I always make sure to mention what students have done successfully, before I mention what they still need to improve on. I would like to explore more how to have students do self-assessment and review their own data and feedback #TeacherEd #GrowthMindset

I realize that some of my assessments don't always line up perfectly with what students have been doing in class. I believe that focusing more on formative assessments, and not only summative assessments, can help me gauge student learning in a more genuine way as the learning process is ongoing

I always do my best to start new units and concepts in simple terms, and then scaffold from there into more complex material. I then like to have students go back and look at the progress they've made since the start of a unit to have meta-cognitive awareness about their growth as learners

I always make sure to let my students know that making mistakes and getting things incorrect is part of the learning process. I let them know that I myself am constantly learning and don't know everything. Especially for my lower performing students, I always give them encouragement and validation.

Mindset is the starting point for everything in learning--it is the greatest limitations, and the greatest power. I have seen with my own students that they shut down if they have no confidence in their prior ability, or they skyrocket if they have self-efficacy. #TeacherEd #GrowthMindset

Yes, this drives home my belief that both instruction and behavior management are intertwined and reinforce each other. If instruction for SWDs is sound and focused, they will have less behavioral issues as they achieve better, and vice versa, creating a positive feedback loop #TeacherEd #SpEd

I appreciate this philosophy, though unfortunately I feel there is not enough consistency in society with this. We should work towards it always, but when the student doesn't have such a genuine rehabilitative approach in every context of their life beyond school, it doesn't stick #TeacherEd #SpEd

Definitely agree, it is very frustrating and counterproductive when the student is having different experiences over the course of their entire day in different settings with different people. Students need consistency, just like adults #TeacherEd #SpEd

Yes, they may also feel more comfortable reaching out to resources (including us as the teachers) over email, digitally, than in person, to initiate the conversation for help and support. I have seen that with some of my students, at least. #TeacherEd #SpEd

Indeed, it's crazy how it hasn't been fully communicated to them earlier in the education system that messing up is aprt of the learning process. I try validating them whenever they make an attempt, or whenever they reach out and communicate about something they are struggling with #TeacherEd #SpEd

I agree on this, I've done it a couple times but not as often as I would like to; getting a student in a one-on-one discussion helps them feel like they can be more honest and open about their education process as a whole, and more reflective and aware #TeacherEd #SpEd

Epic is a solid resource. I also have had some assignments incorporate Newsela, which adapts the content of an article or text to a students' given reading level, so it can either be more complex or simplified depending where they are at #TeacherEd #SpEd

Very true. Some students don't notice it, but others are more perceptive, and there can be a feeling of "otherness" toward and from the SWDs in many inclusion classes that can get awkward to manage #TeacherEd #SpEd

I also have had to modify assessments for particular students, especially one student who can talk and learn during class discussion, but shuts down with written response and is working on that with his counselor; in the meantime, I have him give me verbal assessments #TeacherEd #SpEd

I feel this as well, with getting carried away and moving too quickly; I often have to put myself in their shoes and imagine how they are perceiving the pacing of the lesson and activities and instructions #TeacherEd #SpEd

Yes, definitely agree with this, even for non-LD students; giving them some relevancy for the curriculum gets them more motivated and less distracted, improving the classroom atmosphere overall #TeacherEd #SpEd

I have definitely implemented preferential seating, as well as breaks. I often find myself giving assignments with clear step by step instructions and chunked helpful for even my non-LD students, as so many of them have trouble focusing post-COVID #TeacherEd #SpEd

Very good point about there being undiagnosed LDs. I also see that some parents get their kids LD diagnoses even when not needed, which is not fair to the kids with actual LDs. Sometimes it is hard to tell which students aren't motivated to learn, vs which ones have actual LDs #TeacherEd #SpEd

I feel that as well! It took me a lot of practice throughout the year so far to remember to check in with them myself, even if they have a paraprofessional #TeacherEd #SpEd

I feel that as well, I too have been using a lot of differentiation for instruction, classwork assignments, and assessments, like verbal vs written response options #TeacherEd #SpEd