Stamina captains track stamina among students at their table throughout independent work. Especially while working on differentiated or individualized practice, students may feel "alone" in their work and thus easily get distracted (whereas they might feel more pressure if all students are working on the same exact practice). Thus, through emphasizing the skill of stamina, students constantly think about their level of focus and ability to avoid distractions. When students begin discussing something that is off-topic, the stamina captain will write down their name on a post-it. After that, those students get a chance to "fix" their behavior by getting back on task. If their stamina is not fixed, they then get a phone call home as a consequence for their lack of focus. Through this closed loop, parents and students understand their focus and work at school.
Brain Power is a strategy my students and I use to promote a classroom culture of risk-taking, resilience, and collaboration. Early in the year, I teach my students to wiggle their fingers towards their peers who are thinking of an answer or trying to correct an incorrect response. This strategy creates wait time and encourages my students to continue their thinking process without giving up.
I use Daily Exit Tickets to assess mastery of the day's objectives and to make sure students have a clear understanding of how they're doing. Students answer a few targeted questions on a Daily Exit Ticket, and the following day we review mastery shown by each student and celebrate their achievement (please see the "Data Review" strategy video). I read out each student's name who achieved mastery, and we quickly celebrate to recognize their hard work. For the students who have not reached mastery yet, this motivates them to keep striving to get that checkmark on the board. Rather than just using outdated student data from summative assessments, Daily Exit Tickets give me and my students a quick read on how they're growing throughout the week. Though these mini-assessments do not connect to my grading system, they allow me to track my students' daily progress throughout each week.
At the end of the lesson, when it comes time to practice, my students find themselves at varying levels of success with the material. Some of my students have mastered material, while others need more guidance. I teach my students how to use Robert Marzano's scale of self-assessment, which allows them to rate their level of need. In our class, each level of the scale corresponds to a mode of practice, including teacher guidance, peer tutoring, online practice, and enrichment.