When grading assignments in the past, I always focused on wanting to score each student fairly. However, I stumble when students can get part of an answer right and then try to figure how many points a question is worth. As I go through a stack of papers, I notice issues and want to go back through and make sure each assignment is scored correctly. It becomes time consuming and confusing because each student can answer in their own way. I know that it will become easier for me, but right now I feel the need to have a strict belief on what grades represent and stick with it.

This is such an important question that I have never really come across. I know that grades can cause anxiety, but I didn't know that educators were working to find a way around the issue. In my experience, grades have caused me to feel confident and anxious. I would think the best solution is to be more personal with anxious students and inform them that they can improve and 'this' is how.

I think this would be very important for CL, but also as a life skill for students that could be used in a multitude of situations. I just wonder how I could create this type of lesson without maybe making it cheesy.

This gives me even more encouragement to create random groups and not let students group themselves or become too stressed about forming them myself.

I think a good way to make sure each student is learning is to create an assessment that individual students have to complete. The priority should be the group project. However, when there is an individual assignment they must complete throughout the project or at the end, then all students become more motivated.

I am honestly really surprised that only 3 seconds is suggested. I think in my classroom I would give a few more seconds for closed questions. I also think it is important to repeat questions for students that may take longer to comprehend them or are visual learners.

I once had a teacher say that she was never afraid of waiting for as long as it took for a question to be answered, or she would eventually call on someone. Having no one answer a question I think is a fear for some teachers. However, I think with patience and clarification, it is no problem at all.

It is so important to give students the opportunity to ask for assistance or clarification. It is especially rewarding when they are digging deeper into the learning and want to know more. A conversation can become very collaborative when a student has the chance to answer a question from their peer. Students are able to communicate and learn from each other.

This is a very important practice so that students can practice a skill before they are assessed on it. A teacher can also choose which criteria the students are lacking in understanding and focus on those specific skills.

I think it is important to find out how to communicate your standards in the best way possible. By stating them positively, I believe students would feel more motivated to achieve the standards. However, I also want to make sure they are clear and easy to read. In my own experience, especially in grade school, I struggled to analyze a rubric. The wording seemed too formal and intimidating.

This example seems like an amazing way to take back control of the classroom when it has been distracted. The teacher can individually talk to the students causing the disruption. If the teacher had the rest of the class in on the conversation, then they would all become even more distracted.

Giving verbal encouragement is a great way to motivate students and build their confidence. However, I think this idea of not praising too much when it is not necessary, is important. I tend to let my expectations decrease. Although, by only praising students when the exceptions are exceeded is a good rule to be practiced.

I think this is one of the most important steps when it comes to classroom management. As the teacher and adult in a situation, it is important that I remain calm and level-headed. I should prioritize my maturity and respectfulness and not let my emotions be shared in an inappropriate way. By doing this, I can lead by example for my students.

I think it is important to provide more self-paced opportunities. Kahoot is a fun game for students to challenge themselves. However, as a student, I disliked Kahoot and other timed tested. Students with learning disabilities often do not benefit when it takes them longer to understand a question or concept.

I believe these practice types are a great way to compare your assessments in how relative or challenging they are. By labelling each assessment on what type of practice it is, the units would become more organized. A teacher could see if they are implementing too much of one practice and not enough of another.

During my first teaching opportunity at my internship, I recognized that I was too worried to move around the classroom. I did not want to block the board from anyone or become distracted and forget my train of thought. However, my last period was small and no one sat in the front desks. So, I decided to break the barrier I had formed before and to stand in-between the desks. This made me feel more personal with the students and less of as a distant teacher giving a basic lecture.

This reminds me of a fun class I had in high school. The teacher always had her desks in the same groups of four around the classroom. Although since she taught U.S. History, she decided to put a sign above each group of desks and name them by decade. For example, I always sat at the 1960's table. This was very simple but gave more organization (when she would call on a group) and creativity to the classroom. During group activities, it honestly made us more of a team because we had a name.

I really enjoyed reading Mrs. Wheeler's ideas on group work. I specifically would love to use the idea of how she does group work activities often and each time has students put into random groups. This way, students are less often to feel left out and are able to achieve communication and flexibility skills. By greeting her students at the door and handing them a playing card automatically tells the kids what they need to do when they enter the class and that their teacher is ready to start instruction.

I think pre and post-assessments are amazing ways to understand what your student has learned. It is also important to know which classes in your subject they previously took, in order to challenge them at an appropriate level.

Communication between teachers and students is a priority in all classrooms. Students are looking to the teacher to lead the class and give them all the information they need in order to achieve their goals. How can they do that if they have not been told what is expected of them?

This is a great way to set goals for your students and have an understanding of how to assess them. When looking back to create a test or assessment, then a teacher could read from these goals to know if they were met.

I believe two of the most important characteristics in a classroom atmosphere are positivity and calmness. It is important that the teacher creates this environment by keeping a steady and quiet voice in order to meet students where they are expected to be at. The teacher may mention a couple students who need to pay attention. However, they do this in a respectful and kind way that does not punish the students but reminds them of what the should do.

In the blog, Lemov points out the use of Anonymous Individual Correction. Today, our class spoke about this strategy. Krafft uses it when she mentions that she is "waiting on three sets of eyes". By saying this, she is bringing attention that some students need to pay attention without calling them out in an isolating or inappropriate way.

I also read that it is important to not multi-task when in a formal register. Organizing papers or cleaning off a dry-erase board while giving instructions may be distracting. If students see a teacher not putting their entire attention into giving instruction, then students may not believe they need to put in their entire attention as well.

This quote and the video below really explain the difference between procedures and rules. I thought it was eye opening the way the teacher in the video explained it. She also split up the days that she taught procedures and rules. The way she spoke about procedures made the idea more appealing than annoying or boring. It is already a task that students use throughout their life because it makes life easier.

To me, this is a great layout of how to measure the consequences I create for class. I worry that I will struggle with consistency, because I can be too empathetic. However, each of these points are understandable and simple to enforce.

Similar to Kerri's annotation, I also plan to make students a part of creating their own rules. For my history classes, I want to begin the year with the students creating their own Constitution of rules for the class to follow. Afterwards, they would sign the poster. So later in the semester when a rule is broken, they can reflect on the poster they created and take responsibility for their actions.