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Presentation on Google Classroom

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Presentation from last PLC day. Edu on Air: Effective Formative Assessment with Google Tools 

Throughout my time in a Kindergarten classroom this semester I have witnessed multiple different classroom management techniques. I think it is so important to have classroom management in order to ensure that the class is getting the most out of each lesson, and in order to do this you have to have control over how the class behaves. My CT has his class line up by the door when they leave for recess, specials, lunch, etc and during this time he will ask the class to put a bubble in their mouth. All the students blow their cheeks out, showing the “bubble” that they put into their mouth. He will remind students that they must keep the bubble in their mouth, so therefore their mouths must stay shut while walking down the hallway. This was very similar to a suggestion I read about in the article, “30 Techniques to Quiet a Noisy Class” where the author says to have students place a marshmallow into their mouth. This is the same idea, having students picture an imaginary bubble or marshmallow being placed into their mouth that prevents them from talking. This technique works well for my CT and quiets the class before leaving the room by having a reminder to place the bubble in their mouth.
Another classroom management technique I notice my CT using is the safe seat and integrity chair. These two ideas help manage the disruptive students as well as reward the students who are doing the right thing. The safe seat is used when a student is having a hard time sitting still, staying on task, or being disruptive. My CT will simply ask that student to go to the safe seat, in which they walk to the back of the room and sit in a desk by themselves. This gets them away from the other students who they may be distracting as well as gives that student some time alone to reflect on their behavior. Within a few minutes my teacher goes back to the safe seat and talks to the student about the behavior they used that got them sent to the safe seat. This holds the students accountable for their disruptive actions and well as makes sure that they know why they got sent there in the first place. Once my CT has this short discussion with the student they let them join the class again. On the other end of the safe seat comes the integrity chair. This is a colorfully painted desk near the front of the room that my CT uses to reward students who are doing the right thing without being asked. By doing this, other students are often more motivated to do the right thing so that they too can get to sit in the desk. I personally love this idea, because student's faces just light up on their way to the integrity chair. They always remember that they get to sit there, even after recess or lunch has passed, they return to the classroom and sit in the integrity chair right away. It is awesome how such a little thing means so much to these Kindergarteners.
My CT also likes to pull out an imaginary microscope where he looks through his hand for quiet students. He scans the room with his microscope looking for students who are sitting quietly at the carpet or who are on task at their desk. As soon as the microscope gets pulled out students often times begin to work quietly, since they know that this means he is looking for quiet students. If there is ever a student who is not being quiet he will stop the microscope at that student until they turn their voice off. This is something I have never seen in a classroom, however it works for this class quite well.
I believe that all of these techniques promote student learning because it eliminates distractions for students doing the right thing, as well as brings other students back to task. Making sure that students are focused and ready to learn is the most important part of a classroom community because without it you are teaching to an unengaged class. Students must know the rules and expectations and be ready to learn in order to be successful. For my own classroom someday I think I will use some type of integrity chair similar to my CT. I love this idea and think it is important to reward good behavior rather than just discipline bad behavior. It will be a fun project to paint a chair or desk fun for the students to work towards sitting in by doing the right thing.
In the future I will do a lot of practicing of the expectations in my classroom, especially in the beginning of the year. This way my students will know what I expect and how they must behave during different activities or lessons. This was shown in the video, where the class would demonstrate talking to their partner by leaning in. I think that this sets a great tone in the classroom for the community that is expected.
I also hope to use different chants. The article I read gave a couple cute examples for younger students such as the teacher says “holy” and the class replies “macaroni”. This is a good attention getter and signal that lets the class know it is time to listen to the teacher’s voice. Younger grades will get a kick out of chants like that. They get to use their voice to say a silly saying before turning their voice off.
Finally, I hope to use a safe seat within my room to help those students who have a hard time focusing. This can be used as a way to give that student some space away from the rest of the class. Sitting alone may calm them down, have them listen better, or just reflect on their disruptive behavior. I see a safe seat as a smart way for teachers to quickly remove a distraction from the carpet or tables in order to keep the majority of class on task. Overall there are so many different classroom management techniques and I hope to someday find some different ideas that work well within the classroom. I think that being flexible is important in order to find a community that will work for both my class and I.

