https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b Please read this week's scenario and respond in the Padlet by Wednesday with how you would change it to a growth mindset scenario from the lens of an educator with a growth mindset by Wednesday. By Friday, please comment on the Padlet of the person above you and the person below you. If no one is above or below you, choose two people's responses to comment on. en-us 2020-04-25 17:32:51 UTC 2020-06-27 02:12:52 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Apple.png https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549510912 First, I recognize that Tara is focused on the product of her achievement rather than the process and effort she put forth. As an educator, I understand the importance for me to help Tara see that is isn't about getting all of the points in an assignment. I need to help Tara see that it is important to have a mindset that she is capable of learning from her mistakes. I could ask her questions like, "What did you learn from this activity?" or "What did you learn from your mistakes?" I need to work on helping her see her education journey as life long learning, and that she won't know everything in advance. Her growth mindset becomes stronger when she has individual resilience to conquer challenges. ]]> 2020-05-04 14:43:03 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549510912 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549657166 I have definitely had this happen to me before. I see students that are concerned about getting the highest grade. At our school we allow students to retake any summative assessment they want. I think this would help Tara. Rather than wanting extra work to complete, Tara should put in more effort on the assigned work and be allowed to retry and fix her mistakes to expand her mindset. I would sit down with Tara and have a conversation with her and show her her progress throughout the quarter and talk with her about trying her best on the work that is assigned and how it's ok to make mistakes!

]]> 2020-05-04 15:25:40 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549657166 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549812652 I don’t see this happening often in my classroom because I teach second grade. My students do not have extra credit and they are usually not concerned with their grades. They are more concerned with getting things done and completing assignments the correct way so they don’t have to redo them. However, in this scenario I would encourage Tara to be more concerned with completing her assignments the correct way the first time so she doesn’t have to do extra credit. She should be able to improve her growth mindset by using the word, “yet.” I haven’t completed my work to the best of my ability “yet.” However, I will try again so I can improve my growth mindset and my grade. I think this would be best for her situation so she can learn more and grow at the same time. Extra credit is a great option, but in my opinion, it is not going to be the optimal way to improve her growth mindset. ]]> 2020-05-04 16:12:23 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549812652 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549861113 I don't really see this behavior where I teach because we are not allowed to hand out extra credit so the students never ask. I think what I first would as is if Tara see what could be fixed from the assignment she lost points on. I would have a conversation with her about what she actually learned from the assignment or what she may be struggling with so I can better help her learning process. I think I would also ask her if she feels that she cares more about getting a perfect grade or about learning the material, this will help me understand her mindset as well.]]> 2020-05-04 16:27:35 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549861113 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549932642 I would have a conversation with Tara and tell her how proud I am of the work that she is doing. I would tell her a couple of specific things that she does well at. I would then ask her how she thinks she is doing in the class. I would be curious to see if SHE is putting high expectations on herself or if it is her parents that she is worried about. I would then talk about where she sees herself in the class and what she wants to achieve. I would go from there based off of her answers she provided to the precious questions.]]> 2020-05-04 16:50:48 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/549932642 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/550038884 I have experience this exact question many times at the middle school level! Even though students know that extra credit is not offered, they still tend to ask at the end of the trimester. I would have a conversation with Tara about what it looks like to complete work in the most effective way. I would ask her to help me brainstorm what she could have done if she was confused by a couple of questions (examples: ask the teacher, do some research, ask a friend, etc). Then, I would share that learning from mistakes is the key to growth! Sometimes we actually learn more from what we get wrong then what we get right. I would help her make corrections to her assignment and share that next time she can use those suggestions to help her on her assignment and work toward the goals she has in the class.]]> 2020-05-04 17:27:14 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/550038884 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/550892229 I don't see this happening too often because I teach Kindergarten but When I taught 3rd grade there was a particular student who I had that was this exact girl.  She was very concerned with doing well all the time.  She would work and work and constantly ask what else she could do.  We often had conversations about what she was doing well and what she thought she could do better and why?  I didn't have the vocabulary at the time of the power of yet but we often talked about the fact that it was ok for her to not haver everything perfect all the time.  I would also ask why they were feeling like this and if the grade were for her or for someone else.  

]]> 2020-05-05 01:34:32 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/550892229 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552300105 Tara seems to struggle with being a perfectionist and lacks self-belief. I would look into the types of assessments that are being done and be sure that they are growth mindset focused. Setting some growth goals coupled with reflection opportunities would allow an outlet for some of those feelings of inadequacy she is having and provide more insight to the educator on where to move from there. I would also encourage her not to set any goals at 100%. This gives room for learning opportunities and shows her she is not expected to achieve at that level at all times. Any feedback give would need to be on the process of learning not on the outcome. ]]> 2020-05-05 14:45:50 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552300105 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552594358 It seems to me that Tara is a bit of a perfectionist. I teach first grade and a few years ago I had a student that reminded me of Tara. My student had a lot of pressure on her from her parents as far as academics. This student did end up qualifying for gifted and talented services by the end of the year. But, when learning got tough and mistakes were being made she had a hard time with that. So I just tried to be supportive and have conversations about how we learn and grow more when we make mistakes. We would touch base about things and talk about the growth she made when the understanding wasn't there right away. It seemed that the more we talked about it, the more relaxed she felt about her not knowing something right away. Support and encouragement are everything!]]> 2020-05-05 16:20:47 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552594358 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552864926 For starters, I would have an honest conversation with Tara and figure out where her worries are truly coming from. Is she putting all of this stress and pressure on herself to be "perfect," or is it coming from parents? Other teachers? I'd then go into how acknowledging mistakes and learning from them is part of the process, and try to show her that everyone has the potential to grow and learn with the right attitude and belief in themself. Those few little points she missed aren't the importance in this situation -- the importance is growing as a learner and seeing value in the fact that there is room to improve. Perhaps allowing her to redo an assignment or test after reviewing the material again would help her see how powerful it can be to grow and improve as a student. Instilling in her that I, her teacher, fully believe in her potential might do the trick as well to expand her mindset from fixed to growth.]]> 2020-05-05 17:58:38 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552864926 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552932887 If I were her teacher I would sit down with her and have her tell me what she's learned in my class. I would ask her to explain how she could use those skills in a different area of her life. My intention would be to stretch her thinking in ways that get her off of the point value and back on the actual learning. I also wouldn't offer extra credit if it wasn't available for the whole class.]]> 2020-05-05 18:26:41 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552932887 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552952689 It seems like Tara is a perfectionist, which I totally get. I have students that are like this in my classroom as well. One thing that I do in my classroom is I like to talk to the student and figure out why she needs the extra points? She already has an A, so what's the deal with needing all of the points possible? From there we have a discussion and I explain to her that extra credit is not given in my class.]]> 2020-05-05 18:35:10 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/552952689 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553087145 Tara seems to be an overachiever and a perfectionist. As an educator, I think it is great that Tara is wanting to improve herself so much.However, I would have a discussion with her about points not mattering as much as the learning she is getting out of the tasks. I would ask her what she can grow from. I would tell Tara that she is already doing an outstanding job and she has nothing to worry about - however, I would still give her the extra credit and tell her that I believe in her. I wouldn't' push away work if she is wanting to do it because that might make her care a little less about wanting to complete work in the future. ]]> 2020-05-05 19:32:24 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553087145 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553103294 Tara seems to be a perfectionist. It seems as if she puts more value in the points she is getting rather than the learning she is doing. I would talk with her about the importance of learning the material and working hard on her assignments. I understand that a mindset shift does not take place after one conversation so I would offer her extra credit for her to reflect on the effort she put into the assignment she completed and reflect on her learning. As she does these reflections I would hope for her to see the importance in her effort and learning, understanding that we do assignments in order to learn, not to get points.]]> 2020-05-05 19:40:18 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553103294 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553310627 Tara seems to be very worried about her grade rather then the learning and understanding the content. I would first have a greater conversation about her feelings if she doesn't get the grade she wants. Based on this conversation we may talk about setting goals or strategies that she could use to feel less stressed if she doesn't get the grade she wants. I would also talk with her about making mistakes and that when we make mistakes we grow as learners. ]]> 2020-05-05 21:36:59 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553310627 efbaue19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553313373 Tara is looking at the end goal of a grade as being the most important part of school. I would talk to Tara about how the hard work she is putting in and the challenges she may face in her learning are what will help her to be successful in life. I would also help her to create some goals that were more focused on the process of learning instead of a fixed end goal. Some examples of this could be: making sure to write in a journal every day, completing a challenging math problem every week, or creating her project about something she had been learning about for each month. This way she has a goal that she can continue to focus on that is not tied to a end grade. I think it is great that she is motivated, but it is healthier for her to find ways to try to improve herself as a learner instead of just improving her grade. ]]> 2020-05-05 21:38:58 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553313373 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553388693 I would praise Tara for her motivation to succeed, but be honest in my concerns with her. It is clear that Tara is a hard worker, and that is not a bad things. I would tell her that I am concerned that  her focus is not in the right spot. The process of learning is not just to get good grades. In fact, the process and effort put in is more important than the outcome. I would express to her that the points are not what is important. That as her teacher, I care more about the progress she has made. I would then provide her with some strategies to help her move from a score-oriented mindset to a growth mindset. One of these strategies could be to keep a journal of challenges that arise for her, and what she did to overcome them. Another idea might be to write one part of the process that she is proud of on each of her assignments. This will help her begin to see the beauty in learning, and not just the grade. This will help her build  growth mindset skills that will transfer to all areas of life! ]]> 2020-05-05 22:40:00 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553388693 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553608021 I would begin by applauding her work and visually and verbally phrasing her. I would talk to her about how successful she is in class and how she has proven to me that she is learning the content and gaining a greater understanding. I would also try to talk to her about how mistakes or not getting full points is an opportunity to grow. ]]> 2020-05-06 02:08:21 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553608021 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553612732 I would meet with Tara to discuss her feelings about school.  I would highlight how important the process of learning is as opposed to the end result of the grade received.  I would ask open ended questions to get to the root of why Tara feels the need to get such high  grades all the time.  After having this conversation, I would discuss strategies Tara could start implementing in her life that would help her develop a growth mindset when it comes to school and learning.  I would also see if there was a way to differentiate a future assignment for each student, perhaps where students get to choose the topic based on a passion or interest, so Tara could focus on the process of learning, instead of the end grade.  

]]> 2020-05-06 02:12:53 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553612732 senoko18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553669727 Unfortunately, I feel as though some parents and some educators may be contributing factors to students like Tara that have an unhealthy or even unrealistic fixation on grades. I think we need to relay to our students that the process of learning and making mistakes along the way is just as important, if not more important, than the end result.  I would definitely talk to Tara about why she feels her effort and grade isn't good enough. I think a good idea may be to have Tara do some reflecting or even a self-assessment of how she feels about her work ethic, how she feels she needs to improve, and in what areas.  However, when all is said and done, these are Tara's feelings and we need to not downplay them but validate them. I would commend Tara for her enthusiasm and passion for getting good grades.]]> 2020-05-06 03:13:29 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553669727 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553690177 If I had Tara as a student, I would allow Tara to go back and look at where she had missed points in the past. I would allow the opportunity for her to learn from those mistakes, rather than assign her what might be additional "busy work." I think it would be much more beneficial for Tara to go back and look over her mistakes and reflect on them so that she can make that progress. I think that learning opportunity would help Tara be much more successful in the future. I think to also have a conversation with her that we don't expect anybody to be perfect, because we as humans aren't perfect. I would also wrap up the conversation and point out to her that it's through our mistakes that we learn and grow! ]]> 2020-05-06 03:36:22 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/553690177 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/554616043 I first would like to say that as a society I feel like we add to the pressure of students to get A's. With that being said I would choose to help Tara focus on her efforts and not necessarily the end result. Like one of the articles spoke about, if you focus on the process you are more likely to cultivate a growth mindset. I would remind her that it is not necessarily the end result that matters, but the effort you put forth. I would also remind Tara that mistakes are what help us grow and learn. Most of the time we grow the most through our challenges. ]]> 2020-05-06 12:51:05 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/554616043 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/554906388 It seems that the pressure of getting good grades or good marks on report cards has caused an increase in anxiety with our students. Whenever we would take a Math test in class (6-7 year old children) I had two children who would chew up their pencils. Even the metal part would come off. I would choose my words carefully and yet the anxiety was still there. With this scenario I would have a lot of discussions about the process of the work. I would also try to find some books to read. Students love stories and can really relate to them. I would want to find some growth mind-set statement that we could recite in the morning after we recite our classroom promise. I would want to also work on building that relationship with the student so that she is more receptive to hearing that the process is as important as the final grade. The conversations I have with her would be key. Then there is also the possibility of bringing in her parents to  join in helping the student. ~Chris Reed

]]> 2020-05-06 14:29:04 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/554906388 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/555488159 I would want to make sure that she knows I think she has been doing a great job with consistently understanding the content. I would also then speak to her about the importance of the learning process and let her know that not being perfect the first time is actually beneficial for this process. Lastly I would make sure that communication is key and that she can always speak to me about any other issues or concerns that come up in this area. ]]> 2020-05-06 17:43:59 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/555488159 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/556245235 When I read about Tara, the first thing I thought is that she is focused on the end result of her grade.  It seems like she hasn't thought about the process and how she came to her answers.  If Tara was in my class I would help her take a step back and look at the questions that she got wrong.  It sounds like Tara is a good student and if she is able to take another look at those questions she may be able to think about them in a different way and come up with a different answer.  In the long run being able to process and talk about her thinking will be much more beneficial than giving her an additional assignment for extra credit.]]> 2020-05-07 01:15:43 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/556245235 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/556306805 It seems like Tara is more concerned with the end result rather than the process. I would commend her for hard work, participation in class, and desire to succeed (assuming this is honest, well-earned praise). I would then guide her though a coaching conversation to better understand Tara's motivation and anxiety in this situation. I would want Tara to begin to understand that her scores don't define her, but instead we use mistakes and unknowns as stepping stones for growth. I would support Tara in coming up with a strategy that will help her embrace the process of learning and ease her anxiety over the end result. We would also have a plan to revisit this conversation to discuss how that new strategy is working for her and/or if we need to come up with a new plan. (This will also support the idea that we might not always have the correct solution right away.) Finally, I would thank her for coming to me with her concerns and continue to be cognizant of the language and mindset I am modeling in the classroom to continue to support Tara and other students! ]]> 2020-05-07 02:20:50 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/556306805 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/556426388 When a student shows obsessive behaviors such as Tara's, my tactic is to sit with them at a time when they can relax for a couple minutes and dig in to what's really behind it all. In Tara's case, I would ask her what she hopes to achieve by getting perfect grades. I would walk her through her thought process and ask her questions such as What is the likelihood of this happening? and How does this need to have perfect scores affect your mental health? What is the worst that could happen if you do not have 100%? Most of the time, people feel a great sense of relief in anxiety just by talking about their beliefs.]]> 2020-05-07 04:50:20 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/556426388 jxknut19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/562657374 I find it a little bit difficult to respond to this situation, as I feel I am missing some information. How did Tay disrupt the lesson? Did he cause students to lose focus? Was he messing around and trying to be disruptive? Does the teacher's aide work directly with Tay on a regular basis? Does the aide normally check in on Tay? 

