## Reflection: Exit Tickets Work Period: Patterns and The Number Trick Project - Section 5: Exit Slip: Reflection Questions

On this first day of the first full week of school, I continue to get to know my students.  Today's exit slip serves as an assessment of student engagement and disposition rather than just assessing their skills or knowledge.

Of course, an algebra teacher must assess the level of algebra skills a new student brings to a class.  In my experience, assessing student dispositions toward the class and toward learning is just as important.  A check on basic algebra skills tells me how much a student has already learned; a check of disposition and their level of engagement tells me how hard I'm going to have to work to get each kid to add new knowledge to what they already know.

No matter what subject I may teach, as a 9th grade teacher, one of my goals is to help students get better at talking about what they know, what they want to know, and how to get from one to the other.  That's a hard skill to learn, but it is well worth nurturing, and it is the first step toward a broader ability to self-reflect.

This exit task makes it pretty easy to get a quick snapshot of where students are along these lines.  In an initial flip through the papers I receive, I'll see that some students write nothing, while others write extensively.  Some students hurry, and others take their time to give specific answers.  Some students butter me up a little, some explain that they'll need help, and others take the opportunity to challenge me (all have their own way of making me love this job).  The key idea here is that, no matter what I get get from kids, this will help me plan.

It's important not to see this task as a failure when kids are less engaged.  That's just a call-to-action!  Count on it that these are the kids who will get the most of my attention next time I ask for this sort of reflection.

Exit Tickets: Assessing Student Dispositions

# Work Period: Patterns and The Number Trick Project

Unit 1: Number Tricks, Patterns, and Abstractions
Lesson 8 of 12

## Big Idea: To cultivate a growth mindset is to understand that working hard is at least as valuable as being smart. I continue to show students what that means in today's class.

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### James Dunseith

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