Leah Smith, Special Education Teacher at Discovery. I took time over break to be sick, sleep, and not do much that was productive. It was so nice! #refreshed#letsgo#gfedchat
Many Ss are curious about the LEGO creations in my office as well as other objects on my shelves that I like to use for lesson hooks. #becreative#gfedchat
A1: Check out post: "Schools Are Missing What Matters About Learning" https://t.co/btweRfY8Rm
"Curiosity is underemphasized in the classroom, but research shows that it is one of the strongest markers of academic success." #gfedchat
A1: My robotics unit inspires curiosity especially when you give few constraints with each assignment! Allows Ss to use their imagination to solve the problem at hand!
#gfedchat
A1- Taking off the wall questions and digging in further to see where it takes you. The amount we found out last year about Bitcoin from a random student question was awesome. #gfedchat
@joelschleicher I hope I didn't miss introductions. My name is Kaia Lunde and I teach world languages and three culture classes at Valley @vmsroyals. Over break, I enjoyed time outdoors until there was a -45 with windchill day. #gfedchat 😁
A1: People are naturally inquisitive, so it is important to allow time for discussions, processing, and questions. Let the curiosity marinate. We spend a lot of time searching for answers that come up during our class discussions, thank goodness for the Google #gfedchat
A1: When students are curious about something we follow through with figuring it out. Knowing the answers will be found together fosters continued curiosity. Today it was curiosity from the text, "why do cats always land on their feet?" We watched a video about it.
#gfedchat
A1: Telling real life stories of adventures abroad, students are always on the edge of their seats craving for details. They always ask lots of questions and seem to remember stories easily. #gfedchat
A1: make a game out of it. Playing hangman; showing pictures/ video clips; 20 questions. when talking about perspective, i showed kids this photo, share what they saw, then related that to perspective taking. #gfedchat
A1: Giving students time and opportunity to explore and be curious...letting them ask questions. Creating lessons that are part of the student's interest. #gfedchat
A1: Somewhat difficult for PE, but being able to make modifications to different games, students coming up with their own ways/rules to play game #gfedchat
A1: We participate in contests that inspire the creativity and curiosity because of their novelty - it gives Ss the freedom to create something new! #gfedchat
Q2: What is needed to free educators to ensure that every child develops their extraordinary learning potential and also finds magic in their pursuit of curiosity? #gfedchat
A1: Giving students time and opportunity to explore and be curious...letting them ask questions. Creating lessons that are part of the student's interest. #gfedchat
A2: If the district would allow teachers from different buildings to collaborate on units during staff development days. Be able to share ideas and create curiosity together!
#gfedchat
A2: The ability to feel free from potential persecution. The fact that Ts can be in fear of being attacked by Ps really inhibits the possibilities. #gfedchat
A2: Children don’t learn through assessments. Children learn best by doing; hands on, interactive, multi-sensory learning, driven by their desire to know more! #gfedchat
Jennifer Neil, Kelly, joining late. Inspiration in our class comes from each other, sharing, discussing, researching, learning about new topics #gfedchat
A2: giving educators the room to teach to ss needs n potential n to diff learning styles let kids n in charge of learning, explore, create n not worry about tests n data #gfedchat
a2: reframing our expectations on kids reaching/passing standards. having 'ridged' academic standards/assessments takes away lots of freedom and ownership in education. #gfedchat
A2: Have high expectations for learning but know that all learners will not master the same standard at the same time. If all energy, time & resources are poured into that, we'll kill Ss curiosity & miss their potential in other their other abilities/learning strengths. #gfedchat
A2: We are always fighting the time. We never have enough time to get through everything. Wish teachers had time to go through the curriculum, see what's valuable, and create opportunities to students to grow and explore more. #gfedchat
A2: PBL, hands-on, choice, open ended assignments. Allow students to learn rather then memorize.
