Point out Scratch’s built-in variables before students create their own variables so that students become familiar with variable-related blocks.
Have students create a reset script and it store in their Scratch backpack so they can use in the future to set the Stage back to a uniform starting point.
Misconception: Students think that a “repeat 1” block in Scratch will execute the relevant script twice, where the script executes once and then repeats once.
Encourage students to be careful when using sound blocks in Scratch that don’t have durations, as these blocks start sounds immediately rather than waiting until the first sound is done.
Have students create polygons in Scratch to help them practice debugging and reasoning about geometry.
Stretch your students to help them improve their skills by asking them what they are most struggling with and making them do that regularly.
Follow up the question “How are you?” with asking your students deeper questions, like “How’s your stress level?”, to show you care and to dig below the surface-level small talk when you bump into your students.
Come to meetings with research students strategically unprepared so that it’s easier to work with them as collaborators.