https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s These arenas highlight the opportunities teachers have to positively influence student confidence in their capacity. Teachers should demonstrate behaviors that make it clear all students can learn rigorous academic content and be held to high standards. en-us 2020-10-27 14:20:30 UTC 2025-10-14 22:44:19 UTC hello@padlet.com katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869548382 This is done to invite students to participate in classroom discourse. It also sends the message that students voices, thoughts, opinions, concerns, and questions are important. ]]> 2020-10-28 13:36:57 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869548382 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869558649 Teacher perceptions of students ability can lead to classifying students as "smart" or "slow" this is dangerous because it can cause teachers to act differently towards students and create self-fulfilling prophecies. ]]> 2020-10-28 13:39:10 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869558649 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869565234 1. Climate- teachers nodding and leaning in towards "bright" students. 
2. Demands- students labeled bright have more opportunities to learn new material.
3. Persistence- teachers allow "bright" students longer to respond and offer clues, repetition, and rephrasing. 
4. Frequency of interactions- teachers engage academically more often with high expectation students. 
5. Feedback- high-expectation students are praised more.]]> 2020-10-28 13:40:36 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869565234 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869591212 Expectations are communicated by what teachers do directly after a student has spoken in class. ]]> 2020-10-28 13:46:18 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869591212 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869603940 Teacher responses to students answers include: criticize, redirect to get more, wait time, ask student to elaborate, and praise.]]> 2020-10-28 13:49:06 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869603940 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869611234 When students don't answer: teachers can respond by wait time, repeating the question, ask a simpler question, ask a yes-or-no question, ask a nonverbal response. ]]> 2020-10-28 13:50:39 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869611234 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869666595 Students Asks for help: teachers should convey positive expectations. Choose appropriate word choice, phrases and express confidence in the student.

]]> 2020-10-28 14:03:08 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869666595 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869671821 Unsolicited help (when students do not ask for it, but the teacher gives it anyway): when this is given the indirect message students receive is they are unable and need support.  Students may also learn that struggle is bad. A way to avoid this is be making asking for help a rewarded behavior and asking students is they need help so it's their decision.]]> 2020-10-28 14:04:18 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869671821 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869685898 This occurs when teachers give students help.]]> 2020-10-28 14:07:13 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869685898 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869845566 A student can interpret an error as an indication of weakness or lack of ability. A student can also interpret an error as an opportunity for learning and growth]]> 2020-10-28 14:40:46 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869845566 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869860984 Teachers have an important role  to respond to errors in a way that treats them as an opportunity for learning. This creates a risk-taking climate and instills confidence in students that their mistakes are important/normal.]]> 2020-10-28 14:44:02 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869860984 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869936002 When teachers give students assignments they convey messages about task difficulty, and whether success depends on ability, effort, or luck.]]> 2020-10-28 15:00:18 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869936002 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869945990 Choice of words combined with body language communicates inner beliefs about what teachers think students will be able to do on an assignment. ]]> 2020-10-28 15:02:26 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869945990 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869958140 Verbal feedback to students: it usually starts with the students work and can include giving a tip, asking a question, pointing out an error, stoping and re-explaining something, and giving some praise.]]> 2020-10-28 15:04:51 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869958140 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869960333 Group critique to generate feedback to students: this feedback is delivered by group critique of students work samples guided by the teacher. Advice from peers can create strong norms of support and helpfulness.]]> 2020-10-28 15:05:18 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869960333 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869962411 Written feedback, guidance, and evaluation: It is the same as verbal feedback with the addition of choice points about how many areas to take on. Written feedback should give students information about what they've done that's effective and why with the addition of how to make the product better. ]]> 2020-10-28 15:05:43 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869962411 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869968871 The manner, precision, and persistence with which teachers give feedback is important. Feedback gives information about how current performance compares to mastery. Feedback should be timely, frequent, and clear.]]> 2020-10-28 15:06:57 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/869968871 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870033931 Reacting when students do well: praise given for a student's success is attributed to effort. 

Reacting to unmet expectations: when poor work is given, its important teachers convey the belief that the student can do better.

Reacting to a decline in performance: Teachers should send expectation messages and attribution retraining. Make it a priority to determine how to get the student back on track. 

Reacting to increase in performance: The teacher tries to get the student to understand that he or she has the ability to do well and the student has done something to bring about the result (effort attribution). ]]> 2020-10-28 15:19:55 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870033931 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870094361 When the class ends and there are students who do not yet fully understand the material. Teachers can take the opportunity to build student confidence or miss the opportunity and send messages to some students there is no hope for them.]]> 2020-10-28 15:32:12 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870094361 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870105896 When teachers believe all students can reach high standards they provide time and structure to reteach material to students who did not get it the first time. ]]> 2020-10-28 15:34:35 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870105896 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870112008 One way to differentiate support is by using the re-teaching loop as a regular classroom practice. The loop is a time or place where a concept previously introduced is taught again or made available again to students. This can be through more explanations, different examples or different perceptual modes.]]> 2020-10-28 15:35:54 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870112008 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870126308 This is done in response to resistance and it includes repetition and consistency.]]> 2020-10-28 15:38:51 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870126308 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870132418 When students resist teacher expectations and meeting them seems hopeless, teachers who continue to persevere demonstrate tenacity. 

Example: When a teacher goes to a study gall to find a particular student who did not show up for an extra-help session.]]> 2020-10-28 15:40:08 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870132418 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870144036 How a teacher grades sends messages about what is important and beliefs about students abilities.]]> 2020-10-28 15:42:27 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870144036 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870148742 - Allowing students to retake a test when they do poorly. If the student gets the higher grade of the two grades the teacher is signaling that persevering in learning is what matters. If the teacher averages the two, sending the message that both tests are equally important. 

-Students who reach equal proficiency with other students who got it the first time around get lower grades. This signals that Speer is rewarded.

-Grading students A-F highlights the belief that the purpose of school is to sort students and determine who who achieves proficiency and who doesn't. 

-Should we adopt an "A (above the standard), B (met the standard), Not Yet (meaning that we require all students to meet the standard and students courses will be incomplete until met)" grade system. ]]> 2020-10-28 15:43:18 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870148742 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870190099 When teachers group students for instruction it sends messages about the teachers belief in students' capacity]]> 2020-10-28 15:51:44 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870190099 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870197944 Tracking and between-class groups: groups of students are sorted by perceived ability or performance.]]> 2020-10-28 15:53:19 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870197944 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870201188 Within-class grouping (flexible grouping): students are temporarily grouped for instruction based on some skill, concept, or operation. They are homogeneous in their readiness.]]> 2020-10-28 15:54:01 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870201188 katiefurtado11 https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870207659 Joplin plan: students are assigned to heterogenous classes for most of the day but regrouped throughout the whole school for reading instruction with others who need similar instruction (regardless of grade/class).]]> 2020-10-28 15:55:22 UTC https://padlet.com/katiefurtado11/juwj78w8gq2zbu3s/wish/870207659