Ask students how they feel and what they want to achieve: Each morning, Ms. Jones asks students to write on an index card how they are feeling and their goal for that day. Her purpose is to understand how her students’ lives outside school may affect their motivation or approach to learning that day.
Daily Sharing to Inform Learning
Wendell Smith Elementary School
- 99%African American
- 97%Low Income
- 13%Diverse Learners
- 0.3%English Learners
How Daily Sharing Works in Ms. Jones' Class
Offer students the opportunity to share how they’re feeling with the classroom community : Ms. Jones knows that her students’ feelings impact their learning. Every day she provides the opportunity for them to share and support each other. Ms. Jones takes notes and uses those notes to support student learning and build her classroom community.
Include flexibility to conference with students in response to their feelings or need for extra attention from the teacher: Ms. Jones maintains flexibility in her own schedule, recognizing that the number of students she needs to conference with may fluctuate each day. By listening closely to what her students share from their index cards, she identifies the students she feels will benefit from additional time with her.
Use student feelings to inform learning plans and meet learning expectations for the day: ways to modify or vary content, the where/when of learning, and other aspects of their learning experiences to align with their interests, strengths and needs: Ms. Jones uses the students’ feelings and interests to inform how she helps them accomplish their learning that day. She may adjust the amount of support she provides students, how she facilitates student collaboration, or how much time students work independently or collaboratively. She helps students adjust learning plans to respond to their needs while still meeting the learning goals for the day.
Provide an opportunity for students to reflect on their day: At the end of every day, Ms. Jones provides the opportunity for students to reflect on their day. Students consider how they felt at the beginning of the day, how those feelings changed, and which of their own learning goals they met that day. Ms. Jones uses those reflections to coach students during their conferences.