Small Group Instruction – Another Possible (Un)Productive Practice #MTBoSBlaugust

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2018 Ignite at 21:40 (5 minutes)

Global Math Department (1 hour)

DNA Math (Blog Posts) Discussion of the TQE structure.

I feel that Juli’s description of small groups looks like small groups, grouped by ability, often/everyday, teacher calling up each group to work with them on “their level” – maybe moving the questioning to a lower level, leading a lot of the discussion.

Some things I jotted from her webinar –

  • at times whole group may be better
  • have concurrent small groups where they actually work on the same task, teacher visiting the groups (this looks like my classroom often) – as opposed to pulling groups up for help
  • ask students “as a team, justify/explain…”
  • having time as a teacher to observe evidence of learning as well as gaps in understanding.
  • moderate heterogeneous grouping – no outliers – in ability
  • worthwhile tasks / questions to engage student reasoning

I am not sure what small groups looked like in my classroom pre-2002, if I even had any. When I did my NBCT, it was the first time I really remember planning small groups with intentional discussion. Even then, the activities were still very leading. I have no idea how I actually grouped students. Most of my small groups were about collecting data and modeling with it.

I remember using an Amusement Park task from Key Curriculum’s Algebra I. I modified it to use geoboard to map out the park. Students found was to find the distance between rides/attractions. Later, each student was given a set of points to plot, found lengths of sides and slopes of the rectangles. Then they shared their information with the group and they looked for/discussed found patterns. The goals were really about parallel and perpendicular slopes. That was likely the first time the group had to actually “find” something on their own. I feel like I’ve grown since then.

Around 2010, I was part of the KLN and began reading A LOT. I began paying attention to Wait Time and Wait Time 2. I started actually planning the use of THINK-INK-PAIR-SHARE. I discovered the Math Shell Site and FALs. The Making Thinking Visible and Five Practices really began reshaping my practices and planning.

The past few years, I’ve been using Visible Random Grouping, some classes daily. We were not necessarily working in groups for every task, but it gave them a varied group to discuss with when I asked them to turn and talk. I found that VRG removed some of the class status. It sometimes “forced” students to work with and talk with new people. I rarely had issues with anyone having to work with someone they did not get along with – they just did it, without complaint – it was the norm and it really wasn’t questioned.

As I mentioned FALs – one thing I love about those lessons is the idea to group kids homogeneously by their approach. Not ability. Not correct solutions. But by thinking. I am often amazed at how the groups play out when I consider their approaches. It really does provide a good opportunity for richer discussions.

As I began planning for the possibility of virtual classroom, using Kirch’s WSQ structure – I see the idea of choice in student practice – maybe Here is what I want you to be able to do, here are 3 options – deltamath.com, a small group working on a similar task (maybe a virtual card stack), or meeting with me to ask questions, get some one-on-one help. I am still formulating how that might look within MEET. Again, I am mentioned Flipgrid as a possible back and forth discussion of how-to, answering student questions.

My small group activities are what I worry about most with virtual instruction. Is it possible to communicate electronically? Yes. Students do it all the time. As teachers, we collaborative electronically as well. But how effective will it be academically? I just don’t want to waste time when I have students synchronously. I want to have that part ironed out and working prior to doing it with the students. Maybe I need to let them share some ideas on how to accomplish this task as well. They are quite tech savvy.

A few things Juli has me thinking about as we set up Norms for Discourse Virtually:

  • Ask students to provide explanation / justification with their solutions.
  • Make sense of others solutions (encourages discourse)
  • Communicate when you don’t understand or don’t agree

I’ve been skimming the Distance Learning Playground and it really stresses the importance of setting norms online – just as within the classroom. It is challenging to think about what I want it to look like, my end goal and what norms/procedures will help us get there. Planning is more crucial than ever before.

Possible (Un)Productive Practices #MTBoSBlaugust

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2018 Ignite at 21:40 (5 minutes)

Global Math Department (1 hour)

DNA Math (Blog Posts)

Rigor, as it relates to the shifts associated with recent state standards, is often defined as the need to include conceptual understanding, procedural skill, and application in mathematics teaching and learning.

dnamath.com

Considering this definition, Juli shares the idea that Conceptual is the why and Procedural is the what and that conceptual should be taught ahead of the procedures. One example she shares that I found helpful was division of fractions. Most of us have been taught flip the second and multiply. But as a kid, I always wondered – Why does this work? And who knew to do this?

