Welcome #G2Great. We are so delighted that Dave Stuart Jr is joining is for the first time. TY for joining us Dave and friends! It’s going to be a wonderful night of learning about how to focus on what matters!
@franmcveigh@hayhurst3@brennanamy@CorwinPress@davestuartjr
Hello fabulous #G2Great community. Susie here from NYC tweeting and bringing along some incredible @bankstreetedu to learn with all of you! #LitBankStreet
Yes... my HEART is so reflected in this comment. I am officially NOT at a school event for one of my children (1st time on a Thurs since early Sept) & excited for #g2great tonight.
Hello fabulous #G2Great community. Susie here from NYC tweeting and bringing along some incredible @bankstreetedu to learn with all of you! #LitBankStreet
A1. Mt. Everest
All students will read, write, talk, think, and work collaboratively, joyfully, and passionately to be both problem solvers and empathetic citizens of the world.
#G2Great
A1 This year my students and I are all about becoming better thinkers, readers, writers, speakers and people. It’s been the same for a few years now. #G2Great
Hello fabulous #G2Great community. Susie here from NYC tweeting and bringing along some incredible @bankstreetedu to learn with all of you! #LitBankStreet
A1 Easy since it all comes back to the role of increasing the volume of reading across the learning day. How can we bathe kids in books daily and refuse to allow ‘not enough time” to blind us to the opportunities that abound? #G2Great
A1 I hope to build strong relationships with the teachers I am working with. I hope to continue to help them on their personal learning paths and be their biggest cheerleader! #G2Great
A1 This year my students and I are all about becoming better thinkers, readers, writers, speakers and people. It’s been the same for a few years now. #G2Great
A1: This year my Everest Statement is: “Let there be choice!” My readers are choosing what they want to read everyday...levels are staying where they belong...for instructional purposes only #G2Great
A1 This year my students and I are all about becoming better thinkers, readers, writers, speakers and people. It’s been the same for a few years now. #G2Great
A1 I hope to build strong relationships with the teachers I am working with. I hope to continue to help them on their personal learning paths and be their biggest cheerleader! #G2Great
A1 Make room in every day for opportunities to increase the role of reading: listening to texts, reading with peers, reading independently. Everything I believe boils down to these key ideas. #G2Great
A1. I’m so tired tonight “survival” was all I could think of too!! But now I’ll add that “connecting” is my goal for myself and for my preservice teacher students. #g2great
A1 My Everest: To instill a life-long love of reading in students and to help them view it as a meaningful, purposeful and PLEASUREABLE experience that can occur both alone or in the company of others. #G2Great
A1: This year, I want to bring more of my students' passions into the classrooms - books, writing, student-directed projects, etc...let them shine and thrive as individuals! #LitBankStreet#g2great
#G2Great A1 That all educators and students will develop a lifelong love for literacy and embrace their value in making meaningful contributions in one another’s lives within and beyond the school walls recognizing the power of words and joy in the journey
A1: Transitioning to teaching 1️⃣st grade and all that encompasses it, as well as adjusting to a new building! So far, it’s been a smooth transition and the climb has been AMAZING! I love learning and growing! #G2Great@DrMaryHoward
A1: My Everest is to make sure I'm always teaching to the student and actively modeling my own love of reading. And find time for more read alouds! #LitBankStreet#g2great
A1. I’m so tired tonight “survival” was all I could think of too!! But now I’ll add that “connecting” is my goal for myself and for my preservice teacher students. #g2great
A1: This year, I want to bring more of my students' passions into the classrooms - books, writing, student-directed projects, etc...let them shine and thrive as individuals! #LitBankStreet#g2great
A1. Helping teachers get focused and reduce stress through organization, finding their passion and gaining confidence in the craft of teaching. #g2great
A2. Work: model it, own it, share the belief that anything worth doing is worth doing well. That takes work. Not drudgery.