LESS or even better NO standardized testing and being told that they must stick to the curriculum
#gfedchat
A2: We need to provide more opportunities for students to:
“...show what they can make or create in authentic ways, not just what they know in decontextualized tests…[our students] will take much greater pride in what they’re doing.” via @TimelessLrng#gfedchat
A2- You need to take the time to visit with your students to know their true interests and use those interests to help guide learning in lesson. May not be able to be done in all lessons, but there is plenty of opportunity for it. #gfedchat
A2: Time for Ss to identify their own curiosities and allowing Ss to show what they know in their own creative way. Some Ts do this, but wouldn't it be wonderful if more Ss had the opportunity? #gfedchat
A2: Flexibility to deviate from the structured layout of the standards and chapter/unit progressions seen in curriculum. True freedom of determining what we will be teaching with the standards guiding instruction. #gfedchat
A2: Keeping education fresh -- trying new things, letting Ss explore, knowing it's okay to fail as long as they try, finding passions, giving choices #gfedchat
A2: Support from admin with time to plan/collaborate, applicable PD, and $ to make things happen. Getting to know your Ss interests strengths etc #gfedchat
I agree! Ss have SO much testing at the elem. level and not enough time to really enjoy the learning process before another test comes along. If we could limit the testing to only what is actually informing teaching, it could give more time for curiosity. #gfedchat
A2: Children don’t learn through assessments. Children learn best by doing; hands on, interactive, multi-sensory learning, driven by their desire to know more! #gfedchat
A2: I’m a huge fan of hands on projects and letting kids do their thing. Kids need freedom with a little structure to get their projects up and running. #gfedchat
A2 Strong relationships amongst colleagues so Ts can try new things with their Ss and not feel that other Ts are shaking their head at them..wondering what they are doing in the classroom #loudnoises#desksaremoved#gfedchat
Q3: If educating young people to enter a different mode of citizenship, one that is global in influence and connected through technology, what are you doing right now to accomplish that? #gfedchat
A2: Children don’t learn through assessments. Children learn best by doing; hands on, interactive, multi-sensory learning, driven by their desire to know more! #gfedchat
A2: part two: also, teaching life skills that transfer to “real” life is so darn important!! I’m a little biased because I teach that stuff but it is so important. #gfedchat
A3: Students’ “...perspective on the world, shaped by the impact not just of the technology they use daily but in the context of all the ways in which technology shapes their access to learning” via @TimelessLrng#gfedchat
A3: Ss creating for a real world audience. Ss recently created Breakout Boxes for 5th graders at Discovery and BF. Fundraiser for Humane Society. School chess tournament all planned by Ss based on their interests. #gfedchat
A3: Students are to take a virtual tour of different museums and then they pick two art pieces and they have to write about the art and then compare and contrast images #gfedchat
Lots of cheerleading, encouragement, praise and sharing of ideas! Sometimes just asking the right questions can spark the curiosity in others. #gfedchat
A3: Global citizenship through technology by communicating with fam/friends around the world through real-time video phone calls. 3 children at home have explored culture of Japan through older sister, making learning personally relevant #gfedchat
A3: I think we need to get back to the basics of citizenship, regardless of technology we are lacking those basic skills on a global level!!!
#gfedchat
A3: Ss creating for a real world audience. Ss recently created Breakout Boxes for 5th graders at Discovery and BF. Fundraiser for Humane Society. School chess tournament all planned by Ss based on their interests. #gfedchat
A3: Digital citizenship should be intertwined in everything we do, giving Ss an audience through social media or other platforms to showcase their work and voice, using reliable sources. #gfedchat
A3: “Explicit linkages among contemporary technologies, pedagogies, and curricula are essential to learning in physical and digital communities young people inhabit today.”
via @TimelessLrng#gfedchat
A3: In the past have worked with alternative schools in Wyoming and Nova Scotia to show Ss there's more than our area in the world. Giving an area a face and connection gives Ss more interest in it. #gfedchat
A3nHelp them use technology as a resource to learn. However, I think making sure they are good digital citizens and critical thinkers when using technology is key #gfedchat
A3: We are currently doing a service learning project with our Ss. T During this project our Ss will be able to video conference and be in contact with our Zimbabwe student. They are also using technology to spread the word of their campaign and raise awareness #gfedchat
A3: Encouranging Ss & Ts to connect with other classes that are happening or projects they can participate in from around the globe as I become aware of them. #gfedchat
A3: def. diff now than 20 years ago. Technology is a huge part of ss lives now takes the social part of learning away. I use a mix of tech n hands on w group work, one-on-one n other strategies to help ss learn #gfedchat
A3: CNN 10 news /Also offering students a variety of ways to get their reading in whether it is listening to podcasts, reading the herald online, reading news magazines etc. #gfedchat
A3: Give Ss opportunities to be connected to other Ss, experts etc using tech tools. Teach Ss how to use digital platforms respectfully & responsibly. If Ss make a mistake, let them learn from it & try again. Practice respectfully agreeing to disagree at times. #gfedchat
A3: I don't feel that I do much of this in speech right now. But we do use technology as a resource. I know many of my middle school students work with technology for assignments and other projects.#gfedchat
A3-Talk to students about the issues facing our country and world. Allow and encourage them to share their opinion and allow them to research what is going on. We shouldn't shield kids from what is going on, we should get them interested in it. #gfedchat#socialstudiessoapbox
A3: Opportunities for real world experiences through technology. EX: Tweet/email the author of the book they are reading. Question & inquire.
