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Week 3: If you had to pack a bag of community resources, what would they be?

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Write a recipe on collaborating with families in the educational setting? Include the ingredient list (a.k.a. the resources that you used to create your recipe).

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We are going to be using Joyce L. Epstein's recipe for creating a wonderful and filling parental involvement cake. The ingredients call for the following:
Parenting - help parents create an encouraging environment at home by helping them understand learning expectations, education to help parents raise children, help families to be able to eat healthy and take care of their physical and mental health.
Communicating - regularly communicate with parents about their kids and school. Schedule conferences to formally go over child's education. Keep parents informed with weekly or monthly samples of their child's work. Keep communication lines open with parents by sending notes, phone calls, and notices. Use translation services if needed.
Volunteering - enlist parent help at school and outside of school by making it flexible for parents' with busy schedules. Make parents feel welcome at school and train them if needed. Find out what talents parents might have.
Learning at Home - assist parents by giving them information about how to help kids do their homework and make education related decisions. Have family take part in setting realistic student learning goals (current and future). Require regular interaction between student and parent about what they are learning. Provide parents with classroom learning and school activity calendar.
Decision Making - have parents take ownership of involvement in school decision making. Ask parents to be active participants in PTA, school and district councils or committees. Being informed about school board members, decisions, and elections. Advocate for better educational opportunities.
Collaborating with Community - find and use community talents and services to help schools and families help students learn better and create a helping community. Provide information in the community about health and social services, cultural and recreational events. After school and summer programs to enrich student talents. Welcome back alumni as an additional resource. Enlist local businesses and community groups to support mentorship and cultural programs.

Begin by mixing 1 cup of parenting support and 1 cup of communication to build a positive parent relationship in a large pan. Build on that base by adding 1 cup of learning at home to set parental involvement at home. Stir up the enthusiasm by adding a half cup of volunteering to peek parent interest outside of home. Pour in decision making slowly to gradually build up participation. Sprinkle collaborating with the community on top and bake in the oven for few months, checking frequently. Take out when golden brown and still moist.

Epstein, J.L. & et. al. (n.d.). Epstein's Framework of Six Types of Involvement. https://www.oregon.gov/ode/educator-resources/Documents/6typesj.epstien.pdf

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If this week's Learning Menu was a meal, what would be the _____ and why?

Appetizer:

Entree:

Dessert:

Drink:

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Appetizer: Purpose of Public Education

To be able to be an effective teacher, one must understand the purpose of education. By being familiar with how teaching improves society and the lives of students, teachers are able to guide their instruction and understand why they have a passion for this career. I chose purpose of education as the appetizer because I believe it is important to start your journey as a teacher by understanding exactly what the purpose of teaching is and how you can guide your instruction to fit this purpose.

Entree: Supporting Students

Just like the entree is the main part of the meal, knowing how to support students is the key part of teaching. Students will not be able to learn to the best of their abilities without the support of their teachers. I believe that above all, teachers must find ways to support the diverse needs of their students in order to create an equitable classroom. A meal is not a meal without an entree in the same way teaching is not teaching without support for all students. All students deserve to be taught in a way that will be the most beneficial for them.

Dessert: Social and Emotional Learning:

Social and emotional learning would be the dessert because it ties everything together. Students are able to use what they have learned to gain skills that will help them succeed in the real world. By teaching students in a way that promotes social and emotional learning, they can learn self-awareness, self-control, and other crucial life skills. Social and emotional learning is the cherry on top of education, helping students become the best version of themselves.

Drink: Students and 21st Century Schooling

A drink completes every meal, allowing one to wash down all they have eaten. In education, knowing the challenges students face makes it possible to teach in a way that prepares them for what is to come in the real world. After teaching the standards and social emotional learning, teachers can then use their time to focus on extra things to teach students. For example, they can focus on college readiness, testing skills, interview strategies, and more. This will help tie everything together, similarly to how social and emotional learning does. RP

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Appetizer
Social and Emotional Learning (SEL) would be my appetizer because it whets the appetite by showing there is a connection between managing social and emotional abilities and doing well in your life. When kids are taught to recognize their emotions and manage them, it helps them control impulsive behaviors. Learning to be aware and have self-control leads to problem solving, having compassion, helping and getting along with others. Students who are self-aware of their emotions and know how to regulate them do better socially and are more cooperative in learning. They also are more likely to do better in higher education, careers, and have better social connections.

Entree
I would consider Growth Mindsets as the entree because it explains a person's potential for growth. According to researcher, Carol Dweck, there are three types of mindsets - Fixed, Growth, and Benefit. A fixed mindset believes intelligence is a natural talent and cannot be developed and is focused on acting smart but is trying to mask their lack of effort in doing work. Lack of effort might be deflected by blaming their teachers, peers, or subject matter. A growth mindset believes intelligence can be improved by hard work, persistence when facing challenges, and learning from others. A benefit mindset adds to a growth mindset and thinks about why we do things and how to grow. Dweck believes parents and educators inadvertently trigger the fixed mindset when they praise a child's intelligence rather than the child's effort, learning, and process. Teachers and students should adopt the "not yet" rather than "fail" mentality when facing challenges.

Dessert
For dessert, I would consider Harry C. Boyte's article "Purpose of Public Education". His opinion about being respectful towards others who have differing viewpoints, binds the appetizer, SEL, and entree, Growth Mindset, in a sweet and beneficial way. Boyte feels we must stop thinking in the "us" versus "them" mentality and instead focus on people working together to create a better society. Examples of communities coming together to create libraries, schools, and businesses were part of the very beginning of this nation. In the early 19th century, a Frenchman, Alexis de Tocqueville observed how people in communities who had differing political views worked together beneficially, which are desired in today's collaborative workspaces. Boyte also talks about Dr. Martin Luther's view on physical non-violence and managing a person's hatred within. Which can lead to a person's growth and benefit society.

Drink
For my drink, I would choose "Students & 21st Century Schooling". I think this as exploring something fun or daring. Author, Alyson Klein, talks about the challenges facing schools as they prepare students for post-secondary education or entering the workplace. The article speaks about the dilemma facing school districts in aligning their curriculum with skills students would need for their future. Should it be critical thinking or technical/career related? There are further challenges such as: parent expectations, very few working models and chances, national/state curriculum testing pressure, and quickly changing technology. Considering all the challenges places a heavy burden on a school, there are opportunities to collaborate with students, parents, businesses, and other educators to try new ways of learning.

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How can restorative practices be used effectively in classrooms?

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Elevator Pitch: Imagine that you are in a job interview and an administrator asks how you would collaborate with paraprofessionals.

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How did watching "The Bully Effect" impact you both personally and professionally?

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If I had to pack a bag of community resources, it would be suitcase. I would first include parents and get to know them in order to create strong relationships. Understanding what resources (education, childcare, economic, parenting skills) a family could use and what strengths the family could bring (culture, background, education) would be the first step. There has to room for communication both ways between the parents and school, this should include translation services and positive student reports. Help parents/guardians be actively involved in their kids learning at home also.
Next, save space for parent volunteering by making them feel welcome and allowing for flexibility in scheduling. Make space for parents to be involved in educational process by placing them on school councils, committees, and other groups. There has to be room for the community to be involved also. This can be local community leaders mentoring and speaking at school. Students volunteering or participating in community events. Schools should have strong ties with colleges and universities to make students aware of their potential. Finally students need to have their voices heard in decision making regarding their education and their future.

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Some ways restorative practices can be used effectively in the classroom is by having:

1. Classroom circles - having students sit in a circle and share something about themselves to get to know each other better and make connections.

2. Restorative circles - to build a safe and supportive space, teachers have to be prepared and plan. During sharing time the students are allowed to share their experiences, the teacher acknowledges them, be empathetic and try to look at larger social picture.

3. Conference with student - students need to taught how to resolve conflicts productively. School staff can coach students on how effectively to listen, state what's on their mind calmly, and be come to mutual beneficial agreement. This can be used during mediation with students having conflicts.

4. Peace walks - students having conflict with another or student and staff member, walk together and have a guided talk. Student begins with how they feel and come to an agreement on how they plan to avoid future conflicts.

5. Feedback - student receives consistent one-on-one positive feedback from trained staff.

6. Peer conflict resolution - students are involved in resolving peer conflicts, helping decide consequences, and helping create agreements.

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I would get to know the person I am working with and learn more about their background. I would want to work as a team to help the students succeed, have the same goals in the classroom, and respect each other. I would take time to discuss the goals we would have for helping a student one-on-one or overall, in the classroom. This would include student(s) objectives, accommodations, common core standards, and unit/lesson plans. Have a short team meeting before class or after class to discuss daily learning objectives and student needs. Find out how we can use UDL strategies to help students respond better. Help the paraprofessional get access to professional development training. I would consistently take time to listen to my paraprofessionals, encourage them in their daily tasks, and future goals, and acknowledge and thank them for their contributions. I would build a mutually respectful relationship with them as I do with my students.

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The video reminded me of how common it is for a child to be bullied. How anyone can be bullied or become a bully. It was very sad and discouraging to see how a student who is full of hope and potential be crushed by the actions of others. It was sad to see how the entire educational system and community at a school failed to protect Alex, who was entrusted to be in their care. The school administration failed to provide a safe and welcoming environment. The vice-principal, though meaning well, was not qualified or did not use the resources to help bullying victims. The other students on the bus failed to show empathy or speak up, which generally reflects the values of parents or community not wanting to get involved or model empathy. This also shows how easy it is for other children to start bullying others to feel part of a group and how victims might start bullying others. It is important to remind myself to speak up as soon you recognize someone being bullied, to build relationships and create safe spaces in the classroom so that students are willing to trust and share with you. Schools need to create an environment where students are taught to care, encourage others, speak up, and not support harmful behavior. If students can achieve common core standards in academics, then they can achieve standards in social behavior, which is just as important for the well-being of the person and society.

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In my classroom, I want my paraprofessional to see us as a team that works together. Between the two of us, we can work toward helping our students learn and succeed. One way that I will collaborate with paraprofessionals is by making them aware of any student accommodations in the classroom. This way, when they work with students, they can implement the necessary differentiation techniques. Since paraprofessionals will be working closely with students, they deserve to know how they can help most efficiently. This will help them get to know students on a deeper level and

Additionally, I will advocate for the importance of having my paraprofessional participate in professional development trainings and activities. Teachers are not the only ones that benefit from these trainings. Paraprofessionals also deserve to learn new techniques and ways of helping students meet content standards.

