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He would have had a bilingual partner or a content strong and patient student to work with, helping him to explain his thinking and work process.  I also would have supported key words from the story problem with pictures and vocabulary.  I would have given him the test in Spanish.

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He would have had a bilingual partner or a content strong and patient student to work with, helping him to explain his thinking and work process.  I also would have supported key words from the story problem with pictures and vocabulary.  I would have given him the test in Spanish.

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I would have had him show his work on the board as myself or a bilingual partner helped explain what he did to get to the answer. I would provide him with visuals as well to help him. 

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I would have had him show his work on the board as myself or a bilingual partner helped explain what he did to get to the answer. I would provide him with visuals as well to help him. 

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I would have had the students pair/share. He could have explained his process to a classmate and collaborated together.

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I would have had the students pair/share. He could have explained his process to a classmate and collaborated together.

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I would have encouraged Moises to show his work on the board. If he was reluctant, perhaps another student could look over his work and explain it to the class.

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I would have students work with partners and pair Moises with a student who would help translate. After allowing students to work on the question together, I would have Moises partner share the findings and how it was found.

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#1 I would have built a rapport with him but trying to have him teach me something, maybe a like he has. I would have a peer collaborate with him during class lessons and give him visuals of what each of the key vocabulary meant. I would have allowed him to show his work in another way that fits his learning style best. 

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#1 I would have built a rapport with him but trying to have him teach me something, maybe a like he has. I would have a peer collaborate with him during class lessons and give him visuals of what each of the key vocabulary meant. I would have allowed him to show his work in another way that fits his learning style best. 

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I would have known that he needed things to be translated by a peer who speaks his native language or have someone to help me translate the work and have visuals for him to use

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I would have known that he needed things to be translated by a peer who speaks his native language or have someone to help me translate the work and have visuals for him to use

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I would have had peer collaboration to allow for peer translation and more visuals for him. I would have also have created a strong relationship with him to meet his needs more

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I would have had peer collaboration to allow for peer translation and more visuals for him. I would have also have created a strong relationship with him to meet his needs more

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I would have allowed Moises to draw a diagram or write out his brainwork. I would have validated his concerns and explained that we would get a Spanish copy of the test. 

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I would have allowed Moises to draw a diagram or write out his brainwork. I would have validated his concerns and explained that we would get a Spanish copy of the test. 

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I would have allowed Moises to represent what he was attempting to communicate in different ways. He could have drawn and/or had a translator/student to help. 

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I would have allowed Moises to represent what he was attempting to communicate in different ways. He could have drawn and/or had a translator/student to help. 

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I would gave made sure to allow translating peers to help, and I would have validated his worries

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I would have had Moises show how he got his answer instead of asking him to explain it. I would also have had picture vocabulary and sentence stems to help Moises and other students better verbalize their thinking.

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I would have had Moises show how he got his answer instead of asking him to explain it. I would also have had picture vocabulary and sentence stems to help Moises and other students better verbalize their thinking.

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I would have allowed him to explain/show his answer to understand his thought process.  

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I would have allowed him to explain/show his answer to understand his thought process.  

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I would have responded with more patience and compassion. If the teacher tried to understand how alienated Moises must have felt, I think she would have shown more compassion.

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I would have included visuals, sentence stems, and pre-taught the vocabulary.  .

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I would make sure my relationship with Moises was strong to where he felt comfortable with me. I would have made sure he had visuals for him and a word bank so that it can guide him. Having someone who speaks both languages would also drive me to pair them together in order for them to work together and help Moises feel more comfortable.

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I would make sure my relationship with Moises was strong to where he felt comfortable with me. I would have made sure he had visuals for him and a word bank so that it can guide him. Having someone who speaks both languages would also drive me to pair them together in order for them to work together and help Moises feel more comfortable.

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Moises needed more picture support, more guided language acquisition devices, breaks to check for understanding, and a better relationship with his teacher and class so he wouldn't be worried about asking questions.