Juli uses the context of baking cookies and butter, great illustration. I’ll use the idea of money and coins. 3 divided by 1/4. Okay. Lets use the context, $3, how many quarters (1/4) are in $3? 12 quarters. Let’s try how many quarters are in $4? 16 quarters. And again, how many quarters (1/4) in $5? 20 quarters. Then pause and allow students to notice, share what they see, what’s happening mathematically. THEN we can model the procedure… 3 / (1/4) -> 3 * (4/1) = 12, etc.

The big idea is to allow students to play with some math ideas in a context they can relate to, then bring in the procedure and using their thinking and ideas, help them see the connections.

There are times in Algebra the context is a little hazy for me. But even just looking at big ideas and allowing students the space to notice patterns, describe those patterns and then generalize them with the math is a win. (Sara!) What Juli shares as being possibly Un-Productive is that fact that we soft often neglect the opportunities to help students make these connections. And that is so easy to let go. We can sometimes plan an awesome discovery lesson, but without the end discussion to wrap things together, students will walk away, “HUH?!?” and frustrated.

For me, I see this as intentional planning to include time to help them make those connections. I mentioned in an earlier post – closure to class or a learning task is vital. I set a silent alarm on my fitbit that allows me to wrap up class rather than yelling things to kids as they walk out the door. I do a quick review of their responses, then I begin the next day by addressing the previous days take-a-ways. Its where we take many big ideas, reflect on them and decide what we can take away from it all. I feel like the FALs (MathShell) AND Five Practices (Smith & Stein) were great resources to help me formulate how I do this in the classroom.

For this year – I have a few ideas of how to still accomplish this task.

Simply within the MEET chat window, or within a shared jamboard, allowing students to post sticky notes and type the reflection in there. I can easily schedule a question in gClassroom that will appear toward the end of instructional time. I see flipgrid eventually becoming a great tool as well.

My big “new” thing this year will be the “homework” of watching the instructional video prior to classtime. This prepwork will be followed with WSQ gForm. I will encourage students to have these completed by midnight of the day, which will allow me to grab a quick look at them prior to our classtime online together. I can take their questions and ideas and incorporate them into our WSQ discussion we will have at the beginning of class to ensure everyone is moving in the right direction.

If you are unfamiliar with WSQ – Watch, Summarize, Question – check out Flipping with Kirch blog. Ultimately, I want students to do more with the Questioning, but in the first few weeks, I plan to encourage them to use it as a way to communicate their trouble, need for help or clarification.

Again, Juli’s posts have given me a chance to reflect on my practices and process how exactly/possibly I can modify and continue productive practices in a remote environment.

Leading with Vocabulary – Another Possible (Un) Productive Structure #MTBoSBlaugust

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I continue to enjoy revisiting the notes and posts from Juli Dixon on possible unproductive structures in the math classroom. In one part, she discusses that sometimes the structures are from ELA perspective and not necessarily supportive for math instruction. My big take a way – thinking about our learning goals, are they procedural or conceptual and whether the tasks I am choosing are the best for that learning sequence.

I have struggled with implementing an effective Word Wall in math class. I’ve seen examples, I’ve given effort, but it has just not been my thing. I don’t skimp on vocabulary, I have been highly aware of literacy strategies for at least the past ten years and tried to learn and implement to the best of my knowledge what works for my students.

Some of Juli’s suggestions are to move the vocabulary instruction to the end of the lesson – so more students would have access to the concepts within the lesson, especially for ELL (Cummins, 2000).

She shares that leading with everyday language will allows understanding to transfer as academic language is introduced as long as the experiences are connected. Use everyday language in context, when you moved toward the procedures, the concepts support – bring the academic language into the conversation.

Vocabulary Rating Chart

As I consider ways I bring focus to academic vocabulary, I love using the vocabulary rating chart from NCTM that @mathequalslove shared several years ago.

Part of my unit organizer.

You can see the table on the right side of this page. This would be folded into a booklet and the right side is the front of the booklet for INB. I ask students before beginning the unit to rate their understanding of the vocabulary in a mathematical context. I am not asking them to know or memorize, just tell me what you know about. I walk the room and observe their levels from 1 to 4. This gives me some idea of what topics I may need to focus on.

