# data[].attributes.body
People aren't singled out, but everyone is given an adequate opportunity to share/ participate.

# data[].attributes.body
Soliciting and responding to our input around structuring the space/environment has been great!

# data[].attributes.body
I absolutely have! TFA staff have done an incredible job of it! It's especially noted in them being explicit in asking our preferences for learning, looking for ways to encourage us to advocate for ourselves and others, and their adapting to our spoken and unspoken needs.

# data[].attributes.body
The passion our regional leaders/ content facilitators/ DEI facilitators have for the work we are doing has been extremely inspiring.

# data[].attributes.body
We're often taught about how educators control the learning environment but also, it would be interesting to learn about how students contribute to learning environment and some ways we can work together to create an ideal environment to support both educators and students.

# data[].attributes.body
Everyone is very inclusive and builds each other up.  We are all supportive of each other and their ideas.

# data[].attributes.body
Yes I have, everyone is being so supportive. The staff have been super accommodating and understanding with each aspect of this process.

# data[].attributes.body
I have felt like all TFA staff has done an excellent job at making sure we are in a positive learning environment. Everyone is extremely understanding and is continually making sure that our corps members are meeting all of their needs.

# data[].attributes.body
Fostering collective and individual empowerment! I'm eager to motivate and encourage ALL voices and learn to push others to want to do this too.

# data[].attributes.body
I'm excited to learn more about equity access to learning. I feel like there was so many tools that I have missed out on growing up being aware and have the ability to provide tools and resources for my students and give them better access to these materials

# data[].attributes.body
Using culturally relevant teaching to connect with students and let them feel seen, heard, and validated

# data[].attributes.body
I have loved getting to know y'all and learn from everyone in our training calls. Everyone is very welcoming and I like all the activities we do in small groups/breakout rooms.

# data[].attributes.body
I am excited to learn more about the ways that an equitable learning environment can be cultivated during the preparation phase of content lessons.

# data[].attributes.body
Culturally relevant pedagogy is super important!

# data[].attributes.body
I'm excited to learn about practical implementations so we can really know what this looks like in practice

# data[].attributes.body
The concept of Social-Emotional Learning is something I was first introduced to in the Launch Modules. I am interested in learning more about how I can use this concept in my classroom and how it can foster an equitable, productive class environment for both teachers and students.

# data[].attributes.body
I am really excited to learn about more culturally relevant teaching strategies during our session today.

# data[].attributes.body
Yes I have they give everyone a chance and choice to grow engaged, and feel comfortable with the discomfort of speaking with others

# data[].attributes.body
Body movement followed what she was saying.

# data[].attributes.body
I noticed she continued to change her voice and get the students moving in order to keep their engagement.

# data[].attributes.body
For video 4, the teacher spoke surprisingly fast-paced, but kept students engaged. He moved around the room and was very clear and precise about what he wanted his students to do. He used repetition to reinforce tasks and goals.

# data[].attributes.body
walking around the room to get the attention of all the students, voice was loud and clear

# data[].attributes.body
I liked how the teachers paced around the room and explained directions from different locations. I noticed they would make eye contact with different students at different times, point out certain parts of the activity they were working on, tap on a desk, etc. to maintain attention and focus.

# data[].attributes.body
She is questioning the students. She is teasing them and the students always seem ready to rebuttal. She was calling them out by name and saying oh you know this.

# data[].attributes.body
Video 1- The teacher was present in the lesson by skip counting with the students and ensuring they were all aware of what needed to be done, she was also calling on students and made sure the lesson was engaging and fun. Also she was reassuring all of the students calling them smart and telling them they were doing a great job.

# data[].attributes.body
In video 4, he repeated the instruction three time all in different way. The first time he read through it, the second time he had his student highlight important parts, and then had a student repeat it back to him.

# data[].attributes.body
The teacher was joking with the students and allowed them to have a little bit of conversation but still kept them reigned in. She also called them by name which showed she had a foundation with the students.