Work
#BetterTogether#G2Great
A1 I coach to support Ts so they can provide a safe place for students to be curious, to read widely and critically, to experiment with and express ideas, to learn about the world and its people, to discover their capacity to create, to engage in civil discourse and 1/2 #g2great
A2 Every day I’m arguing -- in an earnest and amicable way -- for the value of an education, of pursuing literacy, of mastery academic material. I also guide my students in building their own connections. #G2Great
A2 With most things, showing is the best way. Show Ss how you work hard and value that within yourself in order to get them to copy and see it in themselves. #G2Great
A2 We cultivate value belief in kids by living it every day. We can’t pass out shallow fill-in-the-blank forms and think they’ll have a reason to value the work at hand. We must model value belief in our day-to-day actions. #G2Great
A1 My Everest: To instill a life-long love of reading in students and to help them view it as a meaningful, purposeful and PLEASUREABLE experience that can occur both alone or in the company of others. #G2Great
A2: I cultivate the value belief in telling them that their work/ideas/contributions are very important. It doesn’t matter how big or small their idea is. We’re all here to support them #G2Great
A2: By starting with why, leading with purpose, and modeling doing it (consistently) too. Walking the walk goes further than just talking the talk. #g2great
A2: Students must BELIEVE they have CHOICE and VOICE in their learning. Teachers FACILITATE conversations. Let your students GUIDE the dialogue! #G2Great@DrMaryHoward
Love that goal. When we’re connected anything is possible because we aren’t on a professional island in the middle of nowhere! Always friends to lend a helpful hand of support #G2Great (and so happy you made it)
A1. I’m so tired tonight “survival” was all I could think of too!! But now I’ll add that “connecting” is my goal for myself and for my preservice teacher students. #g2great
A1 My Everest: To instill a life-long love of reading in students and to help them view it as a meaningful, purposeful and PLEASUREABLE experience that can occur both alone or in the company of others. #G2Great
And, @JordanBnkSt by doing this and bringing in their passions you are also connecting deeply with them, showing them that they matter. Then, you can teach. #G2Great#LitBankStreet
A1: This year, I want to bring more of my students' passions into the classrooms - books, writing, student-directed projects, etc...let them shine and thrive as individuals! #LitBankStreet#g2great
#G2Great A2 Ensure all are seen and heard; honoring their culture, diversity, voice and choice; celebrating where they are and working alongside them to nudge and nurture them onward & upward
A2: Students must BELIEVE they have CHOICE and VOICE in their learning. Teachers FACILITATE conversations. Let your students GUIDE the dialogue! #G2Great@DrMaryHoward
A2: Students must BELIEVE they have CHOICE and VOICE in their learning. Teachers FACILITATE conversations. Let your students GUIDE the dialogue! #G2Great@DrMaryHoward
A2: In order for some learners to value the work, connections need to be made...I constantly share stories from my own learning...”Here’s WHY we’re doing this...” Define purpose. Define value. Model it & make each experience worthwhile to the learner. #G2Great
#G2Great A2: This is a hard one when we have so many curriculum restraints, things I don't believe in. I try to adapt the work to the needs and strengths of my Ss and find a purpose hidden in the dust.
A2. It’s starts with the mindset that we lift learners rather than penalizing them for what they don’t knows. The person who’s least at fault for not knowing something is the kid, by the way. #G2Great
A2 If schools replicated real-life experiences (choice, meaning, dialogue, engagement) then we would live and breathe value beliefs. It’s not about school but how kids can translate those school experiences in their lives beyond school. #G2Great
A1: My Everest is to make sure I'm always teaching to the student and actively modeling my own love of reading. And find time for more read alouds! #LitBankStreet#g2great
Yes definitely. Our children are more than our four walls. We have to build a bridge between home and school and see who they our beyond our walls. #G2Great
A2 With most things, showing is the best way. Show Ss how you work hard and value that within yourself in order to get them to copy and see it in themselves. #G2Great
A2: By starting with why, leading with purpose, and modeling doing it (consistently) too. Walking the walk goes further than just talking the talk. #g2great
A2:set students up for success, teach them how to do the work to help themselves, see me as a guide on the side. Never underestimate their abilities. #G2Great
A2: I cultivate the value belief in telling them that their work/ideas/contributions are very important. It doesn’t matter how big or small their idea is. We’re all here to support them #G2Great
A2: Tailor what we read and write to their interests. Learn to write with mentor texts and help them experience the power of their own words. Students need to feel what it is like when their ideas are valued outside of the classroom. Not just for the teacher or test. #g2great
Couldn't agree more. Learning to make thoughtful and intentional decisions will likely get used more than some of the more intricate content learning we support each day. #g2great
A2 We bring our literacy lives into school so that students see we value the work at hand. We can do daily write-alouds, think alouds and share how we apply a value belief in our lives. Make it real so that they can see what that looks like! #G2Great
A2: Being students learning partners...seeing them as people and individuals...dive into the work right alongside them. Makes it real for everyone #g2great
A2: Starting with what the student's goal is helps to cultivate a belief in the value of the work required to reach their goal. We can always find ways to meet their goals with teaching we know they need. #listentostudents#G2Great#LitBankStreet
A2:set students up for success, teach them how to do the work to help themselves, see me as a guide on the side. Never underestimate their abilities. #G2Great
A2: Starting with what the student's goal is helps to cultivate a belief in the value of the work required to reach their goal. We can always find ways to meet their goals with teaching we know they need. #listentostudents#G2Great#LitBankStreet
A3. Teacher credibility is validated by other students. Students share. Teacher actions show "care" - not a "push over" but genuine caring and respect. Talk to Ss. See Ss outside school. Attend events. Share own learning!
