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Something that I took away from today's PD was that "Welcoming Rituals" are something that we should be doing everyday. I thought that welcoming rituals were only in the morning, however we can in fact we can do them anytime we welcome students into a learning space. There were 3 ways we can implement this into our schedule,

1. Write a good morning message to display on the board

2. Greet the students at the classroom door

3. Having classroom meetings

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Something I took away from this PD was during arrival/morning routines, instead of having a slide of procedures first, include something that let's the students interact with one another or something positive on the board and then the procedure slide can follow second. Also, making eye contact and greeting students by name in the morning is super important!

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This is so affirming; in order to learn, belonging must be achieved for all kiddos. The Welcoming Rituals are such an incredible way to achieve this sense of belonging in the classroom community.

I have always loved a Welcome Slide, but really like the message they shared. I will attach here. It isn't procedural, but more of a purpose of belonging.

The Welcoming at the door is such a small, but impactful moment.

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Thinking of welcoming rituals and how 2nd grade starts LAC right away, we decided to make a consistent morning ritual across all 2nd grade LAC teachers and groups by doing Rose, Bud, Thorn. It is a great way to connect on a personal level in the morning.

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I learned that giving 5-10 minute warnings are sometimes difficult because students might be unaware of how much they can actually get done in that amount of time. You can rephrase it by saying, "In 5 minutes, you can finish 1-2 columns." Also using the term "pause" instead of "stop." Letting them know that there will be time to finish.

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Transitions can cause anxiety in students. Using the word pause can support with transitions. Countdown timers may spike anxiety and it may be helpful to instead share how much time they do have visually.

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Helping students create small groups- such as a 5 minute plan. When doing this it is important to be explicit, in 5 minutes you can finish 1 more math problem. This is powerful for helping students develop time management skills.

I used the accurate thinking strategy a lot with a student last year and it worked so well. Her anxiety decreased a lot throughout the year and her before and after thinking were a match by the end of the year. It was a quick and easy strategy to implement.

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A good strategy to include in our Whole Group instruction would be to use more think alouds of showing how we can use context clues to determine vocabulary in sentences and inviting students to think about what the word could mean based on the clues & text features supporting the text.

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This presentation made me feel that the work I am doing with vocabulary is on track. I often have kiddos make a guess about what the word means and with my perfectionists, it is important that they don't have to know the right answer in that moment, but instead realize that their inferencing provides them with a definition that can still support them in navigating the text successfully. I loved how think alouds were a strong part of this presentation. It provides students with the tools to be successful reading independently.

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This PD discussed naming the strategy that you are teaching students (i.e., initiating) and use a visual to support in creating independence. For example, when teaching task initiation, provide a strategy. Strategy: I can chunk it! I loved how they talked about using these strategies for all students and having the strategy listed on a slide with may do/must do.

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This PD talked about labeling what you are teaching students (i.e., initiation). Then, a visual can be provided with a strategy to use. For example, strategy: chunking my work. I loved how they talked about teaching all students about initiation by putting the strategy on the may do/must do slide.

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Classroom Strategies

Narrate for the student

Chunk it: break into smaller parts

Start on the white board

use "continue" instead of start

easy ones first

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Advocating for goals and celebrating goals is very important. I hope to take the tiem to celebrate reaching our goals even in small ways.

Making goals visible for students really will help hold them accountable for meeting their goals.

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I love these simple ideas to weave in meaningful follow up related to goals!!

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There were three new routines that I am excited to incorporate into small group reading. One that I really liked was creating an anchor chart with students at the beginning of the group. Then, students will look for these words while reading and add the words on a Post-it to the anchor chart.

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Creating an anchor chart with the different blends or vowel patterns with visuals to help students recognize their letter sounds. An example was the double o vowel sound. How sometimes it sounds different, for example, "food" and "look" have the double o, but sound different so having the visual aid to help students differentiate.

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The games that they focused on build fluency and are quick and easy to implement but impactful and engaging for learners. It is important to allow for learners to justify their thinking and explaining why they chose a different number. Some of these games would even be easy to implement as a brain break.

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Great numeracy/fluency activities with the focus on being efficient, accurate and flexible. Rock paper scissors for practice with quick mental math. Four strikes and you're out to enforce critical thinking skills about number value and operational thinking.

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Copy of Grab & Go: Small Group Big Impact

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They highlighted important points for us as teachers to remember when we are faced with a student's challenging behavior. One was to model regulating your own behavior first before attempting to regulate the child. For example, when a student is dysregulated, we can take a moment ourselves and do a model/think aloud to the student such as "I am going to take a moment for myself before talking with you and take deep breathes because I am feeling overwhelmed. Then, I will come and check in on you."

