18:48:32 From Susan Smith to All panelists : It is your circus and these ARE your monkeys! 18:48:35 From Elizabeth Ross : Every day is a new day 18:48:38 From Iris : Things will get better. 18:48:42 From jeandomansi : I can do this 18:48:45 From Jennifer Chavez : Do the best you can with what you have. :) 18:48:46 From crystalknight to All panelists : My mom would say, this is not the end of the world 18:48:49 From Kara Abel to All panelists : just keep swimming! 18:48:50 From ulbrich_carleen : They say God never gives you more than you can handle. But does He know that? 18:48:50 From Lindsey : It'll be ok 18:48:51 From pamela.wellspeters : I love life 18:48:53 From Sandra Slade : Keep calm and carry on! 18:48:56 From Antonina Reutov : Okay okay okay okay 18:48:59 From kell tallman to All panelists : We are in it together. 18:48:59 From Ruth : Focus on what you can do. 18:49:00 From kasandrasaiki to All panelists : If can can if no can no can 18:49:00 From William : Everything is temporary. 18:49:02 From Rafe : relax..... 18:49:03 From amy hughes : Always look on the bright side of life - as sung in Life of Brian 18:49:04 From lisa.peterson to All panelists : God did not give us a spirit of fear- but of power, of love, and a sound mind 18:49:06 From somalley : Have Faith 18:49:06 From Kathleen : One day at a time 18:49:07 From Christina Webster : Just breathe 18:49:08 From teacher : For everything there is a season, and a time for every [a]purpose under heaven 18:49:10 From Andy Gillilan : it is what it is…. 18:49:11 From Kaylee Larson : You got this! 18:49:14 From Tommy Dahill : What would Gandalf do? 18:49:15 From Angela Hayden to All panelists : It will be OK God is in control 18:49:19 From Laura : Just control what I can 18:49:19 From kelly.kemper : breath 18:49:23 From carrie.hughes : Be still and know that I am God - Psalm 46:10 18:49:27 From Stephanie Richardson : We got this! 18:49:29 From kasandrasaiki to All panelists : Its a hawiian things 18:49:30 From Christian : Unfortunately, I don’t have one. But I try to treat each day as a new beginning. 18:49:38 From kbarnett to All panelists : don’t worry about a thing…cuz every little thing is gonna be alright 18:49:44 From Scott Roleff : Hang in there! 18:50:10 From mreggiani : Have faith, it will be okay. 18:50:11 From teacher : This too shall pass 18:50:17 From kell tallman to All panelists : Joel Jenson is in Thorne Bay and is having trouble getting on. 18:52:36 From Melissa Crane : https://asdn.org/webinar-resource-page-combating-learned-helplessness-in-the-math-classroom-spring-2020/ 19:00:14 From kell tallman to All panelists : Internet is unstable 19:01:04 From Nikki : I like this activity/question. 19:01:33 From Elliot Stutzer to All panelists : I’m sorry, I was running late, but I’m here now! 19:04:19 From Matthew Faris : Super Cool! 19:04:28 From darleia.caldwell to All panelists : Interesting ways of looking at it 19:06:21 From Barbara Crews : I went to Jo Boaler’s conference that the Fairbanks School District had for their inservice a couple years ago. It was amazing 19:06:45 From Barbara Crews : We worked on a pattern problems for 3 hours and were so engaged the whole time 19:06:54 From Elliot Stutzer : Jo Boaler has some other great resources online! 19:07:19 From Elizabeth Ross : 3Reads worth the time to learn about :) 19:07:55 From Stephanie Richardson : I love the 3 reads protocol! 19:14:49 From Kathleen : Allowing them to control any aspect of how they work while still being responsible for work is huge 19:19:34 From darleia.caldwell to All panelists : I like having them show more than one way 19:19:35 From kasandrasaiki : I like the work you did with phones in that special ed classroom. I had to do something like this in my class and it worked 19:19:41 From kasandrasaiki : They got a lot done 19:19:55 From Barbara Crews : Jo bowler had students fold HW paper in 4 and every problem had to be represented 4 ways. Very limited number of HW problems 19:20:21 From amy hughes : She has lots of great ideas at her youcubed site 19:20:27 From Kara Abel to All panelists : I also want to implement the phone break idea 19:20:43 From Stephanie Richardson : Barbara, I used that with my students for homework. It was great that ALL of the students were able to be successful using that. I also just gave them one problem for homework 19:22:30 From kell tallman to All panelists : Get the days work completed and handed in by the end of the week. 19:22:35 From Valerie Johnson to All panelists : Try, Try, Try - participate - show your learning 19:22:36 From Stephanie Richardson : To be able to work a problem in more than one way, but have an accurate efficient way to do it. To also be able to model and explain the thinking behind the answer. 