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How can I help a transgender student feel better in the class environment?

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Does anyone do anything similar to the example given by the speaker( The teacher passed out a piece of paper every Friday asking who students would want to work with
next week) in order to gauge the climate of your classroom?

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which techniques can be applied to students who do not want to talk about their negative emotions?

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What can we do when a student becomes the 'bear' for a teacher?

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Is there a possibility for the student population to be educated about transgender students during the student meetings while midterms are taking place as we have done in the past?

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With mental health in mind, do we explore the idea of limiting how many honors classes a student can take?

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How can I help a transgender student feel better in the class environment?

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How do we as teachers can help the students control their negative emotions?

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Do we use ACES (or a similar test) when evaluating students?

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how would you handle a teacher that is not following proper procedure when addressing a transgender student?

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Is there or Will there be a group dedicated to trauma affected students?

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Are there any more "connective" means of discipline than ISS or OSS? Possibly something based in the community or in stress free practices like we saw during Lynne Elson's presentation?

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How are we accounting for the racial and cultural difference in how we respond to the diverse student body we serve in our district?

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Are there supports/groups for staff? Should there be?

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Do we use ACES (or a similar test) when evaluating students?

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Is it ok to speak with a student about his/her transition?

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Can we look into the “Calm Classroom” as a systematic way of teaching students how to manage stress?

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How do we handle students who just don’t agree with being transgender and think it’s wrong and are outspoken about that?

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Not all names are changed in Parent access. Why not?

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I have been told before that we cannot "out" a student to their parents if the parent does not refer to the child in conversation with you using the student's preferred pronoun. However, the speaker today mentioned we are supposed to use the pronoun the student prefers. What do we do now in these scenarios when discussing the student with a parent who is using a different pronoun?

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Lynne Elson’s crusade of meditation is inspiring. How can we help make her work more impactful to our students? (Video announcements, more defined homeroom, etc)

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Morning meetings? Better homeroom experiences? Advising students that are not your own?

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What can we do as a school to make sure we are making an effort to meet the social and emotional needs of our students, while still meeting the demands of the curriculum? It is the rigorous academics that are the biggest stress inducers for our students.

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Understanding that staff also have high aces scores.... What can be done to support the needs to the staff?

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Is mental health screening dinner for students through I&RS and should it be?

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Is yoga an option or requirement in secondary PE class?

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How do we know when a kid is struggling socially, emotionally, educationally, or personally if they aren't showing any signs sometimes? Sometimes they seem very happy and content.

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Despite our kids being more connected to more people then ever before because of social media and technology, they are less emotionally connected and less social. What can we do about that?

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How are we supposed to know if something "more" is going on with a kid? Teachers are often left in the dark about information that would be helpful for dealing with a student. (ex. - one of my students was suspended for hitting another student and both are in my class together. Isn't this information I should know in order to protect both students?)

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How can we help students reflect on their own behavior to help them be accountable?

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Can we do anything about suspensions? I love his idea about discipline needing the teaching of positive behavior as well as the need for attachment.

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Aside from incentives, how else can you motivate students who have behavioral issues inside and outside the classroom, and whose priorities just aren’t school related?

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How can we better support staff in their emotional health? What opportunities can we create in our school to make us healthier?

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How are we meeting the social and emotional well-being of our students when we only have 2 SACs to service 1300 plus kids?

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When a discipline issue arises, how do we help mediate between teacher and student?