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I have tried to ground myself by not judging myself so harshly anymore, by giving myself the space to heal my mental health, by going to the gym at least 2 times a week, and by talking with my loved ones. I think the hardest part about grounding myself and giving myself time to find the balance between my physical, emotional, and mental health has been admitting to myself that I do not have the energy to do everything at the same time, and that that is okay, and that the world won't collapse if I take a break between classes or between my responsibilities. I think we have all being taught that the more we work and the more we do, the more we matter, and it has being hard to give myself permission to rest and take care of my mental health when I need to.

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By providing space to talk with students, to talk with me individually, and to express themselves through writing if they don't feel comfortable sharing their thoughts out loud.

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The question that I have is: how can I lead important discussions in my class regarding race, white supremacy, and the conflict that we are collectively facing as a nation without putting in danger my role as an AmeriCorps member? I want to give my students the space to talk about important issues, but I often feel afraid that I will jeopardize my standing in AmeriCorps. What are some ways in which i can initiate conversation without causing a problem in the process?

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I have grounded myself this school year by acknowledging every day that I am a student. I am learning to be a better teacher and I should not expect to know everything right now. The same way I am patient with my students and I celebrate their progress, I do so with me. This mindset has helped me be more flexible when things happen that are out of my control, which happened often this year. It helps me leave room for creativity.

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My third graders are very aware about what happens around them. The questions they ask and the ideas they bring up are thoughtful, and I try my best to not dismiss them. We tell them, "You are a responsible third grader, and that is why today we will be talking about this topic we are seeing the news. What would you do differently?" They are viewing the issues we are facing today with a solution lens, and I think that helps them develop a positive mindset. As a teacher, it gives us hope to hear 8 year olds talk about how they're going to do things better when they grow up.

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My school is planning to reopen as soon as next month. Only one teacher from each grade will be asked to come in and teach a small cohort of tier 3 students. I am wondering how others of you have experienced as you transitioned from online to in person. Did you have to do a lot of reteaching, did you pick up where you left off?

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This year, I have been grounding myself by making more time for relaxing and participating in activities that I enjoy, like reading, cooking and painting. I am leaving behind the feeling of guilt and obligation to stay on campus as long as I can, and leaving at 3 more.

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During morning meetings, I check in on students with questions like, what color are you feeling today? Or how are you feeling on a scale of 1-100? and various other types of socioemotional questions like Rose and Thorn discussions. These give students an opportunity to check in on themselves and their peers and to talk about it if they feel they need to.

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I have been grounding myself this year by taking time to do things that I enjoy and that help me to de-stress. I also really love the idea of "zooming out". It is something that I have always tried to do when I get caught in a stressful situation. I think about my life, and eternity, as a whole; doing so reminds me that there are much bigger and more important things than the problems placed in front of me.

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I have been supporting my students by giving them a space to talk about themselves at the beginning of our sessions together. My school has also been putting on some great SEL sessions for students that I have been encouraging them to attend.

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How do I balance being sensitive to my students' social emotional well-being while also getting through the curriculum at the rate that is expected of me?

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I have not done well with taking the time to explain this crazy year to my students. I say to myself, the GE teachers will, they have more time with them, but I know that is an excuse and I need to do better. I was in a equity conference this week and recieved lots of great recources to help!

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I ground myself by recognizing that I am human and we all make mistakes. No one is perfect. Thus, I can not expect myself to be or my students to be. I also make sure I provide grace and understanding to situations. Additionally, I ground myself by making sure I take care of my needs so I can be the greatest teacher I can be.

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I support my students by building strong relationships. I want my students to feel comfortable to share their thoughts and feel welcomed. I also do SEL check ins each day. This allows a safe space and a community of ideas.

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I second Hayleys question. I know how incredibly important SEL is. It is my favorite part of the day and really allows me to build relationships. However, this pushes back curriculum and sometimes we do not get through all the required material.

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I think the video made a great point. Many times we are taught not to speak of politics or religion at school. How do we give students the facts without telling them to think a certain way, because she is right many parents will think that is what we are doing.

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I may be teacher to my students, but I am also a person who is still learning. I realize I am not perfect and that I do not have all the answers. I just accept the fact that I don't know everything. However, I do my best to remain calm and cool,  when presented with difficult questions from students on off the wall questions. It is easier said than done.

