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A commitment that I want to make to support students belonging in class along with growth mindset is taking the time to celebrate and acknowledge their thinking and growth. I think this is applicable to myself too where I have such high expectations for students and after they achieve those expectations, they are immediately pushed even higher without acknowledging their success. I also want to take autonomy when it comes to responding to students needs when needing to meet the needs of leadership in my school. I want to push this into my classroom as I feel like its more in my locus of control as opposed to thinking school wide.

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One thing that resonated with me is persistent checking in with students and wanting them to know I am there to support them. I want to create a tool/resource that can be leveraged so students are able to express themselves during the day that is comfortable for them. I know during the session it was mentioned to have a poster or corner with such resources to remind students of what they can do to support themselves in addition to having their teachers support.

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Making space and time in the classroom to allow students to express themselves. After this webinar, I thought about starting a journaling time with my students. They will each have their own journal where they are free to write every and anything they would like and they can place their journal on ,y desk if there is something that they would like me to read and talk to them about.

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Different strategies to ensure that my classroom is a safe space where students can feel free to share their ideas, whether it be similar to their peers or not. I will also intentionally stop and address any time that my students aren't considering and listening to the thoughts and feelings of others.

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To support students belonging and growth mindset, I will be continuing to build my own self-awareness in order to monitor my social awareness and beliefs. I will also continue to build relationships with my students to build trust within the community. Creating a space where students are connected and valued will ensure that student voice is supported and students feel a sense of belonging.

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I want to incorporate more opportunities to talk one on one with students, and have small group conversations to get feedback from my students. I have done this a few times, with pretty satisfying results, but I don't feel that I've incorporated feedback to the extent that I should have to make a difference. I want to be sure students know that they're heard and that their voices are powerful--to do this, I want to address what students have to share, regardless of how on topic I feel it is.

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I'm thinking about the spectrum of addressing grief that the webinar discussed. I want to land myself more in the middle of the spectrum, and be able to have meaningful conversations with students that go further than me sending them to talk with a social worker/dean, or me saying a simple, "Are you doing okay?" To do this, I want to intentionally plan for more time in the day to have those talks, even if they do end up being short check ins during class.

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I will incorporate SEL regulation resources throughout the school day and in multiple forms (no just a calm down corner but also self regulation videos/checklists) -carolina

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I want to further interrogate the final scenario which talked about how enforcing certain standards about what 'good listening' looks like during share time (in, say, a morning meeting) enforces an either-or mindset. How can one not enforce students bodies and still create a respectful space for sharing? How can this be implemented when a school system has very strict expectations about what student bodies should look like?

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Ashley - I'm making the commitment to think of student's strengths and assets first before thinking of their struggles and needs.

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Ashley - I'm making the commitment to think of student's strengths and assets first before thinking of their struggles and needs.

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I'm going to include more check-ins with my students and I like to ask about memories that they have with certain people as well. I think that helps with their feelings and memories of grief.

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I am committed to ensuring my students' voices are heard, acknowledged, and respected. I encourage students to share their opinions about various topics and share their lived experiences. I constantly check in with my students to show them how much I truly care about them as individuals. In our classroom we have a feelings poster where students can check in with themselves daily. We also incorporate various breathing tools throughout the week to help students incorporate mindfulness into their daily lives.

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Based on what I learned in the module, I am making a commitment to creating a classroom that students feel they belong in. I have tried to establish a growth-mindset in my classroom. One practice my students and I currently have is saying, "Mistakes are expected, respected, and corrected." The scenarios really modeled for me considering students' perspectives because that was a blind spot for me that I want to interrogate further.

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I am going to incorporate more check-ins with my students. I am also really going to utilize our morning meetings to hold space for whatever emotions students come in with. I also want to give students tools to have navigate grief during this time.