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Goals for diffusing situations:

1. Safety for everyone

2. Honor dignity

3. Keeping student in class

4. Regulate behavior

5. Maintain relationships

*If a student does not want to be in the classroom, time away from the classroom is something they prefer

We cannot force students to regulate.

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The big takeaway for me is that I should be modeling regulation for students, so they can tap into my "calmness". We cannot force students to comply, but we can work to motivate them to make good choices. Prepare and practice a de-escalation strategies, so we are prepared when there are behavior issues. After a situation, reflect on what went well and what can be changed.

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Safety takes place in different stages: inclusion safety, learner safety, contributor safety, and challenger safety. We can consider how to support safety at all of these levels. Strategies may include: providing clarity (why is something happening), building self-awareness for students, and facilitating class discussions.

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Psychological safety promotes critical thinking skills in our students and helps them grow both emotionally and academically. We can promote psychological safety by checking in with students, instead of making assumptions about their actions, giving them consistent positive feedback, nurturing a growth mindset, by encouraging them to express themselves, and by creating a respectful environment that encourages students to ask questions. Psychological safety ultimately infuses more joy into the learning environment!!!

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An aha moment for me was learning that research shows readers must understand 98% of the words we read. As I've reflected on MAP scores this year I noticed vocabulary was a weakness for many students. I'm looking forward to applying the connect two strategy where students connect two of the vocabulary words from a text and write to defend their connection. I think this would be a great group discussion two because students can see a variety of different connections formed. As we plan instruction, we should take the time to discuss what vocabulary words we want to highlight during our whole group instruction to model strategies for students.

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When creating a classroom around psychological saftey it is important to provide clarity, build self-awareness, encourage expression, facilitate class discussions, nurture a growth mindset, provide consisten and postivie feedback, and infuse joy. These strategies given at the end of the PD provide great ideas for a teacher to provide a safe enviornment for all students.

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I loved hearing about how to incorporate word work and or syllabic practices into guided reading to help close the gap for our approaching students.

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I loved the jenga block idea to have kids ask questions and learn more about each other. I thought it was a fun way to incorporate games while making connections - especially during a cold/snowy indoor recess time or an SEL lesson!

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A great strategy discussed including embedding the relationship building strategy into your lesson plans. For example, you can do a "picture of the week" where you share a picture from your life each week!

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I loved all of the different ways to promote connection and belonging! Some ideas to promote student to student connections included:

-Passing a ball of yarn around while sharing things about yourself to demonstrate the ways we are connected

-Shout out cards for students to give to each other

-Minute to win it games

Some ideas to promote teacher to student connections included:

-Be vulnerable with students

-Join students in a game/lunch

-Connect with a game (Jenga question prompts)

Some ideas to promote school to student connections included:

-Grade level calendar

-Run a club or pop into a club

-Increase representation through a cultural display

-Kindness campaign (i.e., take what you need board)

In addition, we can ask students their preferred methods of praise/interaction.

I am committed to ask students how they want to be celebrated.

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Make connections in 3 areas: student to student, student to teacher and student to school using get to know you games, teacher picture of the week, class calendar with activities, opportunities for clubs, etc. These types of activities create a sense of belonging and community. An Interaction Strategies Checklist can also be used to track specific information about students including how they like to receive praise, life events that might impact their behavior and academics at school and other interests etc. All of these strategies increase connections of belonging in the classroom and in the school.

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3 types of connections to keep in mind:

1. student to student

1. class meetings, shout outs/gratitude's, team building activities

2. student to teacher

1. Invite, Join, Connect

1. Invite= share personal stories or connections such as your pet or 1 picture a week

2. Join= spend time in non academic settings with students

3. Connect= find ways to make connections (jenga activity= each student writes something about themselves on a jenga piece. every day teacher picks a piece and tries to guess the student based on the fact)

3. student to school

1. Display a monthly calendar that includes student birthdays, student events, club meetings and school/community events.

2. Clubs! As we know!

3. Display a World Map where students can place a dot where their family is from (consider a different color for each class)

4. "Ask Me How I Earned My Button"; students receive this after an act of kindness, creativity etc. Teachers and students can then ask the student what they did to earn the button.

5. Kindness Campaigns; decorate rocks, "take what you need" quotes from a schoolwide bulletin board, etc.

The goal is to create a web of connections for students. :)

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Student to Student: I loved the idea of having the kids write down kindness shout-outs and then reading them in the afternoon!