Without that information, if I were the one teaching the lesson I would likely try to gather the focus back on the lesson. Once students have engaged in independent work or an activity, I would check on Tay and see why he was late to class. I would ask if there was anything I could do to help him be on time the next time? I would also have him respond with what could he do differently the next time he came into class late (if it happened again)? 

Also, I would check in with the teacher's aide and work together on how we could respond and support the entire class if a situation were to happen again like this. I would also ask the teacher's aide to reflect on what was bothering them. ]]> 2020-05-10 13:17:18 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/562657374 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/563470944 I would redirect the class back to the lesson and continue with lesson and ignore Tay at the moment (Granted my response may be different if he disrupts the lesson by fighting or yelling at his classmates). After I am done with the lesson and students are working I would pull Tay aside and first talk with Tay about his day, pros/cons and eventually move into why he is was late and the disruption he caused. My goal would be to dig deeper into the situation. I would then help him create a list of things he could have done differently the next time. I would then have a conversation with my classroom aid and come up with a plan for when this happens again. ]]> 2020-05-10 21:42:24 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/563470944 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/563833632 After reading this scenario, it reminds me of a few students that I have had in the past.  In this case, I would ask Tara what her motivation is with her education.  If I got the sense that she is putting extra stress on herself about being perfect, we would have a good conversation on the importance of not being "perfect", even though striving to do your best is ok.  I would ask her what failure means to her and work with her to say that failure is not failure unless you allow your self to quit.  With the students that I have had in the past, I allowed them to redo a test or let them do extra credit (before our district went away from extra credit).  I did have conversations about being satisfied with an A and there are no A+'s.  
In Tara's situation, depending on how stressed she is about being perfect, in my (PE class), I might have her come up with a workout or activity that she likes and possibly use it on a "choice day". That way, I am allowing her to make-up points that she missed but challenging her to continue to strive and have a growth mindset that she can do better and have power to do so on her own terms. ]]> 2020-05-11 04:51:29 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/563833632 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/563854235 I guess I have a lot of questions right off the bat with this one, and I would approach the situation differently based on the answers to those questions. Does this happen often to Tay? Or is this totally out of character for him? Why was the teacher's aide so upset?
I've definitely experienced this type of scenario before in my classroom. but my response is different depending on the student. But to answer this post, I'd let Tay cool off on his own (safely in the classroom) following the disruption and get the rest of the class back on task right away. In my experience, immediately addressing the issue in front of the class is NEVER the right thing to do unless members of the class are in danger. I'd try to wrap up my instruction a bit quicker than normal and try to speak with Tay privately while my students are working. I'd approach him in a calm, collected manner without hostility or anger for disrupting the class. For all I know, something horrible happened in his personal life the night before or that morning, and that's why he's acting out. It's my job to try and assist him in any way I can while still showing support and understanding and without assuming that he was late/acted out for no justifiable reason. Get a feel of what's going on in his life at the moment is key, no matter how big or small it may be to me. 
I would then brainstorm with the teacher's aide how to tackle this type of situation in the future. Depending on the actual circumstances, helping the teacher's aide see that becoming visibly upset might be something to improve on if this scenario were to happen again.]]> 2020-05-11 05:16:47 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/563854235 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/564764048 When a student comes into class late my tactic is to have a side conversation with them during work time. Obviously each circumstance is a little bit different depending on the student and my response will vary accordingly, but addressing the situation in front of the entire class is usually not the way to choose to go. Giving the student some time to deescalate before having a conversation usually seems to help.  I try to determine the root of what caused them to be late- especially if this is a recurring behavior. In this particular case, I would ask Tay to explain the reason for being late. I would also ask questions in regard to the disruptive behavior such as, “How do you think your behavior affected the other students in the class who were trying to learn?” “How do you think your behavior made me feel as I was trying to deliver important information?” “What is your plan for figuring out the information you missed before you arrived?” The conversation would end with me telling Tay that his/her presence in my class is appreciated and important- I always tell my students that we are all on the same team and when one member is off-task or disruptive it provides challenges for the team as a whole.]]> 2020-05-11 13:01:49 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/564764048 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/564903193 I think what I would do is to continue teaching my lesson and then waiting for an appropriate time to talk to Tay privately when he has calmed down. I do wonder why the teacher's aide did not step in so that might have to be a side conversation with the teacher and the aide at a later time. I teach first grade and I would have a student who was late at least 3 days a week. This was out of her control so we made a plan. She knew to put the tardy slip on my desk and to check the time to see if breakfast was still available. If not and she was hungry she knew where to find extras in the classroom and to join us where we were at. I do wonder with Tay if this is a frequent issue what could be put in place so that the disruptions can be minimal.]]> 2020-05-11 13:52:09 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/564903193 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/564924689 I would approach this situation with thinking the best of Tay and that there is a reason behind him being late to class. I would continue the lesson as I am in the middle of teaching other students at this time. I don’t want to interfere with my student’s learning and I don’t want to embarrass Tay in front of the class. When I am finished teaching the lesson, I will call Tay to the hallway. I will then ask him why he was late and to please give me an honest answer. I will decide how to proceed dealing with the situation after hearing his answer.  

]]> 2020-05-11 13:59:23 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/564924689 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565239830 I would try to continue with the lesson until I reached a point where the students were doing independent work or work that didn't involve my direct instruction. I would think walk over to Tay and ask him how he's doing. I would ask him why he's late and talk to him about appropriate ways to enter the classroom. I would have to make sure that we already have had a connection built to help Tay realize that he needs to enter the classroom in a non-disruptive way and explain to him why that behavior can cause other students to loose their focus.]]> 2020-05-11 15:39:39 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565239830 cnmcnu19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565289495 I would continue teaching my lesson until students were working independently.  After that I would find a private spot to check in with Tay.  I would calmly ask Tay how he was and why he was late.  My goal would be to understand why Tay was late, how he is feeling, and if there is something deeper going on.  Once Tay and I had talked and I had a better understanding of what was going on, I would address the disruption and a plan for if, and when, Tay is feeling this way and/or dealing with a similar situation in the future.  

I would also check in with the teacher's aide at the end of the day, when there was time to talk without interruption.   I would let them know what I noticed and ask why they didn't check in with Tay.  Based on what they answered, I would reiterate the importance of developing meaningful relationships with students and the impact that can have on how students view school.  I would also share about my conversation with Tay, and how taking the time to have those "little" conversations can have a huge impact. ]]> 2020-05-11 15:54:50 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565289495 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565589793 I would recognize what is going on but I would finish teaching what I was teaching. While my students are participating in the activity, I would call Tay over and ask him why he is upset and if I can do anything to help. After addressing his emotional state, if I haven't figured it out yet, I'd ask Tay why he was late. Then I would tell him that it's okay to be late sometimes but we need to be respectful of those around us as well, next time to come in less abruptly. Next, I would update the teachers aid on what Tay is going through and ask her why she was so upset about his disruption. Then I'd remind the aid that we can't control everything but we can control how we react to what we are experiencing and how the students watch us and learn from the behaviors we show them.]]> 2020-05-11 17:36:20 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565589793 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565781302 As I was teaching the lesson, I would walk around the room as I was teaching, not stopping because this would cause a distraction, but instead just putting my hand on the shoulder of Tay as I passed her saying, "I am happy hear you are here!" I would then chat at the end of class with Tay about why she was late. She may have a very valid reason.]]> 2020-05-11 18:50:39 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565781302 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565800680 I would regain the attention and focus of the class and continue on with the lesson. I would make a point to walk by Tay once he is settled and let him know I am glad he is here today. 
When students are engaged in independent work, I would check-in with Tay, ask if everything is okay, and try to find out why he was late to class. If he had control over the reason I would ask what he thinks he could do differently in the future to be on time for class. 
I would also check in with the teacher's aide to see if she is okay and share the conversation I had with Tay so that we are all on the same page if this were to happen again.]]> 2020-05-11 18:58:54 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/565800680 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566250605 I think the most important thing to remember in this situation is not to jump to conclusions or make an assumption about the situation before finding out what is really going on. Having a growth mindset means responding in a way that gives people the benefit of the doubt. Not only is it important to follow up with Tay at a time that doesn't single him out in front of the class, but work with the teacher's aide is recognizing the emotions he/she was feeling at the time and discuss a positive/open minded response for the situation that occurred. ]]> 2020-05-11 23:21:48 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566250605 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566324671 Understanding that I will not get the full story of what was going on until I have a 1:1 conversation with Tay, I will let the behavior go until I can speak with him privately. I will first let him explain what is going on and can deal with that. Then (if he is in a calm state of mind), I would discuss the expectations of entering the classroom when teaching is happening. I will ask him how he thinks other people possibly felt when he disrupted the lesson but will forgive him for the offense. After speaking with Tay and getting the whole story, I will talk to the teacher's aide and explain what is going on. I would then politely ask her/him if it happens again to have a similar conversation with Tay privately and that we need to have amnesia and act like nothing happened the next time we see him so he feels safe in the classroom.]]> 2020-05-12 00:36:22 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566324671 efbaue19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566367341 I think the most important thing to do in a situation like this is to make your body language reflect the body language that you would like to see from the student. Therefore, since Tay is coming into the room and being a disruption, it is important to keep a calm presence and ignore the situation during that moment. When you give attention to a situation you do not want to occur, you are giving the student the attention they are possibly wanting or needing but in a negative way. I would choose to redirect the student using non-verbals to sit down and listen, so that he knew I was aware of him being here but I also want him to know I can not talk to him in this moment. I would then continue to teach the lesson calmly so that the other students know that everything is ok. Once, I have the students working on something independently, I would calmly walk over to Tay to have a private conversation and let him know that I am so happy that he is here today. I want to start with something positive, so he knows that he is important in our class and we want him there. I would then talk about what may be a more appropriate way to enter a classroom when we are late. Lastly, I would share with the teacher's aid my reasoning for why I react the way I do and instruct him/her of how to calmly approach Tay to have a private conversation if that situation were to happen again in the future.]]> 2020-05-12 01:20:00 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566367341 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566502429 Since the needs of the group come first, I would focus on continuing my lesson so that the other students can continue learning. I will remain calm and break and breathe if necessary. I would remind myself not to take Tay's behavior personally, because there is a reason that Tay is acting out or being disruptive;.typically, this is a student's way of telling you something is "off." Since I am ignoring Tay's behavior during the teaching portion of the lesson, I would also ignore the teacher's aide in hopes they mirror my reaction.. or lack thereof. Once the rest of the class is working independently, I would check in with Tay to discuss his concerns. I would have a discussion with him about expected ways to enter a classroom or deal with our emotions when we are upset. I would refer to the zones of regulation with this student and remind him of the "take a break" option in the back of the room. Tay has to know that you are a trusted adult and that you have a relationship they can rely on. Tay also has to know that although his behavior was unexpected, that we can use this situation to learn from it as a way to respond in an expected way in the future. ]]> 2020-05-12 03:46:49 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566502429 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566525618 When a student disrupts my class my protocol is just to say "I'd like to speak to you after class" and students usually will calm down. If the student looks visibly upset I try not to make it more obvious to the class and divert the attention elsewhere. Then I make a point to end activities a minute or two early and more privately ask the student to hang back for a couple minutes to chat. When I can talk to the student one on one is where we start problem solving and I listen to the underlying issues. After that conversation I would make a point to talk to the teacher's aide about the issues so they are aware and I can give instructions for them on how to proceed in the future. It's all about communication and empathy.

]]> 2020-05-12 04:18:08 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/566525618 cereed19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/567721397 As I read this scenario, I was wondering if this was a normal behavior for Tay and what role is typical for the teacher's aide. When I have the privilege of having extra hands in the classroom, we talk about our roles and important it is to work as a team to provide a safe and warm learning environment. I would access the situation and probably give my students something to work on independently so that I could help Tay enter the classroom. I teach 6 year old students. Last year I had a similar incident happen. I didn't have assistants, paras, or support in the classroom. I was able to get all the students focused on doing some independent work and I stepped into the hallway to talk with the student privately. It is important to preserve their dignity. He was angry and disruptive because he did not have a chance to eat breakfast before school. Due to him arriving late, he also missed an opportunity to have breakfast in the lunch room. I was able to get him some food, which he ate in the hallway. He came into the classroom and was a completely different student. He was ready to learn. He knew that I cared about him and his needs. We were able to build some trust that day. We came to an understanding that if that happened again, he would walk in quietly and let me know that he needed some food. When a student comes in angry and/or disruptive, there is always something that is causing it. As a teacher, we need to acknowledge them, and get to a place in the lesson/learning where we can talk with them privately.

]]> 2020-05-12 14:39:29 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/567721397 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568257349 I think in this situation I would talk to the teacher aide first. I think a chat about possible solutions for Tay´s behavior would be necessary. I do not like an aide to be negative. I would also talk to Tay if this continued. I would use Love and Logic ¨I noticed¨ statements to help Tay realize that she is impacting the class learning environment. ]]> 2020-05-12 17:42:44 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568257349 kmobri19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568544192 I think it is important to let Tay know that we are glad she made it and that we are happy to see her. I think modeling how you want students to be treated in your classroom is the best way to let the aide know what is expected of him or her. Then later having a conversation with the aide that we may not always know what is happening in Tay's house that caused her to be late. Then also have a conversation with Tay privately to see if she needs anything from me as the teacher and help her make up anything that she may have missed. 

]]> 2020-05-12 19:50:34 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568544192 pxschi19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568642025 As a classroom teacher, everything we teach is done through modeling. Anybody that is in our room is going to learn from us. As Tay comes in to the classroom, even if it does interrupt a lesson, it is important to greet her with a smile, tell her that we are so glad she is here, give her materials, and tell her I will get her caught up after the lesson. If the teacher's aide see's the welcoming attitude I am giving to Tay, then he/she would hopefully acknowledge that and do the same. Later on, I think it is important to have a discussion with the teacher's aide to give her a gentle reminder that we don't know the situation the student is facing before they come into our classroom. I would give the teacher's aide a task to do with her next time she comes in late that might help her/him to build a relationship with the students. ]]> 2020-05-12 20:45:37 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568642025 rlklam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568749891 For me it is so important to welcome everyone that comes into our room with a smile and a feeling that they are welcome and we are glad that they are joining us.  When I do that it models to everyone else in our room what the expectation is.  I have been very fortunate to have amazing aids in my room and have never had to deal with this but if it was continuing to happen I would make sure to talk to that aid and explain my expectations and the expectations for our classroom.  People learn from modeling and I would continue to do as much as I could to model.  