As we progress through the unit, we may revisit the table, using a different color pen to mark and date. But I find it most helpful to do the rating toward the end of the unit, a couple of days prior to the assessment. I am able to observe any areas I may have missed and clear up misconceptions students have immediately. This serves as a great review/formative assessment. The goal is to have everyone at a 3 or 4 level of understanding.

Desmos and Polygraph

At the beginning of a unit, I like to share a related polygraph with students. This has been effective in helping me see what the students are seeing. I let the students “play” a few rounds of Polygraph using their everyday language/ descriptions. I love to take a few snips of their responses/graphs, etc. and use them in our class examples. By using their language, and asking for clarification – what did you mean by that?, I am able to help them make connections to the academic language throughout the unit. As a post assessment of sorts – we will use the same Polygraph – but this time, they are encouraged to use our academic vocabulary. I like to create a chart – prior to the task, asking them what words we’ve learned for our “math talk.” It is a great way to see growth.

Open Sorts

Hands down, one of my favorite lessons I ever taught was using Open Sorts with Mathshell’s FAL – Representing Polynomials, shared here. One of the things I love about the FALs is having students experience a task prior to the lesson actually taking place. I am able to see their thinking/approaches and build off of their responses. Within the FAL, students are given opportunities to view big ideas through their own lense, sharing and listening to their classmates. I too get a chance to listen and learn! Throughout the lesson, I am able to take their thinking and link it to the vocabulary/concepts which are the goal in the learning sequence. In the end, students reflect on the task, then are given a similar task as an opportunity to show their learning. Here is how I took apart the original student page and turned it into a Gallery Walk.

Again, the time to listen, reflect and make sense is crucial. As a teacher, I have the opportunity to help students make the mathematical connections I want them to see within those discussions and final work.

I never was a fan of copying the definitions for vocabulary in math class. It always felt fake. I wanted my students to “experience” the vocabulary. After reading Juli’s thoughts and reflecting on what I seek to do in my classes, I feel like I am moving in a good direction.

Now, how do I transfer these ideas to remote learning? For my rating charts – a google form with a rating checklist will work. I can continue the Polygraphs during synchronous time. I plan to create some ABs in desmos and utilize collaborative Jamboards, slides and/or flipgrid in the gallery walks and FALs.

Scaffolding – Another Possible (Un) Productive Structure #MTBoSBlaugust

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Scaffolding? Really? What I like about Juli’s presentation / posts, she addresses common structures I use and have used for years. Her sharing causes me to consider how I can be more intentional with those tasks, considering how they are having a positive impact on the learning or how I can modify/replace them if they may be unproductive. I come here to muddle through my thinking.

Video of Juli’s Ignite (start at 21:40)

She shares two ideas about Scaffolding – Just-in-Case and Just-in-Time of Blog 03 in her series of posts. I’ll try to distinguish between the two. Just-in-Case may bring issues with access and equity.

Ahhh.

When I read that last sentence, I was reminded of a statement several years ago while reading a Wiliam’s Embedded Formative Assessment. He spoke of how we often just model for the students, “stealing” their opportunity to learn. I feel this is somewhat the same. WE jump in to help the students before they have actually demonstrated a need for help.

Unintentionally, we scaffold in such a way that diminishes the cognitive demand of the task. Consider ways you’ve scaffolded certain lessons. Questions you ask, statements that lead. Who is doing the work? the thinking?

Just-in-Time allows students to engage in demanding tasks, then assisting if necessary WHEN they struggle. We allow students to have processing time – to make sense. If they struggle, we give them just enough information or a question to re-engage them in the task.

Our goal: “Students are doing the sense-making.”

Possible Undermining Efforts #MTBoSBlaugust

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Sunday afternoon, I sat in the sun, a lovely breezy day. I revisited my notes from the Global Math Department session with Juli Dixon on Ways We Undermine Efforts to Increase Student Achievement and continued reading her blog posts.

One thing I noticed she consistently used “possibly” undermine efforts – that it is not the strategies themselves that are causing the issue, but our choice of task/timing that may not make is as effective as it could be.

A time and a place… Juli’s Part 02 blog was about using gradual release of responsibility. She states we can overuse I do, We do, You do. Again, considering if our objective is conceptual or procedural will determine our approach. If conceptual, by simply changing the order, we may see better results.

She suggests the teacher isn’t the one “in control” the leader, but a facilitator. Provide a task for the whole group, questioning to lead them. Next to break it down to smaller groups, allowing them to extend their learning. Finally, the individual working to provide evidence of the learning goal. I feel like this is what I do a lot in class. But I also find myself using IDWDYD – but now I realize, it is likely when those tasks are procedural.

