Would you want to be in your classroom? Who am I in the classroom? Are my students' eyes shining?
relationships are at the forefront of a differentiated classroom
Relationships transcend everything
They don’t care HOW much we know until they know HOW much we care.
Accept students as they are, not as you want them to be.
MODEL healthy responses to struggle and failure
Use the power of wait time.
See students as capable.
Be the adult.
Affirm RISK taking
Allow the student more time or to ask for assistance
Focus on the portions that ARE correct
They don’t care HOW much we know until they know HOW much we care.
Accept students as they are, not as you want them to be.
MODEL healthy responses to struggle and failure
Use the power of wait time.
See students as capable.
Be the adult.
Affirm RISK taking
Allow the student more time or to ask for assistance
Focus on the portions that ARE correct
are you creating a safe, risk taking environment?
NEGATING STUDENTS’ INCORRECT RESPONSES WHILE KEEPING THEM IN THE CONVERSATION.
Act Interested:
“Tell me more about that”
›
Empathy and Sympathy:
“I used to think that too” or “I understand how you could conclude that…”
Alter the reality:
Change the question so that the answer is correct
›That’s the answer for the questions I’m about to ask
›When student claims he doesn’t know, ask, “If you DID know, what would you say?”
“Tell me more about that”
›
Empathy and Sympathy:
“I used to think that too” or “I understand how you could conclude that…”
Alter the reality:
Change the question so that the answer is correct
›That’s the answer for the questions I’m about to ask
›When student claims he doesn’t know, ask, “If you DID know, what would you say?”