]]> 2020-05-12 21:59:05 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568749891 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568861747 I am someone that will welcome a student into my classroom- the minute they step foot in the doorway. I believe this helps with the overall atmosphere of a positive and welcoming classroom.  I would then continue my lesson until I had an opportunity to talk to the student to figure out and understand what is wrong because something is wrong if the class gets interrupted. I then would catch the student up to pace when they are in a calm state and ready to learn. I have actually had this happen to me before, however the aid was very quick to assist the student. In this situation I would talk to the aide and see why they did not talk to the student, I would want to get another perspective and not just assume anything. Communication and is key in this scenario! 

]]> 2020-05-12 23:42:51 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568861747 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568934706 I think the best thing to do in this situation is to welcome Tay to class with a small acknowledgement.  I would carry on with the lesson, not drawing any over-the-top positive or negative attention to Tay when he walked in, but would find a time later to connect with him and talk out why he was late to class. If he is in a state of understanding, I would speak with him about appropriate ways to enter the classroom if he were to be late again, with the main reason being to not disrupt the rest of the class. After my conversation with Tay, I would have a separate conversation with the Teacher's Aide. I would first listen to what the aide has to say, and be understanding of whatever feelings he/she has towards the situation. I would then explain the conversation I had with Tay (if appropriate), and let the aide know what the expectations are now for Tay if he is to be late again.]]> 2020-05-13 00:57:17 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/568934706 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/570674789 Just this year our school actually implemented a new policy that all teachers are supposed to greet students at the door as they enter the room. This has been a great thing for our school and everyone has given great feedback! In this scenario I would make sure that I speak with the aid and find out what is going on with them. As we never know if they know something that I do not from another room that could have put this student in a bad mood, during our talk I would make sure that my expectations of them are clear of what they are supposed to do in my class and then get back to business. Brett Schmidt. ]]> 2020-05-13 16:56:24 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/570674789 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/571195091 At my school we have implemented ENVoY as a tool to use in the classroom.  ENVoY uses a variety of nonverbals to get your point across and help guide the students.  It also emphasizes focusing on the group, rather than one student, unless the student is not being safe.  I think in this situation I would continue with my lesson and make eye contact with Tay to let her know I see her and give a nonverbal to put her things away and then join the group. I think it's important to keep in mind if this a typical behavior from Tay or if this is the first time. That would help guide my conversation with her. After the students were doing independent work I would pull Tay aside and ask what happened. After she told me I would follow through with anyone I needed to. I would also ask Tay if there was another way she could have come into the classroom. Referencing any past conversations we've had if applicable. Then come up with a solution going forward that would be better for Tay and the rest of the class. I may also have the aide be a resource for Tay if I'm not available. Next, I would talk to the teacher's aide. Depending on our history and relationship I would let her know it's ok to approach a student if they seem upset. I would let her know the plan for Tay going forward and any relevant information to the current situation.]]> 2020-05-13 20:45:55 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/571195091 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/571699179 Even though Tay is coming into class late and disrupting the lesson, I would not draw more attention to it. I would smile at Tay to let him know that he is welcome and I want him to be engaged in this class. I would have a conversation with Tay to understand why he was late. I would support him in whatever way he needs, but let him know how important our class time is to him and his peers and come up with a way to enter the room more appropriately next time. At an appropriate time, away from students, I would talk with my aid and get their perspective on the situation. After hearing them out I would talk about the importance of Tay's time in class and ask that if Tay is late again if they could have a conversation and check in with him. ]]> 2020-05-14 04:47:59 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/571699179 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/574228072 Teaching PE and, yes, this happens a lot. I would quickly divert Tay and give him/her a little task like running a note to the office or grabbing a piece of equipment for me while I finished what I was saying. Then, without direct confrontation, I would ask Tay join the class, again, not directing any attention and it might be a simple point or guidance to join the class. I have the luxury that if a student comes in late, we are probably already into activity so their entrance is usually unnoticed my all. When I have a situation like this, I get the class going as quickly as possible and then go to the student and say something like, "glad you're here, we missed you", or ""It's about time, we were waiting for you to really get started". At least these ways let them know they are welcome and hopefully my class will be a new beginning for their day. ]]> 2020-05-15 04:50:32 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/574228072 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/577114603 I think this teacher missed a great opportunity to encourage growth and view multiple perspectives.  The initial response to the student who answered "incorrectly" should have been handled differently. If a students answers differently from the "correct" answer, the first question should be "Why?" Many times even though the final answer was not what you were looking for, there is great value in learning about how that student came to their conclusion. This also gives them the opportunity to defend their answer. Sometimes the answer in the book isn't always the only correct answer or that student may make the discovery as they begin to explain and defend their answer through open ended questioning. 
Those students who immediately answer the question correctly miss the chance to think beyond the answer and at a deeper level, because they had no reason to. The question and discussion was over.]]> 2020-05-16 21:03:42 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/577114603 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/577123471 The chance of that student raising their and answering another question just went to about zero.

In my classroom if a student gives the wrong answer I ask them to explain their thinking.  Depending on the subject most of the time if the student explains how they got their answer they will often realize their mistake and be able to fix it on their own.  Sometimes they will know that their answer is wrong, but they aren't sure how to find the correct answer.  In that case I typically give the student a couple choices, they can ask someone for support or we can work it out together.  
Another way I handle this situation is I have the students give me 5-6 answers and I don't talk about which ones are right or which ones are wrong.  Then we work through the problem together.  As we're working on the problem we look at the different answers and the students help me cross out the ones that wouldn't be possible. They can only cross an answer if they explain why it doesn't work anymore.  
Some of the best learning comes when a student gives the wrong answer. This teacher just missed a great opportunity to give her students a "good struggle."]]> 2020-05-16 21:15:49 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/577123471 jxknut19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/577709530 What the teacher has done is created an environment where the student likely won't engage in answering questions, and has potentially scared other students from even raising their hand. The teacher could have asked the student to explain how they got their answer. I often find using this method most students are able to see the mistake they made when they begin to explain. This also helps me to teach specifically to that child if they can't identify where their mistake was made. Another option is to have a number talk and have several students answer the question and write them on the board. I do this in the classroom often and find that even my most struggling math students feel comfortable sharing their answer when others are too. Then I ask for a volunteer from the collected answers to explain their thinking. This is the basis of our growth mindset. We need to learn from our mistakes so we can fall forward! ]]> 2020-05-17 12:09:26 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/577709530 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578277181 That was harsh!!!!! The teacher shot down that student soooo fast and quickly moved onto the next who had the right answer. 

In my room, I always say not quite and ask them to explain their answer. From there, if its still wrong I will ask the question in another way to see if that will trigger something in their brain and then maybe they will be able to answer the question correctly. Then, another student could help them answer the question. It's okay if students need a little extra help or guidance to answer the question- that is how we LEARN. We all don't know how to do things right away.]]> 2020-05-17 18:53:12 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578277181 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578371317 Woah. That response seemed a bit rude in my opinion, especially as an elementary teacher. I always try my best to avoid words like “wrong” when providing feedback to my students. In a verbal question and answer scenario like this one, I’d say something like “Thanks so much for trying, keep thinking and we’ll come back to you” or “I love that you tried, let’s see what a classmate has to say, too.” Giving praise to students when they participate is important because it creates a positive learning environment and encourages everyone to participate. It also helps students understand that mistakes are OKAY and that they won’t ever be ridiculed for making an error. Praising effort is a component of growth mindset, and I’m glad I already have this established in my classroom. The teacher in this scenario easily could have just discouraged that student from participating in any class for the rest of their day, or even in that class ever! Yeah, not a good instance of feedback at all, especially for growth mindset.]]> 2020-05-17 19:53:20 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578371317 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578665650 Ahh! This scenario is the exact reason why I was scared to answer questions in certain classes growing up, and it breaks my heart! In order to change this to a growth mindset scenario, the teacher's response to the first student needs to be re-worded. I think the word "wrong" has a very negative connotation, and makes students feel dumb or embarrassed. Instead, the teacher might say something like "Thanks for being brave and sharing your answer. I love your thinking, but that's not quite right. Keep working at it and I'll get back to you!" OR "not quite, but I am so proud of your effort."  I then would either ask questions that lead the student to the right answer, have them explain their thinking further so I can see where the mistake was, or ask for input from others. I might even ask the original question again and have students discuss the answer with partners before getting back to the same student for another try. Overall, the most important thing to do is praise students for being brave enough to answer a question in front of the class, and not make them feel dumb if they are wrong. When a student gives a wrong answer, it is the perfect opportunity to feed their growth mindset with praise of effort and celebrating mistakes.]]> 2020-05-18 00:15:15 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578665650 rlklam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578675361 Oh this Scenario makes me cringe. I can see that poor student in my mind and the disappointment in their eyes. There is no faster way to get a student to completely withdraw from a class than to respond in this fashion. I always try to give feedback that doesn't say right or wrong but instead has them think into the question further or in a different way. I think it is so important to respond in a way that they feel comfortable to answer again. I would thank them for their answer and respond with another question to have them think about it in a different way. Give them another opportunity to go back and continue to learn about the topic. ]]> 2020-05-18 00:25:46 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/578675361 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/579900190 Ahh!! This makes me think back to my middle school experience and brings up the reasons why I was nervous to answer questions...The first thing that stands out to be about his scenario is that the teacher is asking a question that specifically requires a “yes” or a “no” response. I would try to rephrase the question so that the answer leads toward a discussion rather than a right or a wrong answer. This gives students the chance to build on their answers and add to the response of their classmates. I also think that just telling a student they are wrong or that they are correct isn’t usually the best approach. I find myself often using the question technique. Maybe saying something like, “How can you elaborate on that response?” or “What do you think would happen if ____?” This tends to help students shift their mindset to better answer the question or having a discussion about their train of thought.]]> 2020-05-18 13:29:38 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/579900190 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/579939827 I had a very similar experience as a student in the second grade. I gave a "wrong" answer and felt so defeated. This experience actually has stuck with me today. I do feel that going through a similar experience has helped me as a teacher to watch my reactions and words back to my own students. When this situation happens in my own class, I tend to say to my students, "Way to be brave and speak your thoughts, Id like you to think a little bit more about your answer and how you got it." (We talk a lot about being brave and trying in class) I try to end on a positive because I want my students to feel that all answers are welcome. It is part of the learning and growing process.]]> 2020-05-18 13:44:35 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/579939827 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580200455 As I think about this scenario I feel sad for the student that got the question wrong. Teachers have such powerful influence on our student's perspectives on school and their confidence. If a teacher responds to a student by saying, "No, that is wrong." The student may be traumatized by this experience and will not want to answer questions in school. This makes me so sad because the number one thing that we are supposed to teach is that mistakes are okay. Everybody makes mistakes and that is how we learn. If students don't feel like it is okay to make mistakes, they won't want to try in school and that is not okay.

]]> 2020-05-18 15:13:44 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580200455 cnmcnu19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580326141 The first student will be greatly affected by the teacher's response.  This student will most likely withdraw and lack confidence in the future because of how the teacher responded.  Other students may be hesitant to respond in front of the whole class as well.  Instead of saying "no that is wrong," the teacher could guide the student towards the correct way of thinking so the student (and other students) can learn without feeling embarrassed and defeated.  The teacher could also use this as an opportunity for the student to explain their thinking, so the teacher can see how the student got the wrong answer.  This could lead to a whole class discussion on how this problem could be solved, where mistakes could be made, and how we can learn from these mistakes.  ]]> 2020-05-18 15:57:31 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580326141 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580459978 For this scenario, I would have tried to ask more guiding questions for the student who didn't give the correct answer. Instead of abruptly shooting down his answer, I'd say you aren't there yet but... and give them an example on what aspect of the answer they got correct. Then I'd ask a leading question so this student may get their second attempt right. I think I might also mention how its okay that the answer was wrong because that provided a learning opportunity for the whole class. Maybe I didn't teach that piece of information well enough and most of the class could use the clarification as well.]]> 2020-05-18 16:46:43 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580459978 masers19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580684033 This teacher probably negatively impacted student 1's confidence to answer a question again in the future. I would have asked another question or rephrased the question to help lead student one in the right direction. I would have gave wait time to help them think about their answer before trying again. I also would have found a little bit of the answer that was correct and ask student 1 if I could have another student add to that. 

]]> 2020-05-18 18:16:12 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580684033 crwarf19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580839475 Often times students will respond to a question in math with the incorrect answer when we are practicing a lesson. If a student shares the wrong answer I usually say something along the lines of, "You are on the right track. We are not quite there yet. Let's try it again together to see if we can find a little mistake/error that was made!" In math we talk constantly about how important and OK it is to make mistakes. I tell them how excited I get when we accidentally make a mistake because that is where our best learning comes from sometimes! I always do my best to help the student to feel comfortable with sharing their answers whether they are right OR wrong! :)