In the classroom, I will let my paraprofessional know about any classroom management techniques that I have implemented. I will then allow them to reward students as necessary. I would want my students to consider the paraprofessional to be similar to a second teacher. The paraprofessional has the power to discipline, reward, and assist students as they see fit and I will trust their judgement.  RP

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With paraprofessionals, I would introduce myself and create a positive relationship with all the paraprofessionals with whom I come in contact. They are the backbone of any school district. Greeting and treating them as my equals and having a good rapport is key. I would discuss my expectations and have them tell me what they would like me to do and their expectations of myself. I would have great communication with everyone to ensure the safety and well-being of all students are being met. We all need to work together for the safety and guidance of our students. Our common goal is our students' success academically and socially.

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Restorative practices can be used effectively in the classroom by utilizing classroom circles. Classroom circles take place by allowing the whole class to have community building conversations. This helps promote both student-to-student  and teacher-to-student relationships. Through these circles, students are able to get to know one another and practice conflict resolution.

Another way to implement restorative practice in the classroom is to provide students with positive feedback often. This way, students are continually praised for the things they are doing well. This helps boost their confidence and encourage them to also be positive to others. RP

References

https://www.nea.org/nea-today/all-news-articles/how-restorative-practices-work-students-and-educatorsLinks to an external site.

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If I was packing a bag of community resources, I would first include community partners. Through community partners, students can learn about career possibilities and other important skills, such as financial literacy. These community partners can join the classroom and teach about their area of expertise. I would also include field trips. Students can only learn so much in the classroom setting. Optimal learning occurs when students are able to immerse themselves in a new environment. If given enough resources, I would take my students on as many field trips as possible that correlate to what we are learning. Additionally, I would include community service learning. Students should feel like active participants in their community. By providing ways for service learning, students can discover their talents and interests, while gaining a sense of fulfillment. Lastly, my bag would include social workers and counselors to assist students and families dealing with poverty and other difficult situations. Edutopia (2016) explains this increases attendance and lowers suspension rates. RP

Resources https://www.edutopia.org/article/community-business-partnerships-resources Links to an external site. https://www.edutopia.org/blog/high-poverty-schools-engage-families-community-william-parrett-kathleen-budge Links to an external site.

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After reading Epstein's Framework of Six Types of Involvement, I considered what my own collaboration with students' families would look like. When collaborating with family, my recipe would include these four elements:

Parenting (helping families create a safe, nurturing home environment). It is important for schools to provide resources for families that can help them understand how they can best support their child throughout their academic career. For example, schools can provide workshops for parents to learn discipline strategies. Additionally, districts can organize support groups for various family dynamics. I believe this should be optional for parents. I do not believe schools and teachers should overstep boundaries and tell parents how to parent unless the child is in danger. In cases of neglect or abuse, of course, teachers and administrators should step in and report it.

Communicating: I believe that communication between students' families is so important. Families trust teachers with their children for hours every day. Parents and guardians should be kept in the loop about everything from academics to behaviors. Relaying information regarding what is going on at school allows parents to be active participants in their child's learning.

Volunteering: Parents should be given as many opportunities to volunteer as possible. This also helps families be active participants in their child's education. However, not every parent or guardian has the time and resources, which is why I only included 1/3 of a cup. Families should be given the opportunity to volunteer, but not feel obligated.

Decision making: Parents and guardians often know what is best for their kids. Because of this, I believe they should be given opportunities to voice their opinions and make decisions. This often means allowing them to attend meetings and parent organizations. Because not everyone is able to attend in-person events, I believe schools should send out surveys which will allow parents to send in their opinions on school related issues. RP

References

Epstein, J. (n.d). Epstein's Framework of Six Types of Involvement. Center for the Social Organization of Schools.

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The appetizer would be "Growth Mindset" because this helps you get to know your students. By watching and observing students, teachers will understand how their minds work. Teachers will be able to build their curriculum around how their students learn. This is the starting point for most teachers.

The entree is SEL (social-emotional learning). This is the main course. Teachers must provide a safe learning environment. They must put the student first. When a student does not feel safe or welcome, they will shut down and no longer have the motivation to learn. If a student has closed themselves off, teaching and learning go out the door. Students must be engaged to learn, and teachers must ensure that all students are socially and emotionally ready to learn.

The desserts are "Purpose of Public Education" and "Supporting Students." These go hand in hand. Teaching students and supporting their well-being is the best part. Educating our students and being there for them is what teaching is all about. We become teachers because it is our calling. It is the best job in the world because it is our passion, and we want to shape our children's lives to make a better future.

The drink is "Students and 21st Century Schooling." This is the politics of school. Nobody likes it and afterward; everybody needs to clear their heads and have a drink, whether you need a cold glass of water, a stiff black coffee, or a strong alcoholic drink to calm your nerves. This is the area that needs to get fixed but never does. Everyone wants to do things their way and with no compromise. The sad thing is that the students are the ones who suffer. This should be about the improvement of our broken school system, instead, it becomes about power and control.

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I would collaborate with paraprofessionals by keeping an open line of communication at all times while at school. Paraprofessionals are the backbone of our schools and devote so much of their time to supporting our students and keeping them safe. They see our students at the beginning and the end of the day as stated in the Support Staff video and are always there to make a positive impact on students. As a teacher I would have frequent debriefs and conversations with paraprofessionals to make sure everyone is on the same page about students' assets and needs. I would work with them to support them in any way I can.

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I would collaborate with paraprofessionals to give my students more support than I could offer just myself. Paraprofessionals in my math class can allow students with special needs to still be included into general education instead of a SPED class. An English Learner could also have assistance with translating and acclimating with the help of a paraprofessional. If they were not in the class for one particular student, then I would love to be able to have stations where I teach a smaller group and the paraprofessional leads another group activity. Depending on the specific skills and interests of the paraprofessional and depending on the needs of my students, we can work together to make maximize student support.

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Restorative practices can be used effectively in classrooms by giving students opportunities to, "build community and to foster the kind of student-to-student and educator-to-student relationships that lead to supportive classrooms." (Flannery 2019). By utilizing activities such as peace circles and peace walks we can make our schools feel more supportive by showing students there are practices that can be restorative rather than negative or violent. Activities like peace circles help students practice their conflict resolution skills and other RJP have resulted in decreased suspensions and improved racial disparities in discipline in many schools.

Flannery, M. E. (2019, June 13). How Restorative Practices Work for Students and Educators. https://www.nea.org/nea-today/all-news-articles/how-restorative-practices-work-students-and-educators

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If I had to pack a bag of community resources, they would center around Epstein's framework on involvement as explained in the NEA policy brief entitled, ""Parent, Family, Community Involvement in Education"". Those resources in the bag would be parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. These topics provide students with a learning environment that is supported not only at school but at home and within their community. Students will more effectively learn when parents and schools have an agreed understanding and cooperative relationship. This puts everyone on the same page about students' learning and includes parents in decision making that affects their children. This communication is key as it allows parents to actively assist in their child's' educations. Additionally students will be able to support their learning at home. The community resources available to kids can be utilized with additional volunteering and make our students' educations a concerted cause for support in the community.

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A recipe on collaborating with families in the educational setting includes: engaging and connecting with parents, meeting with families, and guiding and keeping students safe in loco parentis. The first ingredient can be done via open houses, back to school nights, and parent-teacher conferences where teachers establish contact with parents and develop a plan to actively include them in their children's' educations (New Teachers, 2016). Meeting with families is an additional way to establish communication with parents and better get to know them and their children outside of the school setting. This is one way in which teachers become better informed revolving their students' home lives. When students are at school without their parents, it is the teachers responsibility to ensure students are safe and have the best opportunities to learn. The doctrine of in loco parentis, "is seen in the relation between parents and teachers with respect to the promotion of pupils and to their counselling or guidance." (Britannica, 1999) Parents may not always agree with teachers' guidance of their children, but it is still their responsibility to do their best to guide and provide students with counselling. It is important that teachers and parents actively communicate so that students can be promoted efficiently.

(1999, July 26). Teaching. Britannica. https://www.britannica.com/topic/teaching/The-doctrine-of-in-loco-parentis

(2016, August 29). New Teachers: Working With Parents. Edutopia. https://www.edutopia.org/article/new-teachers-working-with-parents-resources

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I would start by getting to know my paraprofessionals' strengths, interests, talents, academic background, and cultural background. By knowing who my paraprofessionals are, I can utilize their unique talents to better assist my students and help me run my classroom more smoothly. Next, I would make sure that my paraprofessionals were included in my lesson planning, sharing my goals for all projects and units. I would ask for their input, as I know that they might have different ideas and perspectives that should be taken into account. As UDL strategies will already be implemented into my classroom, I would invite my paraprofessionals to contribute to these activities, and share new ideas to make my classroom more differentiated. Finally, I would advocate that my paraprofessionals be granted access to professional development opportunities, as they will be required to be well trained in the latest teaching strategies in order to best help our students academically and socially.

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If this week's Learning Menu was a meal, the appetizer would be Students & 21st Century Schooling because it introduces us to the current landscape of schooling and the five big challenges in preparing K-12 students for the world. An appetizer is the first thing ordered off a menu just like this is the first topic in the learning menu activities. Additionally, it introduces us to challenges that are specific to schooling in this day and age where we are seeking to become teachers. These are challenges that we are going to have to deal with and attempt to find the solutions to. From obsessions with college-readiness despite there being a multitude of options and paths for students to take, to the pressures of standardized-testing that force students to stress and worry over a test that may not necessarily reflect their strengths.

The entrée of this week's Learning Menu would be Social-Emotional Learning because it is the main focus of the menu in my opinion. Above content and standards, I believe that educating students can't be effective unless we are able to teach students how to be socially and emotionally mature and intelligent. Teaching students social-emotional learning allows them to be, "think about a situation before acting... empathize and show compassion... solve problems in peaceful ways... get along with other students... etc." (Committee for Children, 2016)  SEL even helps students perform better academically and allow them to be more likely to graduate college and get a job by 25 years old. These are incredible benefits and should serve as the forefront of education.

The dessert of the Learning Menu is Growth Mindset & Productive Struggle. A dessert is my favorite part of a meal and so is the growth mindset in this learning menu. I love the growth mindset because it taught me how to be successful. I first learned about the growth mindset and productive struggle as a freshman in my AVID class in high school. Growth mindset taught me step-by-step how to study, train, and work towards all of my goals. Teaching students this mindset and helping them understand that struggle is a part of the journey towards success is crucial to helping students gain the confidence and maturity to stick to their goals and achieve things that they might not have thought they could before.

The drink of this Learning Menu is Supporting Students. You always have a drink with a meal, and you always have to do your best to support students. There are so many different types of drinks that you can have with a meal. Similarly, there are so many different types of students to support. Students have unique backgrounds, struggles, strengths, and weaknesses, so it is important that you are always doing your best to educate yourself and get to know these students so that you can most effectively support them and their unique situation whether those students be struggling with homelessness, foster care, adverse childhood experiences, incarcerated parents, etc.

