Kari Melland, Tech Partner Phoenix, Discovery, & Schroeder Quit running because I was hurt & didn't really enjoy it (& the Fargo Marathon relay was done) #gfedchat
Nathan Olson, 8th Math at Valley. I quit baseball when I was 14 even though it was my best sport. It just wasnât fun anymore. I did start golfing! #gfedchat
Kora Spicer, Twining SLP. I quit a 21 day yoga challenge. It became more stressful because I couldn't get to the classes every day, then I started feeling overwhelmed. #gfedchat
Danielle Swangstue, Special Education, Ben Franklin. I admire those that run...on purpose...! I quit reading for fun because I felt guilty looking at the textbooks sitting there! #gfedchat
Laura Manstrom, I teach FACS at Valley. I quit a toxic friendship because it made me feel horrible and I wasnât happy. It was really hard to come to that realization but Iâm so glad that I took that step to dump her. #gfedchat
Theresa Ostgarden, South MS Business Ed-I quit basketball sophomore year to lift weights year round to dedicate more time to throwing in track season. Made it to state twice. Think it was a good quit! #gfedchat
A1: Students will quit when they are unsure of the expectations, feel the task is difficult, no immediate feedback or results, lack of motivation or motivating factors, the list is endless. #gfedchat
A1-Don't have a passion for what they are doing. Lack any internal drive. Can't connect the importance of what they are doing. Quitting is easier than failing. #gfedchat
A1: The trend lately in youth athletics is that students tend to quit much faster than I can remember due to something being to difficult, or they feel they can just restart, which always isnât an option in sports. #gfedchat
It's too hard, it's boring, they don't care, when are they going to ever use this in life, they don't want to do it there's a plethora amount of reasons as to why students quit #gfedchat
A1: SS: Overloaded with information, donât understand, worried about obstacles going on in life, not in their frontal working zone of the brain #gfedchat
A1: frustration, not enough time, overwhelmed, have fallen behind and cant find where to start again, lack of interest, lack of motivation, distracted
#gfedchat
A1: Quitting has been modeled and normalized for them. Perseverance was not rewarded or supported. Many of my students quit quickly after being presented a problem they donât immediately know how to solve. They wait to be told the answer #gfedchat
Even when I think about things I've quit as an adult, it's often for one or more of these reasons, especially if the task doesn't seem relevant or other life events are more pressing. #gfedchat
A1: frustration, not enough time, overwhelmed, have fallen behind and cant find where to start again, lack of interest, lack of motivation, distracted
#gfedchat
Oksana Kelly, SWEP - sorry, running late.
A1: My Ss unfortunately don't have enough persistence - they might not always come across a challenge in the classroom, and give up easily when are presented with one. #gfedchat
Kristy Page, School Psychologist Red River HS, Adult Transition, RMAC, Community HS, Lake Agassiz, & Twining. I quit Volleyball after the first practice because I couldn't jump and hit the ball on the first try #gfedchat
A2: Quitting can look like avoidance (wandering the room, sharpening pencil, or otherwise busying oneself), but it can also be a vacant stare, a head down on a desk, or getting up and leaving the classroom #gfedchat
A2: Students can be nonverbal with readable body language, verbal and physical aggression, stop attending, task avoidance, reduced participation and engagement #gfedchat
A2: Lack of effort towards the learning skill. Typically some sort of equipment being slammed on the ground, body language decreases, and with our older elementary kids there will typically be tears involved. #gfedchat
A2: fully withdrawing yourself from something is quitting. It might be a slow exit or a fast one but if someone is totally disengaged they are quitting. #gfedchat
A2: Quitting can look different for every child. Quiet refusal, an explosive reaction to a problem, simply saying "I'm not doing this." It's different all Ss and varies based on the situation #gfedchat
A2: Quitting can look like clowning around, wandering, refusal, or picking a fight. Middle school kids are always trying to save face with their peers so they often choose an alternative behavior to mask their quitting or frustration. #gfedchat
A2: Quitting can look like clowning around, wandering, refusal, or picking a fight. Middle school kids are always trying to save face with their peers so they often choose an alternative behavior to mask their quitting or frustration. #gfedchat
Allison Slominski 2nd grade, Winship - quit working out for many reasons but the main one is because I got sick! Working on getting better so I can get back to my routine! #gfedchat
A2: I can look and sound like a lot of things... blank stare, acting out, pretending to be engaged, crying, tantrums, etc. It depends on the student and situation. #gfedchat
A3: Showing it is ok to fail. Have different types of tasks to show the strengths of different Ss. Make connections with Ss so they trust you will help them through #gfedchat
A3: I lead by example of keeping a positive attitude and showing that itâs okay if you donât perform a task perfectly. If I mess up (sometimes on purpose) I say that Iâll just have to try a different form next time.
