I help students feel confident to step outside the box and innovate by...

Nurturing a culture of innovative problem-solving is important for our students and us as teachers. How do you empower students to step outside the box and try something new? Please share your strategies and thoughts by finishing this sentence:

Outer-space background. Text: finish the sentence I help students feel confident to step outside the box and innovate by:

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Posted on March 21, 2024

I help students feel confident to step outside the box and innovate by fostering a supportive environment where failure is seen as a natural part of learning. By encouraging experimentation and emphasizing that mistakes are opportunities for growth, students feel empowered to take risks and explore new ideas.


Root Robot is coded by a student to move a ball to a goal.
Challenge: Root Coding Robot

Posted on March 21, 2024

Giving them freedom to show their learning in their voice and choice. By being willing to guide from the side, and learn together!

I love showing my students that we can try new things and take risks. <3

Posted on March 22, 2024

I help students feel confident to step outside the box and innovate by providing multiple opportunities for project submissions for review. It's ok not to be perfect on the first, second, or even third attempt. The learning process, demonstrating growth is of utmost importance.

The previous responses are essential to providing this safe innovative environment, supporting students on their learning journey. I've also adopted an approach where students are encouraged to submit as many drafts of a project as they would like before the due date. I am glad to provide detailed constructive feedback on how the project might be improved and have a dialog with the students to help elevate the quality of their work. Most students work well with this.


There are certain students (we've all been that student from time to time) who submit their project just minutes before the due date with no drafts/revisions. How do we reach these students? I have found that setting a surprise second due date - extending the original date - for submission of all final revisions is helpful. Therefore the first due date becomes an artificial (soft) deadline, allowing ALL students who have submitted work to be able to benefit from the critique/revision process.

For our previous project in one of my courses, I removed this artificial due date, sharing with my students that I would be giving them more time to complete their projects and the due date was firm - no extensions. As you might have guessed, most students didn't take advantage of draft submissions, critique, and revisions and projects weren't as polished as before.

I surveyed the class to learn which process they preferred and 100% agreed that they appreciated that artificial deadline to encourage them to submit drafts of their work. They needed the extra motivation to get the work done early. We'll reinstitute that process for the remainder of the semester.

My students don't know this yet, but they will also have an additional opportunity in the last month of classes to revise ALL of these projects and submit for re-assessment.

I want to emphasize a culture that encourages growth throughout the course and creating these artificial due dates seems to facilitate the effort. My students agree. 😁

Posted on March 25, 2024

Yes, yes, and yes...

Students challenge the system for many reasons and sometimes need a lot of latitude to get the assessment finished. Allowing many opportunities to "show what they know" is all a part of reimagining education to embrace creativity and growth.

Posted on March 24, 2024

I help students feel confident to step outside the box and innovate by modeling that behavior in my classroom; occasionally failing, owning and learning when it happens, and trying again.

Posted on March 25, 2024

By honoring, showcasing and celebrating their creative learning choices.

Posted on March 26, 2024

I help students feel confident to step outside the box and innovate by...using a revise & resubmit process, rather than "one and done" assignment submissions. Learning is a process, and if we want students to feel comfortable trying new things, we have to create space for them to keep working with an idea until they get it where they want it to be.

Posted on March 26, 2024

yes i agree. I am a Tree Biologist. I teach people to CONNECT with NATURE through TREE BIOLOGY. Tree Basics by Shigo.  Approved for 6th grade.

my computer was stolen, my imac i bought for 3500$.

Questions for my competition.


If you can not answer these questions maybe you need to read TREE BASICS.

These are questions to ask an arborist followed by page number of the answer in TREE BASICS. 



1. What is a tree? [Inside Cover] 

2. Why are trees like big batteries? [4]


3. Animals are regenerating and trees are generating systems. 

What does this mean? [5] 

4. What parts do trees shed? [6] 

5. What do boundaries that form after wounding do? [7] 

6. What are reaction zones and barrier zones? [8] 

7. What usually determines the diameter of a trunk hollow? [9]

8. Define compartmentalization. [10] 

9. What is CODIT? [11] 

10. What do the 4 walls in CODIT do? [11] 

11. What happens at the base of dying branches? [12] 

12. Why are stubs harmful? [12] 

13. What are branch and trunk collars? [13] 

14. What is the branch bark ridge? [13] 

15. Why are flush cuts so harmful? [14] 

16. Contrast callus and woundwood. [14] 

17. How do most deep internal cracks start? [15] 

18. What is wood? [16] 

19. What is xylem? [16] 

20. What are parenchyma cells? [16] 

21. What are the symplast and apoplast? [16] 

22. What do they do? [16] 

23. What is heartwood? Protection wood? [16] 

24. What are the major features of diffuse-porous wood? [17]

25. What are the major features of ring-porous wood? [18]

26. Name at least 5 each, ring and diffuse-porous trees. [17-18]

27. What are the major features of conifer wood? [19] 

28. What is bark? [20] 

29. What is phloem? [20] 

30. What is the cortex? [20] 

31. What is the cambial zone? [20] 

32. What are meristems? [20] 

33. How do trees grow? [20] 

34. What are wood rays and phloem rays? [21] 

35. Describe 4 major activities of woody roots. [22] 

36. Name at least 3 differences between woody roots and stems. [23]

37. Describe non-woody roots. [24] 

38. What are root hairs? [24] 

39. What are mycorrhizae? [24] 

40. What does chlorophyll in leaves do? [26] 

41. What are buds? [26] 

42. How does new growth start in spring? [26] 

43. What are flowers? [27] 

44. What are seeds? fruits? [27] 

45. Contrast monocots and dicots. [27] 

46. Give some unique features of tropical trees. [28] 

47. What are the unique features of palms? [28-29] 

48. Give at least 10 benefits trees get from their associates. [30]

49. What is soil? [30] 

50. Contrast photosynthesis and respiration. [32-33] 

51. What are the 5 major ways trees use energy? [33] 

52. What are the major elements for life? [34] 

53. What are fertilizers? [53] 

54. What are the 3 basic ways organisms die? [35] 

55. What is decay? [35] 

56. What are forests? [40] 

If you have trouble with any of the questions, maybe

you need to see TREE BASICS! 

To Purchase The Book


Posted on March 28, 2024

Students gain confidence when there is a culture of choice and sharing in the classroom. By providing a supportive environment, students are able to find their voice and inner creativity... they are ready to step outside the box and innovate!

Posted on March 30, 2024

First and foremost, it’s all about the relationships we have established with our leaders and the culture we work to creat within our classrooms! Kids can 100% detect if someone isn’t genuine! So the effort to get to know each and every student, goes a long way to helping create a safe environment for stepping outside the box, taking risks, trying something new!

Posted on March 30, 2024

Yes, yes, yes!!! It’s all about that culture you work to create for your students! And Voice and choice-a huge win to engagement and it allows our learners to be in the driver’s seat!

Posted on March 28, 2024

I help students feel confident to step outside the box and innovate by modelling and inviting students to support me through a process similar to what I'm hoping for from them. Celebrating mistakes and curiosity around wondering 'what if'... is a method to elevate progress over perfection in my opinion.

Setting an example through think aloud and crowd sourcing problems along with possible solutions is a great way to grow out loud alongside learners.

Posted on March 30, 2024

I love that phrase, ‘I wonder if….’ Such a positive way to embrace risk taking!

Posted on March 28, 2024

Providing opportunities for them to create and celebrating with them about how proud we are about the final product

Posted on March 28, 2024

I help educators boost their confidence to think creatively and foster innovation by offering opportunities for them to explore fresh ideas and possibilities that can be implemented in their classrooms immediately.

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