Klein, A. (2020, February 5). Data: 5 Big Challenges in Preparing K-12 Students for the World of Work. https://www.edweek.org/teaching-learning/data-5-big-challenges-in-preparing-k-12-students-for-the-world-of-work/2020/02

Committee for Children. (2016, August 1). Social-Emotional Learning: What Is SEL and Why SEL Matters [Video]. YouTube.

Benefit Mindset. (2017, June 6). The Fixed, Growth and Benefit Mindset [Video]. YouTube. https://www.youtube.com/watch?v=bW2Sg3nOpd4

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Watching "The Bully Effect" upset me both personally and professionally. Although Alex was able to make friends at a new school and wasn't being bullied anymore, knowing that nothing was really done at his previous school to prevent the bullying was really frustrating. When I first saw the scene of Kim Lockwood having the two boy shake hands I thought it was going to be a good example of PBIS or restorative justice but watching her ignore everything the boy who was being bullied was saying about how his bully wouldn't leave him alone despite his reports and police intervention baffled me. Even after the Bully footage was shared all the school did was issue warnings. Finding out that Kim Lockwood got a promotion was the cherry on top. The Bully film and their goal to have one million kids see it was incredible. It really made me happy to see Alex's life improve and how he and the film had such an amazing impact on so many other kids' lives but I can't stop thinking about what a poor job his former school did in protecting him and other bullied kids. Watching this video really motivates me to become involved in anti-bullying campaigns so that I can help bullying be prevented in the schools I work at.

Cartoon Network. (2013, April 28). The Bully Effect | Stop Bullying: Speak Up | Cartoon Network [Video]. YouTube. https://www.youtube.com/watch?v=9d1_ZKlLR98&t=102s

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Restorable practices can help build class community, which will in turn lead to greater academic achievement and student involvement. One example that I enjoyed learning about was fostering belonging with classroom norms. This class collectively agreed on norms or expectations that they would follow. Some of these included "focused", "collaboration", and "inclusive". Every day, the teacher reminds the students of those agreed upon words. This is a great way to hold them accountable, but also encourage them to be the best they can be. This type of thing is not listed in curriculum, but it can have major outcomes. Restorative practices promote positive behavior and   have huge impacts on students' future.

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Paraprofessionals are key to running a productive and positive classroom environment. Paraprofessionals are a second set of eyes for the classroom. Additionally, paraprofessionals assist with lesson planning, classroom preparation, and behavior management. Collaborating and creating strong relationships with the paraprofessionals within the classroom is an important piece in supporting students' needs. With clear communication and getting to know your paraprofessionals, the teacher and para can create and share the same visions and goals for the classroom. It is important for teachers to model in the classroom how much they trust and respect the paraprofessionals. Paraprofessionals are quality individuals who we can trust and who make a positive impact on students. Schools would not be schools without paraprofessionals. -KK

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Restorative practices can be used effectively in the classroom to help build relationships, resolve disputes, create a positive learning environment, and reduce the school-to-prison pipeline. There are various ways to practice conflict resolution such as conversions circles, peace walks, and daily check ins. Restorative practice is highly beneficial to all students because it can build  a strong classroom community and a safe place where students can open up to each other and the teacher. There are various topics that can be discussed during restorative practices. Some topics are silly, some are serious, some may even be games. Restorative practices can be an incredibly powerful tool in the classroom to bring everyone together, reset from any negativity, or even as an icebreaker to simply get to know each other. -KK

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Recipe to collaborate with families:

1. Open communication: It is so important that educators and families have a way of communicating with each other. This way they can work together for the benefit of the student. It was awesome to see the video of one high school doing home visits to welcome students and start that relationship with the family.

2. Mutual respect: It is crucial that the teachers respect the students' parents and equally important for parents to respect the teacher's position. This will allow a positive relationship for the student and eliminate unnecessary struggles. Unfortunately this is lacking in many situations.

3. Shared goals: The families and teachers are both important adults in the student's life. Students really spend an equal amount of time together with their parents and teacher on the weekdays. Therefore they should all be moving towards the same goals, one of those being bettering the student in and out of the classroom.

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I am always more organized when I create a list of what to pack for my trip. This trip requires that I pack community resources to support and benefit schools for a successful trip. The first thing I am going to pack is Trust. Trust is important for community resources because Trust is what makes successful relationships happen. Creating trusting relationships is a critical success factor in engaging students, parents, families, and the community. Another item I am packing is the Links between home and school. Creating links between school and home can help strengthen a family's ability to support their children's academic achievement. Some activities to help connect home and school include community and school activities and events, ESL classes and parenting classes, and dual language classes for students. The third item I am going to back is Mentoring. Mentoring is a key component in keeping students engaged in school. Mentoring results in many positive outcomes such as personalized attention and care, access to resources, and commitment. Some mentoring programs include YMCA/YWCA and Big Brother/Big Sister programs. The last thing I am going to pack is Opportunities for Community-Based and Service Learning. Providing opportunities for community-based and service learning is known to connect academic learning to real-world problems beyond the classroom. The benefits that result from this type of learning are enhanced academic achievement, career exploration, increased school attendance, and a decrease in risky behaviors. I am looking forward to this trip and I feel I have packed some incredible resources. However, there are so many resources that I may need some more luggage to fit them all.

-KK

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My bag of community resources would include contacts from our local library to supply books (audio books/bilingual books), magazines, etc. for culturally diverse students and students with special needs. I would include a food pantry to ensure students receive healthy snacks and fresh fruit from the local grocery store. I would also include a coat closet for cold weather so students would receive sweaters and jackets from the local churches and clothing stores. Lastly, I would have a supply store where students can pick and choose the school supplies (backpacks, pens, pencils, etc.) to be successful students.

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When I am collaborating with paraprofessionals, I would focus on establishing a partnership with them that is built on mutual respect for each other, clear and effective communication, and establishing shared goals. It is my goal to ensure that we have regular check-ins to make sure our strategies are aligned and to discuss our students' progress. Paraprofessionals have unique insights and expertise, and by valuing that we can create a team dedicated to providing the best support for our students. - KB

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Appetizer: The appetizer is the mindsets tab. This is because the appetizer is what sets the tone for the meal just like one's mindset sets the tone for their learning. A student with a fixed mindset will not believe they can do better, therefore they probably won't do better. However a student who is taught about growth mindsets and implements it will know that skill requires practice. Teachers should all have benefit mindsets, because then they are everyday leaders who bring meaning, encouragement, and productivity to each class.

Entree: The entree is 21st Century Schooling tab, because that is the main part of everything. This tells us important statistics about the US school system, which is what all of our learning and teaching ties back to. For example, it tells us about percentages of proficiency and achievement gaps. It is important to know this to then figure out how to fix it. We see that students of color are disproportionally lower, which tells us about how the US system is treating these children. We then take that information and find ways to make it right. It also tells us how low the US school system ranks internationally, and that lets us know that we desperately need change and reform. All educators should be aware of the reality of the education system and make it a priority to make it better.

Dessert: The dessert is social emotional learning, because although it is not a main standard, it is an extra piece of the meal that everyone really deserves. SEL needs to start early and go on through adolescence. Students need to learn about their own and others' emotions. SEL is necessary for both classroom and life. It may not be required, like entrees or CA standards, but it should be included for all students, like dessert.

Drink: Finally, the drink is something that comes on the side of meals, but is just as important. The drink for this week's learning is the Supporting Students tab. Even though our job as teachers is to teach the content and standards, it is equally important that we support students as people. I read the article about supporting students experiencing homelessness. It is important to know the signs, ways to support, and steps to take if a student is in that situation. Different scenarios will always come up for teachers where they did not learn what to do directly in school. However, doing anything possible to support and love their students is always the right answer. This is just as important as teaching the curriculum.

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One of the restorative practices I saw in the video, was when the students took turns talking about their favorite foods. This allowed students to listen respectfully and find commonalities with their fellow students. This "Circle Time" is a great way for students to find new friends and a sense of belonging. This practice can also resolve conflicts between students. If there are students not getting along, the class can come together and speak about their feelings and concerns and help facilitate a discussion to resolve the issues between each other in a positive and safe environment. This will help with accountability and communication within the class and individuals during a conflict.

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Collaborate is exactly the word I would use to describe my relationship with paraprofessionals. I hope to utilize them as an extra resource in my classroom. I do not want them planted in a seat next to one kid, half checked out and totally stigmatizing the kid by being glued to them. I am the teacher, they are SUPPORT. That's why I love the term SUPPORT staff. They support me and they support the assigned child, but that does not mean they need to hover over them like a hawk. There would be times a paraprofessional in my class would help with admin tasks, monitor with the other students' stations while I work in a small group, and would generally serve as another set of eyes, ears, and hands in the classroom. Of course, they are typically going to hang around their assigned child to help explain things to them or help them learn to regulate, but they are not a babysitter nor are they a fully credentialed teacher or SPED teacher. I hope to have them support the student, and the class, in a way that doesn't stigmatize the child and make them further prone to outbursts or bullying. I have actually seen paras scrolling on their phone or even knitting because they were just planted next to a kid and there were often times they weren't needed. If you are there to support, you will be supporting. You are a part of my team and of our classroom family.

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My recipe list would be as follows:

1.) Open Communication- I would start with clear communication resources between myself and the parent/guardian. I would include my school email address, monthly newsletters, phone calls from the school phone, and Class Dojo access.

2.) Respect and Empathy- I would add a healthy portion of respect and empathy towards cultural backgrounds, values, and beliefs. I would have families fill out a "Funds of Knowledge" questionnaire (in both English and Native language) to gain an understanding of my students' home life, activities, likes and dislikes, sports, etc.

3.) Involvement Opportunities- I would mix in various opportunities for family involvement, such as volunteering in the classroom, attending parent-teacher conferences, and participating in school events (dances, PTA, award assemblies, class birthdays, and holiday celebrations).

4.) Shared Goals- I would blend together shared goals for the students learning and development. I would collaborate with families to set objectives that align with both home and school expectations. This could be academic and/or behavioral goals.

5.) Resources and Support- I would sprinkle in resources and support to families to reinforce learning at home. Each student would have an AVID (Advancement Via Individual Determination) binder with sheets or activities of core standards needed to master throughout the academic year. This binder would also have a list of educational websites to help families support their students. I would also send educational materials like books, school supplies, etc. for families without internet access.

