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A lof of the "Belonging and Growth Mindset" evolves around the idea of wanting to learn more about the people around you. it's about creating an environement where both students and teachers feel safe to be themselves. I am commited to allowing my students the space everyday to share something they have in their heart, whether positive or negative. Growth Mindset all has to do with what you tell your students and also how you act on it. As my student's teacher, I not only have to show them how tot alk with growth mindset but also carry on those words. If I say, "Hmm this project didn't work out this time but I know if I try to implement another strategy, that may work", i immediately have to implement the change so they see growth is a continum. There are ups and downs but you have to believe you will get it right.

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Grief, Loss, and Bereavement (GLB) are all feelings that students will face in varying scales throughout their year. Some practices that can help is finding first where they students stands with this GLB. So many people view this differently so first it's good to see where to start. The biggest takeaway is how powerful community can be. Even designating a supporter for that student throughout the day can be so helpful. Not supporter as someone to talk entirely about what happened but for starters, someone t keep them on track with what is going on in class and someone  who just helps them know they are loved. Social workers are also very important to lean on, and i have seen various cases where the social worker at my school did a phenomenal job with a student who lost their uncle and another who is still feeling the loss of his father in prison. Also, looking over curriculum beforehand can also help with tackling conversations in a more effective matter, keeping in mind if a student is experiencing (GLB).

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I am committed to fostering a growth mindset in my students. Though my students are just at the start of their educational careers, I want them to have a growth mindset, and believe that I know that their intelligence will only grow. I am committed to fostering this growth mindset in the sociopolitical context of my students lives, and taking an anti-racist teacher leader approach when supporting my students in their goals. After this module, I hope to interrogate how to use these anti-racist practices further when it comes to growth mindset. In my classroom and school community, I hope to enact a sense of belonging through analyzing my own place. I want to continuously be aware about my own sense of belonging in this profession, as I often have imposter syndrome about being an educator.

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In this webinar, I learned about the various ways that grief and trauma can arise in human beings. These bereavement feelings can look like calling out, lack of focus, and avoidance rather than simply tears and blatant expressions of grief. Keeping this in mind is important as my young students often struggle to find the why in their feelings. It is important to see behaviors not in a vacuum but in the context of circumstances that our students have been facing for two years or more.

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Based on what I learned in the Belonging and Growth Mindset module, I am going to be more aware of my tendency to place students in "high" and "low" groups based on their past performance, especially at the onset of new units. For example, in math, we have a remedial group and a grade-level group based on students' ability to meet certain first grade standards. However, we are starting a new unit in a couple of weeks that revolves around data and graphing. This may provide the opportunity for certain students to achieve at high levels who've struggled in the past. I am going to challenge myself to remove and notions that I have at the beginning of the unit in order to focus on growth and to set my students up to know and believe that they will grow this unit.

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This webinar really spoke to me, as I have a lot of students who have experienced tremendeous grief and loss this year. Often times, the trauma that they have gone through presents as behavioral issues in school. While it can be challenging, I have been working on showing up as consistently and warmly as possible to be a sense of comfort and safety for my students, especially during these difficult times. We are working through calm down strategies, sympathy exercises, and working on how to make and talk to friends. This has also been a whole-team approach (teachers, administrators, parents, social workers, counselors, service providers, etc.), which really highlights the fact that it takes a team approach to best support children in school. My goal is to ensure that all of my children feel cared for, safe, and loved in school.

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Based on what I learned, belonging is the sense that one is valued and respected in a community. I am committed to make sure my students know their voices are recognized and that they are viewed as a valuable member of the classroom community. For this to be achievable I must be aware of some of the factors that can influence my students' sense of belonging in our classroom community. Those factors can be  my own beliefs, orientations, and actions.  Ultimately, a growth mindset is an actionable belief and can grow with effort. As we return to the classroom from a break I will constantly remind my students of this learning about mindset. I want to reassure them that they are capable of learning by believing that they can and practicing the skills.

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The most important take away from this webinar about Grief and loss is that I must show my students that I am present and listening. They must feel connected to me and that I am validating their feelings. One way that I am already doing this in my practice is through the use of the cozy corner or breathing chair. They are allow to go and use the space if they need to. After this webinar I am thinking to incorporate a broad feeling chart. This will allow my students to put a name to those big emotions. I must also provide clear and honest communication, and this include sharing about my own feelings as well. I am glad my school have the Bear curriculum for PK-2.The bears are a tool for students to build connections and and outlet to talk their feelings. We can support those conversations and navigate those big feelings by incorporating the bears.

