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I feel one of my greatest strengths has been building relationships with my kids. I feel this helps me differentiate a lot because kids are not afraid to talk to me about their needs.

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Do you create one main unit and have different checklists for different kids so they know what they are responsible for if it varies from student to student?

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How do we encourage more capable learners to do more without punishing them by requiring more work of them than we expect of their peers? The last thing I wanted when I buckled down, stayed focussed, and got my work done early was to be told I now had to do extra work that no one else was required to do.

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How do we encourage more capable learners to do more without punishing them by requiring more work of them than we expect of their peers? The last thing I wanted when I buckled down, stayed focussed, and got my work done early was to be told I now had to do extra work that no one else was required to do.

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Meeting everyone's needs. I tend to give more attention to a group (low, high, behavior, etc) at a time, while the other students are on their own. I have not been good at reaching all students at the same time.

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Providing students with multiple pathways but evaluating based on knowledge. So practice is varied but all students learn the required objectives and demonstrate that knowledge in clear measurable ways.

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I have never taught a yearbook class, I’ve never been in the class either so I have no experience with the curriculum. The kids have never done it either and differentiating has been nearly impossible.

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Concerned about how to pace within a class that has multillingual students and students that need more one on one help and students that move at a faster pace.

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I am really good at building relationships with students.

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I find the starting by activating prior knowledge builds confidence even in below grade level students.  They realize that we are working with something they can relate to on some level and do not immediately check out, because they know they can do it.

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I find the starting by activating prior knowledge builds confidence even in below grade level students.  They realize that we are working with something they can relate to on some level and do not immediately check out, because they know they can do it.

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Fostering a growth mindset in the classroom - grades aren't permanent and every assignment can be revised!

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It's challenging to teach a class where some kids work super fast and some work so, so slowly.

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ESL learners. How do you best meet their needs in this process?

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I’m curious about the best ways to create public and private trackers that don’t get cumbersome to maintain

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My classroom is flexible seating so its a more relaxed atmosphere and seems to more easily promote student collaboration and relationship building so that diverse learners work together and help one another

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How am I supposed to pull students up to where we want them when admin keeps telling us to move down to where the students are at?  Students can't read a high school textbook?  Here's an elementary level picture book. Use that instead.  They don't have the vocab?  Use simpler words, don't waste time on advanced vocab.

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How am I supposed to pull students up to where we want them when admin keeps telling us to move down to where the students are at?  Students can't read a high school textbook?  Here's an elementary level picture book. Use that instead.  They don't have the vocab?  Use simpler words, don't waste time on advanced vocab.

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Meeting the needs of ESL learners. I have a student who came in September speaking no English.