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      <title>Student Identity and Engagement in Elementary Schools by Josh Rupert</title>
      <link>https://padlet.com/joshrupert87/aezioay8dh6c</link>
      <description>Involving Students as Partners in Change</description>
      <language>en-us</language>
      <pubDate>2018-01-26 02:15:38 UTC</pubDate>
      <lastBuildDate>2025-12-02 05:50:21 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>Understand the Issue Before Working with ELL&#39;s</title>
         <author>joshrupert87</author>
         <link>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224919938</link>
         <description><![CDATA[<div>- Move away from "we teach, students learn"<br>- Students with a sense of identity = more success<br>- Making students part of the learning process = more success</div>]]></description>
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         <pubDate>2018-01-26 02:24:48 UTC</pubDate>
         <guid>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224919938</guid>
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         <title>Relevant Underlying Theories</title>
         <author>joshrupert87</author>
         <link>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224920294</link>
         <description><![CDATA[<div>- Students are more successful when they feel responsible for what they get to learn<br>- Students are more engaged when material is designed according to their interests and relates to their lives<br>- Teachers are more successful when they work with students to plan and create</div>]]></description>
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         <pubDate>2018-01-26 02:28:26 UTC</pubDate>
         <guid>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224920294</guid>
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         <title>Practical Strategies that Will Benefit ELL&#39;s</title>
         <author>joshrupert87</author>
         <link>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224920497</link>
         <description><![CDATA[<div>- Culture shock can be minimized by exploring material relevant to ELL's in class<br>- Teaching other students to appreciate ELL's culture leads to more inclusiveness and a better classroom environment<br>- Self reflection is more valuable when students feel they are in an inclusive and accepting environment (don't need to have their guard up so they can be more comfortable analyzing their flaws)</div>]]></description>
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         <pubDate>2018-01-26 02:30:47 UTC</pubDate>
         <guid>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224920497</guid>
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         <title>Ask Yourself...</title>
         <author>joshrupert87</author>
         <link>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224920728</link>
         <description><![CDATA[<div>- Have I let my ELL students teach the class about their cultures?<br>- Have I asked my ELL students what they would like to learn?<br>- Have I given my ELL learners lots of opportunity to tell me about themselves?<br>- Have I made sure to have lots of opportunities for ELL learners to show me their thinking and knowledge in illustrative or kinaesthetic ways?<br>- Have I explained how assessment in Ontario works, and what they should strive to show?</div>]]></description>
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         <pubDate>2018-01-26 02:32:41 UTC</pubDate>
         <guid>https://padlet.com/joshrupert87/aezioay8dh6c/wish/224920728</guid>
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      <item>
         <title>What I Still Wonder...</title>
         <author>joshrupert87</author>
         <link>https://padlet.com/joshrupert87/aezioay8dh6c/wish/225637242</link>
         <description><![CDATA[<div>- What is the best way to break down stereotypes about education students have learned in other countries or cultures, without making them feel like I am being negative about their culture?<br>- How do I find the right balance of allowing students to speak in their own language and encouraging them to speak and write in English when they are visibly frustrated?<br>- What is the best way to communicate a student's progress to parents who are also ELL and have trouble making the time for face to face meetings?</div>]]></description>
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         <pubDate>2018-01-29 14:32:18 UTC</pubDate>
         <guid>https://padlet.com/joshrupert87/aezioay8dh6c/wish/225637242</guid>
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