just saying good job, I try to say things like, "What you just did was brilliant.  I noticed that you ..."  I find the students eventually begin to mimick me, "Did you see that?  I just.... That's what good learners do!"  I think it is necessary to provide critical feedback at times as long as it is presented in a kind, loving manner.  " I noticed that you.... Did that strategy work for you?  What else might you try." I will try to provde more specific feedback throughout the day in an effort to encourage students to stop and think for themselves.

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Most of us do have the desire to grow and raise to higher levels.  Students are no different.  I have found that when creating goals with students, many want to make the goal higher, harder to acheive.  They take the initiative to reach for the stars.  While it is difficult for me to watch them set such lofty goals, they take on the challenge and push themselves to succeed.

# data[].attributes.subject
Most of us do have the desire to grow and raise to higher levels.  Students are no different.  I have found that when creating goals with students, many want to make the goal higher, harder to acheive.  They take the initiative to reach for the stars.  While it is difficult for me to watch them set such lofty goals, they take on the challenge and push themselves to succeed.

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Students are so use to immediate gratification in most aspects of their lives. Setting smaller, micro goals, that they can monitor the progress on, allows for measurable progress and quick emotional affirmation and smaller reasons to celebrate. Teachers can then take those micro goals and help students to connect them into steps to get to the longer goals set for students. Without self-monitoring and micro goals, students would tend to get frustrated when they didn't see immediate results for long-term goals. It's almost like scaffolding students to their long term goals.

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Self-reported grades and expectations go along with goals, hand in hand. Students in today's world have instant gratification in almost every aspect of their lives. When we set long-term goals, students can become easily frustrated that they aren't meeting those goals quickly. Smaller, micro goals (such as the data folders), allows the students an outlet to see small steps of progress. It can also provide a quick, emotional affirmation and a reason to celebrate. It's then important to link several micro goals together to help guide the student to see steps toward a much larger goal.

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I think it's important for everyone to try to stay positive. The book states that improved emotions can help foster improved decisions. We can tell when some of our kiddos act out that sometimes it's because their emotions are all over the place. If we can help them to understand their emotions and show them genuine happiness (I am happy when..... I enjoy my time with my students.... etc) it might help them to regulate as well. We model so much in our classrooms, positivity should be something we also model.

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Simply saying, 'Thank you' can go a long way. When I am praising the behavior that I like I will sometimes use, "Thank you____ for following directions." This not only tells the student I am thankful for their behavior, but tells others what I am expecting. Younger students tend to be people pleasers and enjoy helping each other. We also do kindness stamps in our room that get you a "Kindness Critter" after 10 that you get to keep at your desk. Brag tags help promote it school wide and I think we need to make it a big deal when we 'catch' kids doing the right thing!

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Since grit and self-control go hand in hand, young kiddos need to master their self control so that they can also have the grit to meet their goals. When grit starts to drop, we take a break and play a game or do a dance/cardio dance drumming. These breaks seem to bring some self-control back.

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I think to keep them positive, we have to stay positive. Sometimes the class can be loud or off track, but if you make a little game out of it, it can completely change the environment. I like the idea of a "Power Minute" on a Friday and giving them time to celebrate their successes for the week.

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I tend to be positive with feedback. Even when you need them to work on something, you can approach it in a positive way. Something that has stuck out to me is to say, "I like the way you...." instead of, "You're so smart." This makes the student think about what they did to get their answer. I would change how much feedback I give and give more throughout the day.

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Students who believe they have a higher goal to achieve will work harder to achieve that goal. When they can see that their work is paying off (data folder) they will keep working toward their goal. Students in younger grades especially do not always understand why they are taking tests or assessments. I love to tell them how many more letters (or whatever it is we are assessing) they have gained since the last time to see how excited they get and we can look at their chart directly on ESGI. This goes in their data folder.