As I was reading this idea – I thought back on several FALs I have used in the past. I remember the moment I realized they were structured in such a way that supported the Five Practices routine by Smith & Stein. We begin with the individual exposing to a task. Offer feedback and give students a moment to revisit their response.

Then regroup based on homogenous approaches to the task. I loved this idea the first time I learned about it. Students are grouped by approach/thinking – not ability or correct answers. The smaller groups then consider student sample work. Some complete, some correct, some not.

And return to whole group discussion, using chosen ideas from observing and listening to the students. And finally, one of the most important things we often let go… closure, then plenary discussion, helping them make/see connections between varied approaches, solutions. [This is actually Part 05 Juli discusses in her posts, Neglecting opportunities to connect concepts and procedures] .

I’m not sure when I truly realized the value of reflection and connection at the end of the learning sequence. But I value it enough, I have an alarm set for 6 minutes before the end of class to ensure we do some sort of wrap up and reflection. The connection part may not take place until we finish the task the following day. But bringing things to a bit of closure and leading with some of their thoughts the following day have proved very important.

Here is where I’m going with this post. The key factor of good quality tasks, providing students with time to process, share and talk through their thinking is for the teacher to listen, really listen. I’m afraid I will miss something in a lesson if we are virtual. I will not “hear” a student question or they will be afraid to post. I want to find a way they can speak to me, so that I can respond and let them be heard.

I’ve worked diligently for many years to reframe my role as a teacher. I am struggling to see how what I’ve learned to do seamlessly – will transpose virtually. My hopes are that thinking about it – writing it down – sleeping on it will bring me some insight… tomorrow, or the next day.

Mathematics: Facts or Acts? #mtbosBlaugust

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This post is me rambling – trying to sort some thoughts I’ve had for a while now. Things I “should” have known and maybe “did” know but still never actually utilized the ideas correctly in my planning. There have been times tasks just “felt right” to use for a lesson, but I’m not sure I was conscientious as to why it fit.

Last spring, I watched a Global Math Department presentation by Juli Dixon (@thestrokeofluck on Twitter) and many things shared had me pondering. I had intentions of revisiting my notes and her blog posts. Well, here I am now.

Her series of posts on Ways We Undermine Efforts to Increase Student Achievement begins with the idea that posting lesson objectives for conceptual lessons may be an unproductive practice. Okay, so then how do I handle that as a teacher? She states that if a lesson is procedural, it is totally appropriate to post the object at the beginning as suggested by Wiliam (2011). However, Conceptual Lessons will have a different look/structure and teachers can present an essential question in place of the learning objective to help with administrative mandates of “posting” those objectives.

Essential questions have seemed so vague to me in the past and that’s because they need to be, a little bit. The steps she shared made me feel like I had a better understanding of how to approach the task of writing a purposeful essential question. Begin with the lesson objective, is it conceptual? If so, what question do we want students to be able to answer in the end of the learning sequence? Then she suggests zooming-out from that question to develop the essential question. Using this essential question in place of a lesson objective at the beginning allows for some sense of the discovery of connections and big ideas. Ahhh. That was one a-ha for me.

The Miss Rumphius Effect shares a post titled: Mathematically Inclined where she shares reflections from The Glass Wall: Why Mathematics Can Seem Difficult, by Frank Smith and this question from Chapter 12:

Is mathematics something we know or something we do?

Her response, “The answer is both–mathematics is part facts and part act. And there is no clear dividing line between the two.”

Hmmm. Me: So which comes first, the chicken or the egg? I’ve debated writing this post, because I find myself pondering and how I don’t have it exactly sorted in my mind, but as I look at lessons, I find myself asking – is the goal procedural, a skill? conceptual, an understanding of a skill/idea? or application/problem solving using the skill/idea to answer a question? Again, I am not sure I ever really “thought” about the differences in the type of tasks needed to address different goals here.

Several years ago, as I was learning about the formative assessment lessons (FALs) from MathShell site, I knew the lessons had different structures, but when I realized why, that was an a-ha for me.

Concept Development lessons are intended to assess and develop students’ understanding of fundamental concepts through activities that engage them in classifying and defining, representing concepts in multiple ways, testing and challenging common misconceptions and exploring structure.  Problem Solving FALs are intended to assess and develop students’ capacity to select and deploy their mathematical knowledge in non-routine contexts and typically involve students in comparing and critiquing alternative approaches to solving a problem.

