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See all the wonderful things Denise Hand has made

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"Nearly all of the students we've identified early on for support have become important parts of our lives. Of course, we don't disclose to them that we had targeted them for intervention early on, although sometimes we'll let them know as they near graduation (and they do graduate). At that point, they're prone to enjoy hearing about their younger, sillier selves." This quote reflects on my everyday experience as a teacher and a milestone event I look forward to in the future. Some students come to school everyday and you can tell that their home lives are extremely rough. I do give these students special support, but I make sure it doesn't
outwardly appear that way. I look forward to being in contact with these students later on and reminding them of how they were when I first met them.

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“When we embraced a restorative practices outlook, even parents attitude began to change: instead of reacting defensively and trying to get their children out of trouble, our students parents understand that their children need to learn to behave as citizens and need to realize that the school is there to teach them how”

This quote stood out to me because it explains the effects of restorative practices on parents. In my mind, I did not think it would ever extend to the students parents. Parents having this type of reaction and response to restorative practices really gives me hope. It gives me hope that teachers and parents can become one, pushing the youth in the direction of success.

For my future classroom, I would definitely try to implement restorative practices. This is so my students parents and I can come together to create a path that works best for the students.

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1. "Sometimes extensive security measures can get in the way of creating a welcoming atmosphere. Although such measures as metal detectors, a campus police presence, student identification badges, and surveillance cameras are meant to inspire a sense of safety in students, one study of their use in schools shows that they can result in more rather than less"

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1. "Sometimes extensive security measures can get in the way of creating a welcoming atmosphere. Although such measures as metal detectors, a campus police presence, student identification badges, and surveillance cameras are meant to inspire a sense of safety in students, one study of their use in schools shows that they can result in more rather than less"

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2. This quote stood out to because as a teenager I experienced going to high school with metal detectors. Since then, I have always wondered if this is the best way for protecting schools. I agree that some schools in high crime neighborhoods may benefit from higher security, however,  it may also have the opposite effect. I feel these type of security measures creates a militarized environment and instills a false sense of security. After many years, I still remember the negative feelings I had about metal detectors and my opinion has not changed. The authors suggests that security and school personnels should be trained to create a positive and welcoming environment. This will facilitate strong relationships between adults in the schools, as well as between adults and students.

3. The environment in my teaching Academy is very welcoming event hough  it is a shared campus. The school occupies two thirds of a floor and has decorated it wa with pictures of every student and teacher in the school. This is a great way to show students and teachers that they are valued members of the school community.  Although I may not have control over metal detectors I can control what my future classroom may look like and this is something I will like to adapt to make students feel like they belong and have a safe environment for learning and  sharing their experiences.

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Chapter 6 Reflections

The section of Chapter 6 that stood out for me highlighted the STUDENT VOICES,  "I Have Hope, and a Plan to Get Where I'm Going, Because People Cared About Me."
While a survey found "student engagement declined with each grade level..." it also identified "students who strongly agreed with the statets "My school is committed to building the strengths of each student" and "I have at least one teacher who makes me excited about the future" were nearly 30 times as likely as their peers to be engaged in their school. Gallup also reported that teachers had a direct influence on the degree to which students felt hopeful about their futures. ..."

This resonated for me because in High School I fell through the cracks. In 11th grade one teacher noticed my behavior changes and got involved. He just talked and showed interest, which gave me an outlet that did not exist at home. I believe his involvement and his co-teachers who gave me new opportunities is what got me to graduation. People with purpose tend to feel fulfilled and kids do not know yet how to make that happen. It is a learned skills that takes modeling and guidance.

I hear many of the female students say, "As soon as I am in th 10th grade, I am going to drop out anyway so this is a waste of time." One female student exhibits classroom behavior that is defiant, sarcastic, and out right antagonistic with teachers. During a conversation to learn why she goes about things in the observed manner, she smiled and replied "I do not care what happens to me or where I ended up. It means nothing." When asked if she had zero interest is evolving from her current existence... this is it, you have no self interest or curiosity in the future or new opprtunities she confirmed zero interest. SUPER SAD because in my mind I see young people with no hope, no support system, or self worth.

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The Team Mindset passage stood out most to me in this chapter. Specifically, the three effective processes of engaging students. Educators should be proactive, systematic, and transparent.
This section really emphasizes the importance of community on a students learning. Students feel more accountable when, not just their teachers are interested in their education, but also their parents, peers and other school staff. In regards to being proactive, I think that can be daunting to take on by yourself as a teacher because it is difficult to conclude exactly what a certain behavior will lead to. However, when I can share my anticipation of a crisis with a coworker it seems much more manageable.
My partner school does a weekly student spotlight. They have five school wide character traits, and when you nominate a student you also have to pick a character trait they have shown. The student is recognized on the morning announcements. Honestly, I wasn't sure how students would react to it, but it is a confidence boost and something they are proud of. For example, one of my students won one week and he was telling all the teachers and receiving many high-fives.

