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in reply to: Discussion Post Topic: Visions and Actions #9737

How will you prioritize relationship building?
Getting to know them at the beginning of the year more and stressing relationships over time and material. I will make more time to get to know students throughout the year as new students come in.
How will you establish a positive learning community?
In PE students are often concerned with failing in front of their peers, but I try and make that a norm by doing new activities at the beginning of the year such as golf, that students have not have had a lot of practice with. This sets up even the most athletic students for failure and making it ok to “mess up”.
How will you bring your curriculum to life for your students?
I will try and implement more real-life assignments and things that they can see the value in. Ask them “why do you think we are doing this?” and seeing how they perceive the work.
How do your assessment and grading practices align with your vision for learner engagement?
I think my assessment aligns with my vision of what I want students to learn. I struggle with allowing and accepting late work. I know things come up, but I feel like by allowing such late work, students are prepared for what the work force will be like. An employer is not going to accept a proposal late, but students are learning that turning in work late as little to no consequence.

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in reply to: Feedback and Student Agency #9726

How might utilizing a peer feedback routine increase student engagement?
Students will feel more empowerment in the classroom, making them want to succeed. Some students will want to impress their peers and may work harder on assignments. The TAG method in the video seemed really quick and something that could even be done on a post-it note. I think implementing it as routine is helpful because over the course of the year it will get quicker.

What is the connection between feedback and student agency in learning?
Allowing students to receive feedback from peers as well as teachers is going to help them reach their goals. Giving feedback out more often and in a more constructive way will allow for students to have success. If students are only getting feedback on the final project or end result, they may become less motivated if they aren’t receiving positive feedback.

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in reply to: Expanding Your Tech Toolbox #8814

I think with all of the tech tools when they are new, a lot of teachers use them and then students get burned out on the “newness” of it. That has been my experience with EdPuzzle. That when I have gone to use it, the students don’t seem interested in it. Especially when its a one off time for me.

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in reply to: Establishing Relationships #8807

In addition to the resources shared in this chapter, share an activity you have successfully used to build relationships in your classroom. Be sure to include the necessary steps, resources, and any helpful pointers.

One of the things I try to do at the beginning of the year is ask some questions where they may not be a real answer…such as “are there more doors or wheels in the world”. Students start taking a side and debating with one another. Early on in the classroom when we learn about the 5 dimensions of wellness we will do an “all about me” project in which students do a presentation and essay on how the dimensions relate to them in their life. These allow me to see their interest and talk to them about what they like.

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in reply to: Learning Communities and Engagement #7836

How might you create new opportunities so that each student begins to actively drive their own learning?
I think by creating digital lessons that give students different opportunities to show mastery will allow them to drive their own learning. By providing different opportunities, students will choose a method that helps them learn to the best of their abilities.

What connections do you see between John Hattie’s advocacy for teacher learning communities and Amy Berry’s Engagement Continuum?
I think by having the PLC’s it gives teachers time to discuss what is working and not working. Also, by having PLC in the day, it is not something “extra” that teachers are required to do allowing them the time to focus on student engagement.

What is the connection between collective teacher expertise and empowering active student engagement?
When teachers are able to collaborate on best practices, it allows students more opportunities to succeed. With success, students will engage more. If students aren’t finding success, they will not want to continue. If we as teachers can find ways for them to be successful, then our engagement in the classroom will go up.

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