The Breakfast Club โ #BFC530 โ is a 15 minute, 1 question Twitter chat every weekday. We chat in 4 timezones Mon-Fri โ 5:30am Eastern, Central, Mountain, and Pacific Times. The mission of BFC is to empower participants to make a difference in education by engaging in consistent reflective practice in a supportive community that inspires and challenges one another.
Good morning #bfc530 Hope you all had a lot of fun yesterday!
I make my classroom risk free by modeling the risks I take. I put it out there when I try something new. We learn together:)
Students will be given multiple versions of all quizzes and tests over time, so that they will have many opportunities to demonstrate mastery. This allows them to focus on learning, instead of worrying about their "grade". #bfc530
Hmmm. This morning's question stymies me.
I want a classroom that takes risks, not be risk-free.
Is the question really asking about how to make a room a safe environment for risks?
#bfc530
Good Morning #Bfc530 ... we have an 8th Grade field trip to the @PolkSchoolsNews#WE32018 Expo ... it is a showcase of district schools where kids and family can go to learn about the schools.
Risk free environment: it's okay to struggle. Allow them to redo or retake of their first go round doesn't go as planned. Also, model risk taking in our lessons " okay we are gonna try something new here," then reflect as a class after as to how it went #bfc530
Todayโs the day โ score your free Doritosยฎ Locos Tacos courtesy of Taco Hero @mookiebetts at any Taco Bell from 2-6pm. Or, order yours online or on our app and pick it up any time throughout the day. #StealATacohttps://t.co/HwcY04rBm9
Not sure I understand the question because I don't seek to have a risk-free classroom.
I take risks by trying new things (even considering ideas from students) and I encourage my students to do the same. Nothing dangerous or unhealthy, but focused on growth.
#bfc530
Hmmm. This morning's question stymies me.
I want a classroom that takes risks, not be risk-free.
Is the question really asking about how to make a room a safe environment for risks?
#bfc530
Enjoy those moments while you can. You blink & next thing you know your oldest is planning a wedding. Just sayin' from experience #bfc530#whereisthepausebutton
Enjoy those moments while you can. You blink & next thing you know your oldest is planning a wedding. Just sayin' from experience #bfc530#whereisthepausebutton
TODAY โ GET REAL ABOUT SELF CARE โ Join @ShiftParadigm and me for #whatisschool 7pm EDT for week 3 of our GET REAL series. You wonโt want to miss this finale:) #bfc530
Good morning #bfc530! We've been working on flipping grading so that Ss grade themselves. If they learn from their mistakes & can explain them they're grade goes up. Incredible change - Ability to take risks up/anxiety down
https://t.co/cNQ30RmjkE
Model for Ss that even as adults we make mistakes and don't always know every answer. Be real and transparent. Be willing to try and learn something new. #bfc530
I like to think I create an environment where kids are learning without realizing they are taking risks because that is just the way it is ... just trying something new ... no big deal. Not sitting down with two column notes listing pro/con or risk assessment ... #bfc530
In terms of emotional risk/vulnerability, I always set and model high standards for mutual respect in my classroom. Students feel comfortable and safe and are more likely to participate in class when they do. #bfc530
I was thinking the same thing. I want a place where students feel safe to take risks and fail and try again. I often go back to the idea of failing forward and the fact that you learn more when you make a mistake and correct it. #bfc530
#bfc530 I'm quite slow on the uptake today. I want my students to take risks, but I don't need for them feel they are taking risks. They see me stumble a lot as I try new things, I think it helps. They are usually very supportive of one another's bobbles too.
I believe a lot of teachers try to shelter students from failure. This is why many students do not know how to react when they lose at something. I let students fail, but then discuss the "why(s)" it did not work, find another way that may work, and let them try again. #bfc530
We don't refer to work as 'good' - we ask: Did you try something new today? What did you do when it was difficult? We celebrate growth and effort. We have an "I can stretch my brain" display with pics snapped of kids in the moment when they're persevering #bfc530
#bfc530 Risk free often means learning free too. So designing an environment that allows kids to take chances/approaches at learning is a must. Ensuring kids are safe and are not in any harm's way? A must too.
Make sure no one ever laughs at someone else for a mistake or misstep.
Problem-solve on #vnps (chalk/white-boards) so mistakes can be easily erased & try again.
#bfc530
I believe a lot of teachers try to shelter students from failure. This is why many students do not know how to react when they lose at something. I let students fail, but then discuss the "why(s)" it did not work, find another way that may work, and let them try again. #bfc530
I do the same, but only in real time ... as they are working on an activity I am looking over their should ... is that the best you got? ... look at it this way ... then the ole ... jst toss it away and start over #bfc530
I think the question was supposed to ask: What do you do to make your classroom safe to take risks?
