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With adults, I try to share who I am in different ways. When I taught, I had difficulty with this the first few years. I tried to take on some "teacher" persona that wasn't really me. I learned, probably a bit late in the game, that sharing myself and giving time to know students had big benefits (for me and the students).

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I am going to react to the chapter since I don't have child-students in my role. I was troubled by the quote on page 38 about the level of difference in peer networks between low and high-achieving students. I think we need to start working on this EARLY. We have the perfect setting for fostering diverse relationships at KES. I think if students learn to build these relationships at young ages, it will help when they get to those tricky middle/high-school years.

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Again, from the coaching side of this, I think we all need to deliberately practice emphathic interactions. For some people, it seems intuitive, but that is not the case for all. I think we can all get there, but we have to be aware of the need and be willing to work at it. We really have to check ourselves and make sure we are not selectively empathic!

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One of my strongest reactions to this section was the last part about changing your narrative.  I believe we create our own worlds by what we say and how we view what happens to us.  I want to work hard at having my daily narrative be one that focuses on connecting, supporting and believing in both the adults and children I live with each day.  I watch people who perpetually share  negative narratives and it is extremely frustrating.  I am sad for what it does to them emotionally and physically and I regret the impact it has on other adults and the children they teach.  I find myself going there sometimes and I don't want to be like that

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With First Graders, it is very easy to personalize the learning! They want to know everything about you, so within my read alouds and during different times throughout the day I share things about me or what I like or dislike.  I really liked the part about sharing a problem in your life with the kids and having them try to solve it. (about the car not starting) I want to start doing this to help the class learn about the 5 golden rules.  I give them a real story about me having to do with the golden rule that month and they get help me figure it out.  I am excited to start doing this!

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I foster connections between students by starting off the year building our room as a family and the students have learned that they are all taking care of one another. Through modeling and teaching, I have seen them take care and even worry about their classmates success! As the year goes on, I have realized that I need to continue to foster those connections they have with each other. I really enjoyed all the tips the book gave in this chapter that sounded so easy to implement!

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In kindergarten, my students crave relationships and constantly want to share ideas/stories of their day to day lives (which I LOVE!). I try throughout the day to incorporate their stories into my lessons.

I related so much with sharing a personal goal with my class. I have recently started teaching myself how to play the guitar. I have about 3 chords learned and have even been making up sight word songs with my kids (I apologize for anyone walking by). They thought it was so cool that I have a guitar in the classroom and we make up songs together. They want me to learn more chords so we can make longer songs :)

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The fifty-fifty rule is so incredibly important. When we focused on engagement at KES, I really grew with allowing more time for my students to be social with each other and not sitting and listening to me or one person talk. I have used so many whole-brain teaching strategies and flexible seating to get my students more engaged in the classroom.

This year, I have gained more appreciation of valuing peer relationships. Tricia Madderom spoke about saying a simple thank you to a partner you worked with for a station/activity. I have implemented this into my room and my students have grown because of it. I loved the conflict resolution language on p. 42 where it breaks down what students should be expressing to each other. This would go a long way if teachers took the time to really work through conflict and teach the appropriate responses to it.

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Sympathy versus Empathy. I believe I show empathy with my students and I really think before I say something to my kiddos. I do think it is hard to relate to hard situations/home experiences, but even if you cannot it is important to let the child know you care about them.

I liked the Two for Ten tool (p. 49) to hold myself accountable for reaching out to my kiddos in need. It is important to spend that extra time to check in with my special friends who need that love and guidance.

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Morning work: I usually walk around and talk to my kids as they are doing their morning routine/tubs or eating breakfast.

Community circle

Restroom breaks: I talk to my kids as they are waiting in line.

Lunch line

Recess

Writing time: my students pick what they write about every day so it allows me to learn more about them and they share with peers.

Packing up: I meet one-on-one with my kiddos and talk about how their day went. What went well? What didn't? What can we work on tomorrow? etc.

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I have two, I can't pick one :)
1. I want continue to foster positive relationships between my students. I want my students to feel valued by everyone in our class and not feel singled out or intimidated by others.
2. I want to change my personal narrative and not let the stress and politics dampen my attitude towards teaching. I feel sometimes it is hard to let go of the stressors and overwhelming feeling of our profession. I want to surround myself with positive, passionate people who want to work as a team to change our students lives.

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I use their name a lot during the first few months of school and even after I have it memorized I still use it. We do a lot of ice breaker games at the beginning of the year so the students can also learn names. I have our names and picture on our class word wall. I have a daily share time where we get to share stories of their lives and mine and they really enjoy this.