# data[].attributes.body
Her voice pitch went up and down. She was smiling a lot. She paces back and forth. She sounds like she is having fun.

# data[].attributes.body
Body language aligned with what she was saying

# data[].attributes.body
Video 1- She was very engaging and had a great teacher voice. She was calling on students by name and was smiling when the students answered. She paced back and forth with her eyes making sure that all students were being seen and heard from her.

# data[].attributes.body
Video 5: Validating and praising ALL ways that students choose to respond/engage (through chat or coming off mute).

# data[].attributes.body
Showing example of instructions and explaining, reminding, and having students repeat them back.

# data[].attributes.body
Passion, excitement, and engagement are contagious!

# data[].attributes.body
An engaging presence is the foundation for a productive classroom.

# data[].attributes.body
An engaging presence shows students that you want to be in the classroom and are grateful and happy to be a part of their learning and educational experience. It also gives a welcoming aura that might let students know that your classroom and you, as an educator, are a safe space for all.

# data[].attributes.body
Validating ALL responses/actions instead of labeling as correct/incorrect. Learning/growth opportunities instead of scolding for misunderstanding.

# data[].attributes.body
Having an engaging presence shows students that they have your full undivided attention and keeps that sense of respect and learning in the classroom.

# data[].attributes.body
An engaging presence reinforces in students the right to be in and take ownership of the classroom and content, and helps dissolve the authoritarian structure of a traditional classroom

# data[].attributes.body
If students are feeling engage they feel more willing to be involved. They will enjoy learning. It sets the whole tone for the class.

# data[].attributes.body
An engaging presence makes all the difference. It not only gives the student confidence knowing that their teachers are excited and interested in what students have to stay

# data[].attributes.body
An attention signal should be unique, and should be used consistently.

# data[].attributes.body
I think an attention signal should be collective and collaborative. Something that keeps students engaged and something that students are entertained by or they all know.

# data[].attributes.body
Teachers used a combination of verbal and physical cues. Some, like the optional MS video, were extremely varied and creative. In the other MS video, students also had the opportunity to choose what word they wanted to use, making the attention-grabber more meaningful to them.

# data[].attributes.body
Making it the students’ choice on what they want to use.
Making it fun/funny!! I love waterfall fingers!!!!

# data[].attributes.body
Elementary school - The teacher ensured that all students knew exactly what was expected of them whenever the teacher used the attention getter. She also made new ones here and there to keep the kiddos on their toes and so they didn't overuse any of the attention getters. I think the most important part of an attention signal would be staying consistent and ensuring that all students know what is expected of them when you are using the attention getter.

# data[].attributes.body
Attention signal should be changed often and fresh for the younger kids Kindergarten and first grade.

# data[].attributes.body
A hush came across the crowd hussssh. That it is quick and responsive.It grab their attention and help to refocus

# data[].attributes.body
Having a variety of attention signals that student know would help students to actively listen, so they know how to respond

# data[].attributes.body
I like that the word the teacher used was "power", a word with positive connotations. I had a teacher that used the word "warning" to get attention and it had an overall negative feel to it.

# data[].attributes.body
Attention signals can support accountability for learning by setting clear expectations for use of time. An attention signal helps students know when to be focused, when to work, and when to be fully engaged with the teacher.

# data[].attributes.body
It is a fun and light way to keep the students engaged. This keeps a positive relationship and positive learning environment in the classroom, instead of just yelling at the students or getting frustrated when they aren't paying attention.

# data[].attributes.body
Attention-getters allow students to be involved. If they are fun then the students enjoy it. By allowing them to be in the process of the attention signals being created, you are allowing them to have their voice heard.

# data[].attributes.body
If students participate in choosing the attention signal, they will probably be more engaged, and it will be one additional opportunity for them to take charge of their own learning/ classroom culture.