#gfedchat
A3: We watch CNN 10 a couple times a week to learn what is going on in the world. Ss created Bloxel games to teach their parents about sustainability. We connected with a friend of mine through Skype who taught us about adaptations by showing us animals she works with #gfedchat
A3: Worth noting “...when technology becomes tools to control and manage rather than to support and encourage learning, both teachers and learners lose potential to amplify deep learning.” via @TimelessLrng#gfedchat
A3: Teaching my students digital citizenship and using inappropriate use (like saying unkind things) as a learning opportunity. Also, how to use various adaptive tools for those with special needs (Google Read & Write) so they can be independent and successful.
#gfedchat
A3: The state wrote new standards that include Digital Citizenship for all grade levels. But I would say most of my kids need help being good people in general some days. #gfedchat
A3: We are currently doing a service learning project with our Ss. T During this project our Ss will be able to video conference and be in contact with our Zimbabwe student. They are also using technology to spread the word of their campaign and raise awareness #gfedchat
A3: global read aloud, mystery chat, coding, teaching and reteaching Ss how to be an aware, intelligent and thoughtful digital citizen letting them be a part of the global solutions #gfedchat
A3: By sharing work on Seesaw, we are starting with a smaller audience-learning how to leave appropriate and respectful comments=digital citizenship. Same with responding on flipgrid to agree/disagree respectfully #gfedchat
a3: talk about how SEL skills are not only important to use while connecting to others in person, but also online. empathy, perspective taking, assertiveness, emotion management...they are just as important to use in front of a screen as they are infront of a person. #gfedchat
A2: Remove distractions, give them time to pursue something they are curious about, and encourage them along the way. It's okay not to know everything, in fact that's the point! #gfedchat
A3: I rarely use technology with my preschool speech/language kids other than the timer on my phone. I love seeing the ECSE teachers using smart boards with their classes. #gfedchat
A4: Knowledge/intelligence is not defined by benchmarks and standards alone. Everyone has a different skill set and knowledge base that are the product of numerous factors and needs. #gfedchat
A4:This means that Ss should not be judge by the amount of money that one’s family has. They should not be judged for not knowing things like everyone else. Ss who have less appreciate more and see life in a different light.#gfedchat
Q3: I try to connect my students with others literally all around the world. We Skype in guest speakers from France, Germany, & Spain; I connect s with world changers from all over the world in the community. These connections provide opps that can spark future convos. #gfedchat
A4: Just because one cannot afford "nice things", does not mean they do not know anything or much. In fact, they can understand ideas and concepts through a different lens than others. #gfedchat
A4: Poor kids may not be strong academically but they have survival skills, street smarts, etc. that other students don't. They may also be more patient and understanding of other students, behaviors, etc. #gfedchat
A4: Different kids have different skills and knowledge, regardless of cultural or socioeconomic background. Embrace each child and their unique, different skills to build confidence and community. #gfedchat
A4: Opportunity "looks like a place that responds to students, not where students respond to adults. It looks like a place that’s constantly positive, but positive in a real world way. It looks like a place where love and support is always there.” via @irasocol#gfedchat
A4: They aren't "dumb," or "loser" kids, they are kids who know a lot about life. They are curious but sometimes life gets in the way of curiosity. I see more effort and sincere learning from my Ss than most would believe #gfedchat
A4: the less fortunate do know “street smarts” better, adaptive skills are much bettr but u hv to help tch more social-emotional skills cause they lack those b4 u teach curriculum #gfedchat
A4: Everyone comes to the classroom with different skill sets and each has it value in learning of others. We need to embrace what everyone brings and figure out ways to make them like they have an things worth sharing #gfedchat
A4: Some of our Ss come to school with a lot more on their plates than what is going to be taught in Math today! They say they are "street smart"! Street smarts can relate to education and our classrooms, we just have to find the connection!!!
