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would definitely like to see that video about what to do when a student refuses to do any independent work and just sits there.

My all-time best elementary teacher was Mrs. Miller, who taught a combined 5th and 6th grade class of "the smart kids."  I especially remember lessons on fractions in 5th grade.  She'd make sure everybody "got it" and then give us work to do independently while she went to the other side of the room and taught a lesson to the other grade.  We students knew we'd better pay close attention during lessons and ask any questions "right now."

In an entire school day, Teaching them how to think, not think for them. Thats our job as teachers

I teach the skill. I give a number of examples as models. Then I give some work to do. They may use each other (not copying, but explaining), the examples, the textbook, googles. They may not use me. So frustrating when another grownup comes in my classroom and tries to save them from thinking and working.

I just got that,Happy Teacher Habits!

I have been working as a sub or a classroom teacher for 12 years. This is the first time someone clearly explained what I was doing wrong and why it was wrong. I was often complimented on my willingness to help students. I have a feeling my helpfulness was leading to all my classroom management issues. I'm so glad I watched this particular video before I was in front of students again!

I have a student who seems to have some kind of learning disability, although nothing in his paperwork confirms this. I don't know what to do with him. The rest of the group seems quite bright.

THEY ALL NEED TO BE HELD BACK 2-3 GRADE LEVELS

I like a lot of what you are saying, but it’s odd that you didn’t actually address the question at the end.

Helping: detrimental to learning vs observing

Learned helplessness (no ability to take mental notes, organize thoughts, ask pertinent questions)

Tuned out kids....no urgency to listen, bored during lesson because not mentally engaged

Don't ask questions, don't paraphrase learning, don't plan for success

Crush confidence because they "need help" to succeed
..........
Teach, then turn over and observe.  Be very reluctant to help.  Watch and mentally plan for next lesson
.........
Benefits:
Students highly motivated during directed lesson.  Children develop skills to absorb teaching and analyze own learning needs


Self-worth skyrockets.  Some kids identified as disability when really they think they can't

Academic achievement goes way up because they are actually practicing the work.  25 problems vs just 3.  Time on task increases.  Quiet concentration happens

Love of learning improves .  When kids listen, empowered, succeed, hit flow experience because they have learned focus
......
3 keys:
Compelling lessons
Thorough check of understanding
Set expectations that independent work IS INDEPENDENT, model desired behaviors

Can you explain how you would handle students having squishies or other fidget toys while they are doing independent work?

What do you do when the grade level work is too difficult for students to do on their own? Example Lesson: Solving multi-step equations using inverse operations (numbers in the equations are multi-digit, decimals, and/or fractions). Lesson is perfectly clear and understandable for students on grade level. Students on grade level go to work and can solve problems during independent practice. Students below grade level understand the concept of how to solve the equation (undo adding by subtracting, etc,), however they lack the foundational skills to solve it. They don't know how to borrow when subtracting, never memorized multiplication facts, or struggle with long division, etc. Giving them a calculator doesn't help because they don't have the number sense to know if their answer is reasonable. Drawing a diagram doesn't help unless the problems involve only whole numbers and isn't practical with large numbers. What do you do when you have to teach the grade level standards but students don't have the prerequisite skills?

Can these strategies work in a non-CAT or special ed small group classroom? I have some students with autism and lower IQ.

Does this also apply to students with education support staff? How can we tell ES to step back during independent work times?