Madelyn Ausenbaugh
Journal #1
I have learned so much about children’s learning of mathematics. One main thing I have noticed is every kid learns mathematics in a different way. Students learn at their own pace and that is okay. There are many ways to solve and think about math problems, teachers should encourage this because it helps students develop a deeper meaning of math. Students learn mathematics through manipulatives, questions, pictures, and equations. They benefit from being in equilibrium verse being told the answer and that’s that. For a student to be successful in math they must have a deep understanding of what they are being taught. Students come into the classroom with all sorts of prior knowledge and experience. Each one has their own experiences thus causing different levels of math understanding. Due to this, every student learns math in their own unique way.
When managing children’s behavior, it is important to have everyone’s attention. Young students need to be given strict directions and told exactly what they need to do. Laying out what they need to do step by step helps prevent madness in the classroom. I work in a 1st grade classroom and the most important aspect I noticed was order, order in the classroom is key. Taking steps in not letting the classroom get out of control is helpful in the long run because once a classroom is rowdy it is much harder to bring them all back to the level we want as teachers.
As I learn to teach children I have noticed that I need to work on my transitions. I have been assuming students will be able to transition smoothly on their own without much direction without realizing they are 1st graders, they need to be told exactly what to do and how to do it. I also want to be more creative when coming up with lessons, I believe kids will be more interested if they are getting to do fun activities thus learning more. When it comes to explaining math, I have a deep understanding of what I am teaching. This has helped me help children who are struggling on a math topic. I have much more to learn to be a successful teacher.
In the coming month, my focus is going to be working on giving clear directions and smooth transitions. I am going to talk slowly and make sure the students are understanding exactly what I am asking and expecting from them. Hopefully things will run more smoothly during my next lessons and learning will be enhanced. Progress toward this goal will make me a better teacher because along the way I am going to be learning what transitions are most effective in the classroom. By having effective transitions the school day runs more smoothly and there is more time for learning to take place. Giving clear directions enhances student learning because there is no confusion. They will know exactly what they are supposed to do and how to accomplish it. Smooth transitions also keep the students on topic because it provides them with less opportunities to mess around. It makes it easier for them to focus on what we are teaching them. I plan on researching transitions that are effective in the classroom and trialing them at my practicum. After trialing them I will decide which one worked best for me and my students. Talking to my CT will also be helpful when coming up with ideas for smooth transitions within subjects and from subject to subject. I will know if I have made progress when I can successfully transition my students from activity to activity. A transition is successful if it is done with minimal talking and in a quick manor. Once I start to see transitions flourishing I will know I am improving as a teacher.

I have noticed multiple things when looking at how children learn mathematics. Children need a teacher to be invested in them and truly have a desire for their students to learn. The classes I am in hit on a lot of key things like probing meaningful questions. In my first lesson I did a good job of asking individual and whole group questions, but I feel the students need me as their teacher to ask them more questions that probe more thinking and providing more justifications for their answers. This will allow students to understand the concepts they are being taught in the classroom. I also want to learn to be more of a focused teacher and understand what the students are really thinking.
I have learned multiple methods of managing student’s behavior. I have seen that it really is crucial to lay out the expectation you have for students at the beginning of the year and reinforce those expectations. A teacher needs to have their students understand expectations and be held accountable. I have seen clapping patters, praise, and teachers say something that students respond to. All of these methods are successful in certain situations and managing behavior is going to be something I will continue to learn. Sometimes you even just need to shut off the lights and let the students take a break and refocus themselves.
The key thing I have noticed about myself as I learn to teach children is that I love the profession I am headed into. Everyday is a new experience for me as a teacher. I learn something new everyday and that is what teachers do. They will forever be students too. We are continuously learning and finding new methods of doing things. I love how I really connect with the students in my practicum setting and create a trust between us. It is awesome to see how well students can do when they have someone like us to be there for them every single day.
One goal that I will work toward in the coming month is being more prepared and confident. I always am worried about teaching and what I will do, but I need to realize that no matter what I will never be prepared for everything that will occur throughout a lesson. I want to be more confident and I think that is something I am continually growing on. We made a graph during our first lesson and one student didn’t want to pick one. I feel that in most cases I would be stuck in this situation and not know what to do, but I was able to compromise and made a new option for students that didn’t want to pick one of the three options we had provided them with.
I feel this will make me a better teacher because the students will never see me as a teacher that doesn’t know what I am doing. I can’t be perfect, but I can compromise when I am thrown a curveball in the middle of the day or lesson and not let it affect the flow of the class. If I can successfully grow and prepare myself the best I can along with being confident in my abilities I know I will be an amazing teacher for students in the near future. I will become a better teacher by knowing myself and being confident in my abilities to teach a class full of talented learners.
I will enhance student-learning opportunities by being the best that I can be. When I am prepared for anything I will teach my students to do the same. We may have something come up during the day and throw our whole plan out of whack, but as a classroom we will still be able to do what we can and be confident in our abilities. My classroom will have a mentality that they can only control what they can control and do what they can do. The opportunities from that point forward will be endless.
The specific actions that I will take to reach my goal and see progress starts with using my resources. I will use the great teachers and mentors I see everyday, so I will make sure to ask them questions and prepare myself even more. I plan to become more knowledgeable about my practicum classroom and continue to learn everyday. I plan to be extra prepared for my next lesson and give my class the best learning opportunity I can and accept that I have done everything I could and move on and continue to learn everyday.