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Moises needed more picture support, more guided language acquisition devices, breaks to check for understanding, and a better relationship with his teacher and class so he wouldn't be worried about asking questions.

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I would've provided visuals and vocabulary. I also would've paired him up with someone who speaks the language.

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Peer supports to help language gaps

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I would have tried to relate to the fact he did not know English and prepare for that before class started

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Allow him/others to go back and work in groups/partners to see how they got 40 and then ask Moises' group to try and explain

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I would have collected work. Perhaps used his work in a small group.

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I would have collected work. Perhaps used his work in a small group.

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I would have used pair share before students shared answers

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I would have used pair share before students shared answers

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I would have already formed a positive relationship with the student. Then I would have looked at his work in class instead of dismissing him.

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I would have already formed a positive relationship with the student. Then I would have looked at his work in class instead of dismissing him.

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He was willing to share so I woul

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I would ask that a student translate my instructions, and ask Moises to show his work on the board.

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Allowed him to show his work to the class on the board

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I would have asked him to work with a partner to co-present his work on solving the problem.

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I would have asked him to work with a partner to co-present his work on solving the problem.

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I would have looked at his work and also tried to communicate with him through his classmate. 

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I would have looked at his work and also tried to communicate with him through his classmate. 

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The teacher was at a disadvantage by not hav

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The teacher was at a disadvantage by not hav

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As soon as I realized Moises was having difficulty, I would have gone to his desk and told him it was okay and we would talk after class. This would have eased his mind a little and would have prevented embarassment. 

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As soon as I realized Moises was having difficulty, I would have gone to his desk and told him it was okay and we would talk after class. This would have eased his mind a little and would have prevented embarassment. 

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Allow him more time to gather his thoughts, allow him to work with a peer that he feels comfortable with.

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Allow him more time to gather his thoughts, allow him to work with a peer that he feels comfortable with.

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I would have shown empathy. Would have him work with a friend who could translate for him. Then go find additional supports from him..

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I would have asked for support for the students. 

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I would have asked for support for the students. 

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Allowed him to work with a friend and provided him with visuals. 

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Allowed him to work with a friend and provided him with visuals. 

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I would have him show his work on the board and I would help explain his process to the class. This shows that what he can share is valued in class.

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I would have let him to talk to girl next to him, so he could seek clarification from her and then give him a chance to respond as best as he could.

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I would have let him to talk to girl next to him, so he could seek clarification from her and then give him a chance to respond as best as he could.

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I would have made sure he had resource with the content vocabulary and sentence stems to help him get started.  If he continued to struggle I would have helped show him some senten

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I would have made sure he had resource with the content vocabulary and sentence stems to help him get started.  If he continued to struggle I would have helped show him some senten

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There are several ways you could have helped him, but you could have started off with validating that he was correct. Allowing him a sentence starter, or providing visuals for him to connect with. You can tell that he is getting the answer, but having trouble telling in words without connecting to concrete models.

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There are several ways you could have helped him, but you could have started off with validating that he was correct. Allowing him a sentence starter, or providing visuals for him to connect with. You can tell that he is getting the answer, but having trouble telling in words without connecting to concrete models.

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I would have used technology to help him translate his answer from Spanish to English. 

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I would have used technology to help him translate his answer from Spanish to English. 

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Ask him to say it in spanish and I would explain to class

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Ask him to say it in spanish and I would explain to class

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I Would have led with empathy

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Visual aids, pre-teach key vocab, visual dictionary 

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Visual aids, pre-teach key vocab, visual dictionary 

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Allow him/others to go back and work in groups/partners to see how they got 40 and then ask Moises' group to try and explain

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Allow him/others to go back and work in groups/partners to see how they got 40 and then ask Moises' group to try and explain

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I would have listened and looked at his work more. I would then find him the support he needs.

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I would have listened and looked at his work more. I would then find him the support he needs.

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I would have given Moises time to have a group discussion/Share thoughts with other students.

