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Students get choices but I shape the ones the can choose from. That way we get accomplished what is needed, but at the same time they are feeling empowered. It's a balance that is needed in some situations. Our kiddos feel like most of the time they do not possess any power in their lives. So they are looking for it in unhealthy way (walking out of the classroom, yelling...ect.). This gives them the power to choose! They need to know that they can change the way that their day is going. There are two choices to make after there is a bad one made. They can choose to go to page 20 (make a good choice and choose to let whatever go) or page 60 (continue to make bad ones and spend time in the office).

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Q5A: building trust and I try to make it exciting so that they want to come back.  

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Q5A: building trust and I try to make it exciting so that they want to come back.  

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Depends on the day.....

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A2: When students say negative things about themselves to me, I will try the "love and logic" way of speaking to them by saying, "Aren't you glad that I don't believe that? I know that you are smart and I believe in you."

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A2: When students say negative things about themselves to me, I will try the "love and logic" way of speaking to them by saying, "Aren't you glad that I don't believe that? I know that you are smart and I believe in you."

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Q3A: It goes both ways, adapting to the situation and what the students needs are at that time

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Q3A: It goes both ways, adapting to the situation and what the students needs are at that time

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Some of both. I use the carrot and stick to motivate them to finish a task at hand. But sometimes to help build relationships (when a student or two are in my office) I will treat them with a piece of candy.

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Q4A: they have limited choice that are controlled at times.

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Q4A: they have limited choice that are controlled at times.

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Q2A: Providing students with opportunities to grow and learn how to express themselves

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Q2A: Providing students with opportunities to grow and learn how to express themselves

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Students have choice of flexible seating, choice of the books they read, and menu boards to respond to their reading.

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Q2A: I try to make them believe  they can be a reader and encourage them to always do their best.  

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Q2A: I try to make them believe  they can be a reader and encourage them to always do their best.  

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Allowing students to take ownership in their learning by allowing them to select items based on their interests and academic abilities

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Allowing students to take ownership in their learning by allowing them to select items based on their interests and academic abilities

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A1: I'm asking other staff to give me insight to a student's background/home-life so I can better understand him and why he is behaving the way he is.

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A1: I'm asking other staff to give me insight to a student's background/home-life so I can better understand him and why he is behaving the way he is.

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Some days it's better than others. It really depends how mornings start. If another teacher has upset that student it takes me longer to get them to open up to me, no matter the rapport I have with them. Our kiddos tend to shut down.

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A4: I'm developing a menu/tic-tac-toe board for students to have a choice in how they learn the content in my class.

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A4: I'm developing a menu/tic-tac-toe board for students to have a choice in how they learn the content in my class.

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Q1: What are you doing to make your content relevant to students' lives? 

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Q1: What are you doing to make your content relevant to students' lives? 

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read life problem solving situations that kids either come up with or pick from a list of current and familiar age appropriate situations

student interest inventories
sit and talk with students one on one
taking time to ask what they did
Interests/tapping into students curiosity.

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Q2: Do your words contribute to a growth mindset or a fixed mindset? 

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Q2: Do your words contribute to a growth mindset or a fixed mindset? 

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yes, I try to be aware of and tactfully choose words to motivate
words can do both, so think before you speak

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Q3: Are you relying heavily on carrots and sticks... or jolly ranchers? 

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Q3: Are you relying heavily on carrots and sticks... or jolly ranchers? 

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carrot flavored jolly ranchers
Intrinsic
Depends on the student... need to meet the student where they are. Goal is intrinsic but not all students are motivated by this and need more immediate reinforcement
intrinsic and

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Q4: How much choice do your students actually have? 

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Q4: How much choice do your students actually have? 

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sometimes I feel that I don't /can't give them a lot due to time constraints and feeling like I have to get through curriculum
Not enough

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Q5: How is your relationship with your students, really? 

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Q5: How is your relationship with your students, really? 

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Depends on the dynamic of the class and their behavior

I feel some relationships are very developed as they demand more of my one on one attention. I do feel guilty that there is not enough time in the day to spend that quality time with getting to know each one like I would want to.
I provide variety of responses of ways to communicate to help meet the needs of each learner.