19:22:47 From Elliot Stutzer : Engaging with the material, teacher, and classmates 19:22:47 From Christian : To me, doing well means to complete ones independent work, contribute to discussions, and help other students. 19:22:48 From Tommy Dahill : Engagement 19:22:50 From Susan Smith to All panelists : Students can explain how they know what they know and can teach others successfully 19:22:51 From teacher : to be able to show thinking through the solution. Even if the math is wrong, the process or thinking is logical ad correct. 19:22:54 From Kathleen : Participate and grow 19:22:54 From chris conder : understanding the concept by the end of class 19:22:56 From Elizabeth Ross : You try and ask questions 19:22:56 From Antonina Reutov : active listening, cooperation and collaboration, growing our brain (trying), working through frustration 19:22:57 From Tina Sweet : Not to give up 19:22:57 From lisa.peterson : It means victory- students feel like they have stumped me! 19:22:57 From Karen Reese to All panelists : Being on task, staying positive, and trying 19:22:58 From darleia.caldwell to All panelists : Keep trying, stay focused 19:22:59 From somalley : it means to stay focused and listen - ask questions when you don't get it, and just try your best 19:23:00 From kasandrasaiki : Being respectful, representation in multiple ways, being able to explain reasoning 19:23:05 From Jennifer Chavez : Always try your personal best, whatever that may be that particular day 19:23:08 From Max Pananen to All panelists : Be able to convince me you learned the skills 19:23:11 From Lydia to All panelists : participate, share, growth 19:23:11 From Angela Hayden to All panelists : putting forth effort, engaging in the academic conversations, doing their best whatever that might be 19:23:13 From teacher : Try 19:23:17 From Ruth : to be able to teach another student how to solve a problem 19:23:17 From Scott Roleff : Make an attempt while using good judgement and prior knowledge 19:23:18 From mreggiani : Participate! Try it for yourself, help others understand. 19:23:19 From Sandra Slade : Just do something, or say something to show engagement. 19:23:24 From Barbara Crews : To be able to think through the math rather than doing recipe math 19:23:28 From bais_ashley to All panelists : Being able to apply individual prior knowledge and persevere when frustrated. stop, think, try, and push themselves 19:23:29 From darleia.caldwell to All panelists : be able to explain their steps 19:23:29 From Kara Abel to All panelists : trying hard and showing work. asking questions and for help. 19:23:35 From darleia.caldwell to All panelists : Or show them 19:23:39 From jeandomansi : When students are able to solve a problem in their own way 19:23:45 From Christina Webster : What I would like it to mean and what the students think it means are night aligned…hence the problem 19:23:52 From kasandrasaiki : YAS RUTH 19:23:55 From Lindsey : turning in completed work vs worrying about correct answers 19:24:00 From Tate Gooden : Excited, passionate…discovered the taste of hard work and found it delightful 19:24:00 From Christina Webster : not aligned* 19:24:03 From lisa.peterson : Forgetting I can’t 19:24:18 From Nikki : I would agree with above, when students can use all resources and knowledge and just TRY to work through 19:24:28 From Susan Smith to All panelists : Especially when you know you taught it the year before and they knew it then… 19:24:30 From Matthew Faris : See how it might apply in everyday life 19:27:08 From Kathleen : I love it when a student says I need to do it this way so it makes sense to me 19:32:00 From bais_ashley to All panelists : 9 19:32:05 From Nikki : yes 19:32:07 From William : yes 19:32:09 From Stephanie Richardson : yes 19:32:09 From Tina Sweet : yes 19:32:09 From darleia.caldwell to All panelists : yes 19:32:11 From Kara Abel to All panelists : yes 19:32:12 From Christian : Yeah. 19:32:12 From somalley : yes 19:32:18 From sleinberger01 : I saw 5, 3, 1 19:32:19 From Laura : yes 19:32:20 From Tina Sweet : 1,3,5 19:32:23 From Matthew Faris : no 19:32:37 From Susan Smith to All panelists : yes. fewer per line helps if they see it that way 19:32:38 From Elizabeth Ross : No. LOL The bottom of my screen was cut off 19:32:42 From teacher : I saw a triangle 19:32:46 From Valerie Johnson to All panelists : Odd numbers 19:32:47 From darleia.caldwell to All panelists : 1,3,5 19:32:50 From Elizabeth Ross : 4+5 19:32:51 From Christina Webster : pyramid 19:32:52 From kell tallman to All panelists : Set them up in a shape 19:32:54 From Stephanie Richardson : I saw it just like Tina 19:32:55 From Kara Abel to All panelists : I saw a triangle! I focused there. 