To take a quick pulse of the class I may do a fist to five (students hold up a fist if they had difficulties or were unable to get in synch with the rest of class to a five which means they felt successful and are ready to transition to the next station). This Likert scale type voting gives me the opportunity to be responsive to specific student needs and quickly ascertain which students need my immediate attention or which student’s work/submissions I should review. There are also times when I feel it is appropriate to hear from students and give them the opportunity to exercise their student voice. During this exercise I take both volunteers and non-volunteers to give me their “thrills and chills/roses and thorns/high and lows of the day”. I think it is important for students to see me receive critical feedback or praise and be able to appropriately respond. It is extremely powerful for students to make a suggestion on how our class should operate and see it implemented almost immediately.
I use the School of One online dashboard on my computer to monitor real-time student progress on digital content. When I notice patterns of errors and/or clear misconceptions, I approach specific students for one-on-one Targeted Interventions. This strategy allows me to correct misconceptions in real time.
School of One uses a Big Board outside of the classroom to display each student's daily assignment. The Big Board was designed to be like the TV screens in an airline terminal traveleres use to check their flight information. Each student's name is in the same place every day, so my students quickly get into a routine of checking the Big Board for their daily assignments. After checking the board, they come into the classroom to get their computers and get started in their assigned sections.
Even in a 1:1 environment it is essential to provide students with teacher feedback. Students in my class are submitting work electronically and receive feedback in the same format. The challenge has been (as with written feedback on paper) getting students to incorporate the feedback. Conferencing with students gives me the opportunity to have more facetime with students and deconstruct the feedback they have received. Giving students indivudal guidance makes the personalized classroom a reality because students are having a unique exchange with their instructor.