Samone Tate
TEAC 297b
Journal #1

Every student learns differently in everything, not just math. I have noticed that you have to repeat yourself multiple times in different ways to make sure what you are trying to express gets across to everyone. My CT does most of the math lesson as whole group rather than individual work. Sometimes she does small group work that shows the students how to explain their ideas/answers to each other. Almost all of my students do their math homework, there are a few students who never do their homework and always have to stay in at recess to do it. I’ve noticed that in class, the students who don’t do their homework typically don’t pay attention or offer to answer any problems; they also don’t ever raise their hands to ask questions. That being said, most students are comfortable asking questions during class and typically have the majority of their answers correct.

I have learned to be firm right off the bat because they will run right over you, at least the older grades will, if you don’t show that you’re the adult and the one in charge. My CT isn’t necessarily strict she just has expectations and is disappointed when the class doesn’t follow those expectations. She really lets her students know we they are doing something wrong, but I’ve noticed she always gives 1-2 warnings before she gets very serious. That being said, she always explains to the class what they could be doing instead of not following the rules. She always gives them a chance to fix their behavior before she gives warnings. I like that she does that because usually the kids know exactly what they are doing wrong and she gives them the opportunity to fix their behavior before they have to be called out.

I find myself surprised that I can still be caught off guard sometimes at the things some students say. I don’t know why I’m surprised; kids have no filter and just say what pops in their minds. I think that keeps teaching interesting and could potentially keep you on the tips of your toes. People always talk about the look on their students face when they get something. I think that look will always be something that will keep me going through any day. On top of that, little things get me excited about teaching. I really enjoy seeing all the different way my students learn things. They process things so different than the person sitting next to them, which I find unbelievably interesting to watch.

I think I would really like to work on my question asking. I noticed that I ask “does every understand?’ a lot. I think learning to ask better, more probing questions could really change the way I teach. I never answered no when a teacher asked the whole class if everyone understood. I think asking if anyone has questions is a much better question to get students actually asking things if something is bothering them or they didn’t understand something. In some of our classes we are learning about question asking what different questions can draw from students. I think learning to understand which questions to ask can be really beneficial when trying to have my students find a deeper understanding of the material. I also think that other students hearing explanations from their peers can be really beneficial, especially if they way I explain it isn’t making its way through their brains. I think I learn a lot by watching my CT and my peers teach. I think you can learn a lot just by sitting in the back of the classroom and watching and listening. I think there is a lot to learn about teaching just by watching, listening, and paying attention.

I have learned a lot about children's learning of mathematics while in my practicum. I have learned that it is so important that the students just practice and practice and practice and that is how they eventually learn a new lesson. Especially in my kindergarten room, they are learning so much everyday and in order for them to remember what they are learning they have to do it over and over again. It is also important when they ask questions that you don't just give them an answer but try asking them other questions to help them get the answer. We have learned a lot about this in the classes that we are taking this semester. They are really big on asking probing questions and making the children think about how they got their answers. In elementary schools today it is all about knowing how the students are thinking so that way we know if they have an understanding of the concept. It is not necessarily about getting the right answers all of the time.

I have noticed that especially in my kindergarten classroom that classroom management is really important. This is the students first year in elementary school so it can be difficult for them to pay attention or follow rules. It is important to establish a sense of classroom management right away so that they can have a routine. If the students are learning hoe to behave correctly in kindergarten then it helps when they get into older grades. I have noticed that it is very important to tell the students that it is not respectful to talk while others are talking. There are a couple of kids in my classroom that have trouble blurting and my CT is working with them really hard so they can manage that. I have also learned that sometimes even though a students is doing something they shouldn't be doing, it is better to just ignore it then to call them out on it.