A: I take risks and change things up. I admit when a lesson or an idea didnโt work. Iโm accepting of ideas from the Ss. Itโs all about modeling. #bfc530
I believe a lot of teachers try to shelter students from failure. This is why many students do not know how to react when they lose at something. I let students fail, but then discuss the "why(s)" it did not work, find another way that may work, and let them try again. #bfc530
And... valuing failure avoidance over risk-taking with the possibility of discovery and success? Well, that could actually provoke greater anxiety long-term. #bfc530
If you want a risk free environmentโcelebrate mistakes and growth. Ask for feedback from your students and teach them how to give and receive feedback from one another. #bfc530
Use responses as the foundation for an answer. Find what's right and improve on it. Model speaking to them in the way you want them to speak to each other. #bfc530
The first data point in the classroom is one observed, evaluated and then internalized. By the student. It's "survival data," and it informs whether the student will feel safe in the room. It's a binary point: "Do I feel safe? Yes or no?" We will want to get this right. #BFC530
I believe a lot of teachers try to shelter students from failure. This is why many students do not know how to react when they lose at something. I let students fail, but then discuss the "why(s)" it did not work, find another way that may work, and let them try again. #bfc530
Make sure no one ever laughs at someone else for a mistake or misstep.
Problem-solve on #vnps (chalk/white-boards) so mistakes can be easily erased & try again.
#bfc530
Last year Clare accompanied one of her team motes sisters as this is a foreign experience to us but like I said, this year it seems to have appeared #bfc530
We don't refer to work as 'good' - we ask: Did you try something new today? What did you do when it was difficult? We celebrate growth and effort. We have an "I can stretch my brain" display with pics snapped of kids in the moment when they're persevering #bfc530
Spiral (aka cycle) my curriculum & evaluations. Use more recent, most consistent level of achievement. This way retests are naturally built in & one bad mark won't bring yiu down. #bfc530
I serve as a model for being human, making mistakes. And how to bounce back from them. Two of the expectations in the library are to be kind and be nice. We have talked about what that means. #bfc530
If you want students to take risksโcelebrate unconventional approaches, mistakes, reflection and growth. Ask for feedback from your students and teach them how to give and receive feedback from one another. #bfc530
Risks are part of learning, I think making the learning environment a place where kids feel safe to take risks requires a #growthmindset โ facilitate learning through risk taking! ๐ ๐ #bfc530
And I have seen both being demonstrated in the library and out at Fall Field Day by kids who you might not expect to do so. Without adult prompting. They just do it. #bfc530
It is hard to get Ss to take risks, especially in a big way, when their grades are on the line. Letโs be honest. Grades hamper risk-taking. For example. What student wants to risk taking a challenging course if it means lower GPA and possibly losing out on a scholarship? #bfc530
I share mistakes from my youth, as a T, husband, and dad. I screw up in ๐ฉโ๐ซ and own it too. Say I โค๏ธ you to Ss. Expectations of personal growth and reinforcing them is crucial. Immediately respond to Ss violating them. ๐ mistakes, ask them to share learning from it.
#bfc530
Weโve created + participated in a system very rooted in compliance + numbers (which folks use frequently to compel certain behaviors), but then get frustrated with โkids these daysโ for not taking risks. Like you said, what do you expect students to do? #BFC530
Many folks have found compelling ways to break from some of the more oppressive structures, but grades are often abritrary at best + measuring fidelity to a system or a teacher at worst. If itโs just about fidelity, hand out the packets + the worksheets + take it away. #BFC530
The way I try to make my class risk free is greet the students at my door every day, be positive with my comments to them and admit my own failures. #bfc530
I think the assessments we use sometimes inhibit risk-taking. Assessments require multiple pathways to mastery, often in different modalities, a lot of process-oriented formative feedback + chances to use that feedback to revise. Hard to take risks without these layers! #BFC530
Iโm taking this as more of a management style than a teaching style. Ever since I started visibly random groups (@wheeler_laura), my Ss never complain about being with others. My #tlap rule of No Meanness RARELY gets broken! #bfc530#redbud132
Model risk-taking. This can be hard for educators, because it makes us vulnerable that something could go wrong in front of others and it challenges our potential self esteem and assumed reputation as experts in everything. #bfc530
"Yes. You can eat all your candy today." (& it'll be gone. But I pity all teachers in America today.)
I'm sure there's science, pseudo or real, showing the impact of a post-Halloween gorge is lower than tooth decay spreading it out over time.
#parenting#bfc530#edchat
