Google Doc version (to customize and share): Fine Tuning Reflection (Mid Year)
As you proceed through this course, reflect on your practice and teacher decisions.
Fine Tuning Moment: Part 1
What strategies did you use to set your students up for success at the start of the school year?
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- Norms:
- Agreements:
- Procedures & routines:
How will you revisit this with your students?
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- Norms:
- Agreements:
- Procedures & Routines:
How do I sustain this throughout the school year?
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- Norms:
- Agreements:
- Procedures & routines:
Part 1 Closure
- As you reflect on your practice, what is one area you commit to strengthening and why?
- Regardless of where you are in the school year, we challenge you to set a reminder 1-2 months from now, as a check in point for your commitment.
Fine Tuning Moment: Part 2
What strategies did you use to set your students up for success at the start of the school year?
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- Teacher-student relationships:
- Teacher-family relationships:
- Building trust and credibility:
How will you revisit this with your students?
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- Teacher-student relationships:
- Teacher-family relationships:
- Building trust and credibility:
How do I sustain this throughout the school year?
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- Teacher-student relationships:
- Teacher-family relationships:
- Building trust and credibility:
Part 2 Closure
- What are two actions you can commit to at the onset for building and sustaining relationships in your learning environment?
Fine Tuning Moment: Part 3
What strategies did you use to set your students up for success at the start of the school year?
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- Building class community:
- Peer-to-peer relationships:
How will you revisit this with your students?
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- Building class community:
- Peer-to-peer relationships:
How do I sustain this throughout the school year?
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- Building class community:
- Peer-to-peer relationships:
Part 3 Closure
- What strategies will you use to build and sustain positive peer-to-peer relationships in your classroom?
- What will you bring out with your hybrid/remote students more explicitly?
“When we become more concerned about what we teach than who we teach, we have lost the purpose of the work.” — Thomas C Murray