# data[].attributes.body
I have found that since I focused on relationships first along with procedures my kiddos have been more open to me and other students. The openness has created an environment where everyone feels respected and safe, and behaviors seem to be less disruptive

# data[].attributes.body
Morning meeting has been very helpful. It has shown a new light on some of my kiddos. I am finding myself making sure that I am connecting with my kiddos that may share in the daily check-in or meeting they are struggling throughout the day instead of just once or twice

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I try to greet each of my kiddos in the gym as they come in and chat and as I take attendance I have them come up to my desk and turn in homework so that I can make sure I personally speak and chat to each student. I like to try to pair students up with others they may not normally work with. My students love to turn and talk. We also incorporate standing and answering with students asking others if they have anything to add.

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I love 2 by 10!  It shows the student that you really care about what they have to say and how they are feeling.  This also helps with the relationship between student and teacher.  We greet each student at the door when they come in with a special greeting of their choosing.  We stand at the door and say good-bye to each bus rider as they leave.      

# data[].attributes.subject
I love 2 by 10!  It shows the student that you really care about what they have to say and how they are feeling.  This also helps with the relationship between student and teacher.  We greet each student at the door when they come in with a special greeting of their choosing.  We stand at the door and say good-bye to each bus rider as they leave.      

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We always start the year with an all about me bag!

# data[].attributes.subject
We always start the year with an all about me bag!

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Making those emotional connections with my students this year and years passed has helped so much in the classroom as a whole.  Once those relationships are made it is much easier to connect with students on every level.

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Making those emotional connections with my students this year and years passed has helped so much in the classroom as a whole.  Once those relationships are made it is much easier to connect with students on every level.

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I have been paying more attention to body language lately.  Masks can often hide feelings, but body language is just as telling.

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I have been paying more attention to body language lately.  Masks can often hide feelings, but body language is just as telling.

# data[].attributes.body
I have always started the year with having the students make an all about me t-shirt and then we share. We work on MAGIC and spend a lot of time reflecting on how we can build our classroom family and build each other up. I also like to spend lunch times with each table talking about things other than school. I also try to share personal kid problems like kids not picking up laundry, trash or doing dishes at home to show them that i have the same issues they have.

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I often have students come up to me and share events from their personal lives that are not always pleasant. Having the one-on-one conversation with me and hearing that I am on their side and there for them seems to help alleviate some of the tension or stress that they are feeling. I make it clear to my students from the beginning that they can always come to me.

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Love the quote, "When you remember you have a choice inlife, you can change your life story."  Ive always heard "make a good choice" in conconjunction with behavior issues, but it can and should go much deeper than that.

# data[].attributes.subject
Love the quote, "When you remember you have a choice inlife, you can change your life story."  Ive always heard "make a good choice" in conconjunction with behavior issues, but it can and should go much deeper than that.

# data[].attributes.headline
I loved the idea of connecting early! Just take a couple of minutes to walk around the room first thing in the morning to chat. I already do this, but remembering to do it daily and continuing to do it, is another thing. 

# data[].attributes.subject
I loved the idea of connecting early! Just take a couple of minutes to walk around the room first thing in the morning to chat. I already do this, but remembering to do it daily and continuing to do it, is another thing. 

# data[].attributes.headline
Showing empathy is something I feel I do everyday.  Sometimes it is harder when a child has certain behaviors, but I truly feel those are the kids that need to see our empathy the most.  Truly learning more about a child is helpful to understand behaviors and help them to grow behaviorally and academically.

# data[].attributes.subject
Showing empathy is something I feel I do everyday.  Sometimes it is harder when a child has certain behaviors, but I truly feel those are the kids that need to see our empathy the most.  Truly learning more about a child is helpful to understand behaviors and help them to grow behaviorally and academically.

# data[].attributes.body
Building positive relationships will pay off in the long run. When they know we are invested, they are invested too. Connect as a person first.

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We do math and reading stations which allows students time to be together with peers.  We also play math games and read our weekly stories in partners at times.  The students have online and in class activities that are individual work that allows them to take from information from collaborating with peers and apply it to their own work. 

# data[].attributes.subject
We do math and reading stations which allows students time to be together with peers.  We also play math games and read our weekly stories in partners at times.  The students have online and in class activities that are individual work that allows them to take from information from collaborating with peers and apply it to their own work. 