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After watching the recording, I am now committed to learn more about my students and their families. I wish to create a safe space in my classroom in which students feel safe being themselves. I plan to do more parent outreach in the form of zoom meetings or phone calls. To be more inclusive, I plan to look at the books in my library. Since I teach in a bilingual setting, I want to make sure that I use Spanish books as well. To support a growth mindset, I wish to analyze data around my students and reflect on my teaching methods. I need to become more aware of what works and what does not. This means being more flexible when a routine or lesson is disrupted. I will be more reflective this school year.

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I will be more empathetic when I see my students struggling. This webinar really taught me that trauma is different for all. We all process grief differently. I am working on creating a cozy corner in the classroom to better calm down my students. I am also including more sensory activities to better help my students self-regulate. I need to be present for my students.

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A. Bryan

A sense of belonging and place of growth are imperative to the fostering a safe and welcoming environment. Some commitment that I have made to support my student belonging is by working with student to create a space that feels like one family working towards growth. Additionally, I will model and encourage acceptance by shining light on each student and making plans with them to make a space that is based on our jointed expectation. Some practice I wish to enact is by creating space for student to show their authentic self through similarities and differences to create a sense of comfortability.

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A. Bryan

This webinar was extremely informative and eyeopening. There is a number of student in my classroom that is dealing with grief, loss and trauma. Something that I learned and want to incorporate into my teacher practice is by inviting expression in whichever way the individual which to deal without promoting shame and confusion. Grief and trauma is not a linear trajectory and need to have the space for the swift up and down.

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The things that resonated with me the most during this module was the impact  of belonging and the larger consequence of not feeling like you belong.  I really can relate to the definition that “individual’s experience of feeling that they are, or are likely to be, accepted and respected as a valued contributor in a specific environment” will inform your success as a student. I think I work best and learn best in environments where learning is a process, where expectations are high but belief structures that I belong are core. That,I have a seat at the table because there is a space dedicated for me. The chair is tailored to my height, my needs and my comfort level. In short, I learn best when someone believes in me!  I will create pathways where I can individualize my attention, capitalize on a student's identity in and out of the classroom.

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The things that resonated with me the most during this module was the impact  of belonging and the larger consequence of not feeling like you belong.  I really can relate to the definition that “individual’s experience of feeling that they are, or are likely to be, accepted and respected as a valued contributor in a specific environment” will inform your success as a student. I think I work best and learn best in environments where learning is a process, where expectations are high but belief structures that I belong are core. That I have a seat at the table because there is a space dedicated for me. The chair is tailored to my height, my needs and my comfort level. In short, I learn best when someone believes in me!  I will create pathways where I can individualize my attention, capitalize on a student's identity in and out of the classroom.

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Jennifer LoScalzo
This webinar expanded my lens of loss and grief are a spectrum. Teaching during COVID, we as teachers need to process our loss, grief as well as help our students and their families work through their own.

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This quote really struck me: “Affirm each student’s capacity to succeed in the environment by combining high expectations with the feedback and support needed to meet them.” That's what education should be about -- meeting students where they're at and helping them get to the next level. Further, students require and deserve a choice and a voice in their education. Helping students develop intrinsic motivation and reinforcing positive behaviors is necessary to maintain a healthy learning environment. Teachers take on multiple roles for their students, and I’ve come to learn that in order to teach the whole child, a teacher must also be a mentor. We must consider the social-emotional impacts on students outside of school in order to adapt to how to best teach our students inside of school. As an educator, I hope to inspire and model “mindfulness” in the classroom and in daily life. Teachers must help students learn that changing negative thoughts into positive ones can create positive actions. With this comes the need for positive relationships between the teacher and students as well as between students themselves, especially in the era of COVID.

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I think that first and foremost, school needs to remain a safe space for each student walking through the doors. I had a student tell me today that they couldn’t sleep last night because they were “too hyper and excited for school” and that was really affirming for me that at the very least, my students enjoy school and feel safe here. Something I have been really focused on this year is being more honest with my students, and this was reaffirmed in this webinar. “Provide clear and honest communication about what you know AND what you don’t know, honestly share about your own uncertainty and feelings,” are both values I have placed in my teaching practice this year. In the next few weeks, I am partnering with the mental health team at my school to provide weekly lessons based in SEL/Trauma-Responsive teaching to address some of the trauma responses I have noticed in my students. It is my hope that these weekly lessons will provide students with validation and modeling of grief as natural from adults as well as give them more practice with the coping strategies we’ve been learning all year. I wrote down some of the “Teacher Toolkit” and “But What Do I Say?” pieces from the slideshow I can implement moving forward.