19:32:55 From pamela.wellspeters : As rows 5, 3,1 19:32:56 From carrie.hughes : Block of 6 with 3 around 19:32:56 From bais_ashley to All panelists : added two to each line 19:32:56 From kasandrasaiki : pyramid 19:32:57 From ulbrich_carleen : Big triangle, one in middle 19:32:59 From chris conder : 5.3.1 19:33:00 From teacher : consecutive Odd numbers 19:33:00 From Nikki : I saw the 3 in the middle stright down, then 3 and 3 19:33:06 From Kaylee Larson : 5, 3, 1 19:33:08 From Christian : 5-(5-2)-(5-4)? 19:33:14 From sleinberger01 : Subtilizing 19:33:16 From Luke : I saw the 3 vertically in the middle and the two 3-dot corners on either side 19:33:18 From William : triangle + 5 19:33:19 From Tommy Dahill : Three rows 1,3,5 19:33:21 From kelly.kemper : Bottom up and counted each row 19:33:23 From Scott Roleff : Each row consecutive odds 19:33:27 From lisa.peterson : I wasn’t even thinking math related- saw a triangle- I am an ELA teacher 19:33:31 From pam to All panelists : A rotating fan with 2 on each side 19:33:43 From Andy Gillilan : 1-3-5 19:34:00 From Lindsey : same as LIsa, I saw the triangle but then just counted the dots 19:34:03 From pam to All panelists : Yes! 19:35:45 From Christian : 5 times 3 minus the two sets of three that are missing. 19:38:23 From Nikki : I did FERMI in my math class 19:38:30 From kasandrasaiki : How do u spell fern question 19:38:33 From Nikki : It helped a lot with reasoning 19:38:33 From kasandrasaiki : oh got it 19:38:37 From Nikki : and estimating 19:38:47 From Nikki : He guessed piano tuners 19:39:09 From Nikki : process of elimination and reasoning to get to the nearest possible answer. 19:39:33 From Nikki : for those interested, you can do this in K or 1st grade too. not just older kids. 19:40:39 From kasandrasaiki : We were watching Hercules when I was subbing language arts and I am the math teacher, We got to the part where herc was fighting the hydra, every time a head would get cut off3 more would sprout. We turned it into a function and relationship based on the number of heads the hydra had when it died 19:40:41 From Susan Smith to All panelists : My questions revolve around dropped dogs in the race because they completely understand…predict how many, read the Iditarod checkpoint data, and wahlah graph it…several ways to do it 19:40:48 From kasandrasaiki : It was really funny 19:40:58 From kasandrasaiki : great discussion 19:41:08 From Susan Smith to All panelists : who is your friend? 19:41:36 From Scott Roleff : This is an interesting Fermi question. Appropriate for our current situation. “A virulent strain of influenza is spreading and everyone in our county needs to be vaccinated by a qualified health care professional. How quickly can this be done?” 19:41:53 From kasandrasaiki : Wow!!! Love the graph! Slope is tough for my kiddo 19:42:18 From kasandrasaiki : That would be a great exponential growth problem 19:42:24 From Tommy Dahill : How many fish were caught here or on your boat? 19:42:29 From Tate Gooden : Yearly Salmon run statistics 19:42:53 From Kara Abel to All panelists : Tourists on the peninsula! 19:42:54 From pamela.wellspeters : How many steps you took at recess. 19:42:54 From Christian : I did one with the Law of Sines with a walk on the beach and a compass to figure out the distance to an island. 19:42:55 From William : During our basketball tournament I had the students answer these questions: 19:43:00 From teacher : Salmon population fluctuations 19:43:01 From Tommy Dahill : What is the least number of turns that you could use on Ski Hill? 19:43:01 From bais_ashley to All panelists : Aztec harvesting and social heirarhcy status 19:43:09 From darleia.caldwell to All panelists : Caribou questions 19:43:13 From teacher : Reate of berry picking 19:43:14 From ulbrich_carleen : How long would it take to walk to Seward for camp? 19:43:16 From Barbara Crews : I did labs in Algebra such as how high will a basketball bounce on its 3rd bounce? We used motion sensors to measure 19:43:16 From William : 1. Calculate your points scored per game average. 19:43:18 From lisa.peterson : How long does it take to get the whaling boar prepared to go out? 19:43:26 From lisa.peterson : *boat 19:43:26 From Kathleen : How many ducks can you get with a box of bullets? 