Student to Teacher: The Jenga idea was fun, but I think popping into the students' specials for 5 minutes might be super fun and impactful!

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A lot of the Math games they shared were AMAZING! This will be a fun way to engage my students while also reviewing foundational skills!

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I learned that there are fluency standards that students should be meeting by the end of the school year. With that, we were taught many different fluency games to help strengthen students math abilities. The one game I liked was Multiplication Mania which would be perfect for our 3rd graders!

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I loved the math games and at first wasn't sure that they would work with my students, but when they explained how to use Math-O-Mo with positive/negative numbers, I found a fun way to review a concept that I realized my students did not understand the relationship between adding and subracting and postive and negative numbers while solving algebraic equations. We will use this activity today to hopefully solidify their understanding. I look forward to finding other ways to use the games that they shared to either review/further solidify understanding of concepts or provide for a fun opportunity to apply concepts by tweaking the games to the needs of my students.

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All these games are easy to implement and students can be challenged anytime. Low maintenance for teachers ;)

Exact-O-Mo:

Back and forth game. The goal is to get to 20.

keep flipping until getting to 20.

We can add and subtract.

There are difference variations.

Multiplication Mania:

5 cards in hand.

Multiple two cards and claim the product in the grid.

Goa is to get a row.

There are variations.

Knock-It-Off:

3 dice

Goal is keep going until we cannot create anymore equations.

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I loved learning about the new math fluency games such as exact-O-mo, Multiplication Mania, and Knock it off. I think multiplication mania will be a great game for students to play during 3rd grade math game station since this can really strengthen their multiplication facts skills they can build off of later on when working with larger products.

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I love the clear differentiation between fluency and speed. Fluency is efficient, fluency and accurate! Love it.

Exact-O-Mo is so fun, I love how the inverse operations are at play with this game. It will be great to use negative/positive integers (red cards would be negative and black cards would be positive)for Exact-O-Mo. I like the reminder to use these games as informal assessment for fluency.

Multiplication Mania is awesome, because it embeds logic which will appeal to my beyond friends too. :)

Knock it off is so great! I love how it promotes flexible thinking in our kiddos. My students will love it! Also, how lucky are we?? :)

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I loved the way that the games can all be modified for whatever group you're meeting with. It was nice that they all can be set up quickly and don't need a ton of materials so it can be a great warm up before diving into the standard of the day with your small group. I like that I can envision doing any of these games with all my differentiated groups. I think my highest level kids will love knock it off! Then, once they are experts with a small group, they can take this into their independent stations and work on their own. Looking forward to trying some of these out this week!

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I loved Knock-it-off because it can be differentiated easily depending on student needs and altered based on the chapter that is being taught. I also liked Multiplication Mania and I thought a cool idea could be having students create their own game board and maybe even add a theme like candy land.

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I really like all three games! I like how they are pretty simple and don't require a lot of supplies. The coaches gave easy ways to differentiate up or down, too. I am going to try Knock It Off this week. My class plays Target Number where you only have one target. But, this is fun to attempt to knock off all the numbers on the list. Tooting my own horn...I actually remembered to log in to the Grab and Go!! Toot toot!! :)

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I can't wait to try Exact-O-Mo with my 2nd graders during math time! I think they will really enjoy playing it and I love that I can differentiate it depending on the needs of my students. I may even try Multiplication Mania with my beyond students :)

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Will try this out! Had a similar game from before, but I liked how when it was over 20 students needed to switch to subtraction.

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Mapping the Chain (to observe the behaviors in the classroom)

Low level: Tapping, Looking around room, Changing in facial expression

ML: Run in classroom, Knocks something over, hiding

HL: Kicking, leaving classroom

Spot Low level behavior and step in.

Within the classroom:

-offer opportunity for students to distract and be successful

-Job should take less than 2 minutes

Consistent communication across the board. loop in special teachers.

Medium level behavior

-cognitive distraction

-should take less than 3-5 minutes

-engage their though process.

*small break might not be effective because students might still be thinking negatively. Reflect again later, give a little bit more time.

Problem solving Chart (provided in the slides)

Skill building -Instant Innovation (website with resources)

These are helpful tips that I can easily use on my Cody's club kid :)

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If we are able to intervene when behaviors are at a low level, we are more likely to see a decrease in high level behaviors.

