Teaching to Strengths Strengths--Chapter Three and Four by Ann Marie Lucas https://padlet.com/amlucas1/binhpysym4jy Ann Marie Lucas en-us 2018-03-05 04:08:23 UTC 2025-09-27 03:28:22 UTC hello@padlet.com Building a positive asset based student relationship (p.55-62). amlucas1 https://padlet.com/amlucas1/binhpysym4jy/wish/238843036 1.What was the key summary/take away from this section.

*Use specific language to identify and name the positive attribute which helps the student understand and recognize what the strengths are.  By name in it, you are describing the child's inner wealth and helping them succeed in the classroom and beyond.

2. 1-2 examples or activities to apply in the classroom.

 
·  Identifying strengths and assets in the form of values and qualities and reflecting these back to students.  Ex:  You work hard in school and have an afterschool job.  Inspired by your determination and ability to manage responsibilities 
·  Use of specific language around strengths (Habits of Mind) 
·  What I wish my teacher knew about me 
· Greet students as they enter the classroom. 
·  Observations of students with trauma 


3. Helpful links or visuals to enforce the concept.

Habits of Mind
https://www.chsvt.org/wdp/Habits_of_Mind.pdf
 


]]> 2018-03-06 19:26:08 UTC https://padlet.com/amlucas1/binhpysym4jy/wish/238843036 Fostering student engagement by promoting student voice and choice (p.62-68). amlucas1 https://padlet.com/amlucas1/binhpysym4jy/wish/238843410 1.What was the key summary/take away from this section.
A. When teachers partner with students with trauma in their learning it gives students a feeling of ownership, value and competency.

2. 1-2 examples or activities to apply in the classroom.
  1. A. Using characters in literature as an entry point to facilitate discussions with students about their personal lives/struggles.
  2. Allow students to bring in elements of their own culture for other students to experience it (e.g. cultural games)
  3. Asking students for their opinion on texts, content and activities before engaging in a unit.
  4. Give students a choice of how they want to interact with content/lesson.

3. Helpful links or visuals to enforce the concept.


]]> 2018-03-06 19:26:42 UTC https://padlet.com/amlucas1/binhpysym4jy/wish/238843410 Establishing predictable routines that foster students' strengths. and gradual release (p. 68-82) amlucas1 https://padlet.com/amlucas1/binhpysym4jy/wish/238843754 1.What was the key summary/take away from this section.
A classroom environment that has a set of predictable routines ... allows students to downshift from a fearful state ...to a calmer state.. creating predictability they can count  on


2. 1-2 examples or activities to apply in the classroom.
- morning meeting
- multiple opps to engage, communicate & practice 
3. Helpful links or visuals to enforce the concept.

Total Participation Techniques




]]> 2018-03-06 19:27:10 UTC https://padlet.com/amlucas1/binhpysym4jy/wish/238843754 Creating a physical environment of respect. (p.53-54) amlucas1 https://padlet.com/amlucas1/binhpysym4jy/wish/238843975 1.What was the key summary/take away from this section.
*Creating an environment that respects students preferences and is conducive to learning

2. 1-2 examples or activities to apply in the classroom.

- Learning spaces - how you arrange your desks and what put on the walls - count towards keeping students engaged
- Visually posting your daily lesson
-Lighting, air quality and acoustics

3. Helpful links or visuals to enforce the concept.
 
 
 

]]> 2018-03-06 19:27:30 UTC https://padlet.com/amlucas1/binhpysym4jy/wish/238843975