19:43:27 From chris conder to All panelists : lost reception for a bit 19:43:36 From Laura : Eagles and population density 19:43:37 From roe_christina : On a run in anchorage, what is the chance that you will see a moose? 19:43:44 From jeandomansi : throwing spears 19:43:45 From William : What is the ratio of your points scored and your minutes played? 19:43:51 From kbarnett : Boat traffic and total volume of seafood processed 19:43:51 From teacher : How many quarts of berries can you pick from a berry patch 19:43:58 From Jennifer Chavez : I like writing story problems, but leaving off the question. That way students have to determine what question could be asked with the given information. 19:44:05 From teacher : How many people can you fit on a Honda? 19:44:09 From kasandrasaiki : I did some average mean median and mode problems with PE running times 19:44:10 From Tommy Dahill : One of my physics students times things with his iPhone camera 19:44:17 From roe_christina : How many druplets are on a salmonberry? 19:44:19 From kell tallman to All panelists : How many licks does it take to get to the center of a Lolli pop? 19:44:23 From amy hughes : average time to complete a mission in a video game 19:44:24 From Matthew Faris : Predict river temperatures on the 3 main rivers of the Kenai peninsula 19:44:40 From chris conder to All panelists : Rpm vs fuel milege on your boat 19:44:47 From Christian : 12! 19:44:54 From darleia.caldwell to All panelists : How many berries fit in a quart size bag 19:45:01 From somalley : what is the mass of a dozen king crab? 19:45:03 From darleia.caldwell to All panelists : Estimate then compare 19:45:05 From kasandrasaiki : yum 19:45:11 From Elizabeth Ross : If we much stay six feet apart- how many staff can we put in one room? 19:45:18 From amy hughes : When will the ice break in Nenana 19:45:32 From Valerie Johnson : How many air miles is it roundtrip from our village to Anchorage? 19:45:32 From Stephanie Richardson : How long would it take 75 4th graders to earn the money needed for a Twin Bears camping trip, if they did a Read-a-Thon and earned money for each minute read? 19:45:49 From kasandrasaiki : Freethrow percentages! 19:45:51 From Kara Abel to All panelists : oh I love the river/lake break up idea. 19:45:57 From kasandrasaiki : Kids calculate their own 19:46:18 From kasandrasaiki : Very cool Bobbi jo! 19:46:30 From kasandrasaiki : I tell my bf that every time we play 19:46:36 From kasandrasaiki : It is so true 19:47:46 From Barbara Crews : What was their answer 19:49:35 From Susan Smith : I like the ducks and moose ones…depends on how good of a shot you are for the ducks! 19:49:56 From Jennifer Chavez : That’s super cool 19:50:01 From Stephanie Richardson : I’ve used something like that with my students and it is great! It seemed like it helped most of them do better the next time. 19:50:11 From chris conder to All panelists : i like that 19:50:11 From Valerie Johnson : Can we get a copy of that? 19:50:17 From Elizabeth Ross : Good sheet. I tried to get kids to do this but this is clearer for students. 19:50:18 From Kara Abel to All panelists : I have a similar sheet but that checklist is so powerful! 19:50:36 From kasandrasaiki : thatd be really nice 19:50:41 From Elliot Stutzer : I would love acopy of that! 19:50:42 From pam to All panelists : Yes that would be appreciated 19:51:51 From kasandrasaiki : I wink 19:51:52 From kasandrasaiki : lol 19:52:25 From Tommy Dahill : Thank you! 19:54:43 From Nikki : thats all i do when they come to me... i will read it out loud then they go, oh yeah!! 19:54:48 From Nikki : But i need to have them do it. 19:54:50 From somalley : that happens all the time in my room! 19:54:56 From Valerie Johnson : I ask my students to read the story problems out loud 19:54:57 From Barbara Crews : At that Jo Boaler conference, one group role was the “spy” who got to check out what another group was doing; it was a fun way to get help from peers 19:55:02 From Kathleen : I often have students “voice their thinking” and let them know that sometimes I have to do that to work something 19:55:04 From Tommy Dahill : “Ask three then me” 19:55:11 From Elizabeth Ross : Or they needed to read directions 3 times and it finally makes sense when they get to the reading out loud part 19:55:26 From kell tallman to All panelists : Most often they just want to look at the visual part of the problem and know how to do it. 19:55:28 From Valerie Johnson : That used to be my son’s reading at night when we did math story problems 19:55:50 From kell tallman to All panelists : I always ask if the read the directions fist. 19:57:42 From Bobbie Jo Erb : Back at 5:09! 