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Collecting Data in the Classroom

                               Collecting Data to Create a Positive Classroom Climate 

Type of Student Needs and BehaviorStarting Points for Teacher Feedback
  Students who need to feel control§  Make certain feedback ends with a choice
  Students who seem confused

§  As you further explain the step the student is working on, clearly connect to the target                    §  Use examples to make the parts-to-whole relationship evident                                                   §  Try to ask questions about the personal impact of the issue or task

  Students who seem anxious about tasks§  Reduce the surprise by referring back to the rubric or model                                                                   §  Break the steps of a task down into more achievable/quicker chunks
  Students who seem embarrassed§  Eliminate any possible public conversation            §  Allow students to choose from among a variety of acceptable methods to communicate learning
  Students who cannot begin a project§  Structure and limit choices and have students describe the one with the most advantages
  Students who need frequent praise§  Teach them to self-evaluate using a checklist and have them bring you the list when multiple items have been checked off                                                    §  Provide language for positive self-talk                   §  Provide specific praise that celebrates a completed goal set by the student
  Students who resist change in processes§  Give them a connection to the previous process and a real-world rationale for the changes that occur §  Have students suggest a viable method or process that does not compromise the standard or assessment
  Students who seem angry about a task§  A private discussion around a students’ work may be necessary to reduce the intensity of the emotion  §  Have the student ask you questions; this lowers the threat level further
  Students who seem bored§  This is an opportunity to refocus and let students start at a different point in the assignment or project until the meaning is more personal to them

 Citation:  Handout copied from Data Driven Differentiation in the Standards-Based Classroom.Written by Gayle H. Gregory and Lin Kuzmich.

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