#G2Great
A3 I seek to connect with all of my students through brief, intentional moments of genuine connection. I am always trying to master our course material more. I demonstrate my passion for them. In short, I am like so many teachers in the world. #G2Great
A2 - we need to take the time to know our students. Their interests, strenghts, needs. Only then can we give them choices that they will value at that particular moment, for that particular child. #G2Great
A3 We make it our priority to BE THAT TEACHER every day. If we want credibility then we have to respect the learners in front of us, not the learners we wish we had or think we need. Our credibility begins with honoring them. #G2Great
A3 again, showing! Actions sometimes speak louder than words. You have to show them you care, show them you know their name, their likes/dislikes, their extra curriculars. Ask them about their big game, or their hobby! #G2Great
A3: Sometimes Ts know. Sometimes Ss know. Sometimes what we know together surpasses even our own expectations. Letting Ss know that they are an important partner in our work = teacher 'street cred’ #G2Great
I’ve been using @Stephharvey49@AnnieTWard idea of “text lineage” this year #Fromstrivingtothriving Each week I introduce my readers to a book that means something to me...some from childhood, some from adulthood. So powerful and so meaningful #g2great
In reply to
@DrMaryHoward, @Stephharvey49, @AnnieTWard
A3 – I also think an important part of establishing credibility is acknowledging when we make mistakes. Teachers are human too, and when we are candid about our successes AND our challenges, we become more sincere and therefore reliable to our students. #LitBankStreet#g2great
I’ve been using @Stephharvey49@AnnieTWard idea of “text lineage” this year #Fromstrivingtothriving Each week I introduce my readers to a book that means something to me...some from childhood, some from adulthood. So powerful and so meaningful #g2great
In reply to
@DrMaryHoward, @Stephharvey49, @AnnieTWard
A3: Students need to feel like they can trust us and respected. We build that trust by investing time in getting to learn about them as individuals and sharing ourselves with them. #G2Great#LitBankStreet
Beautifully said “find a purpose hidden in the dust”. It can be hard amid all the testing and craziness that has overtaken education. But in the company of the teachers in this chat, I know we can head in the right direction #g2great
#G2Great A2: This is a hard one when we have so many curriculum restraints, things I don't believe in. I try to adapt the work to the needs and strengths of my Ss and find a purpose hidden in the dust.
#G2Great A3 be a leaarner yourself, share your passions & strengths as well as your struggles and problem solving skills, students appreciate and respect educators who are willing to do the work and take the same risks & live the same expectations
A1 #g2great I have been researching & trying ideas for improving Wrtng Wkshp in my room for the past few years. This year it seems to all be clicking. I can almost see the summit of Everest. Each day I’m finding a new scenic view to stop & enjoy as I celebrate what they CAN do.
A3: We owe it to our Ss to utilize their ideas and knowledge by creating thinking partners. Ss + T can be thinking partners. Ss + Ss can be thinking partners. Ss + other adults in the learning community can be thinking partners. #g2great
A 3 Learn with students. Value & respect where each child is & find ways to support each one. Help them find books relevant to them. Honor their suggestions. Respond to their needs. Help them see progress. Your actions say it all—show how much you want to be at school! #g2great
A3: I establish credibility by following up and supporting their ideas by helping them build, create, explore areas that are of interest to my students #G2Great#LitBankSteeet
A3: By actively working at my job and never, ever thinking I know "enough" - Committing to continuous learning & growing. And more importantly, by genuinely caring about each & every person to enter the room. #g2great
A3 I've got to know my content, be passionate about sharing what I'm learning and make it clear that in the classroom we are ALL learners AND teachers. I don't own all the knowledge and I'm open to learning all I can alongside students. #g2great
A3 The best teachers I know stand at the door and welcome students in daily. We send the message every day that we’re grateful (or not) that they are there by our actions even more than by our words. #G2Great
#G2Great A2: This is a hard one when we have so many curriculum restraints, things I don't believe in. I try to adapt the work to the needs and strengths of my Ss and find a purpose hidden in the dust.
A 3 Learn with students. Value & respect where each child is & find ways to support each one. Help them find books relevant to them. Honor their suggestions. Respond to their needs. Help them see progress. Your actions say it all—show how much you want to be at school! #g2great
A3: Listening to kids is critical. It won’t matter how great our teaching if we aren’t present to our students. Conferring is a great way...but it’s undervalued and underused. #g2great
A3: I’m passionate & compassionate in my approach to teaching. My Ss see my commitment to them...their happiness, their well being, their learning. I work hard to connect w families & build trust. I lift Ss to see their own potential...I stick by what I say... #G2Great
A2 #g2great Author Studies, 80 Read alouds in 36 days. Time to choose books and talk about books. Opportunities to choose topics, talk, and write and plan for an audience for our books. They are so motivated it fills my heart with such joy! @DrMaryHoward
A3: Live, breathe, and love what you do. Model, share, invite, celebrate, encourage, struggle, and ask for their feedback. Do what you want your kids to do. Show your learning, growth, habits, routines, and they will follow. It’s contagious. #G2Great
A3: being present and prepared so I can be “in the moment” with my Ss and take detours and capitalize on the teachable moments that result from their enthusiasm. #g2great
A3 Credibility comes with professional decision-making. In spite of dictates and mandates Ts face, we refuse to allow them to blind us to those things we value most. We break the ties that bind and put kids first. We stand up to what matters! #G2Great
A3: Live, breathe, and love what you do. Model, share, invite, celebrate, encourage, struggle, and ask for their feedback. Do what you want your kids to do. Show your learning, growth, habits, routines, and they will follow. It’s contagious. #G2Great
And kids can see through it when we don’t love what we do and soak in our joy when we do. It can be the tipping point of our success and theirs! #G2Great
A3: Live, breathe, and love what you do. Model, share, invite, celebrate, encourage, struggle, and ask for their feedback. Do what you want your kids to do. Show your learning, growth, habits, routines, and they will follow. It’s contagious. #G2Great
A3: (Amy from TX, running in late!) When we’re trying something new in class that I learned from PD or a book, I tell them how I got the idea. They’re mystified that I’m still working to learn/grow just like they are - and Ss know I do it so I can be my best for them! #G2Great
A3: Change your lesson according to student feedback. Hear their voice and when it is feasible and makes sense, do it. Listen to them. Makes them feel heard and part of the community. #G2Great#LitBankStreet
A3 Credibility is also about being a genuine, authentic, caring human being. Not my job to scare, strong-arm or power my way into being seen as the "expert" in the classroom. Kids are wise and they know when you are invested in their well-being as students and people. #g2great
A3: Honor kiddos by co-constructing ideas together - new thinking, idea building together, inquiries, wonderings, discoveries. Doing so gives learning ownership to everyone — we are responsible to ourselves and others. #g2great
A3: Honor kiddos by co-constructing ideas together - new thinking, idea building together, inquiries, wonderings, discoveries. Doing so gives learning ownership to everyone — we are responsible to ourselves and others. #g2great
A4. Base is knowing something. Need facts. Need knowledge. The critical thinking is what is done with the facts. Thinking does not happen in a vacuum.