One thing I have noticed about my self is I have a good handle on classroom management. I am very good at making sure I have everyone's attention before I being to speak that way I know everyone is listening. I am able to see the importance of having classroom management skills and having a good grasp of what's going on in your classroom. I think sometimes I rush through things when I teach because I am afraid of doing something wrong. When I am teaching I really try to make sure that I am following the structure that my CT wants to run his class. I know that until I have my own class this will always be a struggle because I don't want to change the way the teachers run their classrooms even though I might have another idea on how I want to teach a specific lesson.

One goal I have for myself in the coming month is to incorporate more math talk into my lessons. I am lucky enough that my practicum teacher allows us to teach all of the math lessons when we are there so I get a lot of practice. I really want to start having kids say their answers allowed and asking if others agree. I want to have more children coming to the front of the room and explain to the class how they solved a problem. I really think that by watching a classmate work through a problem it might help someone who is struggling understand better.

I think that by asking the students to come up and share their work or talk aloud it will give me good practice asking probing questions. This will make me a better teacher because I will become better at figuring out what the students are thinking and spotting places where they might need extra help. I think just getting practice asking children questions about their work on the spot will be great because I know that I struggle with knowing what to ask them sometimes especially when a student doesn't understand something.

As I make progress on this goal it will help the students learning because they are going to get used to explaining their answers and showing the class how they came up with the answers. This will help their math brains because they are going to be thinking through the steps of each problem or assignment.

Each day that I am in my practicum I will make sure to ask a student a problem out loud and once they answer that problem I will ask them how they got the answer. I will start having students come up to the board and show how they got an answer and explain to the class how they knew what to do. I will know I am making progress when they students are able to answer my questions without saying "I don't know"" or " I just did it." When the students can tell me what went on in their brain as they processed the problem I know that I am making progress not only for my goal but in their learning experience.

Megan Feldmann
TEAC 297b
Journal Prompt #1
After observing a math class this semester, I have noticed the importance of students participating in interactive activities for the lesson plan. I feel like the kids understand the math lesson better when they are able to explore in their learning. When I planned my lesson on classifying triangles, I had the kids sort out triangle cards in two piles on their desk. They sorted the triangles based on the lengths of the sides and the type of angles. In this way the kids were able to see all the different types of triangles and practice classifying them on their own. This also lead them to ask questions about the different classifications of triangles. One of the kids even asked if a triangle with three equal sides could be classified as an isosceles triangle. I thought this was a great question and it showed that the students were engaged in their learning.
In the classroom I have seen the positive effects when the teacher enforces the expectations. The teacher starts off each day going over the school rules with his students. This reminds the students of the guidelines they need to follow to maintain good behavior and prepare for learning. The students are held accountable for their actions and are directed back to these guidelines when necessary. One thing I really like that the teacher demonstrates in his class is when someone is talking everyone gives that person their undivided attention. They stop what they are doing and listen to the person who is speaking. It is great to see the kids being taught this skill because this helps them know the respectful way to act when talking with other people.
As I reflect on how I interact with the kids in the classroom, I have noticed I have a lot energy and excitement when I am teaching. It is such a great feeling when I teach my students something new and when they understand the topic. When I was teaching my students about right triangles it was so rewarding when one of the kids was able to tell the whole class the definition. I think it is important to celebrate the little accomplishments with the kids because they can feel proud of the work they have done and be motivated to continue to keep up the good work.
One goal I have for the rest of the semester is to ask more open ended questions in the classroom. I want to continue to encourage my students to share their work and explain their answers. I feel like giving the kids time to solve a problem and having them share how they came to an answer instead of showing them how to get the answer, will help them have a better understanding of the concept. Also when a kid shares their work with the class, the other kids can compare their work and agree or disagree with the solution. They can also learn different strategies from each other for solving a problem that they might had not thought of before.
I believe asking more open ended questions will help me become a better teacher because I will know where my students are at with their learning. When I let the kids explain their work and reason with one another this will allow me to see the areas they have mastered as well as the things I need to go over with the whole class. I will be able to check their work and see if they are applying the skills they have learned in class. Then I can plan my next lessons according to the growth the kids are making.
The progress I make toward this goal will enhance student learning opportunities in a way where they will be more active in their learning. The kids will be asked to share their answers and tell me why they believe their answer is correct. They are taking ownership of their work and able to support their answer. This gives them the opportunity to take the role of the teacher and master the class objective.
In order to reach this goal, I will make the effort to ask the kids about how they solved a problem. I will give them the opportunity to share their answers with the class after they work independently. After I let one kid share their work, I will be sure to call on other people in the class as well. In this way I will be getting constant feedback on my students’ work and see the changes I need to make in order to help them grow in their learning. I will know I have made progress with the kids when they are applying the key concepts I have taught in class in their work and explanations. When they are able to talk about the steps they took to solve a problem from the practice we have done in class, I will know it is time to move on to the next topic.

