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One of the biggest commitments I am making to my classroom to support student belonging is to make a plan to check in with all of my students, 1:1, at a certain point every week. I want to make it something simple, where I can take a few notes, but also something that they are not worried about but excited to talk to me one on one. I want to do it in our cozy corner, and ask them about how they are feeling, how their families are doing, and general social emotional well being. I am going to keep putting up student artwork in my classroom, because I feel like it gives students a sense of pride on what they've accomplished.

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One thing i took from the training was how threat, plus limited control, ends up unveiling itself as trauma either in the moment or later down the road. I have a few students who have very strong frustrations towards certain things, and this was an important training for me to remember that the backgrounds of our students often can come with hardships that we may not be aware of. When students are so young, they often do not have the means to express their frustrations, and if that is compounded onto previous experiences of hurt or anxiety it is almost too much to bear for a young student. This therefore just gave me the reminder I needed to give grace when tantrums occur, and to include more positive reinforcement throughout the day to make school a place students truly feel comfortable and seen.

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I commit to reflecting on the language I use when praising my students. I want them to feel supported, but I also want to make sure I am using a growth mindset and helping them develop one as well.

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There is no one way that trauma looks within a kid - but we must be gracious with each kid and work to support them. There are so many stories, narratives, events, histories, that we are not aware of - and we must remember that we have to bring grace to each interaction so that we can put kids first.

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I commit to celebrate all aspects of my student's identities in order to ensure they are supported in exploring and expressing themselves. I commit to ensuring all my students know they have the ability to succeed and supporting them in believing that and I commit to recognizing the strengths that each individual brings into the classroom and celebrating them. I also want to continue pushing the importance of adopting a growth mindset and students understanding placing importance on growth rather than perfection. Lastly, I would like to change my praise from ability praise to process praise because I think this is an amazing way of encouraging the adoption of a growth mindset.

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One huge thing I took from this training was the importance of realizing everybody is grieving right now because of the current climate we live in. Given that, it is so importance to recognize as educators we are also people to, and need to remember to take care of ourselves first in order to be able to show up for our students everyday in the classroom. I want to incorporate that into my teacher practice in order to prioritize self care in order to show up everyday for my kids. It was very interesting to also name the fact we are not just experiences a public health crisis, but also a white supremacy crisis and so much more, so the reason so many of my children are struggling when you look at it in the lens of grief and trauma, it makes sense. Additionally, it was very interesting to hear and understand more about grief and trauma responses and how I have seen these responses/ actions in my children. For example, lack of sleep, change in behavior, appetite and more. I want to be more careful to notice these as trauma responses rather than just disengagement and want to be more compassionate for this reason.

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Ensuring all my students belong in their classroom environment is one of my top priorities as an educator so I thought it was interesting to dive into the idea that some students may feel they need to "fit in". There is a high population of ASD learners in my school and I haven't paused enough to think about how they may be "masking" to "fit in" even in my classroom. As someone who is neurotypical and not an ASD learner, I can't fully understand how to create an environment that doesn't force them to "fit in". It made me reflect on my own practices/systems.

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During the Belonging and Growth Mindset Module, I learned the importance to allowing students to show up in your classroom as themselves. In order to do so, we have to see respect their identity and to do so, it requires spending time with students getting to know them. We have to affirm and celebrate each student's capacity to grow and develop. In addition, we have to ensure the student's voice is heard in the classroom.

When we do this, we can help that student develop and/or enhance a growth mindset in their educational life.

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Based on what I learned in the Belonging and Growth Mindset module, I know that belonging is not only whether or not a student feels comfortable and safe in a space, but that they feel advocated for and heard as well. I will make the commitment to supporting that element of student belonging to ensure that every student in my classroom feels as though their learning environment is one that advocates for them and values them. Some practices that I want to enact to make sure this happens is intentional conversations with students about how supportive they feel their environment is, and welcoming feedback from them about how they could feel more supported in their classroom.

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I will incorporate what I learned in the Supporting Students Through Grief, Loss, and Bereavement by acknowledging that trauma and grief looks different within every child. Most directly, I can implement this understanding towards the reality that everyone is (and has been) grieving in some way or another due to growing up for many years in a public health crisis. I can acknowledge that experiencing this pandemic does not look the same for every child, and each child comes to school everyday experiencing this pandemic differently so I must be gracious to all - however their response looks.

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One thing that I took away was the realization that students can be going through things that we may not know of and that can influence many behaviors. It is important to recognize how trauma can affect the ability to learn and that we constantly have to be loving and caring for our students. 

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One thing that I took away was the realization that students can be going through things that we may not know of and that can influence many behaviors. It is important to recognize how trauma can affect the ability to learn and that we constantly have to be loving and caring for our students. 

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Rick
I am committed to taking more time to make sure I am supporting every student by making a greater effort during our 1:1 time. The day is so busy that sometimes I realize I am rushing and have caught myself asking the same student the same question after our interaction is interrupted by one of the many things going on in the room, I know I need to work on being completely focused on that student in order to make the student feel appreciated and supported.

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Rick,
I need to remember how students are very often feeling impotent during the day, this may be due to the fact they might feel they are always being to instructed what to do, and many times they might feel they cannot voice their opinions. I plan to meet with my co-teacher to implement a more flexible classroom in order to create a more supportive classroom by offering students greater input throughout the day.

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I am committed to providing a welcoming and open classroom environment where students can openly express themselves without judgement and I promise to continue checking in with myself to ensure that I am doing my best to ensure all students are treated fairly and equally.

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I commit to improving my active growth mindset with my students. I often get distracted with getting my students invested and struggle to help them think with a growth mindset, especially as second graders. One action I commit to trying is showing my students real studies that our brains get stronger through effort, trying new strategies, and seeking help when needed!! Hopefully this will help them feel less pigeon-holed/stuck.

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I really like the idea of using art to help students process their grief. I know drawing is so therapeutic for my students, so I am confident this will be a great tool. I also appreciated the aspect about not pushing conversation with a student who is struggling. I often feel like I need to fix a students' problems but I realize that by doing so I may be causing more harm!