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I will commit to engaging in more honest conversations with myself and co-teachers about what class norms we have in place to govern students bodies and elevating a growth mindset by encouraging student process over success

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I will be more patient with my students and myself as we continue to navigate this year and the grief that comes with it. I will not view their anger as personal attacks but expressions of emotions they may not fully understand.

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I am committing to ensuring my students feel a sense of safety and belonging in the classroom, as well as affirmed in their identity and the value they bring. I commit to recognizing my students' agency in the classroom, so they are equally contributing to their learning experience. Additionally, I want to incorporate more process praise in my classroom opposed to ability praise.

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Grief is not something one overcomes, it is something that stays with us, but we can learn strategies to help us cope, and to help us grow. I want to incorporate the tools shared for regulation, and apply them to when students are either hypoaroused or hyperaroused. At the core of my teacher practice, all of my students feelings are validated, and I can share ways to help them with grounding.

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My co-teacher and I have continue to make the commitment of learning from our students in order to support student belonging. Day by day my co-teacher and I continue to have the desire to learn from our students. We have learned that our student have to be understood, and we need to respect their abilities and potential. We continue to affirm their success in our classroom by learning different ways in which we can help them learn in their unique ways. We also have created an environment to recognize the contributions have made, from the smallest contribution to the largest. The practice that I would like to enact and focus on is to continue trust building. Students have demonstrated that with frequent check-ins, conferencing, it shows their trust toward my co-teacher and I.

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I commit to continuing to create meaningful relationships with my students and leverage them to create a safe learning environment where everyone feels like they belong.

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I think I need to practice self-reflection more often and just generally be aware that I'll never know the full scope of what my students are going through. Therefore, I must practice patience, going past my "limits" of patience. Using the tools of regulation in my classes will help me create spaces for students who might not be the most open, but need moments to cope/self-regulate.

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I commit to doing my best to ensure that every voice in my classroom is heard and everybody feels seen. This may require me to ask for feedback from my students, which seems daunting but is necessary in the efforts of making sure that students feel like they belong in the classroom.

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Based on my learning, I am making a commitment to check in with my students. I want to talk to them about what belonging means to them and ask if they feel like they belong and to which communities. I think it is presumptuous to assume that I know what to do to make my students feel included. I want to hear from them what they need to feel included and what practices in the class either making them feel included or excluded, currently.

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I will continue to understand and see my students as full human beings with a spectrum of feelings much as I have as an adult. I will practice empathy and understanding with my students to ensure that I am responsive and not reactive in the classroom.

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Based on my learning, I am committed to continuing to build relationships with my students to ensure I am creating a safe and positive environment. I am looking forward to more frequent check-ins and ensuring all students feel a sense of belonging in my classroom.

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Navigating supporting student through grief, loss, and bereavement requires a lot of patience and reflection as an educator. It is important to be as understanding as possible of the feelings that come with the process and remember that we are all humans and might need more than just a talk. Students might need space, calming techniques, breaks, or more.