]]> 2020-05-18 19:25:57 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/580839475 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/581325269 I would respond to the student who answered incorrectly, "I am so glad you said that, can you explain how you got that answer?" For one, we are focusing on the process and I would better understand that student's mistake/misconception. Second, all the other students may now wonder if they were wrong too or may have made the same mistake...their interests are now peaked and haven't shut off their minds to the process. This would allow us to work together, support the student who answered incorrectly and other students who may have made the same mistake. It may also lead to sharing multiple strategies to solving the problem. It also takes away the stress of "who can get to the correct answer the fastest." Plus...the mistaken student could realize their error upon explanation and reap the benefits of a growth mindset.]]> 2020-05-19 01:16:57 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/581325269 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/582710702 The teacher responding this way just made his/her classroom a place that students do not feel safe. When students don't feel safe they will not take risks with their learning. When the first student responds with an incorrect answer I would say something like "I like your thinking, can you share more about how you got your answer?" That way I am praising the process of that student and giving that student a chance to go over the process of how they got their answer and possibly fix their mistake. If the student does not correct their mistake I would ask more guiding questions or help them with the process in order to fix their mistake. Working through the process with that student could help other students who made the same mistake. It would also validate the students who were able to come to the correct answer.]]> 2020-05-19 15:02:22 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/582710702 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/582715906 I think that this scenario shows the importance of building relationships with our students and creating an environment in which they know that it is ok to fail. What I mean by this is I have some students who this response would very negatively affect and others who it wouldn't even phase them. With that being said it is in my opinion still best practice to stay away from comments like this if possible as it may contribute to a student or students shutting down in your room because they are afraid to fail. Ideally, if you have created a good enough environment and all the students know that then getting told that they are wrong should not take any toll on them other than realizing they need to learn the material better. Brett Schmidt ]]> 2020-05-19 15:03:49 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/582715906 pxschi19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583003727 I would agree with Brett. This is the reason we spend time creating relationships with our students and they can trust us that we wouldn't shame them like this. Whenever I call on a student and they do not have the right answer I acknowledge their answer - tell the student I like the way they're thinking and to share how they got their answer. I will also praise the student for participating. After that, I will ask students if they have another idea. I will usually call on students after turn and talks so then they can build up their confidence a little more as well. ]]> 2020-05-19 16:50:08 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583003727 kmobri19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583417489 I usually try to tell the student I like the way they are thinking. Thank them for trying and praising the effort. I also agree with Phylicia and Brett, it is important to build relationships with your students so they feel comfortable with not being right. Helping students understand that we learn from our failures/mistakes and its okay not to be right, would really help with this situation. Asking each student how they arrived at that answer can also help students process what each child was thinking and they might learn from each other. ]]> 2020-05-19 20:00:37 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583417489 amgall19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583436144 I do not like the way the teacher responded to the student. That statement could have made that student instantly shut down and that student may refuse to answer any other questions with the fear of being humiliated. Instead I would respond with something like "I like your thinking" , "tell me more"(provided they are on the right track to answering the question). I then would thank them for their response and choose another student. ]]> 2020-05-19 20:10:32 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583436144 cereed19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583484728 WOW! That would break my heart to hear a teacher using those words. If a student give a wrong answer, I like to ask them more about the answer they gave. How did you get your answer? Why do you think that? Tell me more... They could be on the right track and so close to having the answer you were looking for. Asking the right questions to get them to the correct answer can help them with growth mindset. If it is a Math question, I might say, "you are so close, I like the way you are thinking, how did you get your answer? What is another way you could solve the problem?" There are so many ways you can handle a wrong answer response that won't crush a 6 year old's heart. ]]> 2020-05-19 20:39:35 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583484728 efbaue19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583616948 I never like to use the words right or wrong with my students. I think using those terms is creating a fixed mindset in your students that has them strive to always be right. I think a more appropriate way to approach this situation would be to thank the student for their input and thoughts. I would then ask if anyone else had some other ideas we could include to the conversation. During my math talks, we use the phrases: "I agree with...." or "I respectfully disagree because...." This allows students to come to a conclusion among themselves about how to solve a math problem in a respectful way. I would use similar language to that with this student. I would then discuss that it is not about getting to a right answer, but about hearing everyone's thoughts and ideas. This is especially important with math, when there is more than one way to solve any type of problem. Another way they teacher could have approached this situation is to ask a classmate to help the other student out, but not by saying that the student is wrong.]]> 2020-05-19 22:16:17 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583616948 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583923217 I would thank the student for raising their hand and sharing their idea with the class. I would NEVER say that their answer is wrong and that I was looking for someone else who had the right answer. I would say something like, "You're on the right track.. or you're close.... or not quite..." but I would never flat out say, "You're wrong." I would ask them to share their thoughts on how they got to that answer and see if we could work together as a class to direct them towards the "correct" answer. I frequently tell my students that there is more than one way of solving various problems and that one way isn't necessarily better or worse than another one. We also are sure to give our classmates who share three claps for having the bravery to share in front of the class, or give them a "whoop whoop!" I try to make the classroom a safe place for all students to learn... which includes making and learning from our mistakes. ]]> 2020-05-20 03:22:17 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/583923217 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/585133221 I try really hard to not use the word "wrong" in my classroom. Instead I say things like "you're so close" or "let's try that again" and help the student get to the right answer. There are so many people with negative feelings towards math and it is my mission in my classroom to not build those negative perspectives by being encouraging and uplifting with students.]]> 2020-05-20 15:21:09 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/585133221 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/586060798 This scenario makes my skin crawl! I can only imagine that this student would never feel safe to answer a question ever again in that classroom. 

I would thank this student for sharing his/her thinking. I would also try my best to piece together the "wrong" answer and try to figure out where they were coming from. I would use the phrase " I totally  know where you got that, are you thinking of _______________ when we talked about it last week? That was great learning for us!" Then I would guide the conversation toward the answer I was looking for. I try to be positive while also being honest that it's not quite what I'm looking for at the moment.

In my classroom, if someone gets something wrong and I do what I mentioned above and notice their hand going up again, I always am sure to call on it so they can feel successful in working through the problem to find the answer and their classmates can hear them get something correct.]]> 2020-05-21 00:33:16 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/586060798 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/586256526 Instead of saying right or wrong the teacher can do many things to keep students positive and help them get to the correct answer. The teacher could give a clue, ask students to think, pair, share, ask the student who gave the incorrect answer to "phone a friend", explain anything that could possibly be close to the correct answer and ask someone to build off of that. All of these tactics foster curiosity and can also build teamwork as well, rather than shutting down a student's idea.]]> 2020-05-21 04:02:13 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/586256526 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/588154496 I have definitely made my fair share of mistakes while teaching. I would use this moment as a learning experience for my students. I would tell them to pause and that I made a mistake. I would go back and fix my mistake to make sure I clear up any confusion. I would tell my students that now I was able to fix my mistake and probably won't make that mistake again. I will tell them that I am a little embarrassed I made the mistake, but that is okay because I know our classroom is a safe place to make mistakes and learn.]]> 2020-05-22 01:19:45 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/588154496 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/590656813 Modeling how to make a mistake is an important part of fostering a growth mindset in students. I have made many mistakes over the years and sometimes I make them intentionally :) The first step is owning the mistake. Being able to voice the mistake and accept that it was made, and sometimes admitting how embarrassing it is. I like to involve students in helping me correct the mistakes. It shows them that asking for help from others is okay to do. Sometimes we chuckle together about it. If I had not already, we talk about when it is okay to laugh if someone makes a mistake. In the end, we recognize the learning opportunity I experienced and then move on. ]]> 2020-05-23 19:03:32 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/590656813 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/590873808 First of all, that answer is WRONG!!  You never tell a kid that they are wrong, maybe your question was wrong........  When I ask a kid for an answer in PE and they are "wrong", I ask them to explain more.  Even if they are still off, I will guide them towards the answer or help them find it.  I never tell kids that they are wrong because that will kill their confidence in ever trying to answer again and it might end up having other kids making fun of them for having the wrong answer.  If I can help guide them or lead them to some type of right answer by restating the question so they can get part or the whole answer right, it will be a success.

]]> 2020-05-24 02:41:20 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/590873808 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/590951737 This is write up my Allie!!  (Pun intended).  
I use so much humor in my PE classes and when I use the board for Learning Targets, I always use myself as a target. Kids love to see teachers make mistakes. If this were to happen on the fly, I would let it fly. If a kid called me out on it, I would say, "OK smarty pants, here is the marker, fix it for me." If or if they didn't, I would say something in the lines of "we always need a little help when we are working because we can never be perfect "as me", and it was really cool you guys helped me out for the next class". "I guess you can never teach an old dog new tricks, by the way, I did that on purpose". HAHA]]> 2020-05-24 06:49:52 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/590951737 jxknut19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/591276232 Well, I have experience with making mistakes in class and I feel that it truly does show the students that even adults make mistakes. For some crazy reason students believe that adults and teachers never make mistakes and are perfect. In this particular scenario, I wouldn't try to hide my mistake from the class. I would either stop and point out my mistake to see if someone can help me correct it, or I would point out that I found my own mistake and talk through the process with the class on how to correct it. I often say to my class, I make mistakes and that is ok but I want to make sure I learn from them for next time. I also spend some time usually at the beginning of the year to model with the class appropriate ways to point out to others when a mistake is made so they aren't simply shouting, "You're wrong! You messed up!" which can come across as rude if not phrased appropriately. ]]> 2020-05-24 12:54:22 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/591276232 cereed19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/592900078 This scenario is awesome! I actually purposely make mistakes so that my students will see how I react to them and what we can learn from our mistakes. In fact, while we were working on our first grade memory books, one of my students commented how I would make silly mistakes in class. He was a student who would make mistakes and have a hard time moving on. He learned how he could move on and keep learning! He started to have a growth mindset! I have made mistakes unintentionally as well. I have had students catch my mistake. It is such a learning opportunity for all of us. There are times I will admit that I am not exactly sure how to spell a word, do I will look it up. We lead by example!]]> 2020-05-25 12:57:39 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/592900078 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/592993672 I can totally relate to this scenario! I have actually done this before. However, after reading articles offered in this class, and learning more about what it means to have a growth mindset, I would suggest using this as a learning opportunity. I would tell my students that I too make mistakes each day and try to use them as a learning experience. Sometimes at the middle school level when I try to talk about having a growth mindset it comes across as kind of cheesy, and I get several eye rolls from my students. But when opportunities naturally arise to talk about it and concrete examples can be given it seems like students do a much better job finding the topic relatable. I might even bring up the 4 ways you can approach a mistake explaining that they can hide the mistake (which is often our first reaction but obviously not the best option), learn nothing from the mistake (meaning it will most likely happen again), learn from the mistake, or learn from the mistake and share it with others (which is exactly what I would hope to me modeling). 

]]> 2020-05-25 13:53:02 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/592993672 sxeise19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/593241483 This happens to me all of the time. Students find mistakes in my adding or in something I've done wrong. I never try to hide the mistake. I always look at what they are telling me and say thank you for pointing that out and kind of laugh it off while talking about how I'm not perfect and I don't expect any of my students to be. I am hopeful this is a way to model to students that we all make mistakes and we need to respond appropriately when someone points them out.]]> 2020-05-25 16:17:16 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/593241483 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/593358506 I am not going to lie, this happens to me all of the time! I am terrible at spelling but I own it. Sometimes a student will notice that I have spelt something wrong and they will tell me, I usually thank them or say something about how they are teaching me too. I will be writing on the board and I am not sure how to spell a word so I will ask the class if anyone knows how to spell it, I think it's important for students to know that teachers don't know everything and we are human too. I feel like this also makes students feel comfortable around me and I am not a "superior." Of course I want them to respect me but I think it is much more beneficial to be down to Earth rather than I know everything and they need to idolize that. So in that situation, a student would have already noticed my misspelling or I would ask the class how to spell a certain word. If nobody knew how to spell it, then I would ask someone to look it up for me or I'd ask siri...]]> 2020-05-25 17:32:43 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/593358506 cnmcnu19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/593629807 This has definitely happened to me many times! Instead of trying to erase it or fix it before the students notice, I "think aloud" and let my students see the process of me noticing my mistake, talking through it, and fixing it. Sometimes, my students notice the mistake before me. I call myself out, saying "even teachers make mistakes!" and thank them for helping me. It is so important that our students understand that teachers are not perfect and that everyone makes mistakes. Modeling how to handle mistakes can help students handle their own mistakes with a growth mindset and view them as opportunities to learn.]]> 2020-05-25 20:58:58 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/593629807 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/594869354 I can resonate with this scenario because it has happened to me many times. However, I don't quickly erase the mistakes when I make them in front of my students. Instead, I show my students my mistake and respond with, "See second graders, we all make mistakes and it is a good thing." I explain to them how every person makes mistakes and we all can learn from them. It is not something to be ashamed of when it happens. It is something that you learn and grow from and it is a common thing.

]]> 2020-05-26 14:17:06 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/594869354 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595171465 This scenario has happened to me many times and I'm sure will happen again! My students have pointed out my mistakes before I even catch them. I never try to hide them or dismiss them. I acknowledge that it happened and thank them for catching it! Once the mistake is identified I turn the table a bit and have them be in the "teacher role" and explain their reasoning of my mistake. We together figure out what I did wrong and growth and learning was had by all. I think that the students feel empowered to help and it also shows that it is ok because EVERYONE makes mistakes.]]> 2020-05-26 16:19:29 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595171465 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595526848 This is a perfect learning opportunity for you and your students! Rather than erasing the mistake quickly before the students see... OWN IT!  Process the mistake with your students by asking them to locate the mistake. Say something like "uh oh! Ms. Eggerichs made a mistake. Can anybody tell me what mistake I made?" This will force your students to look for the mistake and process it with you. Then you can use it as a learning opportunity. Talk with your students about how mistakes are proof that you are trying, and that everybody (even teachers!) make mistakes all the time. After you have taken the time to address the mistake and how we can learn from it together, have the students assist you in correcting it. This gives the students a little bit of power, helps them see you as human, and feeds their growth mindsets with the idea that mistakes are OKAY! ]]> 2020-05-26 19:13:48 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595526848 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595713159 This would be a great time to show that you made a mistake and that it's okay.  Often times my students notice my mistakes before  I do! If they don't I would say something like "Does anyone notice my mistake on the board?" I would then go on to explain how I made a mistake and yes it's embarrassing, but I need to own it and try and correct it because we learn from our mistakes. 

]]> 2020-05-26 21:10:48 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595713159 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595751107 I have for sure made mistakes on the board while teaching and sometimes I've made them on purpose! (Let's also not limit my mistakes to the board!) Everyone makes mistakes and I would use this scenario as just another example. Our students need to see us model a growth mindset reaction to making mistakes. This might even be an example to reference when talking about all the wonderful inventions that have come from people making mistakes as we teach students what a growth mindset is. I could hear myself saying something like: "Gee...I might even end up inventing something really cool! I mean because I make A LOT of mistakes! Maybe one day I will make some awesome discovery from one of my mistakes! Or maybe YOU will and then I can say I was your 3rd grade teacher!! How cool will that be!? Until then, we will just keep on doing our thing, learning from our mistakes when they happen!"]]> 2020-05-26 21:41:59 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595751107 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595818599 Okay, I'm not going to lie...I've definitely done this before in the past. Partly because it's the easier thing to do and saves time, but partly to avoid embarrassment that a teacher *gasp* made a mistake! Like the Edutopia article from this week said, teachers are like doctors in the sense that they are expected to not make mistakes. But we're human too! If this happens to me next year (let's face it...it will), I will be sure to use the opportunity to not only show my students that I make mistakes too, but to use it as a learning moment and have them figure out why my mistake is incorrect. This would be easy to do in my math classes. It's funny because I've often planted mistakes in my work on purpose and never get embarrassed about that, but when it happens on accident...that's when my face burns! I'm going to do better in the future and use it to my advantage to help my students in developing a growth mindset!]]> 2020-05-26 22:48:28 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595818599 efbaue19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595958435 So, this type of situation happens to me ALL the time. I often make mistakes on the whiteboard, because I usually am writing way too fast and not realizing what's happening. In this situation, I allow my students to correct me (and they always do! haha) Instead, of trying to brush it off and ignoring the situation, I think it is important to bring some attention to the situation. It doesn't have to take a lot of time, but simply commenting on the fact that I made a mistake is a great way to let your students know that we all make mistakes. I think following up with some type of phrase like: "We all make mistakes: or "Mistakes help us grow!" would be a great way to make it a teaching moment. If a student were to correct me, I would take a similar stand by thanking them and then letting them know that mistakes are a part of life. I have a sign in my class that says "Progress not Perfection" and we often talk about the idea of not being "perfect." Therefore, embrace the mistake! If you embrace your mistakes as a teacher, your students are more likely to feel okay about accepting their mistakes.]]> 2020-05-27 01:21:52 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595958435 rlklam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595991715 This is something that could happen all the time and probably does. With me teaching kindergarten it isn't often that students notice that I make a big mistake with spelling but in math they always catch me.  I think it is important to acknowledge that I made a mistake and ask them what they think I should do to help fix it.  I try to turn my mistake into a teaching moment.  When a student does catch me and corrects me I try to make it seem like no big deal that I made a little mistake and now that I know we can fix it together.  