Mathematics Assessment Project

My current take-a-way, I no longer have to be “bothered” by the admins request to post the objectives, I can modify – zooming out – and share our Essential Question in place of those objectives. @astrokeofluck has provided me with a structure my brain gets in helping me arrive at quality, purposeful EQs. And of course revisiting the EQ will give students a chance to reflect, hopefully see the learning goal and make connections that are most lasting.

And as I plan, I can now feel not-so scattered in my process. By asking myself if we are looking at procedural, conceptual or problem solving (application) – I can choose tasks that are better suited for the end goal of that learning sequence.

I apologize for my rambling, but am open to ideas and suggestions on how you consider some of these thoughts in your own planning process.

Self-Care During the School Year, especially COVID19 #mtbosBlaugust

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As we left school March 13, we knew we were out for two weeks, and suspected an additional week plus Spring Break. A colleague and I discussed ways to encourage our staff to give themselves mental breaks, choosing physical activity, etc. So we came up with our first Spring Challenge.

AMID the Covid

These were their options to choose from for each activity.

We needed a shorter two-week challenge to finish out April, after all, we would be returning to school in May, right?

The goal was just to move more than you had been!

By now, we knew we were finishing up with NTI Days. Many people were miserable, because we wanted to be in the classroom, but we would make it work for the best. One of the colleagues had a 100 miles challenge with friends, so we borrow it for 100 Miles in May!

School was out by now, but we wanted to encourage our staff to keep on moving! It was Glenn who had shared a team relay he had joined across his state. With a little searching, we found one for Kentucky! We had different people / teams set their own #acrossKY challenge. My teammate and I chose the 268 miles challenge. She and I joined the actual virtual relay – proceeds benefited Gilda’s House in Louisville.

We met up to finish our relay miles together in person!

July’s challenge was inspired by @thegotgoalsgirl on IG #justtryjuly2020 . In honor of the old NIKE add – IN July, our challenge was to set a personal goal and Just Do It! These ranged from 100 miles, 10,000 steps everyday, 200 miles, 30 minutes per day.

And our TWO for YOU “Getting Ready for Back-to-School” Challenge…

Things I have learned that are non-negotiables in order for me to be my best in this new expereince as a teacher:

  1. You MUST set hours and walk away. Write it down, share with a friend and stick to it. You cannot physically, mentally be on call 24-7 for your students.
  2. Its in your best interest to pencil in time for intentional physical ACTIVITY. If that’s walking / moving 3 times a day, 10 minutes at a time, then make it happen!
  3. Food is literally FUEL for your body. During a stressful time like this, plan meals, cook with family, treat your body with respect, give it nutritious fuel. Plan and shop for healthy snacks. Stay hydrated!
  4. Spend some time doing something you LOVE- reading, painting, meditation, chopping wood – whatever you love – do something that makes you happy.

Anyone who completed any parts of the challenge and submitted had their names entered into drawings for prizes donated by colleagues. You notice almost every challenge allows for different levels of participation. Our goal was simply for people to do more than they had been doing. Physical activity and healthier choices play important roles in helping us face stress better. So, what are things your staff does to encourage one another in their physical, mental, spiritual well-being?

Learning, Loving, Library #mtbos2020

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Spent some time with tools I have on hand this morning… learning. This morning, I used screen-cast-o-matic.  My slide was in flip chart on our smart board. I just outlined textboxes which included my questions. I used an X-Pen tablet to write *which I learned is not compatible with chromebooks. There is a learning curve to writing like with any slate style tool.

At home… the tools may look a bit different. But I’ll be trying those combos out soon and let you know.

My first virtual lesson.

I chose to include myself, because I feel it makes it more personable, connected.

From this, I found that my slides need to allow for a space in the place I want to position the camera view. In the beginning, the box covered part of text or space where I planned to write.

I color coded the boxes for the progression of examples to help me as I recorded. They were not scaffolded, but really random, so truly order did not matter this time.

However, now I think I need to number them if I have multiple questions on a slide. Purpose? If I encourage students to pause video to read, attempt examples on their own first, they will know the order to will follow.

I would like to post a clean PDF of the slide for students who would like that.

