…we went out with them and played a bit?
…we told that one kid on their way out that we hoped they had a terrific break and could come in fresh to try again?
…we sat down with that child who will. not. finish. that assignment, and discussed alternative opportunities for him/her to practice/demonstrate learning?
…we spend those 15 minutes contemplating that child’s strengths and how we might tap into those in order to overcome the current difficulty?
…we found ways to create more flexibility within our own schedules so students don’t necessarily have to work on the same assignments simultaneously all day long?
…we created positive calendars, complete with “publishing parties” for kids to anticipate?
…we deliberately worked on teaching time-management skills, rather than assuming they are already developed?
…we worked on making our classroom a place kids hardly ever want to leave, rather than a place they can’t wait to leave?
Just a few questions from a teacher who has kept way too many kids in from way too many recesses. Inspired by Chapter 8 of George Corous’ Innovator’s Mindset. And still wondering…
featured image: DeathToTheStockPhoto