]]> 2020-05-27 01:56:16 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/595991715 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596004061 Whatever mistake you make in front of your students, especially if they can catch it before you, you can use to help them not make the same mistake! Experience is the best teacher and if you stop and explain why you made that mistake or how a mistake similar to the one you made can happen, the students learn from that experience! They will be guaranteed to remember your mistake and know not to do the same thing. It is important to walk them through your thought process. If it is a silly mistake, OWN IT! Show them you are human, and that simple mistakes happen when you aren't careful. Ask the students what you should have done during your process to make sure you didn't make simple mistakes. The opportunities are endless for the teaching moments. Feed off of the answers and explanations students give and let it ride out. ]]> 2020-05-27 02:10:23 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596004061 kmobri19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596019770 I have gotten better at showing my students the mistakes I have made. I purposefully make mistakes while I am reading a loud to allow my students to help fix the mistake or I will go back and say, that doesn't make sense. Then I will go back try again to see what makes sense. This way the kids can learn a strategy to use when they are reading and they can also see that it is ok to make mistakes. I think it is important to make mistakes so kids know teachers make mistakes and they might feel more ok with making them too. ]]> 2020-05-27 02:29:15 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596019770 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596038366 Well, I feel like I make mistakes in front of my students on a daily or weekly basis. I am always telling my students that I still make mistakes as a teacher and as an adult. I have a colleague who rewards students for finding his mistakes! He has definitely been an example to me in switching my mindset about how I think about mistakes. As I've mentioned before, I am a bit of a perfectionist, but I will say I have gotten better at accepting my mistakes. I think I could do a better job at owning my mistakes and possibly pointing them out more than I currently do. I wouldn't say I am embarrassed about making mistakes, but do feel pressured sometimes that students will go home and tell their parents that Miss Limberg made a mistake in class today. I think I struggle with this more, because I am a "younger" teacher. As time has gone on though, I have been able to accept that I am human and as humans.. mistakes are a part of life. I am learning that mistakes are not only a part of life, but they are also to be celebrated! Because it means we are learning and growing! ]]> 2020-05-27 02:51:55 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596038366 masers19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596806748 Using what I now know, I would be sure to let the mistake stay until I was finished with that thought. I would then say something like "oh my bad that is spelled this way!" In the past, I would probably quickly grabbed the eraser and tried to fix it and ignore any comments made by the middle schoolers. I would use this opportunity to share that I was working too fast and "I am only human!" ]]> 2020-05-27 12:35:49 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/596806748 bdschm19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597064210 This is something that has happened often to me! I am pretty good with going with the flow and actually letting the students see the mistake and then fix it. Along with that the students in my room know they can ask questions and I am upfront when I do not have the answers. So I write down the question on a index card and find the answer that night and let the whole class know the next day. I hope that this shows them it is alright to make mistakes and no one knows everything even in their area of expertise. ]]> 2020-05-27 14:30:18 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597064210 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597125284 I make mistakes in the classroom all the time. I am sure I have spelled a word wrong on the board before as well! When I am writing things on the board I am writing it down so fast that I misspell words on the board. After I finish writing I finally notice. I don't get embarrassed by it at all. I just simply correct the spelling so my students know how to spell it and I tell them I made a mistake and I move on. It's okay for this to happen and I am showing my students that I am not perfect and that it is okay to make mistakes. ]]> 2020-05-27 14:54:15 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597125284 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597525625 I would bet not a day went by that I didn't make a mistake of some sort in the classroom. Sometimes on purpose to help them understand something, but a lot of the time because mistakes are inevitable. It is so important for our students to see us make mistakes. It is equally important for them to see how we react when we make a mistake. If we are embarrassed and try to cover it up, then when they make mistake they will do the same. However, if we own it and act like it's not a big deal and try again; they will be able to feel more comfortable with their own mistakes. A quote I have all over in my classroom is, "Mistakes are proof you are trying" and I refer to it often]]> 2020-05-27 17:44:11 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597525625 crwarf19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597703168 I cannot tell you how many mistakes I make and absolutely LOVE it when the students catch it! We then talk about what mistake I made and why I made it- was i going too fast, did I add wrong, etc. I get excited with the class when I make a mistake in hopes of them feeling more comfortable at making mistakes as well! Mistakes are our best learning opportunities. We back to fix our mistake as a class and talk about what we learned from the situation! I love these moments in my classroom!]]> 2020-05-27 19:14:46 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/597703168 pxschi19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/598063672 I love to make mistakes in my classroom. Sometimes I actually do it on purpose just to see if my kids will catch it. I think it is a great opportunity for teaching my students that every mistake is okay and we can grow from our mistakes. It is also a great way for students to know that they can give advice and help to others in a very respectful way. ]]> 2020-05-27 23:48:36 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/598063672 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/598238677 If I noticed the mistake, I would correct myself but tell my kids what I had done. If I made a mistake, didn't notice until all the kids saw it, I would address it in a bigger manner. It's important for kiddos to see that we are people too, and for them to help us problem solve. I may ask them, "Do you know why I maybe spelled it this way?" or "I wonder what I was thinking... oh well! I can use my resources to help me find a solution. Can someone help me out?"]]> 2020-05-28 03:05:13 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/598238677 kmobri19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603194997 I used to give an end of the year survey to my students to see what they liked, didn't like or wanted to do more of. Then it occurred to me, why not do this in the middle of the year so you can make changes based on what your current students need. I think Mr. Smith would benefit from doing something similar to this and adjusting his teaching strategies based on what his students need. He would benefit from getting to know his students and what they need. 

]]> 2020-05-31 11:18:27 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603194997 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603445725 Every year when we have our meet the teacher day before the school starts I meet with the parents and we fill out a form with questions that I have regarding their child. I want to know background information on my students so I can best meet their needs as their teacher. One of the questions on the form is, how does your child learn best? I feel that Mr. Smith could benefit with something like this. Conferencing with your students throughout the year too will help to gauge them in their needs as students.]]> 2020-05-31 16:37:33 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603445725 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603499349 This past school year my district tried something new called PGP. PGP stands for Personal Growth Plan and once a month teachers worked with a small group of students to try to determine a plan of action for how they learn best. Students were given examples of what it means to be an auditory, visual, or tactile learner and then they had to think about how they learn best. After they had a chance to share their predictions, we had students complete  a Learning Style Assessment (on a website called How To Study.com- kind of a cool resource if you are interested in trying!!). Students had a fun time discussing their results and it was insightful to hear about how my students learn best! I think Mr. Smily could try something like this so that he knows how to change up his teaching style to best meet the needs of the third graders in his classroom. 

]]> 2020-05-31 17:37:15 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603499349 cnmcnu19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603611309 Mr. Smith needs to take the time to get to know his students' backgrounds, learning styles, and learning preferences. Mr. Smith could give his students a survey to find out how his students prefer to learn. He could also have a classroom discussion about the results, so students feel that their voices have been heard and their feelings validated. After that, Mr. Smith could reflect on his teaching, and observe other teachers to get ideas of how his teaching can be more meaningful for his students. As teachers, we must adapt to our students' needs. Mr. Smith needs to find a way to adapt his teaching to fit his students' needs while also staying true to himself. ]]> 2020-05-31 19:41:08 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603611309 amgall19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603675747 Changing our teaching can be extremely hard and challenging, but if you wants to have his students succeed he should make small changes that can have a large impact. For example, Mr. Smith should get to know his students and their backgrounds. What ways do they best learn? Hands on, visual, lecture? Mr. Smith could even ask his students what do they need from him to be successful in his classroom. I have found through personal experience that if I ask my students what they need to be successful they will be able to tell me. Mr. Smith could also ask a peer or coach to observe him and provide suggestions on the above scenario. 

]]> 2020-05-31 20:48:21 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603675747 jxknut19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603968230 I am going to assume at this point that Mr. Smith may realize that his students aren't successful in his classroom if they are having a tough time following his logic. Likely, they would struggle on his assessments. If Mr. Smith was a reflective educator, he may (or should!) take time after the assessments are given and see where his students seem to be having difficulty. This could lead to a discussion with his students on how he can help them, or where they are confused. If the students are not comfortable with verbally talking to Mr. Smith, he could offer some type of exit ticket check in throughout the year asking his students to give him feedback on how they felt a particular unit went, or if there was anything else he could do to help them be successful at school. It would be beneficial for Mr. Smith to spend time at the beginning of the year to work on building up his classroom community by understanding each student's unique background and how he can reach all of his learners with their various learning styles! I would hope the school Mr. Smith works at would have an instructional coach who could help him feel more comfortable exploring other ways to teach, rather than just relying on lecturing. ]]> 2020-06-01 02:43:24 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/603968230 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/605441634 As educators, we have a responsibility to get to know our students' backgrounds and learning styles. Mr. Smith needs to take the time to really understand his students and how they will learn best. He should realize that all students have different ways of learning and he needs to incorporate all different ways into his teaching. For example, there are auditory, kinesthetic, and visual learners. He needs to meet all of their needs and not just the auditory learners for his students to learn to the best of their ability.

]]> 2020-06-01 18:47:15 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/605441634 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/605679075 Well, it sounds like Mr. Smith needs to take a course on culturally responsive teaching. It is our educational duty to understand the backgrounds of the students in our class and adjust our instruction to meet the needs of ALL learners. He also needs to switch up his instructional strategy, as it sounds like he is primarily using direct instruction. Using cooperative group work would be a great strategy to implement into his classroom to promote collaboration and help the students build relationships, since they come from a wide variety of cultures and backgrounds. When students feel connected in a classroom community, it benefits all learners emotionally, socially, and academically.]]> 2020-06-01 21:07:49 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/605679075 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/605846605 Mr. Smith would benefit from reflection, self evaluation, and/or coaching. Through this process he would be guided to identify the areas of weakness in his instruction and in his classroom environment. We need to be responsive to the needs of our students and provide them with the resources they need in order to be successful. Training on best practice in being culturally responsive to his students would give him the tools he needs to expand his "normal" or "comfortable" teaching style. ]]> 2020-06-01 23:43:08 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/605846605 efbaue19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/606030045 As a teacher who has many students of many different cultures, I know the importance of making sure my teaching is clear and supportive of all students. One way Mr. Smith could help out his students would be to provide many visuals for them to view as he teaches. Visuals are often universal and can help students make connections between the words he is saying and what it looks like in the world. Another way he could improve is to change his teaching style from all lecturing to more partner work or turn and talks. IT is very important for students to talk about the information as it helps them to understand it. So Mr. Smith could include chances for the students to work with a partner or just talk about what they have learned about to someone else. We obviously all make mistakes and are learning how to be better teachers. One last thing he could and should do is to ask his students how they would prefer to learn. As teachers, we need to be reflective and it seems like these students are willing to explain what they need in order to learn better. A truly reflective teacher would take their ideas/comments and try to fit his teaching to their learning styles.]]> 2020-06-02 03:03:05 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/606030045 kmobri19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/606956034 If this were my classroom and this same thing was happening I would remind my students to do their own because the person that you are cheating off of could be wrong. You might know more than you think if you just attempt to answer the problem on your own. I would not call anyone out specifically, but just use it as a teachable moment. I would try to help the students realize that they are not stretching their brain by copying someone else's answers and if they get it right you also get it right, but what did you actually learn. However if you make a mistake you can learn and grow from it.]]> 2020-06-02 14:11:59 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/606956034 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/606956273 This situation actually happened to me this year. I had student who wrote her spelling words on her desk prior to taking the test. I didn't actually notice it, but I had another student come over and tell me privately that she saw this student cheat. My students are in first grade. I had a whole class discussion on why when we cheat are brains can not grow to the best that it can. We also talked about how cheating is wrong. I feel that Mrs. Johnson could benefit from having a conversation with her students as well.]]> 2020-06-02 14:12:06 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/606956273 sxeise19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607132788 I would change this scenario into bringing in a growth mindset by sitting down with the students and talking about how they learn best. I would then describe the different ways that students learn. We would think talk about how we have to stretch our brains to learn in different ways with the standards that we need to cover.]]> 2020-06-02 15:33:05 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607132788 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607144222 I would first bring up to Mr.Smith that his students have been upset and struggling with his teaching style. I'd ask him if he has recently tried or has heard of any other kind of teaching style, either way I would provide him with some resources that may help him. Then I would explain how I evaluate and reflect on all of my lessons to see what worked, what didn't, and how I can adapt the lesson to best support me students. After explaining that, I'd ask if he would be interested in learning how to do the same with his lessons/curriculum so he can best support his students.]]> 2020-06-02 15:38:34 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607144222 kmobri19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607289503 If this were my student I would absolutely let him fix his mistakes if he wanted to go through the exam again. Through growth mindset we have learned that we grow when we learn from our mistakes. I know that this student maybe could have done something different to prepare better, but if he is willing to put in the work to redo and fix his mistakes I would definitely let him do that. How else would he learn if you just give him the "F" and not talk about it again. 

]]> 2020-06-02 16:49:53 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607289503 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607289888 If this situation were to happen in my classroom, I would allow for my student to look over his/her work and make the corrections necessary. I believe that we can all grow and learn from the mistake that we make. How else are we to grow and stretch our brains? We need to provide our students with these opportunities to challenge themselves and make the changes they need to better themselves.]]> 2020-06-02 16:50:06 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607289888 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607466746 I would talk to the students about different learning styles and teaching styles. I would stay optimistic about the opportunity to learn this way with the students. I would then take an opportunity to talk with Mr. Smith about different learning styles and hopefully spark a good conversation about switching it up and the benefits it has for students. ]]> 2020-06-02 18:24:45 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607466746 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607916217 If I were Mr. Smith I would start by having an open dialogue with the students, and allowing them a safe space to express their thoughts on what is working for them in class, and what might need to change for them to feel more successful. If they expressed that the teaching style just wasn't working for them, I would ask for input on how they think they learn best. This could be done in conversation or in a written survey of some sort. I would begin incorporating different learning styles into my lessons as a direct response to the students and their needs. Lectures can be supplemented simply by adding visuals. Hands-on activities could be incorporated to reach kinesthetic learners. Music could be included to assist auditory learners. Group project can help social learners thrive. There are so many ways to incorporate different learning styles! It is important to make the students feel heard. I would thank them for expressing their concerns and talk about the importance of thinking about and reflecting on how we each learn best. ]]> 2020-06-03 00:41:48 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/607916217 rlklam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/608002250 If I were Mr. Smith I would think about all different types of learners and what it looks like when those are incorporated into a lesson.  I would have a conversation with my students open an honestly allowing them to express their ideas for what they would like to see in the classroom.  Having a growth mindset on the matter rather than sticking to the fixed mindset is going to chance the whole dynamic of the class.  

