what ways do you think unequal resources can be addressed so that all students have safe and effective access to learning?

Answer: Build relationships  

Relationships and the importance of them in the classroom never goes away. As the education pendulum flies back and forth, one thing that you can always count on still being at the forefront of making a difference in the classroom is the idea of relationships. If you don’t have a relationship with your students the work you do on a daily basis will be flat and not nearly as effective as what it could be. Take the time to build connections with each and every one of your students. What makes them tick? What are their interests? What are their hopes and desires? These are all things that you continue to build and cultivate as the year progresses—community and relationship building does not just stop after the first two weeks. Regardless of class size or other circumstances that have an impact on the classroom, this is number one for a reason!

Be intentional with your lesson planning

As you sit down and plan out the upcoming week, really give some thought to how you are going to reach all your students. What are the various entry points students are going to need to access the curriculum and reach your lesson target? Or perhaps, how can you help engage students at the start so they are ready to learn? Would a morning meeting or quick team building activity in table groups help get the kids primed for learning? Have a warm-up to settle and set a tone. Review the learning targets for the lesson to inform the students and tune them in.

Use a balanced data approach  

Using data to drive your instruction and decisions is vital. However, it needs to be done in a balanced approach to where you are taking into consideration your students and the direct knowledge you have about them. As educators, we are lucky that we know more about our students than what can be represented on a test. Use this information to help drive your instruction and decisions. How can you leverage this knowledge to help improve outcomes for kids? Are there additional ways that you can help support your students? Apply formative practices that not only will inform you of the “Are they getting it?” factor, but also use them to inform your students about their own progress.

Have high and consistent expectations

Most of us believe we have high expectations for kids, which is good. However, don’t let your high expectations limit your students with what they can accomplish. Your students will reach and often surpass your high expectations and when they do, don’t hold them back. Often our perception of what they can accomplish limits them, even when they are set at high levels.  Push the students and they will surprise you…and you might surprise yourself. Also, those expectations need to be held consistent throughout the building. Expectations are the constitution of the school and need to be known and upheld in all areas at all times. Students from trauma or adverse backgrounds have significant difficulties adapting to differing systems or environments.

Scaffold instruction to grade level standards

Kids need access to grade level curriculum and grade level expectations. Yes, some students are not ready for it but if we keep playing catch-up by working on math facts when they are in middle school, they are never going to get exposed to higher level thinking. Educators need to find ways to expose all students to grade level curriculum and standards while scaffolding their learning or finding ways to provide intervention to them outside of the core instruction.

Teach vocabulary explicitly

Vocabulary, vocabulary, and more vocabulary. You’ve read the research: students coming from a poverty background have been exposed to an incredible shortage of words compared to their peers brought up in a middle class home. What does this mean to you as an educator? You have to go double time to expose kids to vocabulary that is varied, challenging, and new to them. Students need a rich vocabulary environment to catch-up and this doesn’t mean that you teach the same themed words that come with the various seasons. You have to be intentional about this and constantly on the lookout for opportunities to build this. Focus not only on the Tier 3 words which are content-specific but provide ample exposure to the Tier 2 words that provide meaning and comprehension.

Get your students engaged and excited

If you aren’t engaged and excited, your students won’t be engaged or excited, it’s as simple as that. You have to look for ways to connect the learning and content standards back to your students. How can you capture their attention? Show your excitement and get passionate! Use relevant practices and put the students in charge of their own learning. Groups, pairs, share outs, questions, and reflections encourage deeper thinking and provide meaning.

Explanation:

In the ending of Romeo and Juliet film what character should be pardoned or punished?

Help me no file uploads!!!!!

LOL I’m not smart so please help

What are the advantages of foot spa treatment?

Does anyone else get bothered when someone writes with too many exclamation points in regular speech? Not even just when they are mad or excited, but just all the time.

ok i need help Write an argumentative essay for or against always telling the truth, even in situations that may be hurtful to others.
this is just a writing promt so dont got to much detail. Like ideas of what i will put int he final draft

Please help me!!!!!!

In one to two sentences, identify the bold words as an independent clause, dependent clause, or phrase, and explain their functions within the sentence

What ability is associated with linguistic intelligence?

What kinds of themes are typically explored in a work of magical realism?
a. the need for young people to prove themselves
b. the ways in which human beings hurt each other
c. the effects of absolute power on individuals
d. the possibilities and limitations of human existence

A synonym for rampant -- quickly
true or false

Use the drop down menus to analyze how this essay addresses the same topic as Bruchac's poem. How does Keeler's overall content differ from Bruchac's? How does Keeler's general approach to the subject differ from Bruchac's? How does Keeler's ending differ from Bruchac's?

I think my answers are right but I wanted to make sure.

What is dystopia? What is the purpose of dystopian fiction? in the giver
DO NOT ANSWER IF YOU HAVE NOT READ THE BOOK CALLED ¨THE GIVER¨
LIKE YOU USING GOGLE ISN'T HELPING ME

What specific details in this section contribute to the development of a central idea? The story death of a pig

A figure of speech comparing two unlike things using like or as “Their cheeks are like roses” is a simile *

true
False

Based on the article, what generalization can you make about the
relationships among the Tracks family members?

A)
They have awkward relationships.

B)
They have supportive relationships.

C)They have contentious relationships.

D) They have competitive relationships.

Just answer your favorite Percy Jackson Character. No links or bad stuff.

Choose the word that best replaces the underlined word in the sentence.

What elements of our society have contributed to this insane trend?
a.
factors
c.
degrees
b.
building blocks
d.
things


Please select the best answer from the choices provided

A
B
C
D

“Procuring” something refers to:

A. carefully obtaining it.

B. meticulously maintaining it.

C. diligently recording it.

D. scrupulously transcribing it.