Since being in my fourth grade classroom with Mrs. Johnson this semester, I have learned that students who are the same age and in the same classroom can have a wide variety of different skillsets, content knowledge, and teaching methods that work best for them. There are a lot of students in my math room with special needs, so keeping all of the students, who have a range of abilities and attention spans, on task and engaged, is something that needs special attention. I have learned that it is important to go in depth and teach so that every student can understand mathematics conceptually. I think the methods that Mrs. Johnson and schools today use seem more complicated on the surface level based on what I learned as an elementary student, but after being in the classroom, I realize that these new methods are beneficial and help to facilitate a deep understanding of material. I have also learned the importance of taking care to engage, explore, explain, elabore, and evaluate during each lesson in mathematics. Students learn best when they are engaging and “doing”, not just being talked at.

I have learned that when managing children’s behavior, it is important to be explicit and clear in the expectations, and thorough in enforcing those expectations. Classroom management needs to be always in check or things risk spiraling out of control. I know that for me, in my practicum classroom, I can struggle with being authoritative and being able to definitively decide what “little” behaviors are acceptable. I need to work on this because the teacher is the one who decides what behaviors are acceptable, and I am a teacher in this setting. I get to decide if students are being too loud or not being engaged to expectations. If I as a teacher am always unsure if something is an acceptable behavior, I am never going to address any issues and my classroom will be out of control. It is important for teachers to know their boundaries, whether or not they are the same as another teacher’s, and clearly enforce them. Teachers should enforce rules as a way of classroom management, but it is also important to have tools and attention getters to keep students engaged and on task. If a student is engaged and on task, rules do not have to be enforced because they are not being broken.

As I have continued the process of learning to teach children this semester, I have realized that I need some practice and need to embrace the role of being the authority in the classroom. My natural disposition is to be go with the flow and friendly with the students, but I have to be aware of working on classroom management and keeping kids in line. I realize that I am a lot more comfortable and confident than I thought I would be being up in front of a classroom of kids. I have also learned that I truly love and enjoy teaching and that I am so glad I am on this path!

One goal I am looking forward to working on this month is being aware and attentive to when students are engaged. I think when I am teaching I am really focused on what I am teaching and I don’t pay close attention to the responsiveness of students who may be tuned out. It’s easy to not notice students who are not engaged if most of their classmates are engaged. I want to focus on being aware of all students so that certain students don’t get left behind.

Progress toward this goal will make me a better teacher by being aware of all student needs, not just the ones who make their presence known. It will help me to be aware of giving more wait time, and of giving more opportunities to rephrase and revoice. It will also help me to learn to explain things in a way that all students can understand and follow, rather than just being able to explain things so that MOST students understand. I will be a better teacher by progressing towards this goal because a good teacher is aware of his or her students.

My progress towards the goal of being aware and attentive to students engagement will help students learn by helping them to stay accountable for being active and involved in the classroom. As my Kindergarten CT said all of the time last year, “participating is learning!” If I am conscious of student participation and engagement, the students will know that they will ALL be held accountable for engaging. If they know they will be held accountable, they will be more eager to participate and engage on their own, and they will likely do it without any prompting. Students who are disengaged miss out on opportunities to learn.

I will take the steps to achieve this goal by slowing down when I am teaching. I think I did a good job of checking for student understanding when I taught, but being aware of engagement and being conscious of being “in charge” will be what I need to do to facilitate student engagement. I think the biggest part and “step” in this is being aware. I will also observe my CT to see what steps she takes and what she does to focus on student engagement. I can ask her for tips and let her know that this is something I want to work on so she can help me to see what I don’t see with my own eyes. 