19:59:23 From Susan Smith to All panelists : I closed the link to this and have no idea where to get it. Please send the link…I can read quickly…thanks 19:59:57 From Bobbie Jo Erb : https://asdn.org/webinar-resource-page-combating-learned-helplessness-in-the-math-classroom-spring-2020/ 20:00:03 From Bobbie Jo Erb : There you go, Susan! 20:00:10 From Susan Smith to All panelists : I have so many windows open right now…too much info to process from so many vital sources we’re dealing with … thanks! 20:00:29 From Bobbie Jo Erb : No worries! 20:03:06 From kasandrasaiki : I really really agree with the popularity seeking aspect of 6-12th graders I didn’t know how this manifested itself in classroom but I can see it now. 20:03:57 From kasandrasaiki : My angst is that I miss my students I. Can’t go home because I am under quarantine and. I want to adopt more of this mindset. I was starting to develop this sort of mindset but now everything is so up in the air. 20:05:26 From kasandrasaiki : I aspire to use more of this language in my classroom, like the non-examples phrase the teacher used in her classroom 20:05:49 From Kathleen : I am going to need to sign off. I am needed in a meeting. We are still trying to get things figured out here. 20:06:05 From Bobbie Jo Erb : Good luck, Kathleen! We understand 20:06:54 From Matthew Faris : Agree with a lot but love "seeking input" 20:06:56 From Bobbie Jo Erb : We’re officially back at 5:09, but feel free to start entering your thoughts into the chat box 20:07:33 From teacher : Agree with “ask for ways to solve the problems rather than ask fro the answers”. 20:07:35 From Matthew Faris : Angst- teaching kids how to help without just giving the answer 20:07:38 From somalley : I agree with the statements that "The biggest thing teachers can do is resist the urge to rescue students, and "When teachers help too much, they reinforce the idea that it's about getting it right and not about the struggle of learning." I have angst about the idea that when teachers give short answers to complex questions, students were less likely to ask for help over time." Finally, I aspire to have the classroom where there are "no wrong answers, but rather non examples of the right answer." 20:07:39 From Tina Sweet : Agree-exit tickets 20:07:42 From kasandrasaiki : I aspire also to not be a crutch for my students because I know I am a chronic enabler. 20:07:52 From Jennifer Chavez : Agree - Productive struggle is a must in a learning environment Angst - It’s too bad that positive qualities become less valued after elementary school. Aspire - I always aspire to play the skeptic and have students explain their strategies and thinking. I love hearing when talking partners ask each other questions in the same persistent manner that I do. 20:08:05 From Matthew Faris : Aspire- to having the classroom culture of a growth mindset 20:08:17 From Christian : I agree with the idea that values of responsibility, hard work, and intelligence go out the window in middle school. Nothing really gives me angst. I would love to figure out a way for students to feel comfortable showing non-examples in my online classes. Additionally, I think that some of the ideas in the article would be pretty simple to implement and provide a big time payoff. 20:08:29 From Ruth : I agree that it could be helpful to have student role play asking for help. 20:08:53 From Andy Gillilan : Angst: my students are principals and teachers…lots of things are just easier for me provide them instead of the easy steps to get the information themselves 20:09:06 From Kara Abel to All panelists : I agree that the productive struggle is the most important thing students can learn. 20:09:08 From teacher : Angst “we rescue kids be cause it’s more expedient way to move on to the next student. Aspire: A mastery oriented environment 20:09:14 From kell tallman to All panelists : I agree with having a set of strategies is helpful and can be aspiring when the students are able to figure out the answers using their strategies. I agree that students will not ask for help or even what help due to looking not so smart. 