#gfedchat
A4: As a child I came from a low SES, so I know this is true! Although as educators we might not always from lower SES understand, we know we can learn a lot from them, often new perspectives and insights! #gfedchat
After doing foster care for many years, I determined that children bring a different kind of knowledge with them. They know that they may need to hide food in their room in case this is their last meal. They know that trust doesn't come easy. survival 1st learning 2nd #gfedchat
A4: Many "poor" kids I know are extremely rich in empathy and compassion. They will go out of their way to help another, and that is vastly different than many "rich" kids I know who don't give others a second thought. #gfedchat
A4: economic status has zero standing in how smart or worthy someone is. Kids come from many different backgrounds which means that our classrooms are full of diversity and many different experiences. #gfedchat
A4: Social status/income has nothing to do with work ethic, intelligence, or ability. It can provide them with a different set of life skills that also have a value
#gfedchat
A4: Empowering Ss through success makes them believe in themselves and they are proud of little victories. One of my Ss got his letter to editor published Dec 20 Success! #gfedchat
A4: YES! Kids are naturally curious, until life changes their outlook. Doesn't mean dumb, sometimes they've had a crash course in street smarts and can't focus on academics at that moment. #gfedchat
A4: They aren't "dumb," or "loser" kids, they are kids who know a lot about life. They are curious but sometimes life gets in the way of curiosity. I see more effort and sincere learning from my Ss than most would believe #gfedchat
A4: The social status that students have doesn't determine how smart they are. Each student has different experiences and knowledge that contributes to their learning #gfedchat
A4: All Ss come into our classrooms seeing the world through different glasses. Each Student may approach a problem and/or learning in a different way. This allows for great conversations and learning from each other #gfedchat
A4, could it be a mindset? How they are or feel they are treated and respected compared to their classmates that they may perceive as advantages? I have no clue who is/isn't poor for the most part. Treat them all equal. #gfedchat
A4: It's a point that crosses beyond economic differences. Students from different cultures don't know less, they know different. I always think of this episode of Different Strokes https://t.co/1ML30tFU8q#gfedchat
A4: Great point to ponder:
Does your school have adults who 1) talk relentlessly about how at risk their kids are OR 2) talk about what their kids can do?
https://t.co/lBNUuOpgAy#gfedchat
A4: I think all kids have different experiences. Whether rich or poor, there are basic experiences that every kid has: imagination, playing "house", playing in the snow. Kids don't know less, it's just maybe different. Everyone has different experiences. #gfedchat
A4: We all have different strengths/weaknesses, talents, passions, & experiences. How we encourage and nurture those is our job as educators. #gfedchat
A4: Ss who didn't have the exposure to the experiences won't have the same knowledge, but given the opportunity will catch up with peers - that's why a lot of the "brightest" elementary Ss usually "even out" with classmates by middle school. #gfedchat
A4: All Ss come to the classroom ready to learn and be apart of something. Often we have to look for differences in a Ss. It’s tough to judge a Ss drive and determination on their appearance. #gfedchat
A4: Many "poor" kids I know are extremely rich in empathy and compassion. They will go out of their way to help another, and that is vastly different than many "rich" kids I know who don't give others a second thought. #gfedchat
a4: the way society has traditionally measured intelligence has been with a very narrow scope. a scope that excludes a wide variety of skill sets and talents. #gfedchat
A4: All students have different experiences and those need to be valued. Even Ss who appear to have the world by the tail may face challenges that make them knowledgeable about things we don't know. #gfedchat
A4- Poor or well off has nothing to do with how much students know. I would say generally the more well off a student is, the less likely it is they give extra effort. #gfedchat
A4: Ss bring their own uniqueness to the classroom community- embrace their differences, Ss know many different things based on their home life but that doesn’t change the fact that they are smart and capable learners and should be treated the same as everyone else #gfedchat
A4: Empowering Ss through success makes them believe in themselves and they are proud of little victories. One of my Ss got his letter to editor published Dec 20 Success! #gfedchat
Q5: What would happen if you no longer told students where, how, or if to sit? Where, how, or if to work? Could that work? How would you need to prepare yourself? #gfedchat
A4: All Ss have different skills and knowledge. It is great when Ss who do not usually interact are drawn together by the ability to learn from each other. Build a community #gfedchat
A4: Ss all come with different skills. As I think of Ss I have worked with, some have had extremely low language skills but we are able to find strengths in other areas. #gfedchat
A4: What abt dropping all labels, including socio-economic. They're just kids who are learning. Treat them like any other kid. They know when we have lower expectations for them #gfedchat
A5: I feel that some students may be able to handle this while others would make it very difficult. Ss struggle without structure and prompting. Their brains have not fully developed so we need to help them as much as possible. I don’t think it would work 100%. #gfedchat
