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Timely: Offer feedback promptly after students submit their work so they can learn from it while it’s still fresh in their minds.

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Use CAT4 data as well to understand students’ learning styles.

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vocabulary words in alphabetic order to aid the children to find the word they need independently 

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vocabulary words in alphabetic order to aid the children to find the word they need independently 

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Instead of saying "Good job," provide specific details about what the student did well. For example, "I'm impressed with the way you explained your reasoning in your essay."

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Opportunity for children to reflect on feedback and apply it

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Safe learning environment with no exaggerations 

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Safe learning environment with no exaggerations 

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Two-Way: Create a dialogue where students feel their feedback is acknowledged and where you can explain how you plan to address their suggestions.

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Allow students time to review your feedback and to possibly comment on it.

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All students are challenged to achieve high expectations and receive appropriate support.

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Provide a variety of seating options, such as traditional desks, tables, bean bags, and floor cushions. This allows students to choose where they feel most comfortable and focused.

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Safe, limited distractions, opportunities for collaborative learning

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Using constructive feedback that is on student level so they can benefit from it.

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Classroom set up with labeling stuff and equipments will help students to reach out for the things easily 

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Classroom set up with labeling stuff and equipments will help students to reach out for the things easily 

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Differentiation, Know your students, make students feel safe to come to you 

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Differentiation, Know your students, make students feel safe to come to you 

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Work closely with SEN department when needed.

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Work closely with SEN department when needed.

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Using different resources to meet the needs of all students.

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Display learning objectives for each lesson or unit. This helps students understand what they're working towards and how each topic contributes to their overall learning.

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Children know where materials and resources are located

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Students can refer to the display during learning. Interactive learning boards with student work. Peer feedback as well as teacher feedback. 

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Students can refer to the display during learning. Interactive learning boards with student work. Peer feedback as well as teacher feedback. 

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Allow students to give peer feedback and self reflections

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Understand and respect their culture in order to build a healthy relationship.

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Growth Mindset: The environment encourages a growth mindset, where mistakes are seen as opportunities to learn and improve.

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Celebrate children’s work and also used to aid current learning

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A range of different feedback can be used: written, verbal, peer feedback

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Safe learning environment - not over stimulating.

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Giving time to each student, knowing their interests

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Student centered set up.
Easy access to other groups and resources for learning.

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Students work or students performance pictures display on the walls and bulletin boards

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A space that promotes mutual respect and positivity.

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Constructive and short feedback

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Print rich environment to support the children’s progress across subjects

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Fluid groups based on ability in content rather than fixed groups.

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Fluid groups based on ability in content rather than fixed groups.

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Morning welcome to set a positive tone for the day. Daily Positive affirmation with the class.

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Morning welcome to set a positive tone for the day. Daily Positive affirmation with the class.

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Display topic relevant displays that's effective, visible and useful to the students.

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Appropriate colours and decor

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Show Genuine Interest: Get to know your students as individuals. Learn about their interests, hobbies, and backgrounds. This shows that you care about them beyond the classroom.

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opinions/feelings box for the children to post in if they would like to- worry box/ share box confidential to other children 

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opinions/feelings box for the children to post in if they would like to- worry box/ share box confidential to other children 

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Learners need routine

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Interactive displays where students contribute to it over time, - therefore it’s not a ‘static’ display.

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Interactive displays where students contribute to it over time, - therefore it’s not a ‘static’ display.

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Displays must help in student learning. They must also be child friendly.

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Caring Teachers, Get to know the students,
Incorporate student interests, Allow students to share their personal experiences,

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Flexible learning space

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Marked work with completed hashtags on display

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Marked work with completed hashtags on display

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Materials are easy to access for students

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Connect to students in the morning to notice any out of the ordinary attitudes/behaviors.

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Be knowledgeable of student levels in order to differentiate appropriately.

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Purposeful feedback

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Verbal Feedback

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Develop an Interest in Their Interests.

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Feedback should be given during rather than after activities

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Parent relationships are also equally important.

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Friendly and positive teamwork environment, that involves the parents in the triangle

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Positivity wall

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Appropriate to the age level

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Meaningful information that will help students during the lesson.

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Child Centred, giving all children the opportunity to have their work displayed

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clear concise displays that children can access /decode easily 

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clear concise displays that children can access /decode easily 

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A mixture of student work and teacher knowledge 

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A mixture of student work and teacher knowledge 