esmith@flglobal.org

5 Responses

  1. Joanne Ward

    This series is great ! I have learned a lot more. Mr. Bergmann, would you mind to talk more about your suggestions on how to grade these mastery checks? What if some of my Asian kids have “Teacher Anxiety”- when ever they need to talk to a teacher, they stutter ? Do you think quiz would be a good way to do mastery check for these kids? Thank you for doing this series for us. I can’t wait to read your new book. It would be great if you can talk more about the logistics of the flip mastery model. That will be very helpful to me:)

    1. Profile photo of Jon Bergmann

      If they “stutter” maybe chatting with you will be good on a number of levels. I am not totally anti-quiz, but for me, it was a logistical nightmare. I think you need to do what you think is best for your kids in your situation.

  2. Beth

    Jon,
    I’m pretty sure you once wrote about how ideally we should divide our classroom time as 1/3 content, 1/3 relationship building, and 1/3 – I can’t remember. Can you please help?
    Thank you!

    1. Profile photo of Jon Bergmann

      Thanks for the comment. Not sure I have ever used thirds in a fashion. Though I believe that relationships is what drives good instruction, I did not devote much class time to relationship building. Relationships happened in the context of the content and learning. As I would do mastery checks I might ask a student about his or her interests. So in my flipped mastery class, it was an engaging place of activity, exploration and learning all in the context of relationship.

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