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As a teacher working with paraprofessionals I think it's important to have complete trust in each other and to be very comfortable in having clear communication with each other. Even though I am a teacher that doesn't mean neither of us are more entitled in seeking the utmost success and happiness for our students. What the paraprofessional notices in a student may be different than what i notice in a student so having that clear communication, comfort, and trust is essential to provide the students with additional resources, support, one on one learning activities to improve their academic weakness, etc. Paraprofessionals can help with these one on one activities to help improve students who are drastically behind in certain academic areas compared to the entire class. If a child is struggling in academic areas it is our duty to make education equitable for all students. Children work at different paces and levels so being aware of these circumstances and noting who these students may be with additional support from para professionals is a great way to call attention and shed a light on these students. Multiple minds and ideas are better than 1 and something that could contribute to the success of these students is having a shared planning time with paraprofessionals. We can schedule weekly planning time that may allow us to share strategies for lessons, activities and contribute ideas to make the lessons in the classroom engaging and successful! Something that i've learned is that each person has their individual strengths and weakness that contribute to our society. As a teacher, knowing the strengths and weaknesses are of the paraprofessionals would help by using these strengths in a classroom setting and assigning tasks that support these skills. -BS

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My version of the collaborating with families in the educational setting recipe may be a little saucier than others, yet just as delicious. The ingredients are listed below.

4 cups of Parenting - Parenting is the first ingredient because the home conditions are just as important in supporting a students learning as they are in the classroom. Understanding a student's background can help set the appropriate goals for the students

1 cup of Communicating - effectively communicate with the parents and school about the students progress

A dash or two of Volunteering - Recruit and encourage parent support and involvement. Provide opportunities for staff and families to gain valuable knowledge to be more involved in school settings.

2 Large eggs of learning at home- Building strong relationships at home, setting goals, working on homework together, and  being prepared for the next day of class

2/3 cups grated Decision Making - encourage family participation within the school setting such as PTA or PTO

1 cup of fresh Collaboration with the Community - organize and make resources and services available to the students and families that are linked to learning new skills and knowledge

-KK

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Thank you for this opportunity to share with you on my plans to collaborate with paraprofessionals! I would first acknowledge their roles and importance in the classroom as my partners, then get to know them about their strength and passions. I would love to have them share with me their past experience working with students such as what works and what does not work. We would go through the state standards and lesson plans together to see if paraprofessionals would like to take parts or roles in. I like to empower people I work with to be their best and do their best at what they do the best. I respect everyone in the circle of love with student-focused community. Their presence and performance will make a great impact on the students.

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Appetizer: Supporting Students

Supporting Students is exemplified as the appetizer of this meal because that should be at the heart of our practice. If we are fed the appetizer of supporting students first, our foundation for the rest of the meal can have an appropriate posture. Each student walks in the classroom with heavy stories that need care and empathy. As we grow in learning about how to come alongside students experiencing homelessness, foster care, adverse childhood experiences, trauma, and incarcerated parents we can be more sensitive and empathetic in our approach to teaching. If we, as future educators do not have a taste of supporting students within our role, we are missing the call of Jesus to love His children well. If teachers are exposed to the various burdens that their students may be walking in the door with, the rest of the meal can digest in a more healthy and nutritious manner for our little learners.

Entrée: Students and 21st Century Schooling

Students and 21st Century Schooling is our entrée of this delicious meal that we call education. I would be a fool to say that schools today are the exact same way they were when I was a child. With this in mind, it is crucial that we swallow the fact that times have changed and our teaching methodologies and techniques need to change too. With the constant advances in technology, the college-ready obsessions, the pressures of standardized-testing, and much more flooding the thoughts of 21st century schooling, it is necessary to prepare our classroom structure in a way that ultimately prepares students for success as they transition into the world of work. Whether we like it or not, this entrée is rapidly changing and teachers need to be fed a filling amount of knowledge about how to cultivate a healthy environment that honors the world we live in as we delicately care for many futures.

Dessert: Social Emotional Learning

Instantly, I aligned Social Emotional Learning as the dessert of this meal because of the richness that this process provides. I cannot begin to express the beauty that has unraveled through being a first-hand witness to Social Emotional Learning happening within a classroom. Social Emotional Learning instills self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success. Similar to dessert, Social Emotional Learning cannot be fed to the students all day long. The intention of Social Emotional Learning is not the myth of only teaching students about their feelings all day long, but rather it should be served in small portions or the sweetness should be integrated throughout pieces of our teaching durations. Nonetheless, Social Emotional Learning is a rich piece of the students' education and can allow a class to feel more united as a whole.

Drink: Growth Mindset

Similar to the dessert, I rapidly associated Growth Mindset with the drink. The act of having a growth mindset is nourishing and refreshing to our everyday lives. If we are capable of instilling a growth mindset and spotlighting the power of "yet" to our students, this concept with refresh their souls long-term. If we are pouring a fixed mindset into our students and yearning for them to grow, we will be disheartened at the results. This will not nourish our students, but rather leave them frustrated at themselves and ready to give up. In juxtaposition, if we usher our students to the cup of "growth mindset" I truly believe that we will be blown away by the optimism, unity, celebration, and joy that fills the walls of the classroom. I want to be a teacher that fills my students' cup with encouragement for the current process that they are in so that they feel built up to believe that it it true of themselves as well. - Marley Zwerner

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Appetizer: For the appetizer, I chose Students & 21 Century Schooling. The activity I chose to complete was parent power index because it is an interactive and hands-on learning tool where parents can find out if they have power in their state and if not, what it is they can do about it. I feel that this is an essential tool and exemplifies the importance of parent roles in education. The power of parents is essential for student educational opportunities and is above any household income level, zip code, or child academic ability that may try to hinder a student's success. This activity is the appetizer because the power of the parent is the first step in discovering and voicing what is appropriate for their child.

Appetizer: The second appetizer of choice is SEL. The activity I chose to complete was the video on social emotional learning and why it matters. This video provided vital information on social emotional skills and how they are essential for success in school, work, and life. With SEL, students learn to manage their own emotions and behaviors and have empathy and care for others and are able to maintain healthy relationships. SEL helps students stop and think about situations before acting upon them. SEL is important in the classroom because they learn how to solve problems and peaceful ways. With SEL students students build confidence, stronger relationships with their peers, and learn how to effectively communicate and get the help that they need for adults. This activity is the second appetizer because it is the beginning steps they need to be successful in all aspects of school and life.

Entree: The entree of choice is Purpose of Public Education. The activity I chose to complete was the Education Week’s Blog. This activity was full of vital information about why public education is valuable. Not only does this blog provide essential information about education, economy, democracy, and professional responsibility, but it also offers individuals the opportunity to share their thoughts online with others. This activity is the entree because there is a great deal of information and just like how our entrees are the heaviest part of the menu.

Dessert: The dessert of choice is Growth Mindset & Productive Struggle. The activity I chose to complete was the video that focused on the three basic mindsets and why they are useful to be aware of. This video explains that each person has a unique mindset. People either have a fixed, growth, or benefit mindset. A fixed mindset symbolizes the everyday expert, a growth mindset symbolizes an everyday learner, and a benefit mindset symbolizes the everyday leader. This activity is the dessert because just like the choice we make to satisfy cravings, our mindset is our choice and the mindset we choose to adopt can shape our lives and all the possibilities to comet.

Drink: The drink of choice is Supporting Students. The activity I chose to complete was the article “How to Support Students experiencing Homelessness”. This article explains the Mckinney-Vento act, which is a federal law that defines homeless children and youth, what protections and services are provided for the students under the Mckinner-Vento act, and how to spot the signs of students experiencing homelessness. In addition, this article provides seven strategies that teachers can use to respond to the needs of the students that are experiencing homelessness. This activity is the drink because as educators we should always be supporting our students and simply check in to see how they are doing. Just like a drink that supports our meal, we support our students.

-KK

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I would collaborate with paraprofessionals by sitting down with them to come up with a plan to meet goals. Keeping the acronym S.M.A.R.T to develop goals that are tailored towards standards.

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Watching "The Bully Effect" made my heart ache for the students who suffer from bullying. It validates signs that some of my students exhibit. They are in so much pain, not only physical pain, but the scars left in their hearts and minds are so apparent and excruciating. No human being should live in fear; no students should feel scared by riding the bus to school; no one should be afraid of walking on the street between school and home. This just has to stop! Empathy can be learned and it is our responsibility to teach students to be respectful, kind, and empathetic. The bible tells us to love our neighbors. We should grow deeper love for each other, for humankind, and for our world. Personally, I will stand up to bullies and will not just be an apathetic passerby. Professionally, I will teach students to seek out for help immediately if bullying happens to them and implement PBIS and SEL management in classroom.

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I would collaborate with the paraprofessionals by giving them as much information as possible about students of mine they work with, such as their academic performance and how they behave In class. Also I would let them know where my students need help, whether it is English language skills, improving their writing or Math Skills

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How big is the bag? There's a lot to pack!

What I could literally fit in a bag...

-great literature that interests kids

-pencils, paper, scissors, glue sticks, etc.

-first aid

-FOOD. Lots of nutritious food.

-hygiene products

Things that I want to bring but may not fit in an actual bag...

-stable housing

-access to technology and the internet

-love

-caring adults

-medical, vision, and dental care

-money...it may not buy happiness, but it sure could solve some problems.

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Students must feel safe and secure in their classroom in order for them to be engaged and motivated, leading to academic success. This can be accomplished if restorative practices are used in the classroom. Such restorative practices include activities, conversations, and classroom management facilitated by the teacher. These should help build and strengthen student-to-student as well as student-to-teacher relationships. Examples include daily check-ins, "peace-walks", teacher-facilitated communications between student to resolve conflict in a respectful way, and daily greetings from teachers to every student who enters the school.

When implementing such practices into a school community, teachers and school staff can create a learning environment in which all students feel a sense of belonging. "Zero-tolerance" approaches to discipline should not be incorporated in the school as they often encourage implicit biases based on the profile of students commonly punished. This divides students and creates an environment in which students view others as "trouble students" or even worse "bad kids". Therefore, restorative practices can be used most effectively when they are part of the daily routine and are constantly modeled and reinforced by the teachers and school staff.

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I really loved the video about setting up classroom "norms" with the kids, rather than mandated rules. I loved that this system could be flexible for the day to day changes in activities, and that the kids played a role in setting the expectations. I am a firm advocate that everything goes more smoothly when we give kids a voice and actually LISTEN to them. Kids know. Even when they don't know, they know. They are smart and intuitive and their minds are growing at rates we can barely comprehend. And when we stop infantilizing them, and get them involved, and make them feel a part of something? They will shock you with their brilliance.

