Pebble: Establish Clear Expectations and Consequences

Sand: Putting toys away - Sticker reward for students who help. And 5 mins time out for students who does not help in the next play time.

Some success. Still more work to do.

Pebble: Personal Discourse, Having personal conversations with my students

Sand: Spend 2 minutes per day for 10 days in a row talking with a student about anything she or he wants to talk about

Pebble: Strong class beginnings

Sand:  standing at the entrance ready to greet students and give instructions

Pebble: Empathy

Sand: Making time to actively listen and validate feelings of students who come in emotionally triggered.

Pebble: Use of Praise

Sand:  I will try to praise students when they give me good guesses/well thought out answers to questions to encourage more participation in class and work on their bravery to be willing to try to answer questions even when they’re nervous. Generically I want to improve the participation of the lower third of my class that seems shy/nervous about participating.

Pebble: Use of Humor

Sand: Add a joke of the day to my Friday morning Slide, maybe even let them submit their favorite jokes that might be featured one Friday

Pebble: Framing Learning Targets from the Student’s Point of View

Sand: Making clearer and attainable daily goals for students. Displaying them where students can self-access their learning.

Pebble: Strong class beginnings

Sand: I will call every student's name at list one time during class

Pebble:

Sand:

Pebble: Knowledge of individual students x(spiritual)

Sand: have A block students work on writing ‘personal faith biography’ as a picture book

Pebble: Use of Praise

Sand: catching them doing good (a surprise praise).

Pebble: Use of Praise

Sand: Be intentional about noticing when students do well, and offer them timely, specific praise.

Pebble:

Sand:

Boulder (Big Aim) : Build consistent, trusting relationships with 2–3 high-need students so their arrival and transition dysregulation drops and on-task behavior rises, through a counselor-led connection + co-regulation routine.

Pebble: anchor the day with a brief Check-In/Check-Out and a daily. More positive praises in public

Sand (One Tiny Shift I will try)

• Public praise (earned): “I noticed you got started quickly—nice.”

• Private correction: quiet side whisper + choice: “Need 1 minute in the calm corner or want to try the first problem with me?”

Jen

Boulder (Big Aim): Build positive relationships with students and create a safe learning environment.

Pebble: Review classroom set-up and determine if it is inviting and a place that promotes learning.

Sand: Ask students about their interests and create activities that appeal to them to work on to show their voice is heard.

Pebble: Establish Clear Expectations and Consequences

Sand: Putting toys away - Sticker reward for students who help. And 5 mins time out for students who does not help in the next play time.

Still continuing, kids still need reminders. Slightly better.

Pebble: Establish Clear Expectations and Consequences

Sand: Putting toys away - Sticker reward for students who help. And 5 mins time out for students who does not help in the next play time.

Some days are better than the other.

-What is Dalat’s approach to Reading instruction?

-Is SOR making a lot of assumptions about the strategies that kids have for reading and their readiness for reading? Is this after they have moved past the emergent stage? 

-Where does vocabulary fit it? That will affect comprehension. 

10 mins debrief before going home, what we did in the day and we might do tomorrow.

What did we learn at the end of the day? Debrief at the end of the day.

After every instruction, before going away to work independently. Children will be asked if they understood the instructions. Thumbs up or thumbs down. I disagree, thumbs down...feeling discouraged. It is important the child be comfortable being honest when work is tricky.

Pebble: Learning Target Rubrics for Teachers

Sand: Incorporation of Daily Learning Target (DLT) at the Beginning and During the Lesson (prompting students to see connections)

Pebble: Refer to the I can statement before and after the lesson ends.

Sand : Creating activities that could steer them in knowing they have achieved the I can statement.

Pebble: Clearer Learning Targets (Verbal)

Sand: All teachers have their learning targets listed on the board, but I don't think kids read them. I currently verbally go over the learning target for each lesson for math by typing it out on the SmartBoard, and discussing it briefly. I don't consistently do that for any other subject. Even when the learning target feels obvious (Like grammar, where the target is written on the upper right part of each page), I can verbalize/draw attention to the learning target so students know what the goal should be at the end of each class session.

Pebble: Knowing Learning Targets

Sand: Having clear learning targets at the start of each new project, physical example of what the finished project should look like

Pebble: Verbalizing learning objectives

Sand: Verbalizing learning objectives at the beginning and using 1-4 hands to formatively access student knowledge at the beginning and end of lessons.

Pebble: Framing Learning Targets from the Student's Point of View

Sand: Use I can/will statements for learning objectives.

Pebble: Display/present exemplars

Sand: Make and display a correctly formatted paragraph with a main idea sentence, 3 detail sentences, and a conclusion for students to refer to when writing a paragraph.

Pebble:

Sand: Hands signals

Pebble: Thinking through learning targets that are clear

Sand: Practice verbally setting up the learning target before each class.

Boulder: General Learning Targets Articles:

Pebble: Framing Learning Targets from the Student’s Point of View

Sand: Making clearer and attainable daily goals for students. Displaying them where students can self-access their learning.

Pebble: Responses From All

Sand: Mini whiteboards in Science

Pebble: Responses from all students.

Sand: 4 corners.

I would like to try this assessment method during our letter recognition activities.

Pebble: Responses from all

Sand: Hand signals

I would like to try to incorporate hand signals in my class to assess where students are in their project and understanding of the material

Example: color theory and the color wheel (do students understand the difference between primary and secondary colors)

Pebble: Responses from all

Sand: Hand Signals and Four Corners (doing this more effectively where students have to explain why they chose the corner). I already use Four Corners for mostly listening questions (rhythm/melody/instruments), but I could also use it to assess music history, math concepts in music, music terminology, etc).

Pebble: Responses From All

Sand: Hinge Questions

I can try to use Hinge Questions in the classroom by preparing ahead of time to identify common misconceptions. I could also identify common misconceptions when they occur and list a number of other common misconceptions while dealing with the initial one to cover any students who have alternative misconceptions.

Pebble: Responses from all students.

Sand: Mini whiteboard

I will continue to use this assessment method.

Pebble : Responses from all

Sand: Hand signal

I would use hand signals when asking for question, like if a computer parts falls under internal or external hardware

Pebble: Responses from all

Sand: hand signals 1-4 (understanding)/ Blank paper (science)

Pebble: Responses from All

Sand: Hand Signals

I can try using hand signals in math to see how many different strategies students can use and to assess their understanding on a scale of 1 to 4.

Pebble: Responses from all students

Sand: Hinge questions - specifically in science and Bible

Pebble: Responses from all

Sand: Whisper Teach-Back