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Creating a Mindset for Restorative Practices-Some Thoughts

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Creating a Mindset for Restorative Practices-Some Thoughts

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The quote from the text that most interested me was "Schools in states that don't have early warning systems in place can amass this type of information with moderate effort. Additional factors to consider include whether students have disabilities, are English language learners, are in foster care, and are in good academic standing in current classes. Students whose patterns of attendance course completion, and disciplinary actions suggest that they are at risk for failure should be targeted for additional support." This quote stuck out to me because I have a few students with various issues. It reminds me there's much more to teaching than content and delivery. In some of my classes I'll be annoyed if a student appears conspicuously disengaged. I've had students put their heads down and actually sleep right in front of me. I'll address it. When I think about it later I realize I have no idea what that student's home life is like. Are they in stable environments? Do they get enough rest? At this beginning stage of teaching, some of these aspects of student issues feel beyond me. It's another aspect of student data I'll incorporate and plan for.

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"Students who feel hopeful and cared for are able to achieve at higher levels-and the best news is that it is within our power to do help them do so." This quote resonated with me because it reveals how important our role is as educators. We are not only invested in the student's academic achievement but their overall well being and success. Chapter 6 outlined the ways in which the school can collaboratively work as a team to ensure the well being of all students. It is important that we care for our students and use intervention methods that will prevent any future conflicts. In my school, teachers inform each other of student's progress and personal well being regardless if they teach that specific student. Teachers  discussions and develop action plans regarding students who need emotional or behavioral intervention.

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1. "Every job in a school comes with a well defined set of responsibilities".

2. This quote stood out to me because I feel like every job in a school system has similar responsibilities. The same way a teachers role is to teach it is also their job to make sure their students are safe and if they need counseling a teacher is able to provide that for them like a counselor will.

3. The connections I can make to my future classroom will be having the opportunity to allow my students to confide in me and be able to provide them with any support I am able to

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The beginning of the "Team mindset" passage stood out to meet because it describes the difficulties schools face when they are aiming for a "holistic approach" but have "narrowly focused" roles for their teachers and administrators. At my school this challenge occurs mostly when students are engaged in disputes or are clearly dealing with something emotional, and also happen to be in the middle of math class. It seems that teachers at my academy avoid pausing instruction in these situations, to access what is happening, in favor of making a snap judgment on whether to send a student into the hallway/to the guidance counselor, or to just snappily remind the class that attention should be on the teacher. Personally, I think teachers should have the flexibility to give most students an impromptu directive so that they can access what is going on with a student/s.

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TBC.
1. A passage that stood out to me was in the section about hard data. I find it difficult to quantify the socioeconomic I found the discipline audit in 6.1 to be especially helpful because it is not necessarily an audit for students alone. It holds a school community accountable for their  punitive actions against students. If schools identify that

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"First and foremost schools need to exude a welcoming atmosphere that is felt by every child and adult in the school."

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"First and foremost schools need to exude a welcoming atmosphere that is felt by every child and adult in the school."

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This passage stood out to me because in the end this is what the book is all about. Making children feel welcome in their school is outright better than just responding to bad behavior with punishments. They respond to this and it leaves us with a happier student body who are generally more eager to learn. This is true in my classrooms at my Teaching Academy right now. For the most part, the students understand that they are included, wanted, and accepted. They have lighthearted exchanges with the staff and the school feels somewhat like a large family.

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As we begin our job hunt in earnest, one quote that stood out to me was "...but it takes more than attending a few professional development seminars and reading some research literature to implement effective restorative practices; the process requires buy-in across the entire school." This really drove home the importance of finding a school that currently implements or plans to implement restorative practices. And coupled with the comment that when their philosophy changed their "teacher satisfaction and moral...skyrocketed," the desire to find such a school only increased. As the quotes point out, creating a school environment where you're keeping, making, and building the peace needs to be done by all involved, and has a huge payoff for all involved--including the teachers. As such, it's definitely worth asking in interviews what the school's approach is to classroom management and what restorative practices will be in place come September.

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“I mean, all those people can’t be wrong. I must be a pretty amazing person if they all like me so much. I know that I am loved, and that gives me hope.”

This passage stood out to me because it really sums up why I want to be a teacher. The quote is from a student who grew up in poverty and didn’t score well on her initial assessments. Despite these factors, she has a positive outlook on life and is excited about the future. Her quote is a powerful reminder that teachers really can make a positive impact on their students’ lives. I aspire to have a similar impact on my students.

I see many of the practices described in the book at my training academy. As a transfer school, many of our students haven’t had the best educational experiences. For this reason, our school really makes an effort to craft a safe, welcoming, and inclusive environment. Most of the teachers know every student's name and greet them warmly everyday. The rapport between students, teachers, administrators, and other staff members is incredible. The environment has led to positive student experiences, high engagement, and enthusiasm about the future. In my future classroom, I look forward to continuing these practices by greeting each student with a smile, building quality relationships, and showing appreciation for ALL of my students!

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After reading chapter 6, respond to the following questions:

1. What was a quote or passage that stood out to you?
2. Why did this passage stand out?
3. What connections can you make to your own classroom (past or future)?

**Respond to at least two of your colleagues!**