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I want to focus on how I praise students in the classroom. Moving forward, I hope to praise students based on their growth, efforts and processes rather than just ability or outcome.

- Jessica B.

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I commit to being more mindful about the feedback I provide my students. I often praise them on their current ability and had not considered how this could enforce a fixed mindset. I would also like to be more aware of my growth mindset views towards myself, as I learned a great part of this revolves around the 'self'.

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I found the resources very helpful, especially because many of my students have recently experienced the loss of a parent. I want to make sure that I am aware of, from now on, how I acknowledge the simple act of feeling and expressing feelings within my classroom. As a teacher, I am very open with my feelings and I think I can use that to ensure students that it is okay to feel different things.

I already hold check-in moments at the beginning of some classes but I believe they can be more meaningful. Finally, I loved learning new ideas on holding moments of reflection within my instruction, such as having students write a letter to their pre-pandemic self.

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I think it will be useful to remember and incorporate some of the points made in the discussion of Cumulative Pandemic Toll as a teacher. In my life I know I experience the ambiguity, physical impact, decision fatigue, desire to go back, anxiety and lack of patience mentioned in the webinar as an impact of the pandemic. My students and co-workers/co-teachers are there too, and so it is important to remember that and take care of myself and those around me regarding these effects even when it hinders other goals/initiatives in school/the classroom

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A commitment I am making to support my students is making growth and a growth mindset something explicit in class. I want to make sure my students can identify their own growth, and see the value in navigating school (in my class and beyond) with a growth mindset.
A practice I want to enact is perhaps suggesting an "advisory" lesson on growth mindset for my school so that all students can reflect on their growth as they navigate whatever grade they're in.
I want to further interrogate the specific ways in which a growth mindset impacts a student's sense of belonging. I think we had a lot of examples we can apply in the docebo training, but I'd love to think more about how this could look in my class/school setting.

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I find that I need to work on the way I structure lessons and questions I pose to my classes, as well as praise. In my content it is easy to fall back on praising and highlighting what is "correct" and ignoring the processes/thinking that happens before arriving to an answer after a question is asked. I want to work on shifting the language and my reactions in class in order to facilitate students' development of growth mindset.
- Melania

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I appreciated the resources and information from the webinar. I think I just need to give more space and be more responsive to how students are entering the classroom on a given day. While the pandemic is taking a toll on everyone, I work directly in one class with two students who have each lost a parent to COVID. I want to work more on communication within the classroom as my students are definitely the type to avoid bringing up their feelings/troubles so as not to be burdensome. I think I could afford to be more outright in how I discuss emotions and holding space for them to let us know if something is going on.
- Melania

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To support student belonging, I will continue spending a great amount of time mentoring students and getting to know what they are passionate about. - Jeremy S. Yong

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To support student belonging, I will continue spending a great amount of time mentoring students and getting to know what they are passionate about. - Jeremy S. Yong

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I will continue to NOT force tough conversations with students. I will provide the space for students to approach me with their grief, but, again, I will not force things. 

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I will continue to NOT force tough conversations with students. I will provide the space for students to approach me with their grief, but, again, I will not force things. 

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This module has made me reconsider the realities of students engaging or disengaging in coursework in my classroom, and how a sense of belonging or growth mindset can make them feel more invested in what we're doing.

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Since I have never lost a loved one before, this training was helpful for me in empathizing with and better understanding what some of my students who have had this experience may be feeling.

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I will use what I learned to create meaningful spaces where students can process their feelings and emotions. I will hold space for students who may be struggling with grief.