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I learned in the belonging & growth mindset that is important to pay attention into key details of where students come from and what external factors have affected them throughout their day. As Educators, we have the power to play a big role in how they develop critical thinking skills by asking them questions and encouraging them to think about their decisions.

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I will incorporate what I have learned in the "Supporting Students Through Grif, Loss, and Bereavement" webinar by including more daily check-ins where students are encouraged to answer questions about where they are at emotionally. Having this daily check-in will help them (the students) be in tune with what they are feeling and will also give me (the teacher) a deeper understanding of how they are feeling and how to further support them.

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During this module I uncovered the need to support students as they develop mindsets that will affect how they perform for the remainder of their academic years and beyond. I am committing to pushing students to growth their understanding, not for grades, rewards or praise, but rather for the pursuit or love of knowledge. Additionally, students perform better when they experience a sense of belonging. As such, it is important to create a sense of community among students and their families. For my first grade students, we have a mascot, a class chant with an accompanying dance, and a classroom agreement. This helps create a sense of community among students. I want to push myself to further engage parents in the classroom.

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I will incorporate the learning from this module. I have several students with severe trauma and this was helpful for finding manners in which to enhance my socioemotional practices. I give my students an opportunity to discuss their feelings and receive support from the class every morning. When a scholar is in distress I follow up with them and their families. I also know to respond to behavior issues with empathy first. Before making assumptions I ask students to explain their actions and reasoning before reacting to the behavior. I try to always ask if they are feeling alright or need to talk about their feelings before moving on to discipline or a restorative circle. This module also opened my eyes to a number of resources that I have now saved in order to assist me in supporting the emotional needs of my students.

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I will continue to foster belonging in the classroom by holding frequent check in questions for students. A common one is asking the whole class "Fist to five how are you feeling this morning? After about five seconds, I ask students to hold up their number. Any student, who held up a 2 or below I'll make a point to check in with either during independent work time or at the end of the day. This is my way of keeping track of my student's well being and making sure they feel comfortable in the classroom space. Often, during these post check-ins students will express disconnect from the school community and/or social challenges they are facing at school or in the classroom. By interacting with students in this way, I gain more context and can better address the social emotional needs of my students.

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I will incorporate what I learned in "Supporting Students Through Grief..." by continuing to hold a space during lunch where students can sit and chat with me. Often students with trauma backgrounds struggle with the stimulation of the cafeteria scene. For this reason, I will continue to offer my classroom space as a refuge during lunch and support students through the challenges they open up to me about.

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I will be incorporating what I learned in the supporting students throguh grief, loss, and bereavement webinar, but contuing to have restorative conversations. Often times, students will lash out in class because they are grieving and unless we communicate with them we won't know how to best support them. Therefore, we will continue to provide a chill zone area in case students are going through something and not having a great day (which we allow 5-10 minutes), having strong communication with our grade counselors, and maintaining an open line of communication with my students and I. We also will continue to allow grace in assignments and hands on support to our students who are especially going through a tough time.

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I am committing to making sure my students have a belonging/growth mindset by encouraging them to grow and learn from their mistakes, to forgive one another, and to care for one another. We have had bullying issues at our school and because we aren't that big of a high school we point out to our students the trials and tribulations we all face just to be in the room we are today. We embed this type of learning and mindset into our content that we teach. We show students how in history certain groups of individuals had to fight to get to where they needed to be. I would like to push myself to connect the work they are doing in class and involving their parents so that we can cultivate a community of both parents AND students.

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Based on what I have learned, I commit myself to keep a classroom culture where students feel they belong and develop their growth mindset. By constantly checking with the students during their free time and by emerging class units with related cultural topics, students will contribute aspects of themself to the classroom.

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I will incorporate what I have learned in the webinar into my teaching practice by empathizing with students who are going through a hard time or asking them when something seems to be off instead of assuming. Also, by understanding that we all experience griefs, loss, and bereavement at any moment in life, I can begin to educate myself with resources that help me as a teacher and incorporate them into my classroom culture.

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I commit to supporting students with a growth mindset by carefully framing the conversations I have with kids who have historically struggled in my class. I never want my students to feel like they lack the capability to succeed in the classroom, and I am determined to be a teacher they feel they can count on to not only be honest with them but also to believe deeply in their strengths and support them in making progress toward their goals.

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I will ensure that I remain an active listener for my students--not to "diagnose" or provide advice, but simply to be a support they feel they can count on. I also will individually check in with students who seem emotionally down or off, rather than dismissing behavior that might appear unusual for them. That check-in might make all the difference.

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Based on this module, I'm committing to making sure that my classroom environment is such that my students aren't just supported by me, but by each other as well. I want them to feel comfortable leading the class through a Do Now or part of the practice and making mistakes and being able to learn from them rather than be embarrassed. I want to continue to work on creating lessons where my students are able to learn at their own/different paces, but not feel singled out or as if they need to be on top or behind all the time.

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Based on the webinar, I want to work on providing more supports in my classroom for students who may need a break or something else to do in class that isn't a worksheet. I also want to build more check-ins during the class (I really liked what Sophie does in her class!) which seems like it's a great way to gauge student feeling in a moment but check-in later so they don't feel as put on the spot.