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I would have given Moises time to have a group discussion/Share thoughts with other students.

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I would have personally sat down with him after class (not in the rushed way she did) and discussed what he needs from me as a teacher to help him succeed. I would have also sought out outside help for extra resources to help him.

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I would have personally sat down with him after class (not in the rushed way she did) and discussed what he needs from me as a teacher to help him succeed. I would have also sought out outside help for extra resources to help him.

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I would have allowed time for solving then had students pair share and talk among each other. Then allowed for him and his partner to talk about their answers together. I also would have looked at his work during pair share and talked with him about it before I called on him in front of others. 

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I would have allowed time for solving then had students pair share and talk among each other. Then allowed for him and his partner to talk about their answers together. I also would have looked at his work during pair share and talked with him about it before I called on him in front of others. 

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I would have given the opportunity for Moises to explain his answer in Spanish. 

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I would have given the opportunity for Moises to explain his answer in Spanish. 

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I would have discussed or showed pictures of how we got the answer. Drew a picture of a blcok or had a picture. 

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I would have discussed or showed pictures of how we got the answer. Drew a picture of a blcok or had a picture. 

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I would have responded by saying I will do my best to find resources to help  you, and reassure that I would do my best to help. I would not have said it is not important because it is just creating a separation and excluding him from an exam that everyone else would be taking.

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Have more visual aids available for these types of circumstances

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I would have given praises Mosies for getting the right answer and then gone over how to get the right answer as a whole class since multiple students were struggling. 

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I would have given praises Mosies for getting the right answer and then gone over how to get the right answer as a whole class since multiple students were struggling. 

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I would have helped him get his work written on the board.

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I would have helped him get his work written on the board.

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I would have looked at his completed work where he got the answer right and went from there. He 

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I would have looked at his completed work where he got the answer right and went from there. He 

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I would have incorporated peer discussion so he could get his answer together

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I would have incorporated peer discussion so he could get his answer together

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Have the other students collaborate with him and check for understanding.

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I would have used visuals, paired him with a Spanish speaking partner, and pre-taught vocabulary.

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I would have used visuals, paired him with a Spanish speaking partner, and pre-taught vocabulary.

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I'd like to think I would have found a way to communicate with him even if it's through a student.

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I'd like to think I would have found a way to communicate with him even if it's through a student.

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I would think what have I learned about Moises?  How can I use what I know to respond?  How could I use this time to learn more about him?  Would talking with a shoulder buddy help?  I noticed he did talk with the student next to him? Do 

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I would think what have I learned about Moises?  How can I use what I know to respond?  How could I use this time to learn more about him?  Would talking with a shoulder buddy help?  I noticed he did talk with the student next to him? Do 

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I would have given time and opportunity for student to form his answer- with peer assistance and come back to him later.

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I would have given time and opportunity for student to form his answer- with peer assistance and come back to him later.

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Allow Moises more time to gather his thoughts.  

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Allow Moises more time to gather his thoughts.  

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I would have partnered Moises with a bilingual partner. This way he could discuss how he got his answer in a language he is comfortable using and get support from his peer.

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I would of have translate for him and share with class,

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I would have tried to him the resources that he would need.

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I would have tried to him the resources that he would need.

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I would have provided visual representations of the word problem and give him more time to process. 

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I would have provided visual representations of the word problem and give him more time to process. 

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I would have the students work cooperatively sharing with each other, asking for help, and coaching either. If they are called on, they have worked together and can each explain what they talked about in their group. 

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I would have the students work cooperatively sharing with each other, asking for help, and coaching either. If they are called on, they have worked together and can each explain what they talked about in their group. 

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I would respond to Moises with grace, patience and a burning a desire to meet hip where he is! Peer pair-up with other ELL who is stronger. Know your students and their accommodations.

