November Connect by Stephanie Garcia

Scenario 1

p00112421 — 2025-11-13 19:58:20 UTC

Kindergarten students enter the classroom, and instead of following their morning routines, they start playing and talking with their friends. As the teacher, how do you address this nonideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?

Scenario 2

p00112421 — 2025-11-13 20:01:37 UTC

Seventh-grade students are engaging in a turn-and-talk activity during their AOT lesson on fallacies. During the turn and talk, Group 1 is utilizing their sentence stems, engaging in meaningful conversation. On the other hand, Group 2 is completely off task, discussing the new PlayStation game. As the teacher, how do you address this nonideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?

Scenario 3

p00112421 — 2025-11-13 20:05:01 UTC

Second-grade students line up to use the restrooms for a break. During their restroom break, they are expected to bring their books and read silently while they wait for their classmates. While waiting for their classmates in the restroom, students sit in line, criss-cross applesauce, and read their books silently. As the teacher, how do you address this ideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?

Scenario 4

p00112421 — 2025-11-13 20:11:34 UTC

Ms. Rivera is introducing a new math concept to her 7th-grade class. Most students are focused, but she notices two friends, Jordan and Mia, whispering and laughing in the back row. Their side conversation grows louder, and nearby students begin to glance their way, getting distracted. As the teacher, how do you address this nonideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?

Scenario 5

p00112421 — 2025-11-13 20:13:35 UTC

During independent research time, students are permitted to use laptops to locate articles for their history project. Mr. Vargas notices one student, Aiden, watching YouTube instead of researching. Aiden minimizes the tab when the teacher walks by, but quickly reopens it after Mr. Vargas leaves. As the teacher, how do you address this nonideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?

Scenario 6

p00112421 — 2025-11-13 20:17:30 UTC

During a science lab activity, 12th-grade students are dissecting frogs. The teacher observes the students appropriately utilizing the dissection tools, wearing their lab coats and goggles, and engaged in table talk with their dissection partners. As the teacher, how do you address this ideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?

Scenario 7

p00112421 — 2025-11-13 20:26:58 UTC

Mr. Davis assigns students to get their laptops, log in, and open a writing app for a timed essay. While others are still chatting, Maya already has her materials ready and is waiting patiently. She independently follows directions, stays on task, and models readiness for others. As the teacher, how do you address this ideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?

Scenario 8

p00112421 — 2025-11-13 20:27:46 UTC

During a class discussion on a novel, students are debating two different interpretations of a character’s motivation. When another student disagrees with him, Tyler listens quietly and responds respectfully:

“I see what you mean — I hadn’t thought about it that way.”

He demonstrates respect, active listening, and thoughtful dialogue. As the teacher, how do you address this ideal behavior while utilizing the Spot It, Redirect It, Praise It Strategy?