Tech Tip Tuesday

💰EXCITING NEWS FOR EDUCATORS! 💰 $30/HR

PD Opportunity! All PDs will be 3:30-4:30.

LOCATION: UCHS Testing Room across from the Tech Office

Tuesday, November 15, 3:30-4:30 - PD with Monica - Work Time Microsoft->Google

Tuesday, November 29, 3:30-4:30 - PD with Monica

Tuesday, December 13, 3:30-4:30 - Responsible Decision-Making CLICK HERE

Tuesday, January 17, 3:30-4:30 - Blended Learning Workshop #1

Tuesday, January 31, 3:30-4:30 - PD with Monica

Tuesday, February 14, 3:30-4:30 - Blended Learning Workshop #2

Tuesday, February 28th, 3:30-4:30 PD with Monica

Tuesday, March 14, 3:30-4:30 - Blended Learning Workshop #3

Tuesday, April 11, 3:30-4:30 - Blended Learning Workshop #4

Tuesday, April 25, 3:30-4:30 - PD with Monica

Tuesday, May 9, 3:30-4:30 - Blended Learning Workshop #5

Tuesday, May 23, 3:30-4:30 - PD with Monica

Strategy #1: Setting Academic, Behavioral, and Personal Goals

Regardless of your approach to facilitating goal setting, it’s important to:

• Provide students with a consistent format for thinking about and recording their goals.
• Model this process with a think-aloud so students understand how to set realistic goals for themselves.
• Dedicate class time to goal setting to communicate the value of this routine.
• Use the students’ goals during conferencing to ground your conversation about their progress.

https://catlintucker.com/2022/08/sel-self-management/

Strategy #2: Prioritizing Tasks with To-do Lists

As adults, many of us use to-do lists on paper, online with tools (like Google Keep), or an app on our phones to keep track of everything we need to get done in a day or week. A to-do list helps us prioritize the most important tasks to ensure we are spending our time and energy in places that will have the biggest impact. A to-do list can also function to ease anxiety simply by naming what needs to get done. Checking items off a to-do list creates a sense of accomplishment, motivating us to continue working through the list.

Strategy #3: Reflecting on Missteps

Missteps and mistakes are a part of the learning process. Students need opportunities to reflect on their choices and behavior to understand how they impact other members of the learning community. Simply reprimanding students is unlikely to help them develop their self-management skills. Instead, pairing a consequence with a reflective practice can help students to identify why they behaved in a certain way and how that behavior may have impacted other people.

We can ask students to complete a safe space reflection form when students violate a class agreement or expectation for behavior to encourage them to think more deeply about the incident. Once they’ve had an opportunity to reflect, we can meet with them to discuss what happened, why it happened, and how the students might respond differently to a similar situation in the future.

Strategy #5: Enjoying Agency with “Would You Rather” Choices

Instead of designing a choice board with six or nine options, which may feel overwhelming, teachers can provide students with one choice between two options during the learning experience. This requires less time to prepare while still giving students agency. It’s worth our time to prioritize student choice because it positively impacts self-management skills and improves retention, transfer performance, and motivation.

These routines and strategies do not require significant time, but they help students learn how to manage their feelings and behaviors to positively impact their academic success and the overall functioning of the learning community.