I also loved the way the middle school approached discipline. With counseling, with repeated instruction in social behaviors, and with so, so much patience. When we take the deep breath and push through, believing in every kid, every time...they will learn. They will change and grow before our eyes. It's beautiful

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My bag of community resources would include:

project-based learning opportunities

engaging and enriching learning activities with real-world applications

parent and family involvement in the homework process and other school functions

internships with local businesses and corporations

mentorships with elderly community members

mentorships and internships with experts, businesses, and other organizations

grants and awards from local businesses

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Before I even finished watching "The Bully Effect", I had tears coming from my eyes. Something inside hit deep into my heart as I listened to Alex express that he cared about nothing in the world and only felt depression. As I watched Alex plead to the other students to stop hitting him on the bus, I had to pause the video because it brought back terrible memories. It is difficult to come to terms with how many children are being bullied across the US. Additionally, in today's world, bullying continues from school into home. Home was once a place were kids felt safe, but because of the online accessibility and the increase in anonymity, kids can be bullied anyplace and anytime.

As a future educator, I think it is important to be observant and listen carefully to what students have to say. The world does not always pay attention or notice those students who are dealing with something such as bullying. It can be difficult for students who are dealing with being bullied to speak up and tell an adult. Bullying is a very difficult subject, but teaching others to understand the type of impact it can have on an individual can hopefully help to reinforce empathy.

-KK

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To work with a paraprofessional and collaborate in the school systems I would try to maintain clear communication. While also setting some clear expectations for us so that everyone knows their roles and what they need to do. I think being able to create a team focused environment where the paraprofessional feels like their ideas are valued and they feel respected. Having consistent meetings and providing each other with regular feedback will allow us both to develop better in the classroom. I will also be encouraging going to training sessions for professional development with the paraprofessional. I want to make a collaborative and supportive environment where we can both improve professionally while giving students the best education possible.

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While watching "The Bully Effect", I found myself feeling extremely upset and uncomfortable when watching the scenes on the school bus, as well as the interactions involving the assistant principal, Kim Lockwood. Lockwood had portrayed the negative ways to approach each situation she had been handed. There were many instances I needed to pause the video to take mental break because witnessing the conversations being held between Lockwood and the students, as well as with the parents, were infuriating. She presented perfect examples of how NOT to deal with situations pertaining to bullying. As a professional, I have learned the short- and long- term implications that bullying have on individuals. As the adult, it is our duty to protect everyone's safety and create action plans that eliminate the negative behaviors and promote a sense of community within the school environment.

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If this week's Learning Menu was a meal, the Social-Emotional Learning (SEL) would be the appetizer because SEL serves as the precursor of a successful learning.  The Students and 21st Century Schooling and Purpose of Public Education is the entree because it presents the core values and the critical issues of the current school systems have and what schools should embed into the curricula. The Growth Mindset is the dessert because it adds the icing on the cake by developing growth mindset in the learning process to improve outcome. Finally, Supporting Students would be the drink because the supports the educators provide to the students would make an impact and a difference in the students' lives just like having a nice drink to pair with a delicious entree.

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When collaborating with families in the educational setting, there is not one recipe that is everyone's best fit. As our family involvement dynamic has shifted from mostly mother volunteers to school-family-community partnerships that now include "mothers and fathers, stepparents, grandparents, foster parents, other relatives and caregivers, business leaders and community groups" there is a need for us, as future educators, to have a fresh lens on this idea of collaboration (National Education Association, 2008, p.1). From my experience within the classrooms and through growing to understand the resources available to me in this course, I have crafted a recipe that I believe would be beneficial. I believe that the recipe would begin with a foundation of open communication between educators and families to ensure everyone is on the same page regarding the child's progress, challenges, and goals. When a parent and teacher may be in conflict about the "... best procedures to use with a pupil," communication is incredibly necessary (Encyclopedia Britannica, n.d., p.1). Next. I would recommend adding a generous amount of trust to the mix because fostering a strong partnership focused on the child's well-being and educational success should be top priority. Then, sprinkle in respect for each other's perspectives, experiences, and expertise (this goes for teachers respecting the families even when it may feel too difficult). When sprinkling in respect, keep in mind that even an angry parent is better than an absent parent because "their anger often conveys advocacy" (Mendler, 2013, p.1). This will hopefully contribute towards a positive and supportive environment for collaboration. After, incorporate a heaping spoonful of empathy in striving to understand each family's unique circumstances to tailor support. Once this portion of the recipe is complete, it is crucial to then blend in flexibility to accommodate varying schedules, communication preferences, and family dynamics. Do not forget here in the recipe to ensure accessibility for all families so that diverse resources can be used to address needs and enhance involvement. Last, sprinkle some celebration, recognition, and appreciation for family contributions so that it feels like a mutual partnership towards the student's holistic care. - Marley Zwerner

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Paraprofessionals are going to be one of the most valuable assets in the classroom! To start, I would take the time to get to know the paraprofessionals that are in my classroom and make sure that we have a working relationship to ensure that we will have effective communication throughout the school year.

Secondly, I would have an open communication about the needs, accommodations, and modifications that each student needs to ensure myself and the paraprofessional team are on the same page. Together, we will bounce ideas off one another on what could truly benefit our students.

Third, working together, myself and the paraprofessionals will find different approaches that will benefit the students in the classroom. I plan to listen thoroughly to what the paraprofessionals have to say because they might see things that I might not. Together, we will come up with plans to help students with curriculum and behavior expectations. With an open mind, I will take in paraprofessionals' input and apply some ideas into the classroom routine.

Lastly, who doesn't love being appreciated? I will show appreciation and highlight the great contributions that the paraprofessionals give each day. Paraprofessionals work hard and deserve praise and support for what they do. In order to collaborate effectively, paraprofessionals need to know they are greatly appreciated and their hard work does not go unnoticed!

-TD

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The Perfect Collaboration With Families Recipe

Ingredients

Empathy

Willingness to accommodate

Everything You Need to Know About My Child Survey

Back-to-School Night

Remind

Weekly Class Announcements

Multimedia

Translators

Parent-Teacher Conferences

Steps

First, preheat the oven to 350 degrees Fahrenheit.

In a large mixing bowl, pour your your willingness to provide accommodations not only for their children but for the entire family into a large mixing bowl. This should be accomplished through little interactions at morning drop off, afternoon pickup, email or other communications and other school events in which the parents might be present.

Next, pour a survey sent to families so that they can write everything the teacher needs to know about their child and the family into the bowl. This will give the teacher all necessary background information needed to better understand their students. It also increases trust among parents and family members toward their child's teacher.

Next, pour invitations to parents and guardians for Back-to-School Night into the mixture. This is the optimal opportunity to meet with the parents and inform them about your expectations for the school year, particularly those pertaining to your relationship with the parents.

Be sure to add information about the various ways in which you plan to communicate with them at Back-to-School night into the bowl. These include Remind notifications, weekly emails, handouts to be given to students each week, as well as any other communications preferred by the parent or guardian.

Note: Be sure to emphasize your willingness to accommodate communication with them. This includes translations of the announcements.

Next, pour invitations all parents to Parent-Teacher Conferences into the bowl. This is a delicate step as it should be treated as a collaborative event rather than a lecture about the child's performance.

Similar to the announcements, be sure to mix in communication of the possibility for the presence of a translator during any Parent-Teacher conference so that parents can be willing to attend regardless of their English fluency level.

After carefully and thoroughly mixing these ingredients in a large bowl, pour the mixture into an 8x8 pyrex and cook in the oven for 30 minutes.

Let sit, and enjoy a healthy collaboration with families in the educational setting!

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Appetizer: This week I would say it was the Syllabus, even though its not technically on the learning menu. It gave me an idea what we would be talking about and got my brain cogs working in the right area.

Entree: For me this was the 21st Century schooling tab, I read the 5 big challenges article. It really highlighted some of the major issues education is facing and offered some solutions and hopes as well. It really helped me wrap my brain around thoughts I'd already been chewing on and stuck with me. I'm still chewing on "We're trying to build the plane as we're flying it." It's too real. And yet, we read an article in 503 the other day where I learned public education was literally founded on the same goals we are still struggling to figure out today. It's really inspired me. I'm thinking admin in my career one day now and reading extra books, observed a SPED class today, just because I wanted to see what was up. (It was an AMAZING experience.)

Dessert: I would say this was SEL for me. It's sweet, it's important, I look forward to it. I truly believe we are teaching HUMANS how to HUMAN in many ways, not just scholars. Tiny humans need to learn how to human from everyone in their lives, all the time. It's not easy developing a brain!

Drink: Growth Mindset was the drink for me because it's so effective. It's literally what hydrates learning. You'll shrivel up like a raisin without it. Your learning will die without it.

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In my middle school math class, I would like to implement the "parent math day" each semester to get the parents involved in students' learning progress and play math games with the parents. The "parent math day" will be organized and designed by the students to create math work and competitions for their parents. The students are the creators of the math day. I will ask the 8th grade students to mentor the 6th and 7th grade students. The 8th grade students will have two years of experience and they can be the monitor and mentor in this project. The resources we will use are the common core math standards for middle school students. The students will go home and teach one parent about their homework and lessons so that the parent can come in to participate in the "parent math day". The parents will appreciate the teacher's teaching and students' learning effort. In return, they will be more involved with other school activities and volunteering opportunities.

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Like all trips I have ever been on, there is never a perfectly packed bag. However, I will try my best to craft an effective bag of community resources. First, I would prioritize items that foster connection, support, and engagement within the local community. I'd include informational brochures about nearby community centers, libraries, and recreational facilities to have handy. These would hopefully provide an avenue to families towards educational and recreational opportunities for people of all ages to get involved. I also would include resource guides that list contact information for local support services such as food banks, shelters, and counseling centers so that families have access to essential resources in their times of need. Furthermore, if my bag was Mary Poppins size, I would include a vast collection of books that celebrate diversity, equity, and inclusion, so that I could pass it out to any type of diverse individual and it feel personal. I also think it would be a blast to pack supplies for community-building activities like art supplies, board games, and sports equipment. The goal out of these items is solely for people to come together, connect, and collaborate in a way that positively builds community. I believe that this giant bag of community resources would significantly impact those I come in contact with. My prayer would be that, when the time comes, I have the most effective community resources to bless the Lord's people for the exact life situation that they find themsleves in. - Marley Zwerner

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If this week's learning Menu was a meal, the appetizer would be information presented in the Parent Power Index. This resource both saddened and surprised me as it opened my eyes to the declining success of California Schools, stimulating my appetite for the larger meal to come.

The Entree would be the Youtube videos titled "Social-Emotional Learning: What is SEL and Why it Matters" and "“Five Keys to Successful Social and Emotional Learning." Like an entree, these videos provided the necessary information about Social-Emotional Learning, its importance, and how it can be successfully implemented in our classrooms. They serve as the entree because they are satisfying on their own, however it is never a complete meal without the other components.

The dessert would be Carol Dweck's TedTalk about developing a growth mindset. This video was a sweet treat as Carol demonstrated the difference between fixed and growth mindsets and how we can encourage the "yet" in learning.