I also try to things one day at a time as they come. It is fine to plan ahead, but I always remember that it is just a plan. No plan survives initial contact intact! So, just take things as they come.  A plan is a guide. It is not a contract written in stone. So, I try to be flexible. Hence one of my favorite phrases - Semper Gumby! ( Always Gumby)
(Please Google "Gumby" for context)

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I do my best to create a welcoming environment where students feel safe to speak their minds in my class. That is why I like to incorporate SEL check-ins at the beginning of each period. If a student has something to say , I thank them for speaking their mind and don't judge them. I do my best to imagine myself in their shoes while they are speaking, and I acknowledge their point of view or feelings.

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Forcing myself to take time to relax and unwind. Knowing that it is ok to take breaks and that I don't need to be working 24/7.

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Making sure that my students feel safe in our classroom environment and that they know their opinions are respected and heard.

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How do I continue to increase student engagement?

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How do you motivate students who don't show up to class for EXTENDED periods of time because they just don't see virtual instruction the same as face-to-face instruction?

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This year has certainly been tough. Sometimes, what I've had to do to stay grounded is step back and think about a bigger picture. Whenever I change my perspective to involve others, I tend to feel humbled, and my problems or stresses no longer seem as important. This, along with prayer and taking it one day at a time, help me stay grounded.

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Generally, at the start of each of my sessions with students, I ask them how they're doing or present a question to engage in conversation. I encourage my students to share their thoughts and feelings if they need someone to listen.

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I have just tried to lead with kindness, hope, and optimism. I know it sounds cliche. But I think it has helped me in some regard. I just try to remind myself that everyone is doing their best. I have also started going to therapy, which has been a tremendous relief to work through some of my own pent up feelings.

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I have just tried to be as consistent as possible. Within a world that seems so uncertain, I make sure I show up every day.

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Every (work) day, I make a conscious effort to completely 100% drop work at a certain point--usually no longer than an hour after the school day is over. I make commitments to spend time with my roommates, to speak to my friends and family across the country, and to spend time doing "selfish" things: playing video games, listening to podcasts, taking long showers. I ground myself by realizing I cannot be a good teacher if I don't take care of myself.

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I work hard to get to know my students. I take breaks with them. I talk about what they want to talk about. I ask silly or mundane get-to-know-you questions, etc. We also talk about serious topics. After the capitol riots, for example, I had a lot of students feel a lot of rage/sadness/etc. and have issues processing and verbalizing those feelings. I helped to talk to my students and let them share what they felt and what they needed from me as their teacher. I think the most important thing to give my students, however, has been flexibility, and the knowledge that I am there to help support them more than anything else. I tell them that they are not alone, and that the past year has effected everyone in so many different ways, and just to reach out for help if they need it.

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Using perspective (in the grand scheme of things, it's OK if I mess up here and also there and everyone is resilient, these little kids just as much as myself), so zooming out, and in a sense, zooming in also to focus on only today or only this one moment and get through it in a calmer way. Short-term plans and breathing, walking bare foot outside for a few minutes here and there.

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Using perspective (in the grand scheme of things, it's OK if I mess up here and also there and everyone is resilient, these little kids just as much as myself), so zooming out, and in a sense, zooming in also to focus on only today or only this one moment and get through it in a calmer way. Short-term plans and breathing, walking bare foot outside for a few minutes here and there.

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By creating personal relationships were expressing how you really feel in the moment is OK and acknowledged, and you don't have to look upbeat all the time.

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By creating personal relationships were expressing how you really feel in the moment is OK and acknowledged, and you don't have to look upbeat all the time.

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I have grounded myself by completing work tasks during work hours only. I try to follow a schedule where I can balance work, school, and self-care.

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I have supported my students by starting each season with a check-in and creating relationships. Most of m y students miss the social interactions they had when we were in the school building.

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How do I motivate students to stay on track and compete assignments when they are not motivated enough due to the virtual platform?