]]> 2020-06-03 02:20:00 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/608002250 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/608081921 I am always trying to look for engaging ways to involve students in their learning. I am going to return to our information we read about in this week about discussion. I don't think lecturing third graders is the best way for them to learn. Get them involved in their learning by having them take ownership of their learning! I have had students present vocabulary cards in the past. I have had students assigned parts of the play we were reading whole group. The more hands-on and involved you can make your teaching, the more meaningful it's going to be for your students. And really... That's what it's all about! It's not about you standing in front of a group of students regurgitating a plethora of information. Use visuals as often as possible too, since there is a wide cultural and ethnic background. ]]> 2020-06-03 04:03:57 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/608081921 cereed19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/608773375 As a teacher we have so many things to consider when teaching and what is best for our students. We have a classroom filled with different types of learners. We also have to remember that our lessons that we teach have to be age appropriate in length. We should ask ourselves, what are the various ways I can teach this lesson without a lecture type lesson. What hands on learning can take place? What kind of movement can take place? Can you meet the same objective having students work in small groups? With my first grade students, we have mini lessons and then time to work and move around. The longest lessons are Math and that needs to be changed up so the students aren't sitting for a long time. I had a teacher come into my classroom once every six days to do a 45 minute lesson with my students. Last year the same curriculum was done two days, for 30 minutes. The 45 minute lessons didn't work for my little ones. They were asked to sit too long. Although there were a lot of higher level questions, it was more of a lecture type class. We would have to take a long movement break after that. We would go outside or do some Gonoodle in the classroom. Then we would usually have choice time. They would tune out if we tried to do anything. I had to do what was best for them. 

]]> 2020-06-03 12:27:04 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/608773375 bdschm19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609329170 Mr. Smith needs to take a look around the classroom and think if he is doing everything he can to reach as many of his students as possible. If he is not then there are a few steps to take. First, think back to all the different types of learners that there can be in your room and think about what ones you really have. Next, come up with a plan to reach more. This is the difficult part and if you run out of ideas walk down the hallway and ask another teacher in your building to get some new ideas. Lastly implement the new techniques and be willing to change on the fly. If something does not go well, do not get discouraged but learn from it and move on. ]]> 2020-06-03 16:36:40 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609329170 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609381718 I feel like there are different types of reactions you have based off of how old your students are. This has happened to me in my Health classroom, I usually walk over and have a conversation with the student about school policy and what happens when we cheat. With high school, you have a syllabus with each class so in the syllabus it stated that if you are caught cheating you will initially receive an F. You have to then write a paper on cheating and how it cheats you from any actual learning, then after you finish the paper you can take the test during my office hours. So it is just me and you in the room. If Mrs.Johnson's class is younger, I think it is most valuable to have a whole class conversation about cheating and how it robs you from retaining any information/knowledge. ]]> 2020-06-03 17:01:34 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609381718 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609781725 It sounds like Mr. Smith needs to look at his students and determine what their needs are. I'm sure there are some students who would be successful with lectures as the main form on instruction. However, there are several ways students learn such as visual, kinesthetic, auditory, reading/writing, and more. If the majority of his students aren't able to follow the lecture structure he needs to add some lessons that will help the students who learn in a different way. I think it's best if you can involve several of the different types of learning styes into your lessons so you will be able to reach the greatest number of students.]]> 2020-06-03 20:46:35 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609781725 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609960667 When there are 20-30ish students in a classroom there can be multiple learning styles in a room. Some students might be a visual learner, auditory learner, or a kinesthetic learner. There are so many different types of learners it is so important to know who your students are and what ways (teaching strategies) work for that particular group of students. Figure out what works with your students and go from there. Making mistakes in the classroom is okay- use each lesson and experiment to figure out what works best for YOUR class!]]> 2020-06-03 23:50:26 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609960667 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609979514 If Mrs. Johnson suspects multiple students are cheating on the exam, it may be an indicator that students are not understanding the content that is being taught. It is important to hold students accountable for their actions, so the appropriate consequence to cheating, according to policy, is important to administer. An alternate assessment may also be necessary to find out if the students were really comprehending the content. Continuing to build a relationship and classroom environment that enables students to seek help when they need it will hopefully prevent the need to cheat. A follow up lesson on integrity would help as well!]]> 2020-06-04 00:13:20 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/609979514 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/610037844 I think Mr. Smith needs to be able to get out of his comfort zone and instruct his students in a way that works for them. Mr. Smith should utilize different types of activities, many hands on, in order to find out what works for his students. Our job as teachers is to teach our students in a way that they are able to learn. That can change drastically from year to year depending on the needs of each group of students. We need to be able to be flexible in our instruction to meet our learners' needs.]]> 2020-06-04 01:21:23 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/610037844 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/610118984 Clearly, this teacher needs to find more engaging ways to present learning. He should make his classroom more student-led by giving his students opportunities to work collaboratively, do projects, solve problems, and connect their studies to real life. ]]> 2020-06-04 02:59:27 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/610118984 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/610952277 Mr. Smith might benefit from a coaching conversation. He can discuss the complaints that he is receiving from his students and hopefully end up at his own conclusion that students learn in different ways. He can then explore strategies to engage more students in the class.]]> 2020-06-04 13:11:53 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/610952277 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/611069571 Ask for input from your students! I love kids because they tell it like it is. If he were to ask his students what specifically he could do to make class more engaging, I would bet that they could give him that feedback and suggestion.]]> 2020-06-04 14:03:14 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/611069571 cereed19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/611813262 This is such an interesting scenario to respond to. I teach first grade students. We do take Math tests in the classroom. This year, I did see one of my students looking at another student's paper. Part of me was surprised and the other part of me wasn't. She is one of my lowest students who was trying to cope with not knowing or understanding exactly what she needed to do. I spoke with her privately. I also noticed that two girls who typically sit by each other got the same question wrong on a Math test. One of them copied the other person. The next time we took a test we talked about how important it was to keep our eyes on our own paper. We talked about how I needed to know what they knew and what they still needed help with. I also moved some students around. As I was reading the questions to the students, I walked around a lot and scanned the room. The next test was a more accurate picture of what they knew and what they still needed to work on. ]]> 2020-06-04 19:43:13 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/611813262 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/612256001 This is a real issue at my school that I have gone through teaching health class.  I am most comfortable with the lecture style because of the amount of information we have to get through in such a small amount of time.  A few years back, our department started using more technology and having kids do research on diseases and giving presentations.  We have kids use art and making posters and other projects.  We added more movement activities and group discussions and sharing with the class.  It took a lot to let go of the reigns but the more organized and guiding you are, the easier and deeper our conversations are becoming!  As a teacher, we need to know the needs of our students and get out of our comfort zones and use a growth mindset for ourselves!!

]]> 2020-06-05 03:20:50 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/612256001 crwarf19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614202951 This is a situation we have seen at our school at times. It is not a common issue, however, when we have students that do not speak English they have a very hard time following the instruction part of a lesson. We have found that it is very important to have visuals for the students to look at as they are learning to help them understand the concept and what is being taught.]]> 2020-06-06 12:58:06 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614202951 jxknut19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614282062 One way that Mr. Johnson could have possibly avoided this is if he had spent time prior to this assessment teaching his students the power of yet. It would have been impactful for Mr. Johnson's students to know that it is okay if they can't do something yet, even if it is an assessment, rather than looking off a neighbor. We all cognitively develop at different stages. Once he had identified a possible "cheater" he could have taken time to talk to the student(s) privately, discussing the importance of trust. I often say to my own students that I want to know what THEY know, not what a neighbor knows. I likely would have had the student retake the assessment privately at another time, if I found out they were indeed cheating, not just assuming they were. ]]> 2020-06-06 14:36:46 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614282062 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614377988 I would have a private conversation with the students that I thought may be cheating. I would go into the conversation with an open mind and not accusing them of cheating. We would talk about what cheating is, what it may look at, and the impact cheating has. I would also talk about how it's okay to not know all answers, but I would like them to try and I want to know what they know and what they may need more help with. I would also separate the students that I thought were cheating. ]]> 2020-06-06 16:34:31 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614377988 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614535578 I think it is important to listen to what his protests are about the grade that he received. He may be able to shed some light on the questions that were marked incorrect. By giving him the opportunity to explain his answers, he is able to show what he knows and in what areas he needs to improve. The student should also be given an opportunity to do further study, within a specific time frame, on what still is incorrect, and then allowed to be reassessed in those areas. ]]> 2020-06-06 20:21:48 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614535578 jxknut19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614563173 It would be appropriate to listen to the student’s concerns. Also it would be beneficial for both the teacher and the student to go over the test together so that the student can be guided towards learning from their mistakes, which is the concept behind a growth mindset. In our school district older students are allowed to redo work to bring their grade up. In third grade, we go over all assessments and what was expected to help students understand any mistakes they may have made. This would also be an excellent time to model to a student how to respond when there is a difference of opinions and how to conduct themselves in an appropriate manner.]]> 2020-06-06 21:08:18 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614563173 masers19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614664443 I would talk to the whole class about how I want to know what they know. I do not need to know what their neighbor knows. If I can find out what you know, I can help you grow! 
If I was really worried about a certain student, I would have them stay after class to chat about the growth mindset. I would be very open minded and just have a chat to let them know they are on my radar. 

]]> 2020-06-07 01:56:31 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/614664443 jxknut19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/615079798 I had a parent tell me this year at conferences that school was just a game, and their child needed to just pass the game at each level to do well. This scenario reminded me of that parent encounter. I would hope that students don't view class as just something to pass. I work hard to have students understand the value beyond the classroom of why we are learning what we are learning. I would have a discussion with this student to highlight that focus in our classroom. It is more than just passing this class content. Especially focusing on growth mindset, our conversation would include how learning together now will help him in his next class, during his next test, and when the next challenge arises. I would also work with the student to set goals for his success in my class since it is only mid-term. ]]> 2020-06-07 11:49:23 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/615079798 crwarf19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/615756634 One thing I do when giving a quiz or test in class is to spread the students out in hopes of removing the temptation and option of sneaking a peek at another student's work. If I do think I see someone cheating I have a private conversation with them. It would be very important to go into the conversation willing to hear what they have to say because I have had it in the past when I was mistaken when I thought a student was cheating. I felt very badly about that!]]> 2020-06-07 21:47:37 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/615756634 kmobri19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/616131033 I would do whatever it took to help this student pass this class. If the student was willing to go back and maybe fix past assignments. It states that he was working very hard so I would be willing to work with him/her. I would also remind him or her that what you get out of the class is sometimes more important than "just passing the class." I want the student to see value in the class and not just something he has to get through. So I would first look at past assignments that he could fix to bring his grade up. Then I would guide him to the proper resources so he can prepare for the mid-term and do well on it.

]]> 2020-06-08 05:53:15 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/616131033 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/616901900 I have definitely had this happen in my classroom before. I have found that having privacy folders for my students during tests are very helpful. However, in this situation they obviously did not have them because a student was caught cheating. In this situation, I would  talk to the student in the hallway after the test so nobody is aware of what is happening. I will not call the student out in front of peers because this would not be helpful. I will then have a conversation with the student about why it happened and what we can do to fix it. 

]]> 2020-06-08 13:49:57 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/616901900 sxeise19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617135717 Making sure that all students are doing their own work at all times can be difficult in a middle school math classroom. It's hard to manage a seating arrangement where students are far enough away from each other when there are over 30 students in classroom. If this happened to me I would have a large discussion with the whole class about cheating and doing our own work rather than jumping to conclusions about the two students first. Then I would monitor the next test/quiz more closely and then reach other to individuals if there was a further problem.]]> 2020-06-08 15:38:12 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617135717 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617315447 In this situation I would have a conversation with the entire class. In a middle school setting students tend to handle those types of conversations well. I would explain to the class what cheating looks like and why it is not acceptable. Going forward, if I continued to sense that the same student was cheating I would have a side conversation with them and/or move their seat closer to where I plan to be during the test/quiz.]]> 2020-06-08 17:04:44 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617315447 pxschi19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617381032 I think that doing inventories of how students learn best is very important especially at the beginning of the year. Getting these results can help frame how you will do your teaching at the beginning of the year. Some years, lecturing for those auditory learners may be what is best. However, some years you may have more kinesthetic learners were you need to do more hands on teaching. I also think it is important that teachers bring in realia and relate teaching to real-world experiences especially for students with different ethnic and linguistic backgrounds. ]]> 2020-06-08 17:39:13 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617381032 rlklam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617439017 In a case like this where she suspects that others are also cheating I would talk with the entire class.  We would talk about the importance of doing the work on our own because that is a way for me to know what they still need help with.  I would then possibly pull the one I caught aside without calling attention to them and tell them what I saw and ask them what they need from me so that I can help them.  

