Impact: I think the teacher’s validation of all student responses, helped students want to participate in the conversationand add their own contribution in. She did a great job at stopping at different points, accessing where they were at, and valuing what students had found out so far. She emphasized student language such as “groups of” and finding known words in unknown words- which further helped student confidence that what they were doing was worthwhile and meaningful.

Impact: The students seemed much more confident in their explanations when the teacher asked them in their small groups. The teacher asked follow up questions and was encouraging towards her students so it was clear that they felt comfortable sharing their guessing of the definition of the phrase, multiplicative comparison.

Students are going to be less stressed when they know what to expect and what they are to do to succeed. With less stress, they will be able to focus better on the lesson itself instead of their own feelings.

impact: Students feel more connected and understood. Students feel heard and supported, that their voice matters

Students will become fluent in problems after seeing similar ones done consistency so they learn the steps to solving.

·       Students were attentive and engaged in lesson due to teacher eye contact and the teacher checking in with students.

Impact: All students understand the expectations of what they should be accomplishing, and are reminded in case they forget. Some directions may not make sense to some students, so she rephrases them so that they do make sense.

·       Reiterating students’ thinkings so the rest of the class can make sense of it

·       Questions students thinking and have them interpret directions

If students are incorrect, they stick with that student to re-explain and have them answer again

Impact: This reminds students of the expectations of not only being good listeners- but supportive classmates and engaged students. In this case- being a good listener was beneficial as they would of already knew the answer.

Students will feel more valued by their teacher and will be more likely to participate when they are encouraged to be different from their peers. If students think the teacher is looking for a very specific answer, students will be less likely to put themselves out on a limb infront of their entire class.

Even if student answers are not correct, they can work through it as a group and come up with a better solution together.

Impact: Students at first seemed confused as to why they were not supposed to be counting past 7 but once the teacher showed them exactly where it said “7 apples” in the word problem almost all students understood and corrected their behavior for the next time that they had to count to 7.

• Students repeated the clapping pattern and regain attention to the teacher.

Impact: The students understand that mistakes are okay and feel comfortable making them. I think the same would go for modeling behavior, but there was not much of that in this video.

• All students were able to hear and see the teacher, encouraging them to be active and engaged in the lesson.

·       Using students’ names in word problems to get them engaged in the lessonns

Engaging students in real-life scenarios and “telling stories” so they can make better sense of what is being asked of them. Multiple students get the opportunity to show their work on the board which helps them prove their thinking and helps their classmates learn.

Impact: Helps students feel confident and secure with their teacher and content. The established routine reduces the chances for behaviors to occur and alleviates the stress of not knowing what to do next. Leading to an effective, engaging, and safe learning environment.