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I have tried to ground myself by taking care of myself. I am trying to only work during my contracted hour, and I’m making sure to eat healthy and exercise often. While teaching, making space for question of the day and current events learning has allowed my students and I to become closer and more connected. (Audrey Shenkin)

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We have been learning about current events regularly. I like to teach using read alouds and other visuals. I have been working to make sure that the read alouds I use represent my students. I also have attempted to create a safe space where students feels comfortable talking about difficult topics and asking questions. (Audrey Shenkin)

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This year, I have been grounding myself by having patience and understanding. Honestly, it has been a hard year especially under the circumstances, being a new teacher, a new mom and a student, but everyday I remind my self that I am doing the best I can do.

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I have been grounding myself through taking moments out of my day to do a quick 1-3 minute Headspace meditation to help me compartmentalize portions of my day and ensure I am not multitasking to the point of overwhelm.

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Honestly, I can do a way better job as a teacher in supporting my students during this crazy year. I do give my students space to talk , express how they feel, and to discuss the pandemic, but I have not brought up the injustice happening around our country. I need to do a better job at this and let my students know that it is safe to express how they feel about the many different things happening in our country.

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I have been supporting my students by focusing on SEL and providing check in spaces in each of my sessions and ensuring my students take all the time they need. This allows the building of trust, as well as letting the students feel that they have a safe space in such a chaotic world. For specific events like handling COVID anxiety, having space for a discussion is the most impactful way my students have felt supported in their emotions.

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I have many wonderings as a new teacher, but the one thing I have found my self struggling with is finding a way and an appropriate time to bring up the many things happening in our world.

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I still have wonderings about how I can teach my students about taboo topics in a way that solely has a historical/facts based approach and that can also account for my students religious backgrounds.

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Providing a safe space and teaching regulation techniques is how I have been supporting my students to make sense of this year. I recently started shariing the CNN10 on google classroom with my students and for one of my students it helped make sense to him what was happening.

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A lot of personal research to determine new strategies to better engage and discuss. I tend to turn back to my DEI training notes from the summer training and that has also been a huge resource for me.

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After the riot at the capitol, I posted a short paragraph acknowledging what happened. I encouraged my students to read/watch the news to learn more about what happened, stating that it's each of our civic responsibilities to stay informed in order to make positive changes in our society. I also invited my students to reach out if they wanted to talk more about it or if they wanted recommendations of sources where they could find additional information. Several students reached out, and I hope that even more were prompted to look more into the event with a critical eye.

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I have been grounding myself through mindfulness and taking time on the weekends without work to focus on myself and my family.

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We have been engaging in a lot of SEL activitities (both formal and informal). A lot of the support has been providing a consistent schedule and routine during our day together.

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This school year, I've finally learned that setting boundaries (mostly time-related boundaries -- my work day ends at 5pm, period) actually helps me be more present and engaged during work hours. I used to think that what my students really needed was around the clock support, but now I believe that I can support my students while still setting limits, and that those limits actually prepare my (adult) students for future jobs, where their professors/employers will not be responding to texts at 9pm (usually)!

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I've been trying to make time to be outside in the sun, which can be difficult. I've also been making more time to talk to my sister over the last year.

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I've had a lot of questions about the sociopolitical climate; my students are young adults and most have their own kids. I try to be generous with my time and my grading, and I constantly encourage my students to ask me anything.

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I have been grounding myself by trying to take time for myself. I feel like sometimes I can get caught up in work and I know that it's not healthy, so I have been trying to make a conscious effort to have more independent "me" time.

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How do I get my students to keep their momentum from the beginning of the year? My school is trying something new I think for the coming semester, but it's been a struggle to maintain the momentum.

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I have been supporting my students by showing them my process for making sense of this year. I have been transparent with my students and they have appreciated that honesty. My students have struggled this past school year and all I can do is be open and honest, while giving them a space to share and feel comfortable.

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How can I keep my students engaged even during difficult times? Sometimes they struggle to pay attention or stay focused in class when there are significant events happening around us. How should I combine both things or be sure to keep students engaged during these times?

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I have been grounding myself by making sure I am doing things I love after work. Whether that is exercising, dancing, riding my bike, skateboarding etc. This helps me recenter and clear my head.

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I have grounded myself by focusing on the word BALANCE. I have focused on making sure that I am creating a balance of work and play.

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I have been supporting my students to make sense of this year but always starting my SAI time with informal checkins. I ask them about them as a person, about their day, week etc. And then we have a fun creative question from the random generator.