# data[].attributes.headline
The one and done activity was very helpful.  I had a new student in my group and was able to connect fairly quickly by using this strategy.   I also found the 50/50 rule interesting.

# data[].attributes.subject
The one and done activity was very helpful.  I had a new student in my group and was able to connect fairly quickly by using this strategy.   I also found the 50/50 rule interesting.

# data[].attributes.body
Morning meeting is always a good time for the students to connect with each other. They enjoy sharing their experiences and asking each other questions to get to know more about their peers. I also let the students do partner work, but I partner them up so that they are able to connect with someone they normally wouldn't.

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Sometimes during Morning Meeting, students share things that aren't always great about their weekend. That is a good time to let them know I'm sorry they had a bad weekend and I am here if they would like to talk. 

# data[].attributes.subject
Sometimes during Morning Meeting, students share things that aren't always great about their weekend. That is a good time to let them know I'm sorry they had a bad weekend and I am here if they would like to talk. 

# data[].attributes.body
We have talked about empathy in detail during morning meeting. We have also discussed how to treat one another. One of the best ways is to model the way we talk to the students and how we react to their situations.

# data[].attributes.headline
We make individual goals as well as class goals.  We do a lot of partner work and stations for reading every other week.  I try to switch up partner groups so more students that normally wouldn't chose to work together are growing connections with other students. 

# data[].attributes.subject
We make individual goals as well as class goals.  We do a lot of partner work and stations for reading every other week.  I try to switch up partner groups so more students that normally wouldn't chose to work together are growing connections with other students. 

# data[].attributes.headline
I've noticed that during group times or IE, students do not always know one another.  I always assumed they knew each other's names.  Now I make sure new groups have time to get to know one another.

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I've noticed that during group times or IE, students do not always know one another.  I always assumed they knew each other's names.  Now I make sure new groups have time to get to know one another.

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When I talk to kids, I try to get down to eye level so I can listen and empathize with them.  

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When I talk to kids, I try to get down to eye level so I can listen and empathize with them.  

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We use name tags on desks and let them discuss their weekends with each other during morning meeting on Mondays.  This gives them a chance to get an insight into each other's lives.  We also try to relate content from reading stories back into things that are an interest to them or that they can connect to in their daily lives. 

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We use name tags on desks and let them discuss their weekends with each other during morning meeting on Mondays.  This gives them a chance to get an insight into each other's lives.  We also try to relate content from reading stories back into things that are an interest to them or that they can connect to in their daily lives. 

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At the beginning of the year I have all the students take home a banner that tells us all about them. They complete it with their families and bring it back to share with the class. I also do one about myself so they get to know me better. We also spend time during morning meeting every day sharing something about our day or weekend with the class.

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Morning meeting helps to get everyone connected. Turn and talk lets everyone have a chance to share when not everyone would otherwise have that opportunity. Playing games in short amounts of times also helps to build community.

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I must admit, I had never thought to share my own personal goals with students.   * I also never share personal problems, but after reading this chapter, I can see why that would be important.   *I love the idea of the Me Bags

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I must admit, I had never thought to share my own personal goals with students.   * I also never share personal problems, but after reading this chapter, I can see why that would be important.   *I love the idea of the Me Bags

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Lunch with kiddos to better get to know them. Take a couple minutes within stations to have a quick chat about how the day is going.

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Lunch with kiddos to better get to know them. Take a couple minutes within stations to have a quick chat about how the day is going.

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At the beginning of the year we do a lot of personalization work to get to know each other.  We do peer interviews and try to learn about students that we may not know from years past.  We also get to know each other using morning meeting routines.

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At the beginning of the year we do a lot of personalization work to get to know each other.  We do peer interviews and try to learn about students that we may not know from years past.  We also get to know each other using morning meeting routines.

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Reading groups are based on levels.  Students know where to go each day and what is expected during that time.  Math stations could possibly be added a couple times a week.  End of the stations are engaging and are at their level. They enjoy this time and working together.