00:29:03 Susan Moore: 179 00:29:11 joelle.gefre: 85 00:29:11 Heather & Michael Snell: 42 00:29:19 Karina: In the 30’s 00:29:20 glaser_sarah: my guess was much lower 00:29:20 Heather & Michael Snell: 227 00:29:35 Mitchell Haygood: 250 00:29:43 Carrie Bauer: No clue! 00:29:50 Heather & Michael Snell: That was Michael, my guess was 42 00:32:18 Melissa Crane - Tech Host: Resource Page - https://asdn.org/webinar-resource-page-positive-behavior-supports-for-classroom-and-school-reentry-fall-2021/ 00:33:29 Antoinina 5th: Awesome, love all these resources. 00:49:15 Karl Schleich: What did you notice about your own OTR’s this past two weeks? 00:49:20 Antoinina 5th: My responses have become more specific and frequent 00:49:22 Dirk Miller: Looking for a lot more group responses. 00:49:23 Petroni_Sofia: I incorporated more choral responses 00:49:27 Mitchell Haygood: I am more aware of choral responses. 00:49:34 glaser_sarah: I was very conscious of my students’ OTR - and I tried to vary between choral and individual 00:49:39 Barbara DuBois: More positive interactions with individuals 00:49:41 jashightower: I do a better job with my 6th graders re: opportunities to respond. 00:49:43 Ray Burns: chora; 00:49:46 Ray Burns: choral 00:50:00 Svetlana Filkova: I'm trying to use variety:) 00:51:00 Heather & Michael Snell: I ask for nonverbal choral responses (thumbs up/down) so that I can gauge their understanding without embarrassing anyone 00:51:47 Carrie Bauer: Same kiddos answer most of the questions. 00:51:59 Heather Shomler: Same kids 00:52:01 Karina: Puts all on the spot, and down go the eyes so they don’t get called on. 00:52:03 Karl Schleich: Why is calling on volunteers not such an effective practice? 00:52:04 Mitchell Haygood: Some students are afraid to share for fear of being incorrect. 00:52:04 Barbara DuBois: You might be calling on the same persons who are always engaged 00:52:07 Svetlana Filkova: because some students are always silent and they are not learning 00:52:11 joelle.gefre: calling on those that are confident and those who know the answer 00:52:12 Petroni_Sofia: because there’s always kids who want to respond while others are silently checked out. it’s more effective to make it random because they will be more engaged 00:52:22 Dirk Miller: You’re not going to hear from all students…. Many might know the answer, but are not comfortable speaking out. 00:52:42 glaser_sarah: some kids will learn they don’t have to participate and the effort and attention decreases 00:53:01 Heather & Michael Snell: Looking for speedy response, so the students who memorize easily will shine and others may be embarrassed bc they don’t know it 00:56:35 Jennifer: Everyone all at once 00:56:39 Heather Shomler: Name stick 00:56:40 Petroni_Sofia: non verbal answers 00:56:44 Karl Schleich: If you don’t call on vlunteerrds whaat would you do? 00:56:45 Barbara DuBois: RAndom calling of unengaged students 00:56:45 Heather & Michael Snell: Turn and tell a neighbor 00:56:49 Karina: Dry erase boards, thumbs up 00:56:52 Antoinina 5th: roster, table groups, teams, nonverbal 00:56:56 glaser_sarah: call on groups to respond 00:57:00 Svetlana Filkova: nonverbal, name sticks 00:57:00 Mitchell Haygood: Choral, or non-verbal 00:57:02 Christopher Thompson: raise hands, wait, lower hands , all students answer 00:57:03 joelle.gefre: my coworker has a check list for participation points and calls on everyone at some point in a lesson 00:57:03 Jennifer: pull sticks with names, turn and talk, 00:57:05 jashightower: Have a classmate select the next classmate after participating 00:57:09 Dirk Miller: Thumbs up … buddy buzz talk to a neighbor … show us with movement. 00:57:33 Orien Schmitz: I’m loving having everyone respond chorally! 00:58:38 Petroni_Sofia: My studets like responding so much that sometimes they get upset when I don’t call on them 😆 01:04:26 Carrie Bauer: Wow! Feedback is a tool NOT a weapon! 01:04:38 Antoinina 5th: Constructive AND Tool are my favorite. This is a great list. 01:04:44 Heather & Michael Snell: Offering, not punishment. Wow! 01:04:57 Petroni_Sofia: Ground in trust, not mired in suspicion 01:04:59 Sison_Mia: Feedback is insights that draw upon shared experience; feedback isn’t stories intended to showcase your wisdom 01:05:01 Mitchell Haygood: An offering, not punishment 01:05:01 Karina: Invitation for self reflection 01:05:08 Ray Burns: A way to help ppl 01:05:10 Barbara DuBois: It's a form of motivational interviewing. 