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I would respond to Moises with grace, patience and a burning a desire to meet hip where he is! Pee

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I would respond to Moises with grace, patience and a burning a desire to meet hip where he is! Peep

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Validated his concern and figured out a way to get him the accommodation he needs to be successful with his learning.

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Validated his concern and figured out a way to get him the accommodation he needs to be successful with his learning.

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I think it was a language barrier, not lack of academic knowledge.  If she could've provided him with sentence stems and a partner to discuss it...would've helped

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I would have allowed a friend to translate for Moises if he felt comfortable with it

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I would have allowed a friend to translate for Moises if he felt comfortable with it

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Have more visuals, peer tutor or helper, allow scaffolding with his native language

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Have more visuals, peer tutor or helper, allow scaffolding with his native language

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I would have acknowledged his comment and looked at his work then told the class that we would look at it in another way or redirected the work.

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I would have acknowledged his comment and looked at his work then told the class that we would look at it in another way or redirected the work.

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I would have provided picture vocabulary, or at the very least drawn the problem out on the board with lots of detail so he could understand the setup. I would also have asked his peer who spoke Spanish to help check if he understood and to support him as he explained his answer.

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I would have made sure that Moises understood the message that I was trying to get across by working with pictures and using the students who are able to speak his language

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I would have made sure that Moises understood the message that I was trying to get across by working with pictures and using the students who are able to speak his language

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I would not have kept prompting him to explain his thinking and instead ask him to just show us what he did, while I dictate for him. 

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I would not have kept prompting him to explain his thinking and instead ask him to just show us what he did, while I dictate for him. 

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I would already have supports in place. Possibly a peer support, translation electronically, visual aids, academic vocabulary list w/ vi

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I would have looked at his work and, with the help of another student translating, explained what he did. I would also go to a colleague for support if I needed more. She definitely needed more!

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I would have looked at his work and, with the help of another student translating, explained what he did. I would also go to a colleague for support if I needed more. She definitely needed more!

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I would of asked him (with a translator) how else I cold help him.  Would a spanish speaking partner help?  More visual cues?

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I would have given him the opportunity to respond in the language he felt more comfortable in. I would have also asked for his input on what he thinks I can do to better support him.

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I wouldn't have pushed to tell me how he got the answer in front of the whole class. And then when he asked for help I would have worked with him individually.

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I wouldn't have pushed to tell me how he got the answer in front of the whole class. And then when he asked for help I would have worked with him individually.

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I think she could have given the students a minute to discuss with a partner or group and formulate an answer. He may have felt more comfortable and had a better understanding of what was expected or being asked of him.

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I think she could have given the students a minute to discuss with a partner or group and formulate an answer. He may have felt more comfortable and had a better understanding of what was expected or being asked of him.

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I would validate his work and would have him have a partner who could help translate

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I would have at least made the first effort to talk with after class (the teacher didn't even do that until he gave her a note). I also would have talked to admin on campus to make sure I was making the correct decisions for him.

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I would have at least made the first effort to talk with after class (the teacher didn't even do that until he gave her a note). I also would have talked to admin on campus to make sure I was making the correct decisions for him.

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That's where I would have STARTED.

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even before Moises moved in you have to plan for the "what if" scenarios.  She needed to have a student next to him to help translate. She needed to talk to the kids about empathy and understanding.  but she was set up to fail from the very beginning

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even before Moises moved in you have to plan for the "what if" scenarios. She needed to have a student next to him to help translate. She needed to talk to the kids about empathy and understanding

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even before Moises moved in

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she s

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1st

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I would have praised him for getting the correct answer and communicated that we were going to work together to break down the language barriers, making sure he knew that I felt his frustration and was committed to getting him the supports he needed.

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I would have praised him for getting the correct answer and communicated that we were going to work together to break down the language barriers, making sure he knew that I felt his frustration and was committed to getting him the supports he needed.

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I think I would have been more prepared before my lesson. If I was not prepared I would have checked his wo

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I think I would have been more prepared before my lesson. If I was not prepared I would have checked his wo