A5: felt my blood pressure go up just reading that. Letting go is hard. But students are free to sit wherever the want when working (if quiet and on task). #gfedchat
A5: In the gym during PE, I think it would be an absolute disaster if I allowed the students to sit wherever they want. I think students would struggle with staying on task with our curriculum, and would have to prepare myself completely different than I currently do. #gfedchat
A5: Chaos.. Mass Chaos. Kids today are so all over that even multiple prompts does nothing to get their attention. Not only that, but the refusal to complete work seems to have grown exponentially. #gfedchat
A5: Some would be able to function well this way while others would not. I imagine a lot of chaos would happen in the elementary classroom if complete freedom was given. #gfedchat
A5: Before I started to do this in my classroom (4 years ago I think) I knew that I would need to give some control over to the students. It is not just MY classroom it is OUR classroom. It may seem chaotic at times but it is usually productive chaos #gfedchat
A5: I think self-directed learning could be challenging but I feel it will foster positive attitudes towards learning, community, and self. I would be prepared with open arms and mind, welcome change! #gfedchat
A5- Either Complete Chaos or an unbelievable learning environment. Depends on the students more importantly the teacher. There is opportunity for a lot of structure in a non-structured environment. #gfedchat
A5: I would have mass chaos, middle schoolers function well with structure and routine. In choir we have different seating/standing arrangements, but it works best for us when they know where to go. #gfedchat
A5: It could work, but you better lay down some ground rules before hand. I also think you need to have the right classroom management skills (personality).
Some people can pull it off some could not!
#gfedchat
A5: “What we can control is what we choose to do more of, or less, in our learning spaces to give us the chance to notice children, to see their faces, hear their voices, find their strengths, and help them know their own value.”
via @TimelessLrng#gfedchat
A5 Chaos! Some students could do it but others definitely need assigned seating and told what to do when. It is hard to get and keep students attention. #gfedchat
a5: one amazing thing about the elementary levels, is this is becoming an increasing practice. so many class rooms have flexible seating and 9/10 times i seem to get more focus and engagement from kiddos!!!
#gfedchat
A4: All Ss are unique and come with different skill sets and experiences. You build your classroom community around an appreciation for what each member brings to the class. #gfedchat
A5: No seating charts but we do have expectations as far as respectful listening and what an effective discussion looks like. I suppose they always have the option not to work but they would have to deal with the natural consequences of not using their time to work #gfedchat
A5: I love the idea of where & how to work/sit/show they know something (even having the power to decide what they want to learn about), however the "if" they want to learn seems a little iffy...due to assessment windows & SO much curriculum to cover in one school yr. #gfedchat
A4 - All students have different strengths and weaknesses. We need to find out what it is that they NEED to know and teach them that before they leave our classrooms. Maybe their lacking character skills? Perhaps it's academic skills that are lagging? #gfedchat
A5: ive tried it w my littles n for some its great, others need structure n to b taught to make a choice i think choice is good but giving guidelines n expectations #gfedchat
A5; I've seen it work well and not so well. Ss really need to know the tasks and be invested in them & know themselves as learners/workers in order for choice to be productive. (I wonder if the same is ever wondered about us Ts on PD days!) #gfedchat
Student-Teacher relationships are more important than rigor, relevance and technology. Students will learn if they believe the Teachers care about them. #gfedchat
A5, in the gym, we already have a less structured area of learning then the classroom. Free for all standing and/or sitting would not help get the SS ready for our activities. #gfedchat
A5: That would be a great experiment! IMO we would need to up our engagement game in order to catch & keep Ss attention & focus but I think it could work. #gfedchat
A5: I think it would be hard for me to allow so much choice, but so beneficial for students to find what works best for their own learning. It would really give them control and ownership #gfedchat
A5: I think for some classes it would work well. I've tried it a few times, but in other classes it has backfired. I'd need to let go of my expectations of kids not laying on the floor of a foods lab...and that might be hard to do. #gfedchat
A5: With the majority of students this works. When the Ss help to determine the norms/expectations and there is a lot of teaching of this flexible environment, it works well. TRUST and accountability are huge so that means building relationships from day one. #gfedchat
Student-Teacher relationships are more important than rigor, relevance and technology. Students will learn if they believe the Teachers care about them. #gfedchat
A5: my Ss are able to move around and sit where they will learn best, but still prefer to have “their” spot/desk where their belongings are. Creature of habit maybe or maybe a comfort thing #gfedchat