20:09:17 From Tommy Dahill : Agree—Right answer and non-examples of right answer Angst—Exit slips. Aspire—Fire Drill 20:09:28 From Antonina Reutov : Christian: perhaps you could first brainstorm non-examples so they purposely make mistakes? Might be more comfortable with it later 20:09:37 From chris conder to All panelists : I like the asking for input as opposed to asking for help, works for giving input of helping 20:09:48 From Elizabeth Ross : I like/agree with saying input instead of help and using non-examples. I have some angst over the time/effort to create this type of classroom. Not sure about Aspire.. 20:09:52 From Tina Sweet : Aspire-word choices and mindset 20:09:53 From William : Agree-Have the students think to overcome their struggle. Angst-Time; students just give up rather than struggle. Aspire-students able to introspect their internal monologue. 20:09:59 From kbarnett : I like the idea of a “great non-example!” 20:10:00 From Lindsey : I love the idea of asking for wrong answers to loosen up the room 20:10:01 From Iris : Agree -- have students role play what it looks like to ask for help 20:10:03 From ulbrich_carleen : Agree: We want to help quickly because we need them to understand so we can move on with content. Angst: the time it takes to slow down and let every student feel the struggle at their own pace Aspire: the “tools” strugglers can turn to could be the bookmarks we talked about last time. I want to use these and learn to slow down in my help. 20:10:06 From Kara Abel to All panelists : The angst part came with the teachers give short answers to complex questions which leads to students asking less. Yikes it made me reflect. 20:10:06 From Susan Smith : ask for help when you have angst…don’t ask for the answer 20:10:10 From Christina Webster : Agree: Normalize the struggle, everyone needs input Angst: Keeping this mindset when helping students even if the number that needs assistance at one time overwhelms you Aspire: To have clear goals of a growth mindset that looks different for each child 20:10:19 From pam to All panelists : Angst: Love the article, but the suggestions/strategies are very language rich. This can be fatiguing to some, even annoying. Of course finding the right balance is important, but non-verbal “questions” are interventions I am always seeking… 20:10:19 From Lydia to All panelists : Agree: seeking input phrase 20:10:21 From Antonina Reutov : Agree- "break glass strategies" and "non examples" seeking input versus asking for help 20:10:29 From Andy Gillilan : Agree: My students worry about “putting their academic and social competence in the line!” 20:10:29 From amy hughes : I have a parking lot for students to leave questions. At the beginning of the year I give extra credit for it. 20:10:29 From kell tallman to All panelists : Angst is teaching students it’s okay to ask for help or guidance. One of the things I do is ask questions. 20:10:31 From Stephanie Richardson : Agree - Students need to be explicitly taught how to ask for help. Angst - how can I truly tell when they are productively struggling? Aspire - use the “example” and “non-example” language to help students keep working 20:10:38 From pamela.wellspeters : I love the idea of giving help by asking a question. 20:10:39 From Elliot Stutzer : Agree: Asking for help can be taboo for students, Angst - finding the balance for letting students struggle, Aspire - Set up the mindset of the class to be comfortable with making mistaes 20:10:40 From Kara Abel to All panelists : My aspire is to develop these clear goals for the growth mindset. 20:10:42 From Barbara Crews : Agree: Middle school downplays responsibility and intelligence. We lose some many “gifted” girls in math in middle school. 20:10:45 From Tommy Dahill : Sometimes very good students ask A LOT of questions, with the implicit understanding that they’re not asking for help but for the teacher to reduce his level of obfuscation. 20:10:47 From roe_christina : I love the idea of asking for input (as opposed to asking for help) 20:11:01 From f160979 : Love using the term, “non example” versus wrong answer. 20:11:06 From Scott Roleff : Agree: Conveying that effort is important (very important) Angst: Highlighting Non-examples. I do it all the time but I'm pretty selective which students Non-example I use. Don 20:11:08 From Iris : Angst -- popular kids in MS abuse help. Aspire -- wrong answer "non-example" used to work a discussion to find a right "example" 20:11:09 From lisa.peterson : Totally, agree with the article and “used” to use these techniques frequently. Angst: administrators that would accuse me of abuse because a student complained the teacher never “helps me”. And there is a problem with being in a remote village. I aspire to institute these practices 20:11:16 From Valerie Johnson : Agree - resist the urge to resue Angst - sad that students lose value in learning during middle school Aspire - to “assist” instead of help students WORDING is important - be more patient 20:11:17 From roe_christina : Yes- non-example was also an awesome technique to try 20:11:22 From Rachelle to All panelists : Agree: the art of asking more questions rather than answering... 