Finally, the drink would be the article "21 Simple Ways to Integrate Social-Emotional Learning Throughout the Day." Like a cool glass of water, this article gave me guidance to implement the necessary strategies to promote a healthy social-emotional learning environment in my future classroom.

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Restorative circles can be used effectively in the classroom by incorporating them daily to build relationships between student to student and student to teacher. One way restorative circles can be used in the classroom to build relationships is to do something as simple as having students get into a circle each morning and ask the students a question as easy as, "what is your favorite superhero?" Then, each person in the circle will get the chance to share their favorite superhero. By doing questions like this each day, it helps students and teachers get to know one another and builds relationships because everyone starts to learn more about one another as time goes by and helps everyone feel connected.

Another way restorative practices can be used would be by having students discuss conflicts and how to solve them. This allows students to safely discuss problems they may be encountering and find solutions to their problems/conflicts. This will offer students the chance to learn how to problem solve effectively while also giving students the chance to have a safe place to discuss their feelings. Overall, restorative practices help build community and relationships within the classroom.

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Restorative practices can be effectively utilized in classrooms through a structured approach outlined in the article from our learning menu, "Building Community With Restorative Circles." A solid foundation for restorative practices begins when educators prioritize creating a safe and supportive environment. When teachers invest time in building relationships and establishing values such as empathy and open-mindedness, restoritive practices are exemplified. Through creating circle practices with students, such as honoring the talking piece and emphasizing confidentiality, a foundation of trust can be fostered for the community of students. When this happens, open and honest communication occurs and a classroom community is being formed. Being well-prepared and fully present as a facilitator is essential, allowing for meaningful engagement with students' stories and emotions. Additionally, teachers should effectively plan ahead by selecting relevant topics for restorative circles. Through cultivating a space where students can share their own experiences and practice empathy through active listening and support, the classroom culture will head in the direction of connection. Strategies as simple as restorative circles within the classroom can contribute significantly to cultivating a supportive and inclusive classroom environment conducive to learning and growth. Ultimately, this is my goal for my future classroom. - Marley Zwerner

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Family-School Collaboration:

8 cups communication

6 cups understanding and/or empathy

4 cups patience

2 cups outreach

1 quart of research, re: anti-racism, cultural differences, communication styles, neglect, body language, poverty, single parenthood- mix selected should match the clientele you are baking for.

Variances to above quantities may need adjusting to fit the humidity or societal norms in your area, or to accommodate differences in the temperature or culture of each household.

Mix ingredients together in a large mixing bowl, pour into 24 count muffin tin, adjusting the amount in each tin to the depth of its cup, and let bake 180 days. Garnish with sunny disposition brand frosting of your choice, kind or caring eyes, and a warm smile on top!

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If I were to pack a bag of community resources, I would include:

1. Saturday learning opportunities: Schools should offer learning opportunities over the weekend for families who need it. These opportunities can help bridge the gap between school and home. Schools can bring in experts that can offer services such as parenting classes, dual-language classes, assessments, literacy programs, and community/school family activities. By organizing these learning opportunities, the school will help families feel supported and help them find ways to support their child in their academic adventures.

2. Mentors! : By bringing in community mentors, this will give students the chance to connect with trusted adults. Not every child has an adult in their life that they trust and can help guide them through life. If schools introduce programs like Big Brother/Big Sister programs, this will give students the opportunity to interact and get advice from a trusted adult in the community.

3. Guest Speakers: Schools should find ways to incorporate guest speakers into the school. Having career days where members of the community come into the school and discuss their jobs can help inspire students and help students gain some real world knowledge. Guest speakers provide students with real life information that the curriculum in the classroom may not offer.

4.  Wishlists for the classroom: Teachers can set up online wish lists that the community can see and donate to. This can help the classroom get supplies that are needed and can help get the community involved. When students start getting new items into their class, they are going to feel excited and motivated to learn.

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If I had to pack a bag of community resources, they would be Rotary Club and Boys and Girls Club as well as local chamber of commerces. These are my top 3 choices along with other community service associations like Michelle's Place for Breast Cancer Families and Special Olympic Sports Training. These community resources can help develop youth leadership skills, organizational structures, and communication techniques. These resources further foster students' awareness and empathy to develop service orientation for the community. Through the community service and volunteering, students can explore their strength and weakness as well as find their passion and purpose in life.

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In the classroom, I would welcome paraprofessional assistance. Working collaboratively with paraprofessionals helps increase the learning opportunities for the students. The paraprofessional would assist in and out of the classroom, in small group settings, and with one-to-one student support as needed. Collaboration would not end with student support services. I would welcome feedback and assistance with lesson planning, curriculum delivery, and classroom management. Ideally, meeting in person would be most beneficial, however, collaboration through email and phone conversations would suffice.

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If an administrator asked me how I would collaborate with paraprofessionals during a job interview, I would begin by highlighting the importance of their role and then I would continue about how we will collaborate. For example, my elevator pitch during an interview would be along the lines of:

"That is an incredibly important question. First and foremost, it is necessary to understand the significance and gift of having a paraprofessional in the classroom. With this heart posture of gratitude and thankfulness for their presence, a healthy and mutually respectful within the classroom will be fostered. I believe in building a partnership grounded in open communication and a shared commitment to student success. Through getting to know my paraprofessional partner personally and professionally, our working relationship can effectively impact the students (Educator’s Voice, n.d., p.21). If we both understand each other's strengths, preferences, and areas for growth, our skillsets can complement one another in the classroom. Moreover, I'm passionate about exploring Universal Design for Learning (UDL) strategies together (Educator’s Voice, n.d., p.22). If we are both educated and up to date on student accommodations and goals for each specific student, we can cultivate a classroom environment where every student feels valued and supported. In our collaboration, we would develop tools and resources together that care for our unique classroom. Regular discussions at the end of a busy day or even once a week if that is all our schedules allow for would be crucial for reflecting and brainstorming what has been working and what needs a sprinkle of growth (Educator’s Voice, n.d., p.22). Most importantly, our collaboration would point to the fact that their contributions to the classroom are priceless. I can guarantee that if any administrator from your team walked into your classroom, you would notice a culture of teamwork and shared responsibility within our classroom." - Marley Zwerner

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Watching "The Bully Effect" impacted me personally and professionally by highlighting the severe consequences of bullying and why it is important to take a stand against it. On the personal level I think this video deepened my empathy. While also deepening my commitment to helping those who are marginalized. Professionally it reinforced the want to create a safe and inclusive environment for students and faculty. The video helped me to start researching and looking for proactive strategies for anti-bullying and how to promote awareness in my school district. Overall in both ways I think it inspired me to be more compassionate and diligent about advocating for anti- bullying.

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The perfect recipe for "Collaborating with Families in the Educational Setting" has been passed on from generation to generation. Follow this quick and easy recipe to create a warm educational environment for students and families!

1/2 cup of building relationships: creating trust and bonds with students and their families sets up the foundation for a successful educational setting. This is an important step in this recipe because this allows parents and students to feel comfortable sharing information about themselves which can help educators make accommodations, if needed.

1/3 cup of "Parenting" : Educators can help parents find ways to establish a learning environment at home. Trainings, workshops, and home visits are excellent resources to offer parents.

4 tablespoons of "Communication" : Educators must find and maintain effective communication with families regarding students. Conferences, phone calls, and notes (written or digital) are a few examples that can really spice up this recipe!

2 teaspoons of "Volunteering" : Educators should ask parents if they can volunteer in the classroom or for special school events.

1 pinch of "Learning at the Home" : Educators should help families help students! Offering family friendly activities for home and offering families information on various subjects needed to complete work at home is essential to this recipe.

3 Cups of "Decision Making" : Educators should aim to encourage families to join the school's PTA/PTO and encourage families to attend district meetings.

6 teaspoons of "Collaborating in the Community" : Educators should provide families with community resources and extracurriculars. This will allow families to get involved in the community and build student development.

Mix all these ingredients together until a thick consistency is created. Refrigerate for 3 hours, and enjoy seeing students blossom because their families and educators are on the same page in their students' educational journey!

Ingredient List/Resources:

Epstein, J. (n.d.). Epstein's framework of six types of involvement. https://www.oregon.gov/ode/educator-resources/Documents/6typesj.epstien.pdf

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Restorative practices can be effectively used in classrooms by teaching and implementing the 5 R's. Relationship, Respect, Responsibility, Repair, and Reintegration. This is a process of a healthy conflict-solving cycle to help a student to develop his understanding of humanity and loving of others. Classroom circle at the beginning of the class is a great way to start the day or the week. It might be more appropriate to K-8th grades. For high schoolers, the school can create a free-time period for students to rejuvenate from their stress level and to refresh for the next classes. During the free-time period, students are still accountable for their presence and attendance, but they can check-out to another classroom to ask questions or to be with their friends. The restorative practices aims to change mindset and behavior, not using consequences to punish students when conflicts or disruptions happen. Peer-mediation is another great way to help the students to learn and hear from other perspective and advices from their peers. Restorative practices create a sense of belonging and sense of security which fosters an effective learning environment.

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This was a hard watch for me. Bullying is a subject I take very, very personally as I was bullied and excluded many times, notably starting as young as third grade and continuing to honestly...the master's level. I've felt bullied by a fellow teacher candidate within the last several weeks. In the fifth grade, I was bullied so relentlessly by a group of boys, but especially this one boy. I had told my mother and my teacher, and my mother had expressed concern to the teacher and admin as well, and nothing was done. So by about March or April, I hit the boiling over point. He started teasing me during PE one day and I had had enough. I took my shoe off and whacked him on the arm with it three times. Then I picked up a small rock (about the size of a pink eraser or so) and threw it at his head. He went crying to the PE teacher, who had never liked or supported me in any way since I wasn't athletic and didn't care to be, and I got in trouble. I received an in school suspension, which they made me serve in the back of my own SAGE (gifted) classroom. My classmates would come up and ask where I had been all day and why I was sitting in the back. I remained stone silent, too humiliated to say a word, even though many of them actually approached with concern and care. My bully was never punished for what he put me through all year. In fact, he continued to bully me, once outing my in school suspension to a group of students on a field trip bus. All that was learned by this entire scenario was that asking for help is useless, and fighting back is wrong, so I should lay down and take the abuse. That affected me clear into my early dating life. It still affects me in many ways.

About a month after that, my best friend of six years, in a room full of my other friends, decided that it would be a funny prank to pee in my lemonade at her birthday party. Long story short I lost all my friends within the week. I continue to have problems making and trusting friends to this day.

Two years later I had a friend that used to manipulate me by digging her nails into my forearm. This friend group would make "jokes" at my expense, that were truly insults, and then laugh about it and expect me to think it was funny. No one noticed the physical abuse piece for months (it was happening in second period PE), until one day she did it so hard you could still see the marks when I got home from school many hours later. My mother inquired what happened to my arm and nearly burst into tears when I told her.

