https://padlet.com/jbhunt/2z6c5rxg4r45 en-us 2016-10-23 18:08:35 UTC 2025-10-03 07:26:18 UTC hello@padlet.com http://www.isloft.is/assets/@-1-safety.jpg tlozolins https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132649903 I will show an example- and go over it step by step
I do ask questions to see if they understand it
I always encourage them to ask their neighbor as well for help
If they turn in work that i feel they did not understand the work, i then go over it again with my class and allow them to fix it.
i have always said in my class- please ask questions, do not be afraid to ask questions. ]]> 2016-10-24 11:22:37 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132649903 jlstrickler https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132657372 This year, the only homework I've given has been a weekly non-fiction article. Students receive it electronically on Monday and have one week to complete it. Because of this time frame, I can provide reminders, answer questions, and troubleshoot tech issues more easily. Instead of  facing a time crunch, students can ask questions early and often and I don't feel frustrated answering them at the 11th hour. 

Recently, we stepped up the annotation of the assignment to add a little more rigor, and I spent 30 minutes having them practice the new task with one of their "old" articles. This saved time on reading comprehension, but still provided opportunity to manipulate article and understand the new task for the next week. ]]> 2016-10-24 12:03:14 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132657372 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132657491 I use a lot of demonstration to help students see steps visually before they complete them on their own. I frequently circulate the room asking students direct questions about their ideas and their progress. It is generally obvious when students misunderstood and need more direction in Art. I always ask the class to repeat things back to me to check for understanding. I also try very hard to maintain composure when answering the same question over and over. It can be frustrating to repeat yourself multiple times but I have to remind myself that even I am guilty of tuning out sometimes. If enough students missed it the first time, then it is always worth sharing with the class a second, third or fourth time. I always want my classroom to be comfortable, and a safe space where students are encouraged to try and maybe fail. Art is all about the process :) ]]> 2016-10-24 12:03:44 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132657491 dagilfillan https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132659667 I loved this article. It is a great reminder and has great strategies. I think the most important thing is finding the time to connect with students individually - working with them in class and speaking individually with them helps them feel comfortable in the class. Reaffirming their work before giving critical feedback sometimes helps too...they need to build confidence at this age.]]> 2016-10-24 12:13:14 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132659667 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132661704 I always go over the directions step by step with my students and then encourage questions once I am done. I might do the first few with them to make sure they understand. I also love to have them explain what they are doing with a neighbor or might have a student in their own words explain what we are working on for the class period. Then once they have begun I will circulate around the room to ensure they are all on task and able to begin. You usually know which students to double check with and might need to one on one go over the directions again. ]]> 2016-10-24 12:22:16 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132661704 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132666469 * Going over directions one step at a time
* ALlowing students to work in tandem
* Reminding them to always ask questions]]> 2016-10-24 12:38:21 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132666469 snprokopis https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132667372 2016-10-24 12:41:29 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132667372 kmmartin2 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132686648 I always include an example of what an answer or response should look like even if it something we have done before. I ask students questions to review directions and procedure before beginning. I will also have students explain it to the class. Even as adults, directions and information can be confusing. Having multiple perspectives and explanations is always helpful. It really helps our students feel comfortable with the work and comfortable asking questions. ]]> 2016-10-24 13:32:45 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132686648 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132772439 I don't give students assignments that I have not yet done myself.  It is easy to get overwhelmed and need a quick lesson, but giving something to your kids without doing it yourself first is a great way to make sure the instructions make sense.  

I also encourage my students to ask questions in a variety of ways that they feel comfortable with. They can send me messages on Schoology, ask during class, ask during homeroom, or write me a note, etc. ]]> 2016-10-24 16:48:22 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132772439 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132878802 *Loved the article!  It's always good to be reminded to slow down and think about delivery of instructions!
*I always read the directions to the kids and clarify if something might make the students stumble.  
*I model directions, activities, etc as much as possible. 
*I will often not use a calculator so if I make a mistake and the kids correct something I thank them for correcting me.  I always mention that everyone, including teachers. make mistakes. 
*Kids who are shy or embarrassed to ask will email questions, see me during study hall, attend tutoring, etc.  
*Give choice. When practicing a skill, I like to offer options (different practice websites, basic wkshts, one-on-one time with me, games) to the kids. This allows me to walk around, listen to the conversation and insert myself into the conversation to help the student. ]]> 2016-10-25 00:35:37 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132878802 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132883904 I try to plan my entire class period in an I/we/you sequence. I do a little bit, we do a little bit together, you do a little bit with your tablemates, we discuss, then you do a little alone. Then, we circle back and discuss again before starting the cycle anew-- this time with a different concept, or the same concept at a more difficult level. I very rarely teach and then set them to work independently for long periods of time. As much as we try, we will never see every kid who is having a hard time while working. Frequent stopping, regrouping, and checking as a class help me ensure that someone isn't silently struggling for 30 minutes without my knowledge (and then taking that struggle home with them!) ]]> 2016-10-25 01:18:24 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132883904 jrmilcarek https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132885044 I am sure there is always a better way. The toils and troubles that come with getting curriculum taught in a finite amount of time does probably lend itself to a moment where the assignment hasn't been explained well and issues will exist.  
Like some here, I do give a longer than required number of days to complete due to the busy lives of our students.  Knowing that their world is NOT always centered around their school work, but other things, it is unfair to assume you can get a 24 hour turn around on just about anything.  That does, however mean that there are Encore periods between the time that it was assigned and when it is due, and inevitably, there will be those that will start assignments last minute and the time has passed to ask for help without sending a late Sunday night email with questions.
And, while those questions are answered, there is also a lesson that needs to be emphasized that procrastination creates these moments of stress and gauging the scope of the assignment is necessary, especially with high school over the horizon.]]> 2016-10-25 01:28:58 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/132885044 https://padlet.com/jbhunt/2z6c5rxg4r45/wish/133090031 I always try to explain things one step at a time, modeling my expectations, and allowing students to complete the first step I explained before moving on.  I try to separate the directions from the academic expectations. First ensuring students understand directions allows me to then move on to academic challenges. At times, I will purposely make mistakes in my room - read something incorrectly or not follow directions - and then "realize it", explaining to them that even I make mistakes. ]]> 2016-10-25 16:56:18 UTC https://padlet.com/jbhunt/2z6c5rxg4r45/wish/133090031