20:11:29 From Angela Hayden to All panelists : I agree that I need to create a culture of struggle and ask guiding questions; I want to aspire to change what students say "I need input" rather than "I need help" and expect students to ask questions; angst--it assumes students have gotten through the initiation stage. 20:11:32 From Tate Gooden : “Normalize the struggle” this is great. Learn it now, not when your 35…much harder then 20:11:40 From teacher : agree – students helping other student should begin with a question instead of telling how to solve; normalize struggle and normalize asking for help; Student says” I tried this option, but am having trouble” gives them more confidence angst – always – time spent on 1 problem aspire “great non-example make it an example” –I would definitely use a question box for exit tickets; seeking “input” instead of help. 20:11:51 From Barbara Crews : Aspire: Students thinking about how to help each other in a meaningful way. 20:12:06 From Rachelle to All panelists : Angst: they all have questions! so many questions and I hope I am not too abrupt. Aspire to use the language to turn the non-example into examples 20:12:09 From pamela.wellspeters : Exit tickets or entrance tickets after homework. 20:12:21 From Shilo McManus to All panelists : Agree that is can be too easy to help too much. Angst - that students feel like they can't do it on their own and are hesitant to put themselves out there. Aspire- students will feel ok with not knowing the answer or how to do something and will be willing to try anyway 😁 20:12:26 From Lindsey : agree: I like answering a question with a question to try not to give the short solution (the answer) right away 20:12:31 From Jennifer Chavez : I think Jennifer’s ask a lot of questions :) haha 20:12:52 From f160979 : Give steps to solving problems rather than telling them how to figure it out, will help them to problem solve more effectively in the future 20:12:53 From Barbara Crews : Angst: Exit slips and tech tool questions: I think a lot of help seeking is looking for a personal interaction with the teacher. 20:12:58 From Kaylee Larson : aspire- to help students grapple constructively 20:13:29 From jeandomansi : Agree: normalize struggle 20:13:31 From Laura : I like the reframing of asking for help as seeking input! Reminds me of gathering more information. 20:13:39 From mreggiani : I love to ask questions so a student can figure out where they made a mistake, or what they already knew. Some erase the work they tried, sure that I won’t want to see their mistakes. They are shocked when I tell them I want to see their tries. 20:13:53 From Iris : Agreed so much better than the class that sits and stares at you. It is impossible to guage what they understand and don't 20:14:02 From Antonina Reutov : Students with questions or trouble sometimes make notes for me on a specific whiteboard so I don't forget, and they can practice writing which is nice 20:14:03 From Kara Abel to All panelists : Yes it see that in my own classes. The questions some of them ask leave me wondering too! This shows students we are always learning. ☺️ 20:14:41 From kasandrasaiki : Iris I agree with your thoughts 20:15:47 From kasandrasaiki : I’m a rescuer like the mice 20:16:38 From Elizabeth Ross : Mreggiani- I have pencils with no erasers so can’t erase. They do bring their own and try anyways 20:16:51 From kasandrasaiki : Cool Eliza 20:17:02 From kasandrasaiki : very creative 20:17:16 From mreggiani : clever idea Elizabeth Ross! 20:17:33 From Susan Smith : “Who thinks you need help?” “How do we need help with this one?” “Who can help us al with this one?” 20:17:43 From sleinberger01 : “Do the problems you know first” “Can you do the ones that are left? Are those problems familiar?” 20:17:47 From Lindsey : set specific goals for attempted work before asking for help 20:17:47 From amy hughes : have them modeling and practicing talking through the problem to where they get stuck 20:17:51 From ulbrich_carleen : Try 1-2 problems first, check in with me, then go on. 20:17:53 From Jennifer Chavez : Ask 3 and then me, or I ask them, “Have you used the CUBES method?” At the end of whole instruction I say, “What questions do we have?” 20:18:09 From Tina Sweet : I have them look at it again, get water, then ask 20:18:10 From teacher : Who can help 20:18:16 From pamela.wellspeters : Repeat the instructions. Ask a friend. 