We often have strong plans in place for high level behaviors, but it is important to have a plan in place for low level behaviors, too! A distraction can be a great intervention for lower level behaviors so that behavior does not escalate.

Some ideas to intervene at a lower level could include: a job or a cognitive distraction. If we find a shift that works well with a student, we sure be sure to share with others so that all staff can break the chain!

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Best to recognize and break the behavior cycle as soon as possible, as opposed to ignoring behaviors. Find something to break the behavior/thinking pattern (sometimes coloring or going for a drink of water allows the student to stay in a negative thinking pattern). Better to give student a job or give them something that challenges their brain. Don't start processing with the student right after the behavior; better to process once the behaviors have passed. Remember that incentives don't teach skills, so we need to make sure we are continuing with lessons on flexibility, response control etc.

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I found the reflection tool that Michelle provided helpful in reflecting on my strengths and weaknesses in holding students to high expectations. Based on this survey, an area I can continue to grw in is setting goals as goals are achieved and more clearly and specifically give specifc instructional feedback in relation to these goals. Time is the challenge with doing this, but I am continually trying to find ways for students to easily set more informal goals especially in literacy.

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Teachers’ beliefs about their students and what they can achieve have a substantial impact on students’ learning and progress. Research has shown that students whose teachers have high expectations and believe they can succeed do substantially better than the students of teachers who have low expectations.

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Promoting Happiness: Students, Staff, within us! 

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Promoting Happiness: Students, Staff, within us! 

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I loved how this PD talked about how to cultivate happiness among students, staff, and within us!

Students

-Secret kindness mission (give students a post it with a classmate's name)

-Belonging board (woo we have this!)

-Doubler (ask students to draw/write about something that sparks happiness)

Staff

-Walking buddy

-Look at favorite things book and surprise someone

-Check ins

-Write kind notes

-Blind date with a book

-Friday cheers

-Friendship bracelet station

Within us (from Mel Robbins book)

-Consider your morning routine to set yourself up for a strong start

I am excited to try the doubler with students before testing and I plan to prioritize my starts in the am :)

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This PD had great ideas on how to promote a classroom/school environment of inviting and restoring.

By knowing our students, we can ensure that our learning materials are representing them. Also, when students leave the classroom, even for a temporary period of time, it is important to consider our tone and words when inviting them back into the classroom. We can have restorative discussions in a group setting with limits set to ensure safety and solutions.

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You can hold a restorative circle which helps students address their concerns and share problem solving strategies. You can have agreed upon agreements prior to beginning like we will be addressing the issue, not the person.

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Key takeaways include making sure we are committed to inviting instead of including. It is important to give multiple different ways to invite students to participate. This could include using popsicle sticks for participation, whiteboards, or a think pair share.

Restorative circles would be a great strategy to implement in the classroom.

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So many incredible takeaways in this pd. I really like the idea of tiny tweaks to make big change. I love the focus on invite instead of exclude. Making sure all students have a chance to share. We all love the popsicle sticks, but really liked how it was mentioned that students are invited to share, but they don't have to.

The part about sharing events/vacations is such a great reminder as well.

I always ask friends a general question. What would you like to share with me?

Teachers can reinforce cliques. I am so glad to hear this as I usually like to make groups and thought I was being strict Moira. haha

Yes! I love the part about how a teacher saw something, but didn't address it. This is why I always ask students are feeling even if a student is having a hard time. For example if a student is having a rough time I validate their feelings while still respecting the other students' feelings.

On the same token, making the student who was having a hard time, coming back with an invitation. We want them to know they belong in our room.

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Belonging is critical in the classroom. Some ways to invite instead of exclude include using popsicle sticks to call on students (always leaving it open for students to pass, without judgment or shame). Students can be included by sharing with a partner, or writing their answers/reflections on a white board.

Be aware of ways you may be excluding students during discussions about vacation plans, holidays and discussions about parents, since not everyone has the same family structure.

When addressing issues in the classroom, always seek to focus on restorative practices instead of punitive measures. Focus on logical consequences. Guide students through questions such as what happened? who did that affect? Always seek to welcome the student back into the classroom environment in a positive way.

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I loved learning all about restorative practices, instead of punishments. We can rebuild relationships with students when they trust us. Restorative circles are such an awesome idea to discuss conflicts and feelings with no judgement. I love the idea of making agreements during the restorative circles, such as not using anyone's name, but instead focusing on what happened and how we can solve the issue happening. We can also teach students how to apologize meaningfully, instead of saying sorry just to say it.