#G2Great
#G2Great A3: As the years go on (30+) I have to revisit my reason for being a teacher. It's all because of my love for the kids. They keep me coming back every year.
A4 I’m not even sure it’s as much a balance as embracing the idea that both have a place in every experience. It’s our job to invite both into the learning arena and seize opportunities that arise in the heat of precious learning moments. #G2Great
A4: Knowledge building + critical thinking happen when Ss are motivated, engaged and have real purposes for their work. Harnessing all of that brings about balance. #g2great
A4 I seek to have kids develop surface knowledge on a topic, and then I push them to discuss the material at greater levels of depth via conversation challenges and pop-up debates. #G2Great
I establish my credibility with students through laughter, making mistakes, asking many questions, sharing and honoring their responses, and being authentic #LitBankStreet#g2great
A4 It'd be nice if we could skip the knowledge requirement of critical thinking (and reading comprehension, for that matter). The problem is, we can't. Give me an article from the Journal of Astrophysics. I'll be toast. Can't skip knowledge building. #g2great
A4 I seek to have kids develop surface knowledge on a topic, and then I push them to discuss the material at greater levels of depth via conversation challenges and pop-up debates. #G2Great
A4: The sweet spot = the intersection of knowledge-building and critical thinking. When Ss apply what they know, the two merge. The work that emerges from application is how we know what Ss really know and are able to do! Otherwise, knowledge-building could fall short. #g2great
A4: Discussion and real world dialogue...one of my favorite things to say...”When an author teaches a character a lesson, he/she is REALLY teaching the reader that lesson.” #G2Great
I establish my credibility with students through laughter, making mistakes, asking many questions, sharing and honoring their responses, and being authentic #LitBankStreet#g2great
Students has this convo with me today. They said they could count three teachers they know who treat them like, in their words, “real people.” Glad my name was on their list, but we can do better. #G2Great
A3 Credibility is also about being a genuine, authentic, caring human being. Not my job to scare, strong-arm or power my way into being seen as the "expert" in the classroom. Kids are wise and they know when you are invested in their well-being as students and people. #g2great
A4 We could be more hypercritical about boxed programs. A simple analysis of questions and experiences recommend will uncover an IMbalance. We have a responsibility to children to delete, add, adjust & infuse based on our knowledge of kids! #G2Great
Students has this convo with me today. They said they could count three teachers they know who treat them like, in their words, “real people.” Glad my name was on their list, but we can do better. #G2Great
A3 Credibility is also about being a genuine, authentic, caring human being. Not my job to scare, strong-arm or power my way into being seen as the "expert" in the classroom. Kids are wise and they know when you are invested in their well-being as students and people. #g2great
A4: By creating the moments for Ss to ask questions in the knowledge provided- e.g. social justice? Why this sentence does not make sense? What is good writing?