#gfedchat
A3: If working with a S that has a low quit point I start with very easy problems to build confidence. Praise, praise, praise in a way that feeds that kiddo's heart!! Model growth mindset! #gfedchat
A3: I try to build optimism by praising the students on the work they have completed. I also say to NEVER erase anything youâve written down, there are important nuggets of learning in everything we do.
#gfedchat
Me too! I want to be an expert on this topic đ One thing is to build optimism in Ss that they CAN LEARN and that it's ok not to get it the first time. Also that peers can be Ts, not just the teacher. Allow Ss to see growth and not be compared to someone else's growth #gfedchat
Looking at this list, I'm wondering what our role as educators is in creating optimal learning conditions for all/most students to enjoy relevant learning experiences.
A3 Reminding Ss how much their opinion matters, showing respect, listening to their feelings, giving them our time & allowing Ss to repair mistakes. #gfedchat
I â¤ď¸ that about @chschargers1 too! There is a true commitment by all staff to student success. Of course Ss play an important role in their own success too! #gfedchat
Most of the time, the greatest successes come from previous failures. If we can share examples of we have persevered in our lives and remain optimistic and constantly showing that no matter what, we will never give up on them. #gfedchat
A3: Ask their opinion on ways they learn best, try to see things through their perspective, offer time with them, give breaks, ask their opinion on what is helpful, employ class-building games #gfedchat
A2 Ss need to have different choices in how they will do their assignment. Sometimes having everyone doing the same assignment doesn't work for all. Students shut down seeing that it's a meaningless worksheet again #gfedchat
If Ss can experience success in writing one topic sentence or quality paragraph, it does so much to their confidence. Getting them to get rid of negative talk they may have heard by past Ts is tough to do. They have to believe in themselves. #gfedchat
Building Student Optimism decreases the likelihood that students will quit! It has 3 components: Resource Design, Assessment, & Classroom Climate & Culture. #gfedchat
A2 Ss need to have different choices in how they will do their assignment. Sometimes having everyone doing the same assignment doesn't work for all. Students shut down seeing that it's a meaningless worksheet again #gfedchat
A3: Optimism can built by teachers when they let students know they themselves have failed or have quit in the past but it doesn't have to define you!
#gfedchat
Q4: Explain how youâve used at least one of the following to building optimism using resource design.
