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As you begin to ask more questions and listen to your students’ responses, certain trends begin to emerge; what does this particular student need, on this particular day? The T.U.B.B. S. Conferring Sheet can help you identify those needs. You can download the form on our free resources page.

T is for tools.
When a variety of tools are placed on the desk in front of students (not on a shelf), students are more likely to use them. In addition, when we do not have enough of every type of tool, students are “forced” to try out new ones. If a student uses a tool in a new or unusual way, successfully or unsuccessfully, you will want them to share their discovery with the class. This is an opportunity for the class to learn what works and what doesn’t work.

T is for teach.
This is important because you will almost always have students who have a simple, but effective strategy for solving a problem, who can then teach it to the class during the share. Look for this student. He or she will teach the others strategies and self-empowerment. Instead of the teacher explaining his or her way, the students teach one another. Peer to peer learning can be very effective in developing confidence and independence.

U is for understanding.
These are students who may struggle with language or reading comprehension. They do not understand what is happening in the problem. For these students, you may need to reread or act out the problem several times. Usually this is a matter best resolved through exposure to language, repetition, time, and strategic partnerships.

B is for Break -Through.
These are students who have been struggling and have finally had a break-through or reached a milestone. Even if it is a very small success, you will want to give a different Break-through student an opportunity to share how they solved their problem or learned something new, daily. This action will build confidence, kindness, and community. As the teacher leader, your actions show that everyone is valued and has something important to offer.

S is for stretch.
On a daily basis, you will have students who need to be stretched. They are usually quick to get the answer, but how did they do it? Is it through memorization? If so, have them use written or spoken words to explain their process, have them use a new model (number line) to stretch their thinking, or a new tool (base ten blocks). Alternative number choices can also be used to stretch the students’ thinking and skills.

Be mindful of who you speak to everyday. Who is it that gets to regularly share their voice and ideas in the classroom? Do all voices and ideas have equal value in your classroom? Would your students say the same thing?