Taylor Davis
Reflection #1

One of the greatest aspects of this semester thus far has been all of the teaching experience I have been given. Math has always been my worst subject, but my time spent in MATH 300, TEAC 308, and TEAC297B has boosted my confidence in my ability to teach mathematics efficiently and effectively to my future classroom. Before this semester, I had no idea that students are learning mathematics a little differently than I did when I was in elementary school. I believe the biggest difference in the classroom is the implementation of probing questions that require students to think deeply and reflectively on how and why they came up with their answers. This method seems like it will benefit students to adapt mental math tendencies and help them better understand the purpose of mathematics. In this first reflection, I will focus on discussing themes I have noticed regarding my student’s learning of mathematics and I will discuss themes I have noticed about myself when it comes to managing and teaching in the classroom. I will wrap up my reflection with explaining a goal I have set for myself to achieve, how I will achieve this goal, and how achieving this goal will make me a better teacher.
These students surprise me every day with their abilities to think through this curriculum. My partner and I’s time in the classroom has mostly been spent on comparing items with graphs, tables, and word problems. My cooperating teacher (CT) does an outstanding job with getting her students to deeply think about how and why they got their answers by using probing and reflecting questions. When a student answers (even if it is incorrect) she will ask them how they got their answer and why they think it is correct. This is something I never experienced when I was in elementary school, but it seems to result in the class thinking on a deeper level, which I believe ultimately will help them with their mental math and overall idea with mathematics. I am practicing on focusing more on how they got their answer rather than just funneling for the correct answer. My first lesson was on using fewest and most to compare items on a graph or table. I noticed the students quickly grasped the new information and I believe it is because the new curriculum really focuses on blending the old lessons in with the new lessons.
When it comes to managing children’s behavior, I believe that I have a fairly good grasp on this. The reason I believe this to be true is because I work at a daycare and on Friday’s I am the only teacher in a Kindergarten-prep aged classroom. This has helped me practice being the only teacher in a classroom and throughout this time I have discovered what works to get the classroom managed and what does not. Although the first graders are at a different level, the time with my 4 and 5-year-olds on Fridays definitely has influenced and heightened my classroom management skills. When it comes to my first-grade class, I believe my partner and I have done a good job at keeping the students engaged in the lessons. We both will sometimes distract the class just because they are not used to us being in there, but for the most part, I believe we both do a good job at keeping the students stay well engaged.
My short time spent at Eastridge Elementary thus far as already taught me a lot about myself as a teacher in training now and as a future teacher. I have discovered that when I am a teacher I want to allow my students to have a lot of discussion time. I will do this with providing my students open-ended questions that get them talking and deeply thinking about the material. My CT allows the class a lot of freedom to talk amongst each other while still maintaining a focused and respectable learning environment. I believe if student’s freedom to talk to each other is taken away, this will make it a lot more difficult to get them to talk and ask questions during class discussions.
With teaching also comes a lot of learning. This practicum is the perfect place for me as a future educator to practice certain goals I want to achieve before I am on my own. The first goal that came to mind was definitely to work on becoming better at asking the students more purposeful questions while supporting their productive struggle. The reason this may be difficult at first is because when I was young I was not asked as many questions as students are now and teachers did not often allow their students to productively struggle. Saying I want my students to struggle may sound a bit off, but in TEAC 308 we have been learning the importance of allowing children to experience disequilibrium and allowing them time to be confused. Sometimes students will have the correct answer, but they will not be able to tell you how or why their answer is correct. This is why I included asking important questions into my overall goal.
Allowing myself to focus and practice allowing students to take their time and struggle will definitely improve my students in the future. I want to work on promoting the idea to students that a part of productive learning often requires taking your time, being confused, and even sometimes getting wrong answers. Often times I remember my elementary teachers calling on me and expecting the correct answer immediately. If I were taking too much time they would most likely call on another student. This was not beneficial for me because I was not allowed time to think it through. This is why I believe working on my goal of asking purposeful questions and supporting students productive struggle will help them as learners overall.
To keep progress of this goal I have decided to keep a log of every time I ask a student a probing question or a question that promotes reflection. I will also keep track of how many times I allow the students time to really think through the problem before immediately saying “I don’t know” or “I need some help” to ensure they really put forth their best effort. I think writing all of this down will allow me to see my own progress and make me want to strive for opportunities to write more progress down.

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