A social media post as a reminder to love… self and others. There are typos in this slide. I acknowledged them in the video, but just did not take the time to redo- I had recorded twice already due to sound/mic issues. (You need to play with your available tools! Get familiar with them!)

Things will not be perfect always. I have to be okay with that. I will need to be flexible and extend grace. I reminded myself and others… casting stones is not a solution, but usually a complaint. I will extend grace to my child’s teachers as well. Be kind. Be encouraging.

And a stop by our lovely Library on the way home.

The geometric feel of the lights and wall panels.
1000 cranes in the community room – made by local students.

I’ve read a couple of Lisa Wingate books this summer. Not overwhelming, just enjoyable for some downtime. The 3rd in the series was available.

And a new experience for me… Graphic Novel. With Ada and Charles, its gotta be good, right?!?

So, a day of learning, a reminder to love and a moment to pause and appreciate a wonderful resource in our small community.

New to Flipping in Math Class #mtbos #mtbossummer2020 #FWkirchbook

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Several years ago, the idea of flipping the classroom was very intriguing, but for some reason, I let it fall by the wayside.  I’ve “flipped” units/lessons before but not full scale.  With all that has happened this spring, I know this is likely going to be part of the solution to some of the problems/concerns faced in distance learning.

In my mind, I feel that when we return, if I have the chance to build a routine with the flipped lessons, and focus our time together in deeper problem solving, etc., it will have a greater chance of transfer to a full, online situation should it arise.

@druinok is always a step ahead, reading Flipping 2.0 which suggested a book, Flipping with Kirch – the Ups and Downs from Inside my Flipped Classroom, (there is a link here to buy it directly from the author ) who also has a blog by the same name or you can find it on kindle at amazon.  She shares her experiences and reflections  as a high school math teacher from 2011-2014 and offers some great, practical advice/questions to consider as one is beginning this journey.

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There will be a book chat beginning next week on Twitter.  Feel free to look us up and join in! 

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Looking forward to some great learning and sharing!

Miracle Minutes in the Classroom #mtbossummer2020

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A few weeks ago, I chatted with some online colleagues while we watched Joanna Steven’s, Creating a Classroom of Dream Chasers for NCTM 100 Days event. You can access video and presentation slides here.

There were so many great ideas Joanna shared of building a culture of goal setting and getting, making choices to work toward the goals and support your classmates in working toward theirs.

The structures she shared can easily be modified to fit your vision for you own classroom and students. She even shared how things were modified as they transitioned to distance learning with our state’s Healthy at Home initiative. I kept coming back to my notes wondering… what’s my vision? What identity do I hope for my students to build?

I was reminded of our Make a Difference Mondays and high 5 / 5 fingers I share with my students. Both are described here from a #myfavorites session at TMC17.

Our students seem to face more and more challenges as the years go by. I struggle to find ways to connect at times. This past school year, our staff learned about the impact of adverse childhood experiences (ACEs) and the skills to help people bounce back from adversity.

The training was very informative, eye opening with many A-ha’s! Yet I walked away feeling I needed more. How can I help my students learn to become resilient? What skills can I offer if I’ve not experienced the same ACEs?

I have been reading Significant Figures and Power in Numbers to learn more about pioneers in mathematics. Resources like these help me share a narrative in math class for my students to connect to.

Most recently, @druinok shared The Miracle Morning for Teachers. I am already a morning person, s pro some of it did not apply. There were a couple of chapters in section 2, I was like, Huh? But I ow they were intended to build the idea for me to be my best version of me so I can be there better for my students.

The last section really hit the target. Every chapter offers teacher vignettes of how they implemented the Life S.A.V.E.R.S. into their own classrooms and the impact they saw for their students.

The book is filled with positive quotes and ideas that can be shared with our students. I found it to be uplifting and encouraging.

I see that implementing these 6 minutes a day can become a structure for my kids to develop a foundation of defining their identity. How just a short moment of silence can help them gain focus, using daily affirmations to instill a belief in self, setting goals and visualizing what meeting those goals will look like, how exercise/movement, healthy choices can help them become their best, how reading adds to their knowledge, and finally writing amd reflection on their goals, choices and actions can serve as a source for celebration.

I am old school, a firm believer in the golden rule and how we should set aside our own wants sometimes and put the needs of others first. We are called to be encouragees. This webinar from Joanna, things that are already in our classroom and some ideas shared in Miracle Morning will be a great focus as I begin planning for next school year.