# data[].attributes.body
Attention signals show signs of engagement on both the students and educators part.

# data[].attributes.body
Attention signals encourage a joyful experience for all students when teachers allow this to be something both them and the classroom can collaborate on. It allows students to have a sense of ownership and contributes to building a healthy and joyful classroom enviroment

# data[].attributes.body
Something I'm still thinking about is, as a high school teacher, how to work with students to build age-appropriate attention signals, since I think that key to a respectful and rigorous classroom is making students feel that you respect their maturity

# data[].attributes.body
In video 4, The teacher let his students know to get their materials ready, so he can read them the direction. I really liked how he made sure that his students understood the direction in various of ways. He read to them, told them the important parts of the directions, had a student repeat back the instructions, and open the floor to anyone else who had questions. All the students were carefully examining their paper and were actively listening.

# data[].attributes.body
Elem. ELA - The teacher used gestures and simple attention signals. Students' eyes also followed the teacher when she moved around the class.

# data[].attributes.body
In video 4, the teacher gave directions incorporating visual, verbal, textual and action-based cues

# data[].attributes.body
When the teacher gave the students a question to answer, she wrote up a "sentence starter" to guide a structure for the students' responses.

# data[].attributes.body
The teacher is gesturing for the students as a visual aid and also scanning the audience to look for students that are/aren't engaged or confused

# data[].attributes.body
In video 4, students were asked to highlight directions as they were given, and number them

# data[].attributes.body
In the first video, the teacher repeated the directions multiple times to make sure her students understood the directions. She also kept her tone of voice upbeat and stated the directions different ways each time to make sure her students understood what was asked of them.

# data[].attributes.body
I thought it was interesting how the teacher was providing one-on-one direction to each student entering the classroom. He was purposeful in maintaining a soft, quiet voice and repeatedly told the students that there was no talking during the survey. I like how he follows his own rules, while also ensuring the students are following them.

# data[].attributes.body
She annuciates all of her directions. She accents the important parts. She points to what they are going to be doing. Each time they complete one set of 25 cents she repeats the directions and tells them how many more ways they need to make 25 cents.

# data[].attributes.body
At the beginning the teacher has everyone's attention and reminds them the values of the coins. She then repeats two times that they have to figure out 4 different ways to find $0.25. She also placed students in a seating area where all eyes are on her. When the lesson was being taken place she was making sure to repeat directions and she was keeping the students engaged.

# data[].attributes.body
Students demonstrate an understanding of the content as well as an understanding of what should be done.

# data[].attributes.body
You're making sure to reach each student where they are at, not just extend a hand to where they 'should be'

# data[].attributes.body
student centered directions help maintain an organized, focused classroom.

# data[].attributes.body
Checking for understanding ensures all students are engaged, and makes it clear if a direction needs to be rephrased for different learners

# data[].attributes.body
This ensures all students are understanding what is asked of them.

# data[].attributes.body
These directions help to check for understanding. They also gives them steps to do.

# data[].attributes.body
Helps build class community and better understanding of concept being taught or learned

# data[].attributes.body
Students feel actively engaged in the activities they are doing when they are repeating and interacting with instructions

# data[].attributes.body
They accommodate different learning needs and provide directions in a way that don't punish/treat as "uncooperative" people who need different means of receiving direction

# data[].attributes.body
Students are able to build better relationships with their teachers when they are provided an environment where they feel comfortable to ask for clarity

# data[].attributes.body
Students' needs and preferences are met before anything else

# data[].attributes.body
It helps students stay accountable and allows them to understand what should be done.

# data[].attributes.body
When it comes to clear, engaging, and concise directions, I always keep this nearby for reference:  Do I have the following?

1) An engaging attention signal that is inclusive of student voice (Students get the opportunity to vote on it, choose it?).
2) An attention signal that is implemented before I give directions. . .
3) I waited until ALL students responded, acknowledged it in some way. . .
4) I delivered directions that were clear, concise - what is the movement; the practice - what they are doing; and the volume?
5) Friendly reminder: Never mix directions with instructions (instructions include the content - details of the activity). . .