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I have making sure to take breaks to walk around or meditate when I have to do work in large chunks of time

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I have making sure to take breaks to walk around or meditate when I have to do work in large chunks of time

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Sharing with other TFA members and coworkers. Sharing successes and struggles has been super helpful.

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Reading books and leaving space for student to begin to think about the overarching issue

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I've been trying to maintain as much of a routine in my life as possible. I've found that the time when I ca most successfully ground myself is during my evening walks when I listen to The Daily (a NYT news podcast)

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Providing open spaces for conversation and making sure they know the facts. Just trying to be as objective as possible.

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What are some resources for kindergarten?

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Checking in with my own thoughts and processing. Trying to read more and stay informed.

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In general I've just been very flexible in allowing them to speak their minds and feelings during class time.

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How do I support my students who I dont have consistent contact with?

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This year I have been trying to ground myself by taking the time to reflect on my teaching practices and how I can use feedback on observations to adjust my teaching to help others. Over the winter break I took the time to just relax and have for myself, and was able to do things I hadn't done in a long time like watch movies and read books. Unplugging from work for those 2 weeks gave me the mental break I needed to refresh.

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Grounding myself has not been as intentional as I want it to be, but an ever evolving process. It has been reactionary, in a sense. When I identify that I need a break or a jumpstart, I plug my headphones a have a solo dance party in my living room. I now drink way more water too :)

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This year my students have needed social-emotional support in a new way. During distance learning, my students have benefited from connecting with each other first before diving straight into work. I have used a Check-In Generator that Jess shared with me. This has supported the development of classroom culture and peer-to-peer relationships during virtual learning.

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What resources have you (anyone!) found helpful during distance learning (anything!)?

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This school year has been the most interesting and complicated year of my life!!!!! And that has been important to admit. Being able to admit where I need to heal and working on that, has allowed me to take things 1 by 1 and get back to my roots of enjoying my kids and job and not focusing on the stress.

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"Our lived experiences are not up for debate". This is one our community norms in our classroom. With the context of the the last year, we hold space to build a lot of skills (digital literacy) and connect to many current events... with our MSers we investigate our truths and different resources that allows us to see how our lived experiences are uplifted and denied. In addition, we are honest and authentic - young people and adults alike.

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Making sure that students know they have a place to ask questions, reflect, and have someone to speak to.

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Should we be reapplying for FAFSA?

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Accepting that not everything will be accomplished when you plan.. Trying your best and pacing yourself

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Ensuring them that this is temporary and emphasizing that I am available to them at whichever time!

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This year I have grounded myself by reminding myself to not worry about the things I don't have control over, which I am still working on. I have also really put an emphasis on self care and actually taking a lunch break to recuperate.

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I have began a girl's group, which allows a space for the students to speak with me and a couselor weekly about anything they need help making sense of.

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Honestly, a lot of the time I have been too busy to ground myself. However, looking forward to weekends and breaks has been what keeps me going, like my motivation. Throughout the day, when working from home, I try to take breaks outdoors to get my mind off work and on nature.

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I have spent time doing activities that make me feel calm, relaxed, or curious. I’ve put aside time after work to learn to cook new recipes, and to get more involved in the creative writing organization where I volunteer a few times a week. I’ve also tried to get outside more, after school and on the weekends. Being intention with my time and spending it in ways that make me feel good helps me stay grounded.

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I support my students by building and maintaining safe and healthy relationships. I also support them by directing them to resources, or people who I know have resources, that might help them deal with whatever challenge they are facing. I think my biggest way of supporting students is giving them grace — allowing extensions on work, listening to them when they come to me with a problem, and not assuming I know everything that they are going through outside of school. Everyone’s circumstances are very unique.

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I understand the importance of not staying silent in the wake of racial violence and other types of current events that deserved to be addressed in the classroom. The article I chose emphasized that even if one feels uncomfortable or doesn’t know how exactly to talk about these events oneself, it’s important to give students the space to talk about it. I know that sometimes damage can be done when a teacher opens up a conversation without the proper tools for how to guide it. How can I prepare myself for these difficult conversations and ensure that I have at least a few tools in my toolbox for how to respond to conflict that might arise during these conversations?

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I have grounded myself this school year by acknowledging that I am still learning. I am figuring out how to be a better teacher everyday.