#G2Great Knowledge plants the seed giving it rich background soil, Comprehension provides the nutrients it needs to grow, critical thinking is like the branches reaching up and out spreading seeds to new terrain🌱
A4: In order to foster knowledge building, we're using a "ladder" approach (@ProfessorNana) this year as we enter into THE CRUCIBLE. While we share the play each year, this is the first year we enter through a NF title, BLACKLISTED. The toehold helps to build BG Knowing. #g2great
In reply to
@hayhurst3, @DrMaryHoward, @franmcveigh, @brennanamy, @CorwinPress, @davestuartjr, @ProfessorNana
To be fair, our system lends itself to the dehumanization of education. The droves of teachers who are disengaged aren't that way because they set out to be. We CAN do better, but only if we keep working to clearly see the problem. #G2Great
A4: By providing, facilitating, and promoting exploration of ways to twist, tweak, use, and apply that knowledge. A greater # of opportunities is great- varied & unique opportunities are even more fun & worthwhile. :-) #g2great
A4: I always try to invite the students into the "knowledge building" process. By activating their interests and passions it then helps them to commit to the critical thinking work too. #g2great
A4 The best way to find this balance is to nurture the conversations that you rise from these heat of the moment discussions. This means that we have to make room to celebrate the spontaneous thinking that affords rich opportunities. #G2Great
A4 Completely agree. Knowledge building and prior knowledge. Our Ss have to be rewarded for what they already know (because if you ask them, they'll tell you they don't know anything!). We often use Allen's Wordstorming so Ss can show what they already know #g2great
Students has this convo with me today. They said they could count three teachers they know who treat them like, in their words, “real people.” Glad my name was on their list, but we can do better. #G2Great
A3 Credibility is also about being a genuine, authentic, caring human being. Not my job to scare, strong-arm or power my way into being seen as the "expert" in the classroom. Kids are wise and they know when you are invested in their well-being as students and people. #g2great
Beautiful said Dave. I would like to think that hope in ahead but its going to take every one of us working together for the greater good (and supporting teachers in the process) #G2Great
To be fair, our system lends itself to the dehumanization of education. The droves of teachers who are disengaged aren't that way because they set out to be. We CAN do better, but only if we keep working to clearly see the problem. #G2Great
A4 - teaching the knowledge base is particularly important with our English language learners. It is something I am becoming increasingly aware of as I teach ELLs in Reading Recovery #G2Great
A5. Provocative Picture. Write around. What see? What not see? Choose a point of view & support. Choose opposing view & support. Mini - debate. Extra practice on creating solid thesis, evidence, example through talk.
#g2great
#G2Great A3 knowledge levels the playing field, Comprehension values schema, critical thinking allows what’s known to be challenged, refined, reformed, extended...settling for knowledge is compliance, critical thinking is engagement
A4: today, after watching an @MysterySci Mystery Science about spiders we discussed the question, “Should people be afraid of spiders.” Great conversation using facts among my young learners. #g2great
A4. Pairing texts non fiction, fiction, poetry, articles... Everything we teach can be enriched with something else to build not only knowledge but interest which helps foster both knowledge and critical thinking. #g2great
A5 Pop-up debate! It’s a simple protocol (just Google it if you don’t have #these6things), but powerful in the hands of an attentive teacher. #G2Great My 9th graders routinely beg to have more pop-up debates, no matter how many we have.
A5 Not to oversimplify the question but I think that we could start by learning to shut our mouths so that they could open theirs. If we don’t listen more than we talk, we will never be able to show that we value student-centered dialogue! #G2Great
A5. Provocative Picture. Write around. What see? What not see? Choose a point of view & support. Choose opposing view & support. Mini - debate. Extra practice on creating solid thesis, evidence, example through talk.
#g2great
A4: Weave knowledge building into the fabric of critical thinking by using inquiry, exploration, talk, sharing, and curating student gathered big ideas. #G2Great
A5 Not to oversimplify the question but I think that we could start by learning to shut our mouths so that they could open theirs. If we don’t listen more than we talk, we will never be able to show that we value student-centered dialogue! #G2Great
Teaching my students how to engage is such discussions with the use of sentence starters in addition to learning how to listen to others has been so helpful for my students #G2Great#LitBankStreet
A5: Set up protocols and create shared agreements for ways we argue. Figure out together what it looks, sounds, and feels like to argue amicably and earnestly? #G2Great
A5 We have to begin by modeling this kind of dialogue in our own interactions with kids. Whole class discussions are a great place to do this as we are planting seeds for kids to do it on their own. #G2Great
A4: Weave knowledge building into the fabric of critical thinking by using inquiry, exploration, talk, sharing, and curating student gathered big ideas. #G2Great
A5 Pop-up debate! It’s a simple protocol (just Google it if you don’t have #these6things), but powerful in the hands of an attentive teacher. #G2Great My 9th graders routinely beg to have more pop-up debates, no matter how many we have.
I love this! Weaving critical thinking into knowledge building. They may never notice that you are making them think. And value what they think! #G2Great
A5: My students benefit from modeling as well as role playing different situations/conflicts that come up frequently in the class. #g2great#LitBankStreet
A5: Set up protocols and create shared agreements for ways we argue. Figure out together what it looks, sounds, and feels like to argue amicably and earnestly? #G2Great
A5: The discussion-ready and the discussion worthy text in the room generates the kind of talk we are seeking here. When the book can provide enough room in which to do this work, the room can and will do the work. Of talking. Of making a point by pointing to the text. #g2great
In reply to
@hayhurst3, @DrMaryHoward, @franmcveigh, @brennanamy, @CorwinPress, @davestuartjr
A5. They certainly need better models than what is currently provided for our children. We need to show them somehow through our own examples — can we actually do this ourselves? #g2great
A5: Opinions matter and every human is entitled to have them...Speaking & writing are great ways to open the door on this...create ways for Ss to state opinions & provide evidence of their thinking in respectful & kind ways...teach Ss to listen & value differences #G2Great
A5 We need to make small group experiences a high priority. This can occur after ANY learning experience as we create a bridge from teacher support to student drives and then trust kids to build upon the foundation we put in place #G2Great
A5: Practice.This is a hugely critical skill-knowing how to respectfully share our own perspectives & knowing how to truly and full-heartedly listen to someone else's- especially when different. I will continue working towards this goal (for myself and students) forever. #g2great
#G2Great A5 “If you don’t stand for something, you’ll fall for anything” When students are passionate and have the ability to stand up and under those passions we know transfer & ownership has occurred...its one thing to think it but a whole new level to defend it intelligently
A5 - it starts in the playground in kindergarten. Allowing for disagreements in play. Giving them time and space to figure out their own rules in games and play. Don't jump in to solve all their squabbles. #G2Great
A5 We need to make small group experiences a high priority. This can occur after ANY learning experience as we create a bridge from teacher support to student drives and then trust kids to build upon the foundation we put in place #G2Great
A6. Grading Set timer.