]]> 2020-06-08 18:12:57 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617439017 cnmcnu19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617475819 I would have a whole class discussion with the students about cheating, integrity, and the impact cheating can have on learning and classroom community. Then I would have the class brainstorm ideas of what they could do if they feel tempted to cheat. This way, I am offering support to the student I suspect of cheating, without singling them out in front of the class. I would then keep a close eye on the student I suspect of cheating, and if my suspicions continue, have a private conversation with that student. ]]> 2020-06-08 18:35:51 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617475819 smbish19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617629354 The first step would be to help the student see that "just passing the class" is not the outcome that should be desired with having a growth mindset. Helping him to continue to persevere in his learning is the next step. I would take to some to meet with the student and parent or guardian to set some growth goals for the next half of the term. Providing some different accommodations according to his needs would be important to consider. ]]> 2020-06-08 20:13:02 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617629354 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617867526 I think this definitely calls for a whole-class discussion. The discussion should not be accusatory or place blame on a particular student, but should rather be honest and open about the negative impacts cheating has on both the individual and classroom level. I would make a lesson out of the situation and have students brainstorm reasons for cheating. These might include "forgetting to study", "not wanting to get a bad grade", or "easily being able to see someone else's paper". We could then brainstorm reasons that cheating negatively impacts our learning, and ways to resist it. I would make sure the students have a clear understanding of the policy and the possible consequences that may come if it happens again. This scenario could definitely be used as a teachable moment and a reset for the class moving forward.]]> 2020-06-09 00:28:29 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617867526 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617996431 We have to assume that if we make our material easy to copy or our assessments easy enough to cheat off of, students will always take the easy way out and cheat. Instead, we should design assessments that are more focused on the process of learning, collaboration, and giving productive feedback to students to improve their work. Mrs. Johnson's attitude also seems quite negative, just from the one sentence scenario. If she becomes more open minded and takes time to engage with the students, hopefully she will understand them better and not have to worry about what they are doing behind her back.]]> 2020-06-09 02:56:39 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/617996431 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619409964 As a middle school teacher this is something that I talk about to my class before each and every test that I give. I think it's super important to be open and honest with your class on the cheating policy. From there, I just give multiple reminders. I think you just you just need to have a talk with the class and not assume that students are actually cheating!]]> 2020-06-09 18:50:09 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619409964 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619606276 I would definitely have a discussion with my students about honesty and integrity. I often tell my students that shortcuts aren't worth taking and I believe cheating would be considered a shortcut. I teach fourth grade and so I believe it would also be appropriate to explain that cheating may help them temporarily be "successful" on a certain test, but what are the long term effects on cheating? What are they actually going to learn through cheating? I also believe if you have already created a solid focus on progress and not perfection with your students, this dilemma could be avoided.. or the degree of cheating may not be as high. ]]> 2020-06-09 21:21:34 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619606276 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619658298 Cheating -- it happens. It's something that has been around forever and is often hard to prevent. But one thing that educators can do to lessen cheating is find ways to assess students in more ways than just a standard paper test. I've been developing different types of assessments over the years (oral exams, collaborative assessments, open-ended tests) to switch things up and not only do they engage students more, but it's very hard to cheat. With that being said, with this scenario I would first address the student(s) I suspect of cheating and get to the root cause of why they are cheating (if it is discovered that they are in fact cheating). Do they have test anxiety? Would they prefer testing in a quieter space elsewhere? Did they feel unsuccessful during the previous lessons and need more time? Are they feeling pressured by me or parents at home to do super well on it? Once that is established, I'd have a conversation with the student and help them see how cheating doesn't help us grow as individuals -- it only hinders us. There's a lot of ways to handle this situation, but taking an empathetic approach and being understanding can go a long way with students and help prevent them from repeating it in the future..]]> 2020-06-09 22:16:43 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619658298 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619740182 I know this is a made-up scenario (which probably happens to actual students), but this would never happen in my classroom. But I would first listen intently to the student and hear out his side of the story. Perhaps there is some underlying issue or outside circumstance I don't know about that caused him to perform poorly on the test. We can't control their lives outside of school and that aspect of our students often plays a role during class time. I personally believe that students should always be given the opportunity to improve a lousy test score. Isn't the goal to help our students grow as learners and provide opportunities for them to master the standards that we teach them? If we don't let them improve and attain success with the standards we teach, are we even really doing our job? I would definitely set some retake guidelines for the students and allow him to improve his score once he has studied more/is in a better frame of mind/feels ready.]]> 2020-06-09 23:58:28 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619740182 efbaue19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619789507 Personally, I think it is appropriate to have a discussion with your students in the beginning of the school year about cheating. Cheating most often happens because students are afraid to be wrong. I think this is a great moment to address with the class that we do not expect for each student to get every single problem correct. I explain to my students that I only use tests to help inform me on how I can help teach all my students better. If they aren't being truthful on their test, I won't know what you need help with. I think this helps to ease some of their anxiety of wanting to be correct. I also let them know to always just try their best, because that is all I am asking of them. I think once you have built that strong trust and explained the purpose of a test the students will not see the need to cheat. ]]> 2020-06-10 00:55:11 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/619789507 bdschm19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/620839976 Cheating is one of those things that has been around forever and I don't see it going away anytime soon. In this scenario I would make sure to speak with the class at the beginning of the quarter along with the beginning of each test day to remind them of my expectations. Another thing I let me students know is if they do not know something that it is alright and I will try to help them get started in the right direction so instead of cheating and getting a 0 come up and speak with me and do your best. Lastly I let all my students know that the tests are weighted the same as any other assignment category in my class so they have lots of opportunities to improve grades other than just tests and it gives students peace of mind who struggle with exams. ]]> 2020-06-10 14:36:21 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/620839976 cereed19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/620843296 What an interesting scenario. Our district has started some serious conversations around grading for learning. In the conversations that have started, allowing a student to retake a test would be acceptable. I would be curious as to "why" they got the "F" as a grade. Did they study? Did they not understand the material? Did something happen at home that prevented them from fully focusing on the test? As a first grade teacher, we don't give letter grades. We do look closely at the Math test to see what areas a student needs further instruction in. ]]> 2020-06-10 14:37:58 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/620843296 cereed19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/620920878 As a teacher, I would want to discuss with the student why they are close to failing the class. During that discussion, we would come up with a plan to help that student. What that would look like would depend on the "why". It is important for the student to persevere in their studies. I would also want to convey to the student that they need to think differently about "I just need to pass". That might involve setting some goals for the rest of the school year. Working with the student to help them come up with a plan is also important. ]]> 2020-06-10 15:16:19 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/620920878 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621150637 If a student is cheating I my class I would want to think about the praising I am using in the classroom. If I praise perfection and correct answers, my students may feel that is what is important and feel the need to cheat to please or impress. If students know that I value hard work and effort, they may be more likely to value those as well.]]> 2020-06-10 17:23:42 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621150637 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621168490 Interesting scenario! In my district students are allowed to make up work on summative tests and projects but not on formative assignments as they are viewed as being practice. In this situation I think it would be important to sit down with the student and have a conversation about the decisions made that led to the poor grade. Something going on at home? Not understanding the material? Not enough time to prepare? After that conversation the teacher and student would have enough information to come up with a plan to try to avoid the same situation from occurring again. I also think that going through the mistakes and using them as an opportunity for growth would be important as part of the learning process. ]]> 2020-06-10 17:34:54 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621168490 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621341880 Cheating is something that I don't personally see in the 1st grade classroom often. I don't think they know what cheating is other than in board games. With that being said, I would make sure the physical makeup of the classroom doesn't encourage cheating. How could this teacher reflect and change the seating arrangements for next time? As for the student, I would approach them after the test and ask them what they felt good about and what they didn't feel so good about. I would then make it a point to give some tips for studying and friendly reminders about the importance of not cheating before the next test.]]> 2020-06-10 19:31:24 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621341880 pxschi19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621644084 Cheating is not something that I commonly see in the first-grade classroom. If I see it I believe it is completely innocent. I am not sure what grade Mrs. Johnson teaches, but I believe that at any grade (even in first) it is important to have a one-on-one conversation with the student after the fact. It is never okay to call someone out on something in front of others, especially if you don't know for sure if it is happening. I think in order to keep a trusting relationship between the student and yourself it is important to pull the student aside later and ask about the incident. ]]> 2020-06-11 00:56:50 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621644084 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621697952 This is always a tough one for me.  I am now teaching PE full time so it doesn't relate as much as we are moving towards participation and less paper pencil/tests as we did in the past.  On the flip side, When I get a section of either 6th or 8th grade health with class sizes 36-40 in a small room, I know there are wondering eyes.  What I have learned in the past few years is that a test with high points and large class sizes only draws more chances for kids to cheat.  This long distance learning has proven the work ethic of my best and less than stellar responses to our assignments.  Some kids would copy and paste knowing it "counts" per our districts guidelines and my students I thought would knock it out of the park, didn't do much.  
In this case, I would remind the students during the time I suspected cheating and remind them of the code of ethics and how important it is to do your own work. If they try their best and don't like their result, they have a chance to retry it with no penalty. After seeing the results and finding multiple scores with the same answers wrong, it would give me a chance to have hard evidence to have the honest and courageous conversation with the students involved and remind them that they are individuals who have their own mindset and that if they are not prepared for a quiz/test, they can always opt out and study and try next time. Integrity means more to me than just a grade that they really didn't earn with their hard work and dedication.]]> 2020-06-11 02:05:30 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621697952 sjbabb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621722153 For starters, this is a prime opportunity to have a meaningful discussion with this student. I would first address and determine why the student is in danger of failing the class in the first place. What is holding the student back from being successful? How can I help him/her get on the right track? Secondly, I would praise and acknowledge the hard work that this student has put forth in the class (despite being in danger of failing). Providing that little "celebration" of work could give the student a confidence booster, and building confidence is key in developing a growth mindset. From there, I would help the student generate a plan to move forward in the right direction and equip him/her with the tools he/she needs to persevere and keep working through the challenges that they are facing. Perseverance is also an important factor in developing a growth mindset, so touching on that is also key. Once the plan for success is established, it's go time!]]> 2020-06-11 02:37:13 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621722153 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621723567 Knowing the grade Mrs. Johnson teaches would help determine what I would do and how I would address the students involved. In first grade cheating on tests isn't something that I see. Occasionally a student will say someone cheated at a game they were playing, but that's about it. I think sometimes young students aren't even really sure what cheating is. Typically if a student says someone cheated on a game I'll talk to the students and try help them explain their thinking and what they can do next.]]> 2020-06-11 02:38:55 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621723567 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621729307 Mrs. Johnson should have a private conversation with the student she caught cheating after the test. She should talk to the student and ask the student why they felt the need to cheat. She will be able to find out if that student needs help with the academic and didn't know the answers, or if they did not have the confidence in themselves. She will be able to help that student to be successful in the future. If she suspects other students are cheating I would have a conversation with the class about the purpose of testing and they will not get anything out of cheating.]]> 2020-06-11 02:45:40 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/621729307 sxeise19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/625108324 I am a firm believer in retakes. When I teach I want students to understand the information, no matter how long that takes. I always make the students either do work to show they have improved their skills before they retake the test or I allow them to fix their mistakes and do a little extra work (IXL skills) in bring their test score up. I was always a poor test taker in school and would have benefitted from my teachers allowing me to retake or fix my tests. The school that I work at currently enforces retakes/fix and returns on all summative assessments.]]> 2020-06-13 14:48:41 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/625108324 masers19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/626617479 I would arrange some time for me and the student to go over the test together. I think it would be important to help this student work through the issues and I can really see where they are struggling still. I would be sure to use growth mindset phrases as we went through the incorrect problems. I would want this student to walk away feeling hopeful for the next test. I would also go over strategies to be more successful. Perhaps they need help with study materials or setting aside time to study. 

]]> 2020-06-15 03:37:58 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/626617479 masers19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/626623771 I think this would be a good time to talk to this student about what school is really about. We are helping students to explore and learn to enjoy learning. Just passing is not meeting the goals of any class. We want them to be motivated by the material and excited to dig deeper to grow their brains! I would also talk to the student about why they are in the spot they are in now. What can I do help them get back on track? Making a plan and getting parents involved sounds like a must at this point. 

]]> 2020-06-15 03:48:08 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/626623771 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/626625422 In this situation rather than giving the student extra credit or simply letting them retake the test I would sit down with the student and go over the test with them. Sometimes people are able to articulate their answers verbally rather than written on a test so maybe they can explain what they really meant. The only way we are going to learn from our mistakes is if we are given the chance to try again. Whatever the reason is that the student did poorly on the test, they now know didn't work and they will do it differently next time. Everybody has a bad day or can have extenuating circumstances that affect us and how we are able to complete a task. Giving the student a second chance will let them know it's ok to make mistakes and they can do better.]]> 2020-06-15 03:51:09 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/626625422 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627443616 The student obviously did not understand the concepts on the test if they received an F. As a result, I think it would be very beneficial for the student to sit down with me and go over the test together. This way the student can ask questions and I can explain to the student whatever they don't understand. This is a great way to bring more clarity to the concepts and for the student to make sure they can get understanding for the future.]]> 2020-06-15 14:29:57 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627443616 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627540820 I once had a professor in college start his class by saying something like this: "I give grades based off of what you learn in this class. Notice how I did not say WHEN you learn it. You WILL learn the material with hard work and effort. The timeline is different for us all, however. So if you don't get something the first time around, try again, and then keep trying until you understand it. Once you've put in all the effort you have and understand the material to the best of your ability, that's when you'll receive your final grade." I was sort of taken aback by his words at the time, not really understanding what he meant. But as the course went on, I understood, and I would approach this situation in the same way. If a student receives an "F", it is obvious that they did not understand the material. I would sit down with them and go over the test questions, supporting them through the work. Then I would allow them to re-take it. Students learn at different rates. If a student needs a little more teaching or a little more time to understand material then I will give that to them (reasonably- the effort has to be there). Isn't that the goal of education? That students learn? Some may need a little more time and support, but if they learn it eventually, then we have done our job and their grade should reflect the effort they put in to learn the material.]]> 2020-06-15 15:27:21 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627540820 cnmcnu19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627576313 I would sit down with the student and ask him what was challenging for him in this unit. Based on his grade, he clearly did not understand the unit. I would also look back at previous test scores and see if this was an unusual grade for him. If it stood out as an unusually low grade for him, I would start out the conversation by checking in and seeing if anything else is going on in his life that is shifting his focus away from school and/or causing him stress. After discussing these things, I would go over areas of difficulty with the student and make sure he has a better understanding of the material. I would give him the opportunity to study again and retake the test on a different day. ]]> 2020-06-15 15:48:58 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627576313 amgall19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627921140 I would have a conversation with this student, but before my conversation I would look at his past tests and assignments to see if this is a typical grade or out of the norm. If it is out of the norm I would then start out my asking him if something was going on and discuss that further. I would also sit down with the student and go over the test questions that he got wrong and go over concepts in greater depth. Another option would be to see how many other students failed the test, if I saw a lot of students failed the exam I would discuss the test whole group and go over concepts that weren't understood. ]]> 2020-06-15 20:05:52 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627921140 crwarf19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627994265 There is a story behind every child's work ethic, grades, etc. I would talk with this student about the why this happened on this test/quiz and what his/her study habits were like. I would do my best to work with the student depending on the situation. I would want to make sure that this was not a pattern from this student and if it was a pattern, I would want to help this student get on the right track with putting in the most effort and doing their best. This requires a great relationship with the student which is why I focus so much on building relationships starting right away in the beginning of the year.

]]> 2020-06-15 21:21:06 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/627994265 apekarna https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/628041691 I would use this as an opportunity to sit down with the student one-on-one and do some goal setting. I would ask the student questions like, "Why is it important that you pass the class?" "What are some little things we can do to prevent anxiety close to the end of the mid term?" "What can we learn from the mistakes that have been made on summatives?" "Can we work together to correct some of the errors?" I would also want to tell the student that I am proud of the hard work that has been put forth and encourage them to reflect on the goals made moving forward.]]> 2020-06-15 22:14:19 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/628041691 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/628297479 First, the precedent for grades and expectations should be set in the first week of a class. Next, you should never allow a student the power to "demand" anything from you. However, you should be able to work with the student to figure out what happened on that test, and come up with a plan to get the student the help they need to bring the grade up. We should never close opportunities to allow students to make growth.]]> 2020-06-16 04:26:27 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/628297479 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629079733 This situation is very problematic for me. As an elective class teacher, a student who is giving their best effort will never fail my class. If the content of a class is difficult for a student, the teacher should exhaust many efforts to help the student be successful. This should be differentiated based on the student's needs but could include, involving the parents, discussing issues with administration, counselors, and/or special education teachers, and providing one on one help for the student outside of class. You could also adapt your testing methods to help the student succeed.]]> 2020-06-16 14:51:21 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629079733 sxeise19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629113249 This happens a lot in middle and high school I feel like. I would tell the student that we need to set up a different time to talk about this topic. I would then sit down with that student and go through their grade assignment by assignment and test by test and talk about the opportunities that the student may have missed throughout the quarter to improve their grade. I would also have tried to catch this almost-failing grade before it became too late so that the student still had a couple weeks to improve their grade.]]> 2020-06-16 15:10:48 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629113249 rlklam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629397851 As a kindergarten teacher I haven't had to deal with this situation with my students but I know my husband at the hight school level has.  I would sit down with this student and have a meaningful conversations about what was going on and what they needed from me in order to help them.  We would assess what they had submitted for work and see what they could do to increase the grade.  I would be way more willing to help a student who came to me ahead of time and was wanting help than a student who just expected me to fix it at the end without putting in the effort.  

