A5 Always constructive critique: First where I see strength and growth, then areas that need improvement, and specific steps the student can take to improve. I try to never give general praise, but "I see you doing (something specific)" #TeacherEd#GrowthMindset
A4 Most of my assessments are formative. I tell students, "This is just for me to know what you know and what I need to teach you more about." It relieves pressure and allows me to fine-tune my lessons to the exact skills they need. #TeacherEd#GrowthMindset
I teacher first grade and think breaking things down into small attainable steps is key to building confidence. By putting the focus on one small part, it takes the pressure off the rest.
A3 As a teacher I can set high expectations for my students and encourage them by emphasizing learning and working toward those expecations. #TeacherEd#GrowthMindset
A2 In 1st grade I let them know that mistakes are how we learn and point out how I can help them when I see their mistakes. I point out how far they have come this year and where they will be by the end of the year. #TeacherEd#GrowthMindset
Love this! I was always told I wasn't "musically inclined" (among other things) and am now going back and learning an instrument to combat the fixed mindset I developed at a young person. As a teacher I feel its so important for me to keep learning and pushing through lies I was told as a kid!
A1: Challenges: Students that already have a fixed mindset might be a challenge to help them develop a growth mindset. Opportunies: All students can develop a growth mindset and learn! #TeacherEd#GrowthMindset
A5 #TeacherEd#SpEd Lesson differentiation, use of multisensory approaches, small group instruction. Working as a team and having affective communication with sped teachers, CST, and families will also help support students with LDs.
A4 #TeacherEd#SpEd I encourage all my students to speak up if they need help or they are not understanding a concept. I then tailor my response by what I know of that student: if they need another type of instruction or modeling, if they need more time, etc.
A3 #TeacherEd#SpEd In first grade, I create opportunities for students to access and successfully participate by having a morning meeting, rotating class leadership jobs each day, incorporating pair and group work into lessons. I also provide math manipulatives to each student.
This is the fist time I have had a couple students that can't seem to help but contantly doodle. I give them scrap paper or small notebooks, which helps keep their work and desk doodle free. :)
A2 #TeacherEd#SpEd I incorporate a lot of movement into my classroom routines in order to give all my students the opportunity to move. I also put some students’ desks in spots where they can stand if they prefer and everyone can still see the smartboard. I have tried chair bands, rollers, etc.
Last year the inclusion teacher was a long term sub and rarely showed up. Every day the aides were different too. It was so hard to meet the needs of every student on my own.
A1 #TeacherEd#SpEd One of the challenges I faced when teaching in an inclusion class was time management and giving the students with LDs one-on-one instruction. Some needed extra time to finish their work or needed more guidance while working, which I struggled to provide with 20 other students.