Work specific time.
Take physical break.
Work specific time.
Goal = Beat the clock.
Make comments replicable.
Online = build in rubrics.
Use S self assessment.
#g2great
A5: As lead learner in the room, we could reflect upon what it means to be a concierge of ideas vs. catcher's mitt. Talk should not be directed to an end-stop with the teacher at the front of the room. Toss it back and toss it around. Exhaust through talk of the room. #g2great
A6 Reading pieces of writing and giving genuine feedback about the writing, ask questions, make some suggestions but don’t get crazy. Provide any relevant feedback. IGNORE slapping down a letter grade and give solid feedback. Worth so much more! #G2Great
A6 I love the idea of saner grading as too much of grading is about applying a school agenda without even looking for the incredible things that kids are already doing. So I think it starts by noticing and digging deeper beneath the surface. #G2Great
A6: While planning, mark the unit calendar/learning progression for when you will use formative assessment to check for understandings vs. grading. This gives Ts a plan going forward for what, when, and purpose for collecting Ss work. #G2Great
#G2Great A5 We use philosophical chairs, S are given opp to choose their position: for, against, neutral; ideas are exchanged aloud open forum, before adding argument S must first repeat last opposing argument showing respect yet before disagreements
A6 As a rule, I do all of my grading at school. This sometimes means I appear anti-social to my colleagues. (Just ask @ericaleebeaton.) But, it enables me to be truly social with my colleagues outside of school, and even moreso with my family. #g2great
A6: Grading during “quiet time” in the classroom. The students are usually reading and/or drawing after lunch and I’ll take the opportunity to grade for a few minutes before we start working
A6: Inviting students into the assessing process a bit too! Teaching them to reflect on their own progress and growth. We can also remember to choose what we assess, matching it with what we value most #G2Great
A6 When you use a stopwatch for grading, you can calculate how long it takes to work a given assignment type, and this allows you to plan ahead for proper amounts of grading time. #g2great
A6: Differentiate between grading and sorting Ss work—sorting creates a focus for instruction vs. a focus on grading. If we know what to do tomorrow based on what Ss produced today, grading becomes secondary in importance. #G2Great
A6 Grading is a huge topic at school where avg class size (Ts teach 6) is 37-40 Ss. I encourage Ts to consider pairing Ss up for the first essay; small group oral Science lab reports; structured peer review so Ss can practice self-assessment, & grading collaboratively #g2great
A6: While planning, mark the unit calendar/learning progression for when you will use formative assessment to check for understandings vs. grading. This gives Ts a plan going forward for what, when, and purpose for collecting Ss work. #G2Great
A5. Sadly, adults are not exactly showing the best example of how differ opinions can be challenged without hate. But we can let that stop us from teaching what this look likes and giving kids plenty of time to practice. #G2Great
A6: In the composition classroom, we talk about "feedback." I couldn't give meaningful feedback if I'm attending to other activities in the room. How I offer feedback apart should look the same as face-to-face. I need to talk to the student on the page. Fully-present. #g2great
In reply to
@hayhurst3, @DrMaryHoward, @franmcveigh, @brennanamy, @CorwinPress, @davestuartjr
A6: we now use standards based grading K-5 in @HVRSD they are clear, explicit, reliable and provide formative opportunities for goal-setting...I spend quiet time in my classroom looking through evidence and comparing that back to standards..it helps me see next steps #G2Great
A6 If we did more peer and self-evaluation we could become a fly on the wall kidwatcher as students are having these conversations. I believe we’d see things through their eyes that we would otherwise have missed! #G2Great
Q5: Frequent opportunities for students to talk at tables, share ideas, make visible their thinking, inquire about topics in ways that are relevant to them, and demonstrate how to honor each other’s thoughts and words. #G2Great
A6: Grading during “quiet time” in the classroom. The students are usually reading and/or drawing after lunch and I’ll take the opportunity to grade for a few minutes before we start working
#G2Great A6 redefine assessment; shorter more targeted formative assessment allows for more real time feedback; be sensible about summative provid just enough content to measure your instruction and inform next steps...no more 5pg Assessments with 30?s when 5? Is sufficient
A6 While I hear you, Dave, that didn't work for me. I found I became so anxious in "getting it done" that I rushed thru papers. Instead, I set aside # of papers I would grade in a day. I found that took the edge off when I graded #g2great