]]> 2020-06-16 18:22:11 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629397851 rlklam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629440603 There should never be a time when a student comes and demands that a grade be changed, that isn't how it works.  The grading guidelines should be very clear at the beginning of the year/semester and there shouldn't be any surprises.  If they were in this situation I would have hoped that they would have come to me soon with concern.  I would sit down with them and discuss what was going on and see what I could do to help.  We could then develop a plan together. I always believe that there should be an opportunity for growth so I don't see anything wrong with allowing them to retake a quiz or test.  


]]> 2020-06-16 18:54:01 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629440603 emilybauer2 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629534091 I think being clear about your test expectations is a great way to avoid having this conversation. With that being said, I think it is fair for the teacher to offer to allow to help the students with questions they got wrong on the test. The purpose should not be to receive a better grade but to understand the content better. So, explain to the student that you would like to help them through the test, but that it will not change the original grade he received on the test. The students also needs to know that he should go to the teacher if he needs help in the future. ]]> 2020-06-16 20:12:27 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629534091 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629662022 I don't think this is a healthy or helpful way to respond to a student's concerns. They are clearly set on trying to fix their mistakes and make up their misunderstandings on the test. I think it would be fair and some "middle ground" to allow the student to fix their mistakes on the original test and work through the questions they got incorrect. Student understanding is the goal anyway, so by allowing them to go back and look at their mistakes would be a huge opportunity for them to learn and grow! I don't think "extra credit" would be necessary, if you simply allow them to go back and fix the original test. Since they're taking the time to fix their work, I would allow students to gain some "points" back on the test, because as I mentioned earlier.. the student understanding their work is the goal at the end of the day. Not the fact that they either Ace or Fail a test. ]]> 2020-06-16 22:33:44 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629662022 mjegge19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629838386 I think the key here is that the student "has been working very hard". This definitely changes the scenario and the resulting approach a bit. I would sit down with this student one-on-one (and possibly even a parent) and talk about what can be done from here to pass the class. Assignments may be missing or possible retakes on tests. If the student truly was putting in their best effort all semester, I would definitely be inclined to support them. Hopefully I would have caught the situation a bit earlier or the student would approach me with enough time for them to make up assignments and raise the grade. Effort is what is important and if the student put in genuine effort but just struggled with the content, I do feel they deserve to pass.]]> 2020-06-17 02:32:53 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/629838386 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/630674408 This scenario makes me sad because I can tell this student is anxious about the grade and is very upset. As his teacher, I would sit down and look at the test together. We could come up with a plan together for the next part. I do think that teachers need to hold onto the rules/expectations. If this teacher gave extra credit or allowed a retake, he/she would need to adjust that so all students had this opportunities. Which I think is the better choice anyway! Kids shouldn't only get one chance for things. Allowing them to reflect, get support, and then try again to show what they've learned supports growth mindset more.]]> 2020-06-17 14:39:54 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/630674408 bdschm19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/630686588 I would make sure that all students understood my policies right at the beginning of the quarter. When this student would keep persisting I would let them know that failing one thing in my class is not going to result in an F for the quarter and that only they have the power to change things. I am here to help and assist you in anyway I can and make sure they understand that failure is a normal part of learning. I would then try to give some examples of when I had failed in the past and how it actually helped in the future! ]]> 2020-06-17 14:46:55 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/630686588 pxschi19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/630703617 I don't think that I would ever not allow a student to make up a test. They are trying to prove to you that they believe in themselves to do better. If we shut them down on getting any additional chances on trying to make their work better than they are never going to have a growth mindset. I would handle this situation by setting up a time for the students to redo the test at a time that works best for them. ]]> 2020-06-17 14:56:41 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/630703617 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631121648 I don't think the teacher in this scenario is reacting with a growth mindset. The goal is for the student to learn the material and also learn from their mistakes. Standing firm on not being able retake OR engage in alternate ways to learn and be assessed could send the wrong message. I value the student's voice and his desire to do better. Do I think it should be easy? No. If he wants this he will need to put forth genuine effort. I would ask to set up a time to talk with the student, and possibly his parent(s), about his effort on the test and his plan to redeem himself which may include him coming up with a way to show that he understands the material. We will also discuss a future plan so he is less likely to repeat this mistake.]]> 2020-06-17 19:46:37 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631121648 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631307307 I would never let this happen in my classroom. Our job as teachers is to teach our students the material/content/standards and help students achieve the standard/material. I would allow the student to retake the test if they did not pass the learning target (70% or less) I allow students to retake the test until they receive 70%. Students are encouraged to retake, but not required.]]> 2020-06-17 23:12:13 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631307307 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631496994 I disagree with this weeks scenario.  Our district allows as many retakes as possible to show growth.  I struggle at times with this as some kids will not study knowing they can retake a test or an assignment and it is frustrating because it makes more work for me to rewrite a test and grade it multiple times as well.  In this situation, I would offer the student to come in during lunch and study with me to make sure they are ready for a retake.  I would also be open to them doing a verbal test or talking session as some students struggle with a written test.  The only thing I ask is that they would either come in during lunch, before school or after.  A verbal test might make me realize that the questions on the test might not be written very well and I could adjust it for the future.

]]> 2020-06-18 03:20:49 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631496994 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631524580 This teacher or school needs to come up with a new policy for test make ups. If the student wants to learn the material and try again to show their knowledge why would you not let them? This student is invested in improving and feels that they can do better with more effort, growth mindset no? If the teacher does not want to grade another test then they could assign the student extra credit related to the content that was tested.]]> 2020-06-18 04:01:25 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/631524580 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/632381178 I haven't had this situation in my class because I teach second grade. However, it is interesting to think about how I would handle it. I love that this particular student has been working hard in the classroom. If the student is trying hard, I would do anything I can to help the student pass the class. I would sit down with this student to explain the concepts in order to help them pass. I would also create something such as extra credit to help this student pass the class. It does not help the student to fail the class if they are working hard and doing their best.]]> 2020-06-18 15:56:31 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/632381178 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/632904915 In the HPE department students are actually not allowed to retake tests because we have found so much cheating resulting in this. I would just restate to the student that, this is our policy and we need to respect that. I do think if the student was being very adamant about it I would provide a different assignment or a project where they could demonstrate their learning in another way.]]> 2020-06-19 00:05:20 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/632904915 dlmoel18 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/633052183 In this situation, knowing the student has been working very hard but might not be connecting with the content reminds me of High School Chemistry. It didn't matter how much I looked at the book or worksheets, I just couldn't get it. I was good at math, but something about Chemistry just didn't click. If I had a student in this need, I would explain my experience and work with them. As a teacher, we have the right to bend rules to help those who truly work hard but struggle. I could offer extra help during lunch, before school and after when available. I could offer alternate testing or one on one testing to help guide them if they are struggling with comprehension, but the overall goal is to have them meet me half way. If I have to work more than half, I would be working more than them and they would be doing less than me. Knowing your kids, encouraging them and going out of the way to educate them is our goal and job. Communication is the key in this scenario. If they are sincere and have really been trying their best, they deserve to have an alternate assignment, test or anything to help them pass the class.]]> 2020-06-19 03:36:56 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/633052183 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/633709057 I teach first grade and haven't had to experience something like this. BUT something that stands out to me is what is in parenthesis. This student has been working very hard which means they have put in EFFORT. Effort is what is key here. I would have a conversation with the student and parents and offer my assistance as best as I could. I still want to hold the bar high for my students, but I believe in giving grace where needed. If the student is trying and going back on assignments or tests after receiving feedback to make necessary corrections and doing their best in making attempts in their work then I would pass this student. ]]> 2020-06-19 15:37:33 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/633709057 cnmcnu19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/634702700 I would meet with this student individually to review his previous assignments and tests. The fact that the student is working very hard and still struggling shows me that he is not understanding the concepts I am teaching and he needs more support. Throughout our conversation I would ask him to help me understand what his specific struggles are, for example, what areas are causing confusion. If he was able to pinpoint his areas of struggle, and because he is putting full effort forth, I would offer support to clarify and clear up his confusion. This reminds me of last weeks scenario, and at the end of the day, we have to ask ourselves "what is our end goal?" If our students are putting their full effort forth and not able learn and understand the concepts, then we need to adjust and adapt to help our students learn. ]]> 2020-06-21 01:56:00 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/634702700 nrstal19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/635372973 I have a few students in mind that would fit this description. They are students who work very hard, but is in danger of failing. Most of the time in my class this is due to the weight of tests were are 80% and assignments are 20%. Even if students retake the tests and do a little bit better, they could potentially still fail. So, one thing that I do in my classroom is have students verbally explain the answer the question. Sometimes students are not good test takers and they can try so hard and when they get to the test they forget all the information. Talking the information through with the student is key in this scenario.]]> 2020-06-21 22:28:00 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/635372973 emilybauer2 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/635445345 I think that the important part of this scenario is that the student has been working very hard in the class. The idea of a growth mindset is not that you get everything 100% correct, but that you put the effort in to challenging tasks. It is clear that if the student is trying hard, but still not passing that they may need some additional help with the classwork. I think teachers should be proactive when they notice a student isn't being as successful with the class as they could. I would try to meet with the student and see where they may need some extra assistance. If the student was up for it, I would also let them try to complete additional work or redo work to increase their grade.]]> 2020-06-22 00:38:29 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/635445345 amgall19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/636700368 When I read this the phrase "has been working very hard" stuck out to me. As a student who struggled in school I feel for this student. Things didn't come easy, I worked hard, but my grades often didn't show it. If a student has been dedicated and has been trying I find it hard to fail the student. I would hope that I would have noticed that student was struggling long before grades were due and offer to get them extra support in areas that they needed. ]]> 2020-06-22 22:30:18 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/636700368 slstor19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/636907706 I am concerned that if this student has truly been working hard and is in danger of failing this class there should have been some earlier interventions or other ways to support this student. I am also concerned that the student feels that they "just have to pass." Both of these statements seem very end result focused or maybe that too much weight is being put into the grade on the mid-term. The environment that has been created in that class has probably influenced those responses which is why we need to be aware of what we model and how we communicate with a growth mindset.]]> 2020-06-23 03:25:19 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/636907706 mxadam19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/636923467 If this student isn't failing and it's only mid-term I would explain to them that if they continue to stay driven, focused, and are determined to do well in my class. Then there shouldn't be a reason that they won't. Mid-term for my school means that student still has almost 8 weeks. If this student truly has been working hard to catch up, learn material, or become a more motivated student then this students has 8 more weeks to turn their grade around. I would definitely come up with a plan for this students and share it with their parents and the school counselor, just so we are all on the same page. But if I have noticed that this student is really trying to change their goals in school and has been redirecting their time towards my class, I wouldn't be too worried.]]> 2020-06-23 03:51:36 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/636923467 bdschm19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/637732198 I let him know that I have seen he is working hard and that the mid term is a great opportunity to show that. I also let him know that I have noticed his effort and would be very willing to offer extra help for preparing for the mid term before and after school to make sure that failing is not an option for him. The last thing I would touch on is that it is only the mid term and that means you still have half of the class to get the grade to somewhere you like. If you struggled early and now changed some habits and plan on staying the course that you will be fine. ]]> 2020-06-23 17:05:25 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/637732198 krlimb19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/637925774 I think mid-term would be a great time to check-in with this student to see where exactly they are struggling. If they are working hard, then something may be missing, because otherwise they wouldn't be in danger of failing the class. It may be beneficial to hold a conference with this student to see how either you or a tutor could better support this student. Luckily, this student would have another half of the semester to get their grade up; which in my mind is plenty of time to develop a plan to support this student in order for him to pass the class. Does he need better support to keep him organized? Does he need extra help before or after school to help him understand his work? Bottom line, having an open conversation about how to support him is what is necessary at this point. ]]> 2020-06-23 20:23:34 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/637925774 hxblum19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/638083212 I would thank the student for coming to me to express his feelings about the class. We would come up with a study plan and I would help him formulate a schedule that he could use before the test. I would offer to come in early/stay late to help him student with mayb ea study group so he could rely on his peers? Remind him that the learning is the most important thing and that I will take that into account while grading.

]]> 2020-06-24 00:09:10 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/638083212 bxlund19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/638964149 I would tell this student that I appreciate and have noticed their hard work so far this semester. I would sit down with this student and we would talk about the areas for growth and figure out what the student is struggling with in this class. Is it time management? Is some of the content hard for the student to understand? Is there a different form of testing for me the student to show me what they know? After figuring out the areas of difficulty for this student we would come up with a plan of action in order to learn the material and feel successful. I would offer to give the student a study schedule, set them up with a peer tutor, or offer times for them to come in to work with me. I would ask that they focus on learning instead of just passing and keep in mind their hard work when grading.]]> 2020-06-24 16:22:04 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/638964149 jjpete19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/639104031 Midterms are a great time to check in with students and find out what areas they are struggling in or excelling at. I would meet with the student and identify where the student is struggling. Then we would come up with a plan together to help set the student up for success going forward. Depending on what the student is struggling with we could set up some extra time to go over content together, work on time management, or set up a peer tutor. I would assure the student that if they continue to work hard there is plenty of time to improve their grade before the end of the semester. I would set up a check in with the student about half way between midterm and final to see how they are doing and if they are on track.]]> 2020-06-24 18:38:01 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/639104031 pxschi19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/639191110 I would sit down with the student and figure out what he needs to do in order to pass the class. I would get a blank calendar and help the student pace out what things he needs to get done in order to pass. I would allow some extra credit at his level that would encourage him to keep going. I would remind the student to not give up and remember to use a growth mindset while continuing to get these assignments done. ]]> 2020-06-24 20:04:29 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/639191110 crwarf19 https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/641306769 If this is a situation like it is where the student has worked very hard the whole time in class and is close to not passing the class, I would sit down with that student to discuss options for how they can pass the class whether it is staying to get extra help after school to better understand the concepts, do an extra credit project, etc. For the effort shown by the student I would want to help them pass the class in some logical way!

]]> 2020-06-26 18:52:47 UTC https://padlet.com/jessicaaprilwilliams/n4toxdwstmd8s32b/wish/641306769