"Look At Your Notes"
The most common answer I give students when they ask me a question is "look at your notes." The course is designed so any question in the practice problems or mastery quiz have been directly addressed on the current video lesson or a past one. Because the design of the lessons has been created with this intentionality, it's easy to refer students to the exact place in the notes they can find their answer. It's been a challenge to not jump in and immediately offer students help, and many get frustrated in the moment, but over the course of the year students develop strong independence in their learning, able to use their notes, peers, and online resources to find the answer they were looking for.
I have weekly check-in's with students about how they are progressing through the lessons. This ensure face-to-face time with each student and allows me to hold them accountable to the goals they are setting. I ask a standard set of questions "What lesson are you on today?", "What lesson do you plan on being on in a week" ,"Is there anything you need to help you reach your goal?" I record all their answers and keep a running log so I can refer back to these notes each time I conference with a student.
There are only 4 rules in my classroom. The four rules are 1) Be respectful - I will always talk to students respectfully so there is no reason for students to talk to either myself of their peers with disrepect. 2) Always sit in your assigned seat - seating assignments are always projected in the front of the room so there is no reason to be confused about where to sit. No negotiations. 3) No talking during independent time - this doesn't need much explanation. 4) Technology is used for learning. Their devices should only be used to watch instructional videos otherwise it's too easy to get sucked into the vast abyss of the internet.
At the end of any collaborative activity, each student makes a copy of this Teamwork Evaluation Rubric and fills out the boxes with his/her thoughts on the overall quality of their group's teamwork. The rubric includes multiple indicators of high-quality teamwork and encoruages discussion about how to improve future iterations. Indicators include noise level (framed as concern for other group's ability to work effectively), quality of work produced, overall teamwork, and level of grit. Students assess their own contributions to their collaborative assignment as well as their teammates' contributions. Students can insert glows and grows where they explicitly discuss their feelings regarding their own work and the work of their peers. I frame this activity as a team-building exercise. Evaluating collaborative assignments can be complicated. The Teamwork Evaluation Rubric allows me to collect a good deal of data about individual student's contributions from multiple perspectives, which is both a fair and thorough way to assess individuals and the team as a whole.