20:18:16 From Tommy Dahill : I ask them how they’re doing. 20:18:18 From Stephanie Richardson : I require them to be specific with their questions. I also tell them my favorite question is, “Did I do this right?” 20:18:18 From Lydia to All panelists : Give them a certain amount of time they are not allowed to ask. Reflective time. Many start working on problem. If still stuck they may ask. 20:18:21 From Elizabeth Ross : What tools can you use? 20:18:23 From Kara Abel : I ask them to try their note resources first. most of the time it is reminding them they have a resource. 20:18:23 From Christina Webster : My students know that they cannot ask for help until they’ve at least copied the problem down on paper they have enough room to work it out and and they have to have their notebook open to the notes they’ve taken on the topic. This demonstrates that they are trying, but now need assistance. 20:18:25 From Iris : I have them read the instructions or problem out-loud to themselves, ask somebody in their group, look in their notes before they can come to me 20:18:29 From bais_ashley to All panelists : me, you, us, all. If one child needs help, they look for a partner. If two don’t know, they come to teacher. If I get more than 6, I reteach to all 20:19:00 From Laura : I ask them to show me what they tried. 20:19:01 From Kaylee Larson : Have them try the problem first, ask a friend, look at their notes, and then ask me. 20:19:07 From kell tallman to All panelists : Once I’ve gone over the lesson. They have to wait for 10 min before asking for help. 20:19:08 From William : Students can ask for help during our small group lesson; they raise their hand during our break-out lesson work time. During computer time they have to ask my aide or neighbor, if available. 20:19:17 From Jennifer Chavez : For story problems, they circle key numbers, underline the question, box key math words, evaluate and solve 20:19:35 From Lindsey : Jennifer I love htat 20:19:36 From Lindsey : *that 20:19:37 From jeandomansi : I let students use their notes first, ask their classmates, then ask help if questions still doesn’t make sense 20:19:53 From Jennifer Chavez : If a student says they don’t know what to do, you can ask, “If you did know what to do, what would you try first?" 20:19:59 From kasandrasaiki : Jennifer, makes me think of close reading which I love. 20:20:03 From darleia.caldwell : I ask which strategies have they tried 20:20:24 From kasandrasaiki : I teach SPED math and I had them draw it and interact with the problems and I also teach reading that way 20:20:39 From kell tallman to All panelists : I like that Jennifer 20:21:51 From Susan Smith : I do wish more SPED teachers would give kids a little more struggle time. Ours in a previous school just gave an answer instead of expecting them to figure it out or at least try to figure it out 20:22:18 From Tommy Dahill : If possible I always ask students to draw a diagram 20:22:20 From Elizabeth Ross : I am a SPED teacher and I give them lots of struggle time :) I feel your pain 20:22:50 From kelly.kemper : We also need to get to the next student who needs help, so we are in a hurry. 20:22:51 From Tommy Dahill : Not rescuing is something that I need to more of 20:23:20 From lisa.peterson : Again, some educators/administrators like to take the path of least resistance. So they help 20:23:27 From Jennifer Chavez : It does feel unnatural to “not help” but it’s very helpful to encourage independent thinking 20:23:58 From chris conder to All panelists : Look back in your workbook for a similar problem 20:24:36 From Bobbie Jo Erb : Back at 5:27! 20:27:41 From chris conder to All panelists : Look back in your workbook for a similar problem, check your Note Card, Check with your partner, ask me for a hint/input 20:27:57 From Karen Reese to All panelists : Check lists: 1. What do I know? 2. Circle important information 3.Draw Pic of What I know 4.) What do I want to know? 5. Draw a Pic of what I want to know 6. Have I worked (x amount) of time on this? 7.Have I taken a brain break? 20:28:45 From Tommy Dahill : My HS books are excellent for that. 20:29:08 From kasandrasaiki : what books do u use 20:29:16 From kasandrasaiki : tom 20:33:59 From Tommy Dahill : Big Ideas Math—Ron Larson (All and Geom) 20:41:28 From Bobbie Jo Erb : Let us know what supports you would like: https://forms.gle/XCjUtf7xdPEdv7MV7