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For Your Head: Offering Students Choice

From 10 Ways to Give Students More Control of Their Education, Jenna Smith ()

One of the things we've learned about combatting the impacts of prolonged exposure to trauma or stress, such as poverty, is offering students some voice and choice in the classroom. Honoring their individual needs and experiences can go a long way towards engaging students and building a sense of ownership for them. 

1. Flexibility in 香港六合彩资料work: A common gripe among students is homework but if you let them choose their assignment for the night, they will likely feel an enhanced sense of ownership because it was their decision. For example, give students a sheet of math problems, but let them choose the 10 they want to complete. You can also let them choose different ways to study their spelling words or give them several options to dive deeper into a history subject. Giving students the choice for their assignment might not work for everything, but giving your students the occasional input can change their attitude toward homework altogether.

2. Measure Understanding in Different Ways: More and more research is coming out that proves students shouldn’t be tested in one single, standardized way. Depending on the subject, write part of the test to include multiple-choice or fill-in questions, then give them the choice of two to three essay questions to choose from. Varying the ways you test students could result in a better demonstration of their understanding since they’ll be able to communicate their retention in ways they’re most comfortable.

3. Personalize Content and Materials: Give students opportunities to choose their own books to read, science experiments to conduct, vocabulary lists to memorize, and math problems to solve.

4. Let Them Create a Schedule That Works for Them: This isn’t always practical, but allowing students to create their own schedule–and then revise it when they realize it is or isn’t working–can be a powerful way to add student ownership of their learning. Teachers at traditional schools can embrace this idea by allowing students to choose the order they’d like to do their tasks during class. Giving them this say puts them in control of their time, and they hopefully be less likely to waste it. Class Workshop days are a good opportunity to practice this and build student capacity for this much autonomy.

5. Help Them Set Their Own Goals: At the start of each school year, ask students what they want to get out of the class. Some of their answers might be vague or even silly, but you might find that there are students who genuinely want to learn or better themselves in some way, like raising their GPA or getting into college. Allow them to set the standard for themselves for the year and let them know they’ll be held accountable. This process can be started / repeated at other points in the school year. Encouraging students to develop action plans to help them make progress towards their goals empowers them to create change in their lives.

6. Teach Them to Self-Assess: Give students regular opportunities for self-evaluation. It can be at the end of the class period, the end of the week, or the end of a project / unit, but prompt them to reflect on their performance or progress towards demonstration of proficiency of particular standards; this gives them responsibility for their own learning and keeps them accountable in how they’re using their time and progressing toward their goals.

7. Solicit Feedback on Your Course or Classroom: As teachers, we’re constantly evaluating students, but make sure you’re offering them the chance to give you feedback as well. Ask them to evaluate you, the course, or a specific assignment. This helps students feel heard and that they have a say in their learning. Discussing the results of your survey or evaluation with them will model vulnerability and the consideration of courses of action.

8. Differentiate Rubrics / Class Built Rubrics: At the beginning of the school year, work with your students to establish clear grading criteria for projects. By allowing students to create their own rubric, they’re putting the onus on themselves to meet expectations for their work. Or have the class work together to help create rubrics based on a template or universal rubric you create. 

9. Use Project(or Problem)-Based Learning: Project-based learning is an excellent option for many classrooms. Let students come up with their own ideas for project-based learning and track their own progress. Again, having a rubric in place before projects begin puts the responsibility on them to meet expectations. It can set a grading standard so that regardless of what students are creating—a website, essay, presentation, etc.—they’re able to express their creativity, take ownership of their learning experience, and set guidelines for what should be delivered.

10. Use Supportive Classroom Policies: Involve students in decisions about classroom rules and policies. Giving them a voice in this arena strengthens their civic values, boosts academic achievement, and improves their engagement. It holds them responsible for their actions in the classroom and sets them up to own the consequences if they break a rule.

For Your Hands: Language That Encourages Growth 

From 25 Alternatives to 'I Don't Know' and 'I Can't' ()

We know that a sense of hopelessness & lack of power is a pervasive impact of exposure to chronic stress and trauma. Helping students develop a willingness to change and a growth mindset can rebuild hope, optimism and empowerment. The language we use, and teach them to use, influences this mindset. Phrases like "I can't" and "I don't know" are 'growth killers'. This article offers 25 alternatives to those phrases that help build a growth mindset. 

1. I need help with …

2. Before I can respond, I need …

3. I’m nervous about being wrong.

4. I can’t …, but I can …

5. If I knew how to …, I could answer. (Or, ‘If I could …, I could …)

6. I don’t know now, but I will soon because …

7. After talking to …, I think …

8. Let me find out.

9. I’m not certain, but maybe …

10. I’m confused exactly *here*.

11. It’s just a hunch, but …

12. A better question is …

13. Is this close?

14. I can’t because …

15. Learning is like a 10-run ladder, and I’m on rung # …

16. Let me make sure I understand exactly what’s being asked…

17. I feel comfortable/can answer or respond to this part…

18. Because I’m not sure, I should …

19. After googling, I’m wondering …

20. I can tell you that …

21. I know/know how to … and don’t know/know how to …, so the next step that makes the most sense is …

22. My gut tells me …

23. In the past when I didn’t know, one thing that worked for me is …

24. I don’t know because …

25. I’m going to start answering by …

For Your Heart: Teaching is Tiring - and Worth It (Trevor Muir)

While we're not at Winter Break, yet, it feels like a good time to hear this!