A5: depending upon the level of instruction or standard you are wanting Ss to achieve we do that current. Sometimes Ss can just talk or play with others to practice or create their learning. #gfedchat
A5: YEs, flexible seating, which can work if you create the expectations with the ss. Ss also realize in my working sessions that they may have sometime to get themselves ready in the green zone before working if that is what going to help them. #gfedchat
A5: When in APE, it would depend on the students I have in the gym, it could work out alright or complete chaos. Some of my students need the structure and routine. I would need to figure out some ground rules if I were to implement this #gfedchat
A5: Before I started to do this in my classroom (4 years ago I think) I knew that I would need to give some control over to the students. It is not just MY classroom it is OUR classroom. It may seem chaotic at times but it is usually productive chaos #gfedchat
A5: I think self-directed learning could be challenging but I feel it will foster positive attitudes towards learning, community, and self. I would be prepared with open arms and mind, welcome change! #gfedchat
I love this show! Different Strokes, What's Happening, and Good Times were amazing at teaching these cultural differences and highlighting the importance of not being biased to one "standard" of White middle class. #gfedchat
A5 - I think before THIS were to happen, guidelines and expectations need to be put in place and practiced heavily. I'm certain it could work in some classrooms, but I don't think it could ever work in mine. :/
#gfedchat
A5: I agree with Allison S it really depends on the students. I think most would come in and sit in their regular spot and get to work or wait for instruction, others may continue to talk with peers until they were re-directed. #gfedchat
A6: When an inclusive culture is the norm, then school will matter to all students. The students will be welcomed, engaged, and active participants in their learning. #gfedchat
A6: when they dnt wanna go home n ask to stay w me. They come into the classroom giving me kisses n hugs n tell me im like their mom n they love me- i feel im doing something right then! #gfedchat
A6: Often times Ss in my classes sit where they want during work time, as long as its productive. I could try this idea, but I would require 100% focus during instruction & question time...all are aware of expectations before they go where they want. #gfedchat
A6: For some, school will matter because it is their safe place. For others, they will be engaged and continuing their learning on their own time. They will be asking questions and finding answers on their own #gfedchat
A6: When they don't want to leave and they show up at 7:00 and they are or is it because they have such a horrible home life. How do you know #gfedchat
A5: Often times Ss in my classes sit where they want during work time, as long as its productive. I could try this idea, but I would require 100% focus during instruction & question time...all are aware of expectations before they go where they want. #gfedchat
A6: Students "will tell you through their work beyond the curricula...and in their pursuit of learning not as mandated but as they desire.” via @TimelessLrng#gfedchat
A6: Through their actions. When they take the initiate and are self directed. When the drive to keep going, get the job done, ask the questions, and find the answers is internal. #gfedchat
A6-Are students coming into class asking what we are doing today? If so, they are interested and will be engaged. If they just come to class sit down and are quiet, they are just running through the motions. #gfedchat
A6:When Ts see that once flickering light bulb turn as bright as possible, then we know that we have guided in the direction of understanding that having good grades and a positive outlook and behavior will help them reach their life goals.#gfedchat
A6: you'll know in the little/simple/small gestures...a smile, a hug, a high five, a "c-ya tomorrow" Just because WE dont feel something wasnt a success today doesnt mean Ss feel the same #gfedchat
A5: I'm caught up on the "if to work". My train of thought is that we come to school to learn, and that takes work-working with ideas, people, challenging thinking, getting out of our comfort zone. #gfedchat
A6: #gfedchat
When they walk in the front door with a big smile each morning. I have the joy of doing this each morning now and it's a great way to start my day.
A6: Ss asking what are we doing today and being excited to work on what we are doing. Ss from 1st quarter asking "why didn't we get to do that" when 2nd qtr Ss are talking #gfedchat
A6 When Ss/families prioritize learning because it's relevant to Ss lives, their now and their futures. School is where they matter as much as they matter to their families. It's ok that it might be hard because the learning is worth it. #gfedchat
A6: “...if we don’t constantly push ideas beyond the horizon of known landmarks, we only will continue to affect incremental educational change in response to an exponentially changing world.” via @TimelessLrng#gfedchat
A5: This would be so challenging with my preschoolers who are just learning the expectations of the school setting. I like to give them choices though: “play on the floor or at the table?” #gfedchat
A6: i think this answer to this question is different for for every Ss...for some school matters because of the learning, for others its social interactions, for others its a place of safety...but maybe when they are all present-not just physically-every day
#gfedchat
A5: I think that kids who are curious and motivated would thrive. Kids who border on good/bad behavior would struggle. Kids need guidance and if they don’t get it many don’t know how to be good and do school. #gfedchat