(Next tweet shows elements of resource design) #gfedchat
A3: Relationships, relationships, relationships! Know and love your students, then you are able to tap into their interests, curiosity, passions, and any other tools gained to engage them and honor their unique qualities as a learner. #gfedchat
A4: I use a lot of chunking with may Ss. Ss seems to learn and understand more when they are not overwhelmed but the amount of content in front of them. #gfedchat
A4 Simple & Clean delivery of info makes learning seem achievable. Sometimes as a teacher I pack too much into a lesson & then wonder why kids are overwhelmed. #gfedchat
A4: Big fan of simple and clean!!! I HATE it when slides are filled with words that are read to me. I try to use bright color backgrounds and use only a few pictures of words to guid a discuss on any slides that I use. #gfedchat
I think you're providing that opportunity tomorrow for a S who wants to show learning with greenscreen...not everyone in your class is showing their learning like that. #gfedchat
Of the resource design elements, I feel I use simple, clean, high contrast materials. My students are easily overwhelmed by the amount of content on a single piece of paper. Also use differentiation regularly! #gfedchat
A4 I often use chunking in science. Allows them to learn in pieces and not overwhelm them with new concepts. Building success a little at a time #gfedchat
A4: Chunking in PE is an excellent way to teach the students the buildup to the actual game play. Students are able to take the skills they learned and incorperate it into game play. #gfedchat
So true...I know I'm easily overwhelmed by a packet of info and things to do. Those "quit questions" pop into my head: Is this ALL due? When is it due? How will I learn all this. Simple & Clean keeps up my optimism! #gfedchat
Of the resource design elements, I feel I use simple, clean, high contrast materials. My students are easily overwhelmed by the amount of content on a single piece of paper. Also use differentiation regularly! #gfedchat
A4: I forget sometimes I know this stuff. Chunking and setting attainable goals goes along way to building self-esteem Also clean and concise statements. #gfedchat
Q5: Explain how youâve used at least one of the following for building optimism through assessment methods. (Next tweet shows assessment methods) #gfedchat
A5: I started to use self reflections for my MS students. They also have the opportunity to take their own data and they have loved to see there own progress. I show my artic students a hierarchy of where we are and where we need to get. It can be motivating! #gfedchat
Q5: Just today I tried an online alternative to our normal independent practice. It provided immediate feedback and also allowed them to retry the material again with new questions. #gfedchat
I am constantly checking for feedback right away from Ss to ensure they are understanding the material. However, often I am hearing that the Ss are understanding the material, when they really aren't. It is as if they are saying they do in order to just move on #gfedchat
A5: by giving students a self assessment we can see if they are understanding the content, enjoying the learning and allowing them to provide their own grading/opinion #gfedchat
Q5: I allow my students to look at their progress towards their IEP goals and allow them to see their journey to mastering the goal. It's very powerful for them! #gfedchat
A5: Many of my assignments are choice and design so kids ask for feedback a lot. I give input and suggestions. They take what they want and use it. #gfedchat
A5: Immediate positive feedback is crucial. Ss are eager to show learning! For example, three Ss with very different abilities in writing, seeking immediate feedback. Pointed out each Ss strengths. They are eager to write more each day! #gfedchat
A5: Real time feedback vs grades--I do this daily as I work with Ss on their papers. Revision is where the learning takes place and where I spend most of my time. That's where growth comes. #gfedchat
A5 we always talk about progress each student made, to where he/ she was and how much he/she gained rather than comparing them to other students #gfedchat
a5: teaching self-assessment/awareness is a huge part of what I do. Getting kids to realize whats going on in their minds and bodies is the first step in getting them to master their emotion management. #gfedchat
A5L contL After the time I spend with them on a paper, grading the final draft is a snap. I've seen the growth and identified problem areas we need to work on, #gfedchat
A5: In Science Ss reflect on how they participated during weekly labs and challenges. S must: identify what makes a good teammate, what they could do differently, and what were their strengths? #gfedchat
I so agree as a learner myself. I want to know what I'm doing right and ideas of how to improve. I don't want to get to the end and then get feedback that tells me I was way off track. #gfedchat
A5: Ss see progress. I show them how they've improved and they start to see themselves as getting it. I have them reflect at the end of the class and they see the growth in themselves. #gfedchat
A5: Showing the students the progress that they have made towards their IEP goals, allowing them to see and reflect on their learning and reaching their goals #gfedchat
Q6: Explain how youâve used at least one of the following for building optimism through classroom culture & climate.
(Next tweet shows features of classroom culture & climate) #gfedchat
A5: All of my projects are choice driven and there are different options to meet the needs of the different types of learners in my room. I also always give the rubric with the directions so they know the expectations.
#gfedchat
A5: Engineering is built on the idea that you have to fail many times in order to engineer something that works, builds optimism with a never ending Assessment!
