Recently, during circle time, we talked about how teachers can organize, label, verify, and explain evidence in education. We emphasized the importance of observing students as a valuable form of evidence, rather than just relying on tests or quizzes. One person stressed the need for consistency in collecting evidence to track students’ progress over time. We referenced the chapters which lists various behaviors that can be observed in students, showing how everyday interactions can provide rich evidence of learning. We also discussed the concept of triangulating evidence, using examples to show how this approach can be applied to different subjects and age groups. This helps teachers adapt their strategies to meet the needs of diverse learners. During our conversation, we recognized that traditional assessments might not fully capture the growth of younger students. This highlights the importance of keen observation and dialogue to understand their progress more effectively. We also talked about the benefits of involving students in setting goals and assessing their own learning. Using acronym-based criteria can make this process more practical and accessible for students. Beyond assessment strategies, we discussed the role of play in education and how it can reduce stress and improve learning outcomes. We also explored the idea of changing environmental settings, like taking classes outdoors, to enhance student engagement and well-being. Lastly, we discussed some stories from when we were in school and how we found it to be. In these stories we discussed math problems, and how university is so relaxed when in comparison to high-school.