A6 When you use a stopwatch for grading, you can calculate how long it takes to work a given assignment type, and this allows you to plan ahead for proper amounts of grading time. #g2great
A6: Create shared agreements with Ss about WHAT COUNTS for assessment along the way (formative) and end demonstrations (summative). Give space across the weeks for Ss to use revision as they weigh their own work against what counts. #G2Great
I like this idea, Dave, and at the same time, I never knew that my stylists at Great Clips were under the same kind of time constraints and expectations as standardized test takers. My haircut became a drill. Could grading look like this under the influence of a timer? #g2great
A5 Did you all see the op-Ed in EdWeek last week about the way argument is being taught? Really interesting perspective #g2greathttps://t.co/SLEI6QC4pK
A 6 Spend less time doing the grading. Have students self grade and defend their grade using negotiated guidelines. Stop grading everything—not authentic. Need to do more authentic reading, writing, talking! #g2great
A6: being purposeful and intentional with what you grade. Not every assignment/paper/question needs a grade. I also remind myself feedback is more powerful than a grade and to be powerful it needs to be timely. I’m trying to get better at this. #g2great
A6 Why are grades viewed as “gotcha” when we learn so can much in the rethinking phase. I LOVE Rick Wormeli view on Redos, Retakes, and Do-Overs: https://t.co/LfNTLxf58c#G2Great
A6: Before you collect the work that’s going to be graded, ask Ss to take some time to reflect and revise in relation to the shared agreements for WHAT COUNTS. #G2Great
A5. Sadly, adults are not exactly showing the best examples of how differing opinions can be challenged without hate. But we can’t let that stop us from teaching what this looks like and giving kids plenty of time to practice. #G2Great
A6 The peer review thing has gotten a bad rap. It's not our Ss fault that they don't know how to peer review. We haven't taught them! When a structured peer review opportunity is modeled and practiced w/ Ss, they take over and become critics of their own work #g2great
A6 If we did more peer and self-evaluation we could become a fly on the wall kidwatcher as students are having these conversations. I believe we’d see things through their eyes that we would otherwise have missed! #G2Great
A6. It's so hard to fit it all in during the school day. I often help Ts work out a schedule of coming in early or staying late 1 or 2 day a week to grade & catch up. Then they can be home guilt free and be fully present with their families the other days. #g2great
Yes and stop asking kids to PROVE they’re reading (reading logs, forms etc). The best way to show that they’re reading - talking about that reading with peers/conferring #G2Great
A 6 Spend less time doing the grading. Have students self grade and defend their grade using negotiated guidelines. Stop grading everything—not authentic. Need to do more authentic reading, writing, talking! #g2great
A7. Practice. Practice. Practice.
Establish partners
Establish S goals
Live?
Recorded?
Combinations of live & recorded?
Short? Lengthy? Combinations?
Every Day.
Speech is NOT a semester class.
#G2Great
A7 Building opportunities for them to practice but REMEMBER our introverted students that will shut down and respond negatively when forced to publicly speak. Smaller group speaking for some of those Ss and focus on WHY you NEED them to speak. #G2Great
A7 Yes, it’s crucial to promote public speaking experiences as it’s a LIFE skill we need beyond school. We do however need to respect our introverts by offering options since not all kids will be comfortable with this process. #G2Great
We were lucky to host @rickwormeli2 in our district. He’s the Steve Martin of formative assessment practices! Brilliant, funny, driven and passionate to put kids first #G2great
A6 Why are grades viewed as “gotcha” when we learn so can much in the rethinking phase. I LOVE Rick Wormeli view on Redos, Retakes, and Do-Overs: https://t.co/LfNTLxf58c#G2Great
A 6 Spend less time doing the grading. Have students self grade and defend their grade using negotiated guidelines. Stop grading everything—not authentic. Need to do more authentic reading, writing, talking! #g2great
Tonight, I've helped students through initial phases of trying to come into a subject for their multigenre project. It's what I might call the pre-feedback kind of feedback. Feedback. At all stages. Even the start. What's the saying, "The end depends upon the beginning?" #g2great
A7 – Creating space to speak on topics of interest and in less formal settings! Students who get nervous speaking in front of the class LOVE sharing items they bring from home for “show and share” – don’t even realize they are practicing critical skillS #LitBankStreet#g2great
A7: Consistent practice is so important. In our class we start with role playing and sharing out in small groups so that we can build up to presenting #g2great#LitBankStreet
A7. Practice. Practice. Practice.
Establish partners
Establish S goals
Live?
Recorded?
Combinations of live & recorded?
Short? Lengthy? Combinations?
Every Day.
Speech is NOT a semester class.
