# data[].attributes.body
Students love holding each other accountable and providing feedback to their peers! In writing, students use peer checklists and write a grow and glow for classmates.
- A Fourth Grade Teacher

# data[].attributes.body
My class loves using Seesaw! Seesaw is a digital portfolio that allows students to upload their independent work and/or essential review station from guided math. They are able to record themselves explaining their thinking or providing justification. Each student is also able to provide feedback on each other's posts.
-Kim Blankenship, 2nd grade

# data[].attributes.body
Students love having various methods to assist them with spelling during writer's workshop.  Students spend more time writing, less time asking "how do I spell ___?"
-Kim Blankenship, 2nd grade

# data[].attributes.body
We are a full flexible seating classroom!  Students begin the year rotating through the various seating available throughout the room.  Then, they spend time reflecting on what seats work best for their learning style.  We discuss how different seating works better of worse for different activities and the positives/negatives of each seating choice.  Students change seating throughout the day and have the option to change their seating, if they have analyzed that they are not able to be a second grade success in that seat!  Flexible seating has completely changed my classroom management! With giving up some of the control, I have given the students ownership.  It is now "our room" where we meet as a family to learn and grow!
-Kim Blankenship, 2nd grade

# data[].attributes.body
Students in charge of their own learning choose to seek feedback from their peers.

# data[].attributes.body
During the technology portion of guided math or our computer lab time, my students love having a choice of which program to use. Their engagement increases, they can work at their own pace and I can easily monitor student growth and adapt groups.
-Ally Oliver, 4th grade

# data[].attributes.body
It's great to have so many choices of grouping students when writing plans.  Each lesson we consider what will best meet our students' needs: do they need a teacher at 2 stations during a rotation?  should the teacher be outside the stations so that the groups can be different sizes? What does each group need?
-3rd grade teacher

# data[].attributes.body
Students love having a choice in which devices or programs to use.  Their engagement increases tremendously when they have a choice in their path or product.
- 3rd grade teacher

# data[].attributes.body
We always have our students come in each day and pick a place that will help them be the most productive. And will allow them to focus, throughout the day as they work we let them move to other spots where they can focus.
-3rd Grade Teacher

# data[].attributes.body
After finishing their writing, students work with a partner to use a checklist to assess and provide feedback.
-Kathy Hayden, 1st Grade

# data[].attributes.body
Students self-selected topics and grew in leaps and bounds.
- First Grade Teacher

# data[].attributes.body
Once we finish a lesson, I love seeing my students reread their objectives for the lesson and rate how they are feeling about what they learned based on the criteria. It shows me how confident they are feeling about their learning and gives me another way to see who may need more help.
-Sarah Harwick, 4th Grade Teacher

# data[].attributes.body
Students loving used Seesaw, a digital portfolio, to take a picture of a social studies project and then record their oral presentation to share with families.
-Kathy Hayden, 1st Grade

# data[].attributes.body
I really enjoy walking into the 5th grade classrooms and watching the students take ownership of their learning. They're able to choose which method they would like to use for the day (Desmos, small group instruction, partner work, etc.) They are constantly self checking and self assessing themselves. It's wonderful to see how invested they are in their work!
-Dana Campo, Instructional Facilitator

# data[].attributes.body
My students have self-reflection automatic at this point in the year so they're able to clearly identify where they are strong and where they need more help. This helps make guided math specific and worthwhile to the students. When I have the students reflect on their own learning it really helps me target instruction to be specific and meaningful while giving that specific and meaningful feedback to students so they understand exactly how they are doing and what they need to do to grow stronger.
-Katie Christovich, 5th grade

# data[].attributes.body
Students are asked to turn and talk constantly throughout the day. This provides an opportunity for students to collaborate and encourages peer relationships. Students become leaders and can ensure understanding by explaining their thinking to their partner. Students are also able to hear different explanations to help them understand the topics.
-Katie Christovich, 5th grade

# data[].attributes.headline
Our playlists support student ownership, reflections, and goals!

# data[].attributes.subject
Our playlists support student ownership, reflections, and goals!

# data[].attributes.body
Our math playlist creates student independence and allows students to completely take control of their learning. They have must dos and can dos but it is very flexible for each student. It gives me the ability to pull guided math groups. On our playlist students reflect on their work every single day which holds themselves accountable. They set goals before each subject and then they reflect on how well they met their goal for that day. Setting daily goals has really given students a clear objective for the day and they can clearly see if they were successful in meeting that goal.
- Katie Christovich, 5th grade

# data[].attributes.body
My kids enjoy using playlists during math. The playlists provide them the opportunity to choose how they're going to learn for the day. They enjoy being able to have the voice and choice to work with a teacher in a small group if they feel like they need it.
- Bonnie Palmer, 5th grade

# data[].attributes.headline
Restorative Circles personalize behavior management and impact our students!

# data[].attributes.subject
Restorative Circles personalize behavior management and impact our students!

# data[].attributes.body
I enjoyed our training on restorative circles so much, I immediately put it in place in class, during lunch bunches, and at home with my own children! It is a great way to get to know your students and for them to recognize the similarities they have with each other which truly creates that family atmosphere we aim for when focusing on culture at Sterling!
-Paula Craft, co-teacher, SPED

# data[].attributes.body
On every exit ticket and test we provide students the opportunity to self assess themselves. They determine if they are at a 4, 3, 2, 1. This allows them to become more reflective in their work and track their progress. Attached is a picture of how we do it!
-Bonnie Palmer, 5th grade

# data[].attributes.body
I am most proud that our students are self assessing themselves and reflecting on their work. Students are taking ownership of their learning and their excited to see their progress!
-Bonnie Palmer, 5th grade

# data[].attributes.headline
Desmos & Discovery Education are the best!

# data[].attributes.subject
Desmos & Discovery Education are the best!

# data[].attributes.body
One of the tools that I like using in my classroom is Desmos sorts. I have the students sort pictures and definitions to match key vocabulary terms. I am able to see which students complete the sort correctly and who needs more support. The students are also able to self check themselves and adjust any misplaced items. We also use Discovery Education boards to help build background and enhance vocabulary in science.
- Bonnie Palmer, 5th grade