I just started in a new district and they do standards-based grading which I love because it gives students more time to practice and work towards mastery. I’m a math interventionist so I don’t give grades anymore but one of the things I did as a teacher was put a plus sign and then they number of points they got on an assignment. This way they knew what they got correct but they also felt better than just getting a bad score. We could then have more conversations about how they could continue to improve!
Something that I’ve found with some of my students throughout the years is that they don’t know how to regulate their emotions. Instead of yelling at them, I prefer a conversation about what happened but only after I give them some time to cool down. I love this suggestion though because I think it’s the perfect conversation starter. What other ideas have you used with students?
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One of the best ways I've found to start building relationships with students (please keep in mind I did this with elementary students) was to ask them for songs that made them feel good BUT there couldn't any inappropriate lyrics. I would sometimes use instrumental versions if I couldn't find clean versions of the songs. I would use this to build a playlist and when students were doing independent work, I would play it. Students loved it and got to share with me why they chose the song.
If you have never looked at sand under a 🔬 have your students bring samples from their trips. Make an index card slide by cutting a hole in the middle of the index card and placing a pice of packing tape over one side of the hole. Dip the sticky side into the sand sample and tape over it. Write on the index card where the sand came from. Your students will quickly observe how sand is formed from the erosion, weathering and deposition of the native rocks from that region. It is truly powerful!
When creating sub plans, make sure that you include the little day to day things that might be overlooked. For example, I have a list of students that are pulled for services and the times that they are pulled to help the substitute with classroom management. I also have a list of jobs that the students have that ill minimize the confusion in the classroom when students try to push the limits. I also have notes about certain students that will help the substitute understand the student better. I have also created an "emergency" substitute folder that has activities and resources in case I am not able to set up for a substitute in advance (hence the emergency). Class prep is also important. Part of the routine that I set in place is letting the students know that if I am not in the classroom, the expectations remain the same. What are some other things that you have done to prepare for a substitute?
Modeling ethics when working with student data involves maintaining confidentiality, using data responsibly, and being transparent about its purpose.
How do you model ethics when working with student data?
To differentiate materials effectively for all students, you can offer various formats and levels of complexity.
What would this look like in a multi-age classroom?