In high school I was constantly excluded and left out, especially once I developed a chronic illness and was absent for 33% of my senior year. I received no concern or empathy, but merely a very rude and condescending, "Where the hell have you been?" paired with a sneer.

Bullying, even just unkindness, is not something that will be tolerated in my classroom. Being kind to others will be my number one rule, and the thing I am the most strict about. I could barely watch this video because it took me to such a traumatic place. It's not okay.

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Watching "The Bully Effect" impacted me tremendously both personally and professionally. Alex's story is a beautiful representation of how God wants to use our stories. I personally feel encouraged by Alex's bravery in paving the way for compassion and empathy even when its not the easy option. Many times I have been in circles where I hear bullying through conversation and I feel nervous speak out. Now having heard Alex's story of being bullied and courageously making strides to stop bullying, I feel more connected to the issue and want to make a change. I do not believe that God wants us to hide or stories whether they are beautiful or messy. Alex does not hide his past wounds but uses them to honor and bring dignity to his neighbors that may find themselves in an intimidating scenario. His story can absolutely pour into the way I professionally live my life. As I was watching the video, I immediately felt pulled to be more intentional with the way I teach kids who may seem shy. As you watch Alex blossom into the center of attention character that he becomes, you can't help but beam with joy. If I have students in my class that may seem shy, I will not overlook them but respectfully dig a little deeper and see if there is a root to their shyness. I want to provide opportunities as a professional in the classroom that brings out the best in my students. Ultimately, I feel tremendously encouraged by Alex's story in "The Bully Effect" and yearn to be a better neighbor and educator because of it! - Marley Zwerner

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Appetizer: I would consider "Students and 21st Century Schooling" to be the appetizer. An appetizer is known to stimulate our appetites and get us ready and excited for our entree. The article I read regarding the importance of preparing K-12 students for the workforce is a perfect example of stimulating teachers' curriculum for the "entree." The article discussed how it is important for students to gain some real world knowledge while they are in the grades of K-12. Although there are many obstacles to overcome before we are able to incorporate these ideas into our curriculum, it is important for teachers to keep this in mind. When students are exposed to real world and workforce information, it can help them pick a major they truly care about when they go to college and it will help them not feel lost when they graduate. I chose this topic to be the appetizer because the educational system is still finding ways to incorporate ways to give students these learning opportunities, therefore, it is just a small taste of information that will stick in teachers' minds when they plan their curriculum.

Entree: The entree for this meal would be the "Growth Mindset and Productive Struggle." This topic would be the main course because I believe education and our lives revolve around our mindsets. In the video I chose to watch, it discussed the three different mindsets: Fixed, Growth, and Benefit. People who have a fixed mindset avoid new things and stick to what they know. People with growth mindsets try new things and believe in change and improvement. People with the benefit mindset try to make meaningful differences in their lives and question the things that they do. The mindsets we choose have a profound effect on our lives and all of our future possibilities and endeavors. The mindset that students have effects their education and it is important for teachers to help students have a growth mindset so they can experience new things and be successful in school. For this reason, I believe this topic is the entree because it is the most important part of a full course meal and it is what fuels us.

Dessert: For dessert, I chose the topic "Supporting Students." The article I read focused on supporting students who are facing homelessness and how teachers need to be mindful and sensitive towards students' personal lives. In the classroom, teachers need to find ways to make students feel comfortable and avoid asking questions that involve home life as much as possible. For some students, school is the only safe place and teachers have to be sensitive and build trust with their students. This topic is dessert because dessert is typically sweet and we need to remember to be kind to all of our students.

Drink: The drink of choice is "Social and Emotional Learning." The video I watched discusses how social emotional learning is key for students because it helps students build relationships, how to problem solve, how to communicate their needs and wants, and helps them make informed decisions. Social emotional learning is important in early years and it is a skill that will be used all throughout life. This topic is a drink because during meals we take little sips of our beverage throughout the entire full course meal. Social emotional skills are skills we use all throughout school and life. We take "sips" of these skills to help us be successful in our educational journey and throughout life.

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I believe that paraprofessionals help schools, teachers, and students in so many ways. Being a paraprofessional in special education for a year helped me see how valuable aides are in the classroom. I would schedule weekly meetings with any and all paraprofessionals that come into my classroom so that we can work collaboratively to better the educational experience for the students. I would ask the paraprofessionals for their opinion on how they think the class schedule and teaching methods are working for the students. I would also want their input on any accommodations that students might need. Having these weekly meetings will help us work better as a team.

Celeste Chastine

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I would collaborate with the Paraprofessionals by giving them as much information regarding students of mine they would be working with, such as academic standing, behavioral problems if any and also I would Inform them where they need help to succeed be it English Language skills or Math skills

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Watching "The Bully Effect" was actually incredibly hard. I thought this video was very well put together and it pulled on my heart strings both in a personal way and in a professional way. Personally, I thought about how lucky I was that I did not have an experience like this when I was in school. I started to feel a lot of empathy and sadness for the students who have had an experience like this because nobody deserves to go through that.  I feel like school should be a safe place for students because I know home life might not be easy for all students, so it makes me feel sad that students have to go through something like this at school too. I also felt so sad for the parents who were crying in the principal's office because they knew that nothing would be done to help their son. Overall, I felt a great deal of sadness and empathy for the bullying victims and their families while I was watching this video. It makes me want to always stand up for people if I ever see bullying taking place in my daily life.

Professionally, this video was frustrating to watch. I was truly shocked when I watched how the principal handled a situation with the victim of bullying. The victim did not want to shake their bully's hand, which is understandable. Hearing the principal tell the victim that he was "just like him" because he wouldn't shake hands and then followed up with saying that the situation was "handled" because the bully was told to stay away from the victim. Continually cutting off the victim when he was trying to express that the bully still finds him, hurts him, and threatens him was so hard to watch. This clip alone makes me want to find ways and resources to truly help students who are experiencing bullying. I want to be as prepared as I can be for the moment a student shares with me that they are experiencing a bullying issue. I want to be able to truly listen, take action, and help students who are struggling. I do not ever want to react to a situation in the way that this principal did. I thought it was very unprofessional and I believe that she had the power to put an end to the bully's behavior, but she chose not to. In the work place, I will take action and try to put an end to bullying in the way that I would hope someone would do for me. Part of the job is advocating for students and helping them and I want to make sure that school is a safe place for all.

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Restorative practices can be used effectively in classrooms through storytelling, restorative circles, and closing ceremonies. These three things can be easily added to the school day and they will help the students gain ownership and trust in their classmates and teacher. Storytelling allows students to share their experiences. Students also have to engage in active listening to their classmates. Restorative circles allow students to share their experiences knowing that they will be listened to. Lastly, there should always be a closing ceremony so that students can close out these restorative practices. This helps students know that they are allies to each other and that they are able to express any emotions that come up during the restorative practice.

Celeste Chastine

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To work with a paraprofessional and collaborate in the school systems I would try to maintain clear communication. While also setting some clear expectations for us so that everyone knows their roles and what they need to do. I think being able to create a team focused environment where the paraprofessional feels like their ideas are valued and they feel respected. Having consistent meetings and providing each other with regular feedback will allow us both to develop better in the classroom. I will also be encouraging going to training sessions for professional development with the paraprofessional. I want to make a collaborative and supportive environment where we can both improve professionally while giving students the best education possible.

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One of the things that I would pack in my bag of community resources, is whole community engagement. This can be done through building relationships with parents, community members, community businesses, etc. Another thing that I would put in my bag of community resources would be creating a positive learning environment through project-based learning. Good relationships with the community will allow teachers and students to engage in project-based learning. Lastly, restorative practices are important to include because they foster trust and deep relationships between the teacher and the students. The students learn how to open up and share their emotions/experiences. All of these will help the community work together to create a great educational experience for students.

Celeste Chastine

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Restorative practices can be used effectively in the classroom to help foster some accountability and community amongst the students. One way teachers can do this is through groups circles where students can share their feelings, thoughts on the day, and address any some of the conflicts collaboratively. Being able to focus on repairing harm instead of focusing on punishing bad behavior. Implementing a classroom where empathy is encouraged and understanding one another is crucial. Having restorative dialogues can help students to take responsibility for their own actions and also understand how their actions can affect others around them. Also giving students time to meditate and kind of focus on their energy in the correct manner. These practices can help lead to improved behavior, more positive learning environment, and build better relationships in the classroom.

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For this bag I would pack a comprehensive collection of resources to foster strong relations and partnerships within the community. I think the most important of resources would have to guides of school policies with clear expectations and explanations. Along having parental guides to assist with parenting skills, helping with child development, and setting home conditions to support students learning. I think the next resource that would go into my bag would be some bilingual tools to help facilitate communication between schools and some non english speakers. A platform I was thinking of was remind.  Along with some communication tool where parents and teachers can stay in connection. The next things I would have in the bag would have to be training and professional development workshops to build community within the classroom. Along with providing a volunteering guideline to help with organizing and managing volunteers within the schools. I would also like to pack some platforms that would help to get outreach from the school to the rest of the community. Specifically looking at the platform youtube to post updates and other events that are happening inside/out of the school. This will help to build community. The last thing I would like to include in my bag would be having events in the community and school such as community day. This would be a day where companies and partnerships can be built for the school.

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Restorative practices can be used effectively in classrooms through storytelling, restorative circles, and closing ceremonies. These three things can be easily added to the school day and they will help the students gain ownership and trust in their classmates and teacher. Storytelling allows students to share their experiences. Students also have to engage in active listening to their classmates. Restorative circles allow students to share their experiences knowing that they will be listened to. Lastly, there should always be a closing ceremony so that students can close out these restorative practices. This helps students know that they are allies to each other and that they are able to express any emotions that come up during the restorative practice.

Celeste

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1. Home environment. Resource: https://www.waterford.org/education/how-parent-involvment-leads-to-student-success/Links to an external site. This article has helpful tips with building the family home environment and ensuring that a student has a good foundation.

Links to an external site.2. Communicating Resource: https://seesaw.com/family-communication/Links to an external site. This platform is a messaging site that keeps everybody connected. While also be able to translate messages into over 100 languages.

3. Volunteering. Resource: https://www.choosebooster.com/blog/7-reasons-why-you-should-volunteer-at-your-childs-schoolLinks to an external site. This article shows the benefits of having parents volunteer at their children's school. This also provides a booster program that schools can apply for to help better create the program.

4. At home learning. Resource: https://www.learningresources.com/free-at-home-learning-essentialsLinks to an external site. This resource is perfect for creating at home learning environment with a wide variety of content and the ability to put out lessons from educator to students at home.

