Welcome students with a hello and a smile (or…).

Interact together as children and  adults with ‘things that matter’

Let students be themselves with others with guidance.

• Guidance = scaffold how to make, break and maintain the boundaries of play/governance

Cultivate concepts from A to Z ( actualization, bravery, curiosity, discovery, happiness, love, etc)

Guide students reactions, actions, and language usage

Model learning to learn through interactions and connections

Coach and practice soft skills 

Coach and practice hard skills

Monitor the actions, the social elements and the language in use

Be flexible with what students “will do”

Stay calm, be present and be observant 

Adapt to what is being sensed and experienced

Practice taking care of each other

Be friendly, fair, forgiving, and clear while practice making sense

Get students attention by being presenting sensible things

Sensible by the ears, eyes, hands, nose, mouth, 

fuel the = the heart (love/care), head (problem solving) and guts (a challenge to rise to)

Use stimulation that aligns the senses and attract the students into the interaction

Constrain interactions into predictable steps (ordered)

Build procedural knowledge through modelling and repetition

Learn to play with the content.

Learn strategies to govern yourself with the content with others

Observe micro-development 

Reduce critical breaks 

Adjust time for ability and interest

participate in groups to increase time-in-interaction 

Make sense of group perspectives

Repeat the E.A.T (Exercise, Activity, Task )

Model the means to maintain a positive experience 

Develop multiple ways of knowing

Seek pathways that empower responsibilities that better govern interactions

Challenge mastery, autonomy and self-control

Earn trust and build rapport 

Choose specific content that excites students and teachers

Sequence content into a compounding process that connects interactions

Frame the experience so students are willing to engage, express and enjoy the interactions

Keep instruction short, simple, and applicable to the next step (aim to bridge the gap ahead)

Personalize your language (verbal and non verbal) to the students

Make each step challenging, doable and rewarding

Keep each stage in focus

Help students notice what matters

Observe students reactions (watch and listen with interest)

Use positive language as a rewards (be specific – what, why, when, how, where)

Use different types of rewards (smiles, laughs, hand gestures, points, etc) 

Learn to be more aware of how you use negative rewards

• Some people want tough talk.

Give specific feedback that illustrates how students used learning strategies

Hold students accountable to the feedback

Maintain motivation by adding or removing the complexity of skills and language

Gauge the students’ interest and engagement at every stage 

Observe actions and attitudes

Observe the timing of the task

Reflect on critical breaking points

Raise awareness of task actualization (performance based)

Summarize or talk about the task

Get feedback on the task

Link lessons