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This pd helped to reaffirm what I try to do in my class to invite students to help make the classroom a better place to learn as well as to help them to grow in their own learning. One area of clarification for me was I have always sturggled with using popsicle sticks to call on students to answer questions. I liked the suggestion of using it as an opportunity to invite the student to answer the question and if they do not feel comfortable answering it they can say so. I have done this in the past, but questioned it as the students who usually don't participate on their own just say they don't have anything to say anyways. I am going to try to do this more often, though, in the hopes of multiple "invites" eventually encouraging these students to answer a question. It also reaffirmed the power behind my community circles and class conversations around creating classroom agreements as challenge in the classroom occur.

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This PD helped to solidify the practices that I am already doing but also how to enhance moving forward.

I think being intentional about groupings inside the classroom is so important for students and their confidence. Also, their connections. If the students are consistantly in the same groups with the same students they might not have the opportunity to build connections or having meaningful discussions with other people in their class.

Also, using tools like popsicle sticks or the name generator that groups students can help when creating new groupings. All this to say I absolutely love all the SEL and E&I topics that are being covered and I look forward to the next month of Grab and Go's!

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First of all, I want to read this book over the summer! I found a lot of the information interesting and I am hopeful that I can get new strategies to more effectively connect and relate to our students.

I found it interesting that our students don't like the feedback sandwich because they view at as placating them with hollow praise. I have learned a more effective way to provide "wise feedback" that will hopefully help students feel more respected, thus motivating them to use the feedback while developing a stronger relationship as more of a mentor.

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I found it so interesting that it has dated back to Aristotle that people have had a lack of confidence in the next generation. I am excited to try giving wise feedback, through appealing to a high standard and ensuring young people that we believe that they can meet that standard.

Excited to learn more!

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Something that stood out to me is that the younger generation has different values than us and we should learn to accept and work with those values. When it was phrased like this I realized the truth behind the statement but as I looked at it through a comparion mindset it made it more challenging for me to accept some of these values (even though I agree with some of them). I'm glad to hear that young people don't like the feedback sandwich. I always felt like it seemed inauthentic. I think praise has an important time and place and is very important and should be shared in a meaningful way. Feedback should be authentic and applicable for kids. The feedback study was amazing. Kids really work hard to improve their work and want to do well. I am going to continue to work on providing wise feedback and recognizing when students apply their wise feedback.

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I thought there were many interesting points in this PD! It was fascinating that this concept of having self confidence dates back so far. I also found it interesting that students do not like the "compliment sandwich" method. I think many times as adults, we use this approach to mix positive and negative feedback in order to protect student's feelings. In feedback in the future, I will think more carefully about wording to encourage students. I like the sentence of having high expectations/standards for the student instead. This shows that we know they are capable and believe in them. This will then motivate them since they are respected. Overall, this PD was very informational and I am excited to learn more in the future!

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"Tap into generational differences and use them to motivate your students."

This resonated with me a ton! I love the idea of keeping a "mentor mindset" and forming an alliance with the kiddos in order to best support and collaborate with my students!

I can use WISE feedback, holding my students to high standards and giving them the respect they need and deserve.

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Love the compliment sandwich. So many of us were taught this and I so agree with with Thais was sharing. I am definitely going to embed this more in the future.

I also so agree with the Wise Feedback. Coupling specific feedback with wise feedback gives it all to our kiddos. In a 6th grade writing class lately, an approaching student came to me and said, " Mrs. O, I saw your feedback and updated it, can you look at it?" Knowing we believe in them means everything!

Can't wait to read the book! :)

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When motivating young people, it's important not to take on the enforcer or protector role. The mentor role has shown to be the most effective. In this role, we can create an alliance with youth with the positive intent to provide support and respect.

Holding young people to high standards is the best practice. If we show young people that they are respected, that we have high standards for them and if we set them up for success, we will be most effective in motivating them.

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The idea of teachers being mentors rather than enforcers or protectors is really interesting. Also, the fact that our young friends are coming from spaces where we are demanding transparency makes a lot of sense with the thought that they can see through our feedback sandwiches. What a challenging habit to break. I also appreciated the idea of being very vocal about high standards and passing on my confidence that students can meet them, which is the "why" behind my suggestions. Does this mean that we might move away from the verbiage of Stars and Wishes or that we reframe them / focus them in light of high standards?

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I loved how this PD compared what we experience on a flight to the end of the school year. As adults, we know what to expect when we are flying, which helps decrease our anxiety. With the end of the school year coming up, anxiety can increase for our students. I absolutely loved the idea of bookending the beginning and end of our day to ensure predictability, while we may not have control over changes to the rest of our day. In addition, I loved the idea of providing choiceboards with activities during downtime.

