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Grey Skye Evans - Be Like Grey (Official Music Video)

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Tiesto - The Business (Official Lyric Video)

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Masked Wolf - Astronaut In The Ocean (Official Music Video)

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22.12 Christ Looses The Shackles/ Beware Of The Leaven Of The Pharisees And Herod- Mark 7:24-8:21

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Take The Shackles Off My Feet So I Can Dance

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Peerless Cuffs wt. Black Box & Belly Chain

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Shackled inmates share thoughts and feelings

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The Grip Ankle Restraint - Handcuff Warehouse

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SDSDSDSDSD

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Fvck

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I lied

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Yuh

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Qué onda cuh

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Loser 😑😑😑😑💀💀💀💀💀💀💀💀💀💀I have no soul

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When you’re caught stealing billets

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When you have a truck and it’s old and you don’t like it

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When you take a picture in the snow with your dog friends and then get scared because your a cat

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When you realize you grown a mustache to big

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The moment you realize you parked wrong cuh

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The moment you realize you parked wrong cuh

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How do you communicate with students what activities they are doing without them feeling insecure about doing something different from their peers? I feel like I spend SO MUCH time grouping students, and it is really not manageable. I like the idea of having the fair vs. equal conversation early in the year. But, I would love to hear other ideas.

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I found it encouraging to hear that first year teachers should concentrate on content and classroom management - differentiated instruction will come - baby steps!  I think new teachers put a lot of pressure on themselves to "hit the ground running," at least I know I do!!

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I found it encouraging to hear that first year teachers should concentrate on content and classroom management - differentiated instruction will come - baby steps!  I think new teachers put a lot of pressure on themselves to "hit the ground running," at least I know I do!!

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I learned this is something that we can incorporate occasionally, but we are not expected to do this every day. As an ELA teacher, there are specific skills that we teach that differentiation makes sense. However, sometimes, we all need to read the same article (though Newsela makes leveling easier), so we can have a discussion on the same topic. I tend to make myself crazy trying to track student progress and create instructional activities that benefit them, but I am feeling super burnt out. Phew!

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It helps to know that I don't have to differentiate all the time. I really love to differentiate lessons, but being a first year teacher I feel like I can barely handle the basics some days.

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I learned that you don't have to do this every single day. Maybe it is best to target units where you expect students to be at these different levels and use them when introducing these concepts.

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In my classroom I base most of the differentiation on recent formative assessments and summative assessments. It is usually on the spot. I learned that it okay to have differentiation that is not necessarily planned and that is comforting because being a first year teacher I feel like my primary focus has been getting familiar with the content and my students. I also do use interest occasionally but it can be overwhelming.

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In my classroom I base most of the differentiation on recent formative assessments and summative assessments. It is usually on the spot. I learned that it okay to have differentiation that is not necessarily planned and that is comforting because being a first year teacher I feel like my primary focus has been getting familiar with the content and my students. I also do use interest occasionally but it can be overwhelming.

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It's comforting to know that I shouldn't feel pressured to "officially" incorporate differentiation into my classroom right away. It's stressful enough to be in a new school with new classes. I like that I'm not being pressured to be perfect in my teaching right from the get-go.

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Providing choice: I gave my students a differentiated project. There were 5 different prompts. Some were more creative, some required analyzing, some were open ended, etc. I had hoped that my more advanced kids would have picked the more complex prompts to challenge themselves. Everyone picked the easiest prompt. Do I have to force them to pick a more challenging prompt?

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Providing choice: I gave my students a differentiated project. There were 5 different prompts. Some were more creative, some required analyzing, some were open ended, etc. I had hoped that my more advanced kids would have picked the more complex prompts to challenge themselves. Everyone picked the easiest prompt. Do I have to force them to pick a more challenging prompt?

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Yes, sometimes you do have to assign the prompt. :)