5. Decision making. Resource: https://medium.com/@jeffsant22/how-to-structure-a-school-parent-group-organization-13c6026c268aLinks to an external site. Great information on this webpage about how to structure PTA and get parents involved in schools. Helping to get them involved in the classroom and feeling apart of their Childs education.

6. Collaborating with community. Resource: https://www.classdojo.com/Links to an external site. Class dojo is a platform where schools can provide parents with information.

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One of the things that I would pack in my bag of community resources, is whole community engagement. This can be done through building relationships with parents, community members, community businesses, etc. Another thing that I would put in my bag of community resources would be creating a positive learning environment through project-based learning. Good relationships with the community will allow teachers and students to engage in project-based learning. Lastly, restorative practices are important to include because they foster trust and deep relationships between the teacher and the students. The students learn how to open up and share their emotions/experiences. All of these will help the community work together to create a great educational experience for students.

Celeste

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I would collaborate with paraprofessionals by sitting down with them to come up with a plan to meet goals. Keeping the acronym S.M.A.R.T in mind, to develop goals that are tailored towards standards. Having the buy in from paraprofessionals is crucial to students' ability to meet academic goals. Paraprofessionals have a deeper connection with their one-on-one students(subjective).

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My recipe for collaborating with families: 1 cup of a fun and inclusive Back to School Night (This will help students and parents feel connected to the teacher and the classroom.) 1 cup of Home Visits (This will allow teachers to understand the students' home lives and their experiences.) 1/2 cup of extramural activities for the teacher (This will help teachers to be connected to students and the school because it will give a sense of stability and morality.) 1 teaspoon of Building Strong Relationships with Parents (This will establish good relationships and partnerships with parents so that the teacher and the parents are like a team when it comes to the student's education and personal growth)

Celeste

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I would collaborate with my Paraprofessionals by giving them as much information as I can about students of mine they are working with for example their academic performance or their In class behavior. Also I would inform them where my students need help whether it is English Language skills, or Math skills

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Watching "The Bully Effect" impacted me personally and professionally by highlighting the severe consequences of bullying and why it is important to take a stand against it. On the personal level I think this video deepened my empathy. While also deepening my commitment to helping those who are marginalized. Professionally it reinforced the want to create a safe and inclusive environment for students and faculty. The video helped me to start researching and looking for proactive strategies for anti-bullying and how to promote awareness in my school district. Overall in both ways I think it inspired me to be more compassionate and diligent about advocating for anti- bullying.

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I would have Social-Emotional Learning be the appetizer for this week's Learning Menu because it is a great way to start our conversation. Beginning with the understanding that everyone needs social-emotional health and well-being is important because this involves every person, not just the students. As teachers, we have to take control of our social-emotional well-being because we are setting an example of coping skills and emotional regulation. Social-emotional learning is a great way to start off the day when working with children because it will help them learn skills to regulate their emotions and socially interact with their peers. This will impact the students in all other areas in school and in life (Committee for Children).

I would serve the Purpose of Public Education as the entree because, as educators, we need to understand the importance and purpose of public education. Public education was created to offer education to more students in more areas. When we help students to succeed in their education, it doesn't just help them but it helps their whole family and the generations after them. The Purpose of Public Education will be the main dish because it is the most important aspect, in my opinion. We have to know our purpose to keep us on track and to help our students see the end goal of working so hard in school.

As the dessert, I would serve Students & 21st Century Schooling because it can be sweet or bitter. On one hand, there are some great things about the current education system and 21st-century schools. However, there are some things that are still lacking and need improvement. That is why serving this as dessert will help people understand that we have come a long way but there are many things that we, as educators and allies, need to fight for improvement. For example, standardized tests can be seen as a good thing to some but not all. With these tests, come a lot of negative student experiences. Many students struggle with test anxiety and we have to consider every aspect of the student experience when thinking about making changes to our education system (Klein, 2022).

Lastly, I would serve Growth Mindset & Productive Struggle as the drink because, through all of the eating, it is necessary to have a growth mindset. If we do not believe that we can do it or we don't think that we can achieve our goals, then all of the improvements and work will be for nothing. Therefore, in all areas of education, a growth mindset is necessary because everyone will face adversity at some point and a growth mindset will help students to face challenges (Benefit Mindset, 2017).

Celeste

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Like many others, I experienced bullying in both a K-8 school and high school. The bullying I experienced in both stages of my life were quite different. In first grade, the bullying was more physical and verbal while in high school it was more verbal and psychological. Regardless of the form that bullying takes, it always has the same impact. The frustration and anger you feel in response to the bullying begins to impact the way you treat your family and friends. It also makes you feel unworthy, unloved, and unseen. Fortunately, I have two parents and a sister who realized the sudden change in my behavior and began to intervene. My mother confronted teachers and principals at both schools during these separate instances. Similar to the vice principal at Alex Libby's school, my K-8 and high school principals defended the bullies and dismissed my case. Just as the Libby's transferred Alex to a different school in Oklahoma City, my mother pulled me out of both schools and transferred me to another school at which I felt welcomed, loved, and appreciated. Now looking back at the versions of myself before and after transferring to new schools, I can say with confidence that the change in school helped me develop a better self image and more confidence. I am definitely one of the lucky ones since I have an incredible support team at home.

However, there are countless others who do not have this same support system around them. They begin to feel isolated, unworthy, and so deep in depression that they feel the only way out is through the taking of their own lives. As an educator, I strive to be every student's advocate in these situations. I want all of my students to know that they have someone who loves them, believes in them, and wants them to feel safe in school. That is why I explicitly express my love and support for my students through my actions and in the words I use in the classroom.

I recently saw the effect that such actions make in the classroom.  I currently work at a Catholic private school in Pasadena as a teacher assistant for the kindergarten class. A few weeks ago, I received a note from one of the kindergarteners in my classroom. In it, she listed all the things she had learned from me this year. The one thing that struck me most in her list was how I had taught her to be nice to others. Now, this class tends to struggle with treating one another with compassion (as is usually normal for this age, but nonetheless), so I constantly tell my kids to treat others the way they want to be treated. I also demonstrate these behaviors in front of them so that they might use my example when interacting with one another at school. To read this statement from one of my students, I realized how much of an impact our actions as educators have on our students. When they see how we treat others, and develop a sense of trust with their educators, they will mimic this compassion and kindness, creating a safe and inclusive classroom environment.

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I would inform the Paraprofessionals of how the students they work with are doing academically and also In terms of behavior. Also I would Inform the Paraprofessionals if the students they work with need help In English Language skills or Math skills

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Week 5

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If this week's Learning Activities were a burger, which parts would be ________ and why?

Bread:

Burger (can be veggie :):

Cheese:

Topping:

Condiments:

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If this week's Learning Activities were a burger, it would be juicy in the eyes of an educator!

Bread: The bread in this learning menu is the resources provided on Professional Conduct and Responsibilities: Moral Fitness, Confidentiality, and Mandated Reporting. The video on Child Abuse and Confidentiality immediately resonated with me as the bread because as teachers we are responsible for keeping our students safe and protected similar to how the bread holds all the goodies inside together. If we do not take our students' safety and holistic care seriously, we are not embodying a strong support system in holding the students together and allowing the classroom to be a safe space.

Burger: The burger would be the Teacher's Performance Expectations because they are a key component to one's educational journey as a teacher. If a burger did not have the foundational meat, the whole burger would be ruined. Similarly, if TPE's were nonexistent, teachers would not gather the foundational body of knowledge, skills, and abilities that California teachers are expected to teach within. If the foundation of a teacher's goals is not in alignment with what is expected of them, the burger meat will crumble.

Cheese: Have you ever been at a backyard barbeque when the burger griller asks for a head count on who wants cheese on their burger? If so, you may have noticed that there are some people who choose no cheese on their burger. Similar to this, some educators choose not to collaborate with their teacher collegeagues just like the cheese on their burger. After watching the video on Teacher Collaboration, I would advocate that everyone should raise their hands for cheese on their burger. Whether you like it or not, cheese on your burger is always the best option because it works in perfect tandem with the other burger flavors. :)

Topping: The toppings on the burger in this learning menu would be teacher biases in my opinion. Whether we notice the flavors of the toppings or not, the unconscious bias is always still in the mix. The more that we, as educators, yearn to comprehend the roots of our biases and how to shift our perspective for next time, the better we can view our students in light of who they are as God's child. This is similar to the toppings of a burger in that when we begin to slow down in our chewing and realize all the flavors, the burger becomes better and better with each bite.

Condiments: The condiments would be our readings out of Schools That Succeed and The Inclusive Classroom because they tie the learning menu, or burger, all together. The classic Ketchup to my burger was specifically chapter one of The Inclusive Classroom because I truly believe that if we design our classrooms with the foundations of inclusion in mind, the burger will be the best quality and it will produce the most juicy burger! - Marley Zwerner

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Bread: The professional conduct is the bread because bread frames the burger and professional conduct should frame how teachers interact with students. We need to take confidentiality and FERPA laws seriously to keep children safe. Especially in our time of mass social media, we need to be careful with all of our actions to ensure that the students are safe in their classes.

Burger: The burger patty would be the TPE's because that is the main purpose for us teachers. These are expectations we should follow and things that we should consider when we plan our classrooms. It is important that we familiarize ourselves with the TPE's so that we are prepared when we do step into our future classrooms.

Cheese: The cheese is my favorite part which is why it is The Inclusive Classroom Chapter 1 because I really like that book. This chapter was important because it introduced important pieces like inclusion, educational rights, and diversity.

Topping: Collaborating with teacher colleagues make up the toppings for me because you can just keep adding them and each one makes the burger even better. All teachers are assets to each other because they add strengths or perspectives that you do not have. While a burger is still a burger without toppings and a teacher can teach independently, both things become so much greater with more collaboration.

Condiments: Teacher bias is the condiment because I hate condiments. However we need to be aware of teacher bias because we all have them unintentionally. It is a fact that students of color are disproportionally treated poorly. We need to be aware of this and wipe the biases away, just as I wipe off any condiments that get put on my burger.

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I think that restorative practices are essential for the success of students and aim to support students in various ways that improve their education experience entirely. By building relationships the school creates a culture that fosters trust, respect, and support for all students and among their classmates as well. Teachers and staff can prioritize the well-being of students by regularly checking in on them and developing in class activities that encourage social interactions between their classmates. The more we cultivate a supportive and caring classroom environment, the more students are willing to trust us and open up to us about their problems that may be conflicting with their education. Another great example is encouraging SEL in classrooms settings. By integrating social-emotional learning in classroom settings, students are able to identify their own needs and effectively communicate to their teachers and be appropriately supported in anything they may need. As teachers, we are the students advocates and we must do everything in our power to strengthen their educational experience and provide them accessible resources to become successful.