#gfedchat
I would used mistakes as a way to guide the idea that we are not all perfect and that we do make mistakes from time to time. We can use these mistakes to figure out where we went wrong and come up with a new solution, almost like science. #gfedchat
A6: I expect mistakes to happen and encourage students to fix them. They have deadlines at the end of each quarter so they have time to make up if needed. #gfedchat
A6: Flexible pacing and deadlines allows for differences in learner readiness. Works well in a classroom with individuality and differentiation is valued. Can also lead into student lead learning and collaboration. #gfedchat
A6: We try to touch on growth mindset frequently - students should own their learning but realize we can learn a lot about ourselves in addition to the content #gfedchat
A6: My projects are in-depth and take at least a week in class. I have the students âcheck-inâ during this time but they are each working at their own pace...Iâm flexible with the during work, but stick with the deadline.
#gfedchat
A6: mistakes are part of learning. showing students that it is okay to make mistakes. I love making mistakes in front of my students to show that everyone does it. #gfedchat
Saw this in your classroom today when one student helped another group....climate of trust and teacher facilitating learning experiences but not always the expert. #gfedchat
A6: Sharing and reflecting. I art we walk around the room looking at the student work and the have to share with the other Ss what is going well and what needs to be done better--then the other Ss critique their work and they have ideas that need work #gfedchat
A6: To build optimism, positive classroom culture where differences are valued and accepted, Mistakes are made by all, Students are leaders and even Teachers apologize. #gfedchat
Q7: Junk Drawer
Select one of these objects and compare it to working with students in terms of Quit Point: paintbrush, phone charger, spatula #gfedchat
Yes especially when there is re-teaching model with re-taking a test. For example, the Ss knows the science but doesn't know how to write an essay answer. Teach that skill. Or re-teach the science if they don't know that. #gfedchat
A6: Beyond the content, we also teach our Ss 16 Habits of Mind and Depth and Complexity skills which when become a habit, create a culture of motivation, persistence, managing impulsivity, listening with understanding and empathy, etc.. #gfedchat
A6: Teach them that learning and practice takes more than 5 successful attempts. Many students think that since they made a few shots, they should move back, or they belong in pro sports. Practice X1000.
Mistakes will lead to success in athletics/PE #gfedchat
A6- I love using reflection. Especially on new projects. I always ask the question, "Now that we're done, what could we have done to make it better?" #gfedchat
A6: I encourage my students to learn from their mistakes. I also want them to learn and observe the mistakes of others. I will purposefully mess up sometimes during the demonstration in order to get their feedback on what I should do differently.
#gfedchat
A7: As a paintbrush looses paint, it eventually stops painting as bright and as thick. When a student is nearing the quitting point, they aren't able to put in as much effort and it slowly fades. #gfedchat
A7: the paintbrush (old assignments)--if it is worn out it tends to have hairs that stick out and wreck your painting-a new brush (new projects) allow you to stay within the lines and you can create a beautiful painting #gfedchat
A7: Compare a paintbrush to a skill that, once mastered can't be taken away from Ss - you can run out of paint from time to time, but will always have a tool to continue painting once you get more! #gfedchat
a7: Paintbrush-when painting, you can't erase 'mistakes' -you learn to incorporate the brush stroke into your painting. the more you use the paintbrush, the closer you become to 'mastering' the art. #gfedchat
A7: Ss are like phone charges.. not every charger is the same and not every charger will do what you need/want it to but you never give up on it. #gfedchat
Ss are like paint brushes, there are more than one... kind and they all have their own melting points of frustration, some larger than others #gfedchat
A7: I think a phone charger is like working with students...they can get lost, you need a specific charger to go with a specific phone, and if they phone has a low battery youâre not going to get effort.
#gfedchat
A7: Each time a paintbrush is dipped in fresh paint, the colors are vibrant and clear. For a student, every day is an opportunity to start fresh, with renewed energy for learning. #gfedchat