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If we are able to increase predictability of our day/classroom community we can reduce anxiety as the "buzz" of the end of the year is setting in. Remaining consistent is key for predictability.

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Anxiety is something that I am all too familiar with myself, so this was helpful for me as well as how to end the year strong with my students!

Maintaining morning and end of day routines are important during the end of the year when there are a lot of changes in the schedule. I learned how important it is to preview schedule changes to students at least one day before the change. Choice boards are a great choice for "down time." Also, the end of the year is a good time to reflect on positive/peak moments :)

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I loved the idea of the transparency statement. I have found explaining why we do something in regards to procedures, routines, etc. help students have a better understanding of why I am asking them to do something specifically in the hopes of them not thinking that I am expecting too much from them or too strict. I also have been using my own type of transparency statement when talking with students about a behavioral situation related to them by sharing I am seeking to understand what occurred instead of starting with what did you do. This has helped students take a deep breath and feel appear to feel heard in sharing their perspective of what occurred. I have found that I get more truthful information from them with this approach and that they feel more supported and willing to develop a plan for the future together. I also liked the different statements she shared about classrooms and would like to create something similar for our classroom next year as we kick off the school year to further develop the idea that this is "our" classroom rather than "my" classroom. Helping them understand the purpose of mistakes and questions will hopefully help students feel more comfortable making mistakes and asking questions.

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It was interesting to hear about the difference in our physiological response when we are approached. To promote psychological safety, I look forward to trying the transparent statement! I liked how it was broken down into three parts:

1. Give at the beginning of interaction to build trust swiftly

2. Give clarity about intentions ("I'm here because...")

3. Refer to your own intentions and behavior

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Being transparent is key to the mentor mindset. I agree with this and have been trying to be transparent with my students. I see the connection between being transparent and providing wise feedback. Recent a student was struggling with math concepts, I pulled the student for more support and shared, "I noticed that you are struggling with these concepts. I'd like to review and reteach to help ensure you are on the right track." I provided feedback, had a student apply the feedback at the table in order to respond to any questions or provide further feedback. The student then asked me to print a new sheet and revised all her work to show her understanding. I was very impressed. I would like to work on doing this when continuing to reflect with students for some social emotional challenges.

It was reassuring to know that young people value high standards and that when you believe in them it shows respect and this is motivating.

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I enjoyed how this PD discussed the power of transparency. When they were giving examples that we might encounter as adults (being pulled over and being asked why), that further showed me how opened ended questions can bring up anxiety. Leaving a statement open ended to students can make them nervous about what the interaction is about as well. Through being transparent, you can build trust so they do not feel like they are unprepared or scared. I also liked how we should clarify our intentions, "I am here to help you because..." to also help students feel comfortable in the interaction and shows them how you care.

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Being transparent with our students when we approach them can reap huge rewards. By being transparent, we lessen the power disparity and we can take on a more mentor role than one of enforcer. You can start your interaction with a transparent statement that states your intentions such: My goal is to understand what you need and to help you. Can you tell me what’s happening?

And then you can follow up with a statement telling the student what you need from them: ……. I'm asking you to do this because…..for example, I am asking you to listen because this is important and I care about you learning.

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A key takeaway and reminder is status and respect is built over time and questioning is better than telling. It's important to use questions with an uptake. I think asking students to show what they tried will help empower students and help them persevere through tasks. I'd like to practice some of the mirroring strategies more frequently.

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I liked the idea of collaborative troubleshooting and reframing our thinking around questioning. I especially liked how collaborative troubleshooting supports a better understanding of young people's thinking, validating what they got right, and creating a bridge to better understanding.

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Stress can be both debilitating and enhancing. It is important to have an enhancing reaction to stress. We can teach students that stress is a fuel. It is important to validate and reframe stress. Positive self talk can make a huge difference.

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I liked how this session talked about reframing stress. I think it is important to be mindful with our reframes so that we continue to validate how students feel and acknowledge them listening to their needs.

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We can use and teach our students to use stress to power through situations, while also acknowledging and validating their feeling of stress. Self-talk can help us as we have feelings of being overwhelmed, or feelings of not being ready to perform on a test, or any other stress producing activity. In this way, we can use stress as an enhancer instead of it paralyzing us and our students. As we guide our students through ways to “reframe” stress, they can begin to use stress to fuel their performance!!