These are some pieces of reflection for me when I plan and practice directions.

# data[].attributes.body
Praise primarily encourages students to continue doing well, reinforces positive outcomes.

# data[].attributes.body
The importance of sincere and authentic praise is it gives students validation. It's something so important for students to hear and helps them grow confidence in the academic setting.

# data[].attributes.body
Sincere and authentic praise is to put the student (and the things they can control) at the forefront of your teaching and how you respond to them. Truly authentic praise requires that you get to know the student and invest in them, hopefully seeing their 'self' truly, and that you invest in that. Biases can occlude that view of who your student is, the best way for you to help them, and making them feel like they are seen and valued for who they *choose* to be.

# data[].attributes.body
Students are encouraged to try new things and be praised for the steps they take & not solely the outcome.

# data[].attributes.body
Bias can result in unintentionally lowering the bar for students, as it might affect where or to whom you direct praise, regardless of whether it's earned.

# data[].attributes.body
It is about recognizing not only a student's accomplishments, but also the journey that it took them to get there.

# data[].attributes.body
It is important for student-teacher relationships and students' psychological needs for competence, autonomy, and relatedness. Engaging in these allow for SEL and trauma-informed practice in the classroom. Subconscious bias can affect to who praise is being given, so it's important to remain aware.

# data[].attributes.body
The most pressing way that bias can affect authentic praise is through the lowering of standards/expectations. For example, let's say a high school teacher has an implicit bias where he or she expects their students of color to achieve less academically. That teacher could potentially find themselves praising students for tying their shoes or asking to go to the bathroom. These low expectations are what cause many students to become disengaged in their education.

# data[].attributes.body
The purpose of sincere and authentic praise is because it allows students to gain trust within you and it forms relationships with students. It shows students that you notice their hard work and it doesn't go unnoticed, which helps them gain confidence and vulnerability in the classroom.

# data[].attributes.body
My understanding is that sincere and authentic praise primarily serves to build a student's trust in their own learning and work towards real goals. It isn't just shallow encouragement, and it isn't a tool to "train proper behavior" but a genuine way of drawing student's attention to their actual achievements and strengths in the classroom to help them replicate and build on those and to recognize their own abilities and growth.

# data[].attributes.body
Giving sincere and authentic praise not only gives feedback to the student but praises the specific behavior or action.

# data[].attributes.body
The purpose of sincere and authentic praise is to implement positive reinforcement in education and learning

# data[].attributes.body
a lot of teachers think silence & looking at the board is a sign of engagement, whereas a lot of times I paid the best attention when I was drawing/doodling while listening to the teacher

# data[].attributes.body
Coming from a sports environment, being still and doing the traditional signals of 'paying attention' (ie not fidgeting, making constant eye contact). Instead, I look for proof of intellectual engagement--are they responding when I ask them to prove what they learn, are they showing that there were listening in what they choose to do in assessments

# data[].attributes.body
Engagement looks different from different people.

# data[].attributes.body
I'm a naturally expressive person, so often times I would nod and smile and such in class without realizing it and my teachers would interpret that as engagement. Often times I was daydreaming... :)

# data[].attributes.body
An engaged student looks different depending on the student. Teachers tend to think if a student is still and quiet they are paying attention. Meanwhile you have students who have to move or fidget in order to learn.

# data[].attributes.body
I really appreciated how the primer focused on engagement sustainability, rather than 100% engagement 100% of the time, which the intro acknowledged is impossible.

# data[].attributes.body
The primer gives multiple of ways to reengage students, and allows teacher to choose and see what works best for their classroom

# data[].attributes.body
The primer has some excellent strategies but I love that it focuses on these strategies as pavers you use to construct a road to true engagement

# data[].attributes.body
Support and praise are important. The primer explains importance and gives examples while the ladder shows how.