01:05:11 Svetlana Filkova: tool not weapon 01:05:17 Dirk Miller: An offering not punishment 01:05:20 Wells_Erin: Communication not accusation 01:05:20 joelle.gefre: thoughtful and concise 01:05:21 Daly_Beth: It’s communication not an accusation 01:05:55 Barbara DuBois: I liked the bit about not accusation , not suspeicion, not judgemental (xorry about misspells) 01:06:09 Daly_Beth: It’s hard getting feedback for something else than what you were hoping to get feedback for 01:07:25 Petroni_Sofia: 1 01:07:26 joelle.gefre: 2 01:07:31 Karina: 3 01:07:32 Barbara DuBois: 2 01:07:33 Ray Burns: 2 01:07:34 Carolyn Iverson: 1 01:07:35 Mitchell Haygood: 3 01:07:36 Daly_Beth: 2 01:07:37 Jennifer: 5! 01:07:40 Svetlana Filkova: 5 01:07:42 Wells_Erin: 2 01:07:43 Susan Moore: 3 01:07:52 Dirk Miller: 5 01:07:53 glaser_sarah: 5 01:07:53 jashightower: 3 01:07:53 Orien Schmitz: 2 01:07:55 Erin Pollock: 3 01:07:55 Sison_Mia: 3 01:08:05 Heather & Michael Snell: Michael is 4, Heather is 3 01:08:15 Barbara DuBois: Although 1 is probably more realistic, to be honest! 01:10:57 Carrie Bauer: 5 01:11:25 Carrie Bauer: Works really well for students! Just noticing, I usually get a smile. 01:16:42 Karl Schleich: A concept that you want to remember from feedback (and other dirty words)? 01:16:47 Karina: The definition of feedback- the T chart 01:17:00 Mitchell Haygood: Being specific with feedback. 01:17:03 Barbara DuBois: Students respond positively to positive interaction. 01:17:06 Petroni_Sofia: What feedback is and what it isn’t. 01:17:17 Dirk Miller: I think feedback is a tool, not a weapon 01:17:25 Svetlana Filkova: remember that feedback is a tool, not a weapon. Use it for help, not for punishment 01:17:28 Jennifer: SH*T Sandwiches damage relationships and trust. 01:18:10 Daly_Beth: Taking time to reflect is important, as you reflect on the feedback. Pose feedback in a positive way as much as possible to all students and collegues. The response and growth will be stronger that way. 01:20:33 Karina: I love the game! 01:37:41 Petroni_Sofia: I love that song 01:47:21 Susan Moore: is reading correctly a correct response? 01:47:39 Carrie Bauer: I was wondering that too! 01:48:38 Carrie Bauer: Did he have girls respond and boys respond once each? 01:51:57 Heather & Michael Snell: We’re looking for 85% correct for new information and 90 for review, right? 01:52:19 Antoinina Hammersland: 80 for new and 90 for review 02:11:40 Barbara DuBois: I provided empathy and shared experience and 02:11:48 Barbara DuBois: what happens at our school. 02:12:42 Karina: I needed the notes to remember to do it! 02:13:21 Antoinina Hammersland: It was very different actively thinking about it. I know that I paraphrase and “read back” stuff to my kids but this was a cool way to think about it. 02:14:47 Carrie Bauer: I keep getting kicked off the meeting…. 02:17:26 Barbara DuBois: Sometimes I put attention seeking kids a job so that they get attention! 02:17:45 Barbara DuBois: give not put1 02:22:07 Karl Schleich: One thing to remain mindful of is.... 02:22:08 Orien Schmitz: Give many opportunities to respond! 02:22:11 Barbara DuBois: Increase my ratio of positive to corrective interactions. 02:22:14 Karina: Providing more opportunities to respond and more positive feedback 02:22:18 Daly_Beth: Be mindful ALWAYS about positive feedback giving to students!! 02:22:21 glaser_sarah: NOw, more than ever, those Ratios of Interactions are important 02:22:27 Svetlana Filkova: Positive interactions 02:22:27 Dirk Miller: specific positive praise feedback 02:22:27 Mitchell Haygood: Specific feedback, ignore the little things, and increase opportunities to respond 02:22:29 Ray Burns: OTR 02:22:31 Heather & Michael Snell: Being a reflective teacher will only help me become a better tecaher 02:22:32 Wells_Erin: More opportunities to repond, and inscrease positive interactions. 02:22:33 Sarah Cronick: praise praise praise effort 02:22:33 Ray Burns: And ROI 02:22:39 Jennifer: Specific purposeful feedback offered to help and grow the awesome educators I work with. 02:22:39 Antoinina Hammersland: Data, data, data (USE YOUR TOOLS/FORMS) AND reflect through video 02:22:46 Ray Burns: Oh yes…use praise correctly 02:23:04 Susan Moore: Increase my positive ratio of interactions and increase correct academic responses 02:23:15 Barbara DuBois: yes! 02:23:45 Daly_Beth: Thank you!! You too 02:23:48 Melissa Crane - Tech Host: Survey 6 - https://www.surveymonkey.com/r/7RR5CL3 02:23:52 Ray Burns: Thank you 02:23:55 joelle.gefre: Thank you! 02:23:58 Susan Moore: Yes! Thank you so much! 02:24:04 Sarah Cronick: Thank you so much, Karl! 02:24:13 Svetlana Filkova: Thank you very much! 02:24:14 Barbara DuBois: Thanks so much and I'll see you in Baxter Bog!!!! 02:24:20 Orien Schmitz: Thank you! 02:24:24 Dirk Miller: thank you