Confident Cobra - Yes/No

Oui ou Non

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Students read the examples and non-examples to determine which scenarios show a student being confident.

Créé par

Janel Brown

United States

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Confident Cobra - Yes/No


Confident Cobra - Yes/NoVersion en ligne Students read the examples and non-examples to determine which scenarios show a student being confident. par Janel Brown 1 A student raises their hand to answer a question, even if they might be wrong. Yes No 2 A student refuses to try before starting and says “I can’t do this” Yes No 3 A student tries a new activity after hearing, “This might be tricky” Yes No 4 A student hides their work or puts their head down when it’s time to participate. Yes No 5 A student doesn't do activities because they are worried about being wrong. Yes No 6 A student tears up work after making a mistake. Yes No 7 A student says, “I can try,” instead of “I can’t” Yes No 8 A student volunteers or participates in read aloud, or share an idea with the class Yes No 9 A student says negative things about themselves (“I’m dumb”) Yes No 10 A student asks for help when they don’t understand Yes No 11 A student quits a task as soon as it gets challenging Yes No 12 A student walks away from a group activity without trying Yes No 13 A student refuses help because they feel embarrassed Yes No 14 A student keeps working after making a mistake Yes No 15 A student stands up for themselves by using words (e.g., “Please stop”) Yes No 16 A student runs out of the room, hits, or throws materials to escape work Yes No 17 A student uses coping strategies like deep breaths, reset space, or asking for a break, and then returns to the task Yes No

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Confident Cobra - Yes/No

Oui ou Non

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Confident Cobra - Yes/NoVersion en ligne

par Janel Brown

A student raises their hand to answer a question, even if they might be wrong.

A student refuses to try before starting and says “I can’t do this”

A student tries a new activity after hearing, “This might be tricky”

A student hides their work or puts their head down when it’s time to participate.

A student doesn't do activities because they are worried about being wrong.

A student tears up work after making a mistake.

A student says, “I can try,” instead of “I can’t”

A student volunteers or participates in read aloud, or share an idea with the class

A student says negative things about themselves (“I’m dumb”)

A student asks for help when they don’t understand

A student quits a task as soon as it gets challenging

A student walks away from a group activity without trying

A student refuses help because they feel embarrassed

A student keeps working after making a mistake

A student stands up for themselves by using words (e.g., “Please stop”)

A student runs out of the room, hits, or throws materials to escape work

A student uses coping strategies like deep breaths, reset space, or asking for a break, and then returns to the task