#G2Great
We were lucky to host @rickwormeli2 in our district. He’s the Steve Martin of formative assessment practices! Brilliant, funny, driven and passionate to put kids first #G2great
A6 Why are grades viewed as “gotcha” when we learn so can much in the rethinking phase. I LOVE Rick Wormeli view on Redos, Retakes, and Do-Overs: https://t.co/LfNTLxf58c#G2Great
A7 Perhaps the most "life-changing" thing that happens for my students each year is the transformation of a socially anxious child into a socially confident one. I want all of my kids -- incl. the introverts -- to get taught to "swim" in the pool of public spkg. #g2great
A7: Start small…small audiences, then medium audiences, then larger ones. Reflect along the way - what is working and what is clunky? Then revise as needed. #G2Great
A7: Public speaking is so important! I try to make it a norm in the classroom by doing it in informal ways such as having students share something that they did over the weekend #g2great#LitBankStreet
A7 Students who engage in lots of turn and talk rehearse the very “stuff” of public speaking everyday. I’m convinced that because of this, kids grow more secure in their ability and willingness to speak publicly. #g2great
A7: we start each day with a “mindful minute” and breathing together...this is followed by 15 min of @responsiveclass work in the form of daily Morning Meeting...through routine & community building, even the most anxious Ss feel safe to speak & let their voices be heard #G2Great
A7 We begin with public speaking on a smaller scale first: partner, very small group, small group. We can minimize this discomfort by making it a collaborative process (as it is in real life too) #G2Great
A7: I was painfully shy as a child/student and I’m hyper aware of this feeling when it comes to my students. I allow them to have partners, work alongside me until they build confidence, practice, and most importantly encourage, support and meet them where they are #G2Great
Thank you, friend, for remembering us introverts who need scaffolding. One thing that really helps introverts is to make sure they can speak on subjects they CARE about. I only speak on education topics because it’s my ❤️ #g2great
A7 Building opportunities for them to practice but REMEMBER our introverted students that will shut down and respond negatively when forced to publicly speak. Smaller group speaking for some of those Ss and focus on WHY you NEED them to speak. #G2Great
#G2Great A7 sometimes the quietest students have the loudest minds, allow for a variety of avenues for voices to be heard; technology provides a plethora of ways to be heard without necessarily having to be seen
A1: this is POWRRFUL and really made me reflect. My Everest Statement for this year is “I will encourage my Ss to fall in love with languages while helping them jump the hurdles along the way.” I may need to work on this, but that’s my on the spot response. #G2Great
A7 #g2great Yes! We have a special chair for sharing our writing. I stand or sit with those who are hesitant to speak in front of the class. I want them to know I’ll be where they need me until the time comes they don’t. We can do hard things...together and then on our own.
My daughter's T allowed her to record her oral presentations at home and then show them to the class. My daughter never ended up using the recordings because just knowing she could and having the practice allowed her to present live. Her T gave her a safe alternative.
A7: Give Ss lots of opportunities to present. Use strengths-based feedback where the focus is on Ss assets. Ask Ss where they feel successful and where they want to revise. Then, ask Ss what type of support they want and who they believe can support them best. #G2Great
A7 We offer options for those who are socially anxious like video taped messages and use a wide range of wonderful technological advances such as FlipGrid. In this day and age there are so many options available to us. #G2Great
A7: I think it's okay to create situations/cues allowing a student to have some awareness that they'll be invited to speak on a subject during that next class or block. Very few of us are expected to speak extempore or on-demand in front of our peers without rehearsal. #g2great
In reply to
@hayhurst3, @DrMaryHoward, @franmcveigh, @brennanamy, @CorwinPress, @davestuartjr
This idea of "quiet students having loud minds" is so interesting and so true! Thanks for reminding us about the importance and impact this can have on our learning community. #g2great
#G2Great A7 sometimes the quietest students have the loudest minds, allow for a variety of avenues for voices to be heard; technology provides a plethora of ways to be heard without necessarily having to be seen
A7: I do think learning how to speak publicly is important. It is good to know how others respond to your thoughts. The method of doing so need not be live though. Students can choose to record podcasts, videos, host chats, and ask others to read their work. #G2Great
A7: Conversation is key! It is our duty to create a space in the classroom where all feel eager and safe to share ideas. The way these ideas are shared can vary however..we can ask students, "How might you share those thoughts with others? What makes sense for you?#G2Great
A7 C'mon, Dave, really? Your presentations in WI were excellent! You are engaging, witty & practical. An introvert? I would never have known that! #G2Great
#g2great A7: Another tough one. I think safety is important. Start small and build Ss' confidence in speaking. My Ss do a play for younger Ss every year, and they love it. Nervous, yes, but feel great when it's done.
A7: my reading/writing partners stay the same throughout the year...they build trust w each other & learn to give and take authentic feedback...I think these partner-practices prepare Ss for speaking publicly in front of progressively larger groups #G2Great
A7: Encouraging children's voices consistently in the classroom. Partner work and small-group settings can help build up to the bigger audience. Also teaching what it means to be a respectful audience. #LitBankStreet#g2great
A2: I try to let me Ss see me work hard every day by telling them about my successes and failures, my professional development, etc. I lead by example in hopes that that will light a fire for some that need some extra support. #G2Great
A 4 even when talking and speaking publicly are an integral part of learning together, some students will be reluctant to participate. Give them time. Have conversations. Let them observe and join in only when they’re ready! Don’t grade public speaking. #g2great
What an incredible chat tonight. We are so grateful to Dave Stuart Jr for joining is tonight & leading us in an inspiring conversation. Thank you Dave and thank you #G2Great friends.
