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Alfrieda S. Scott

I truly appreciate preparing students to be engaged in classroom discussion. It provides me with an opportunity to learn more about them and the world they live in. I let them know they are many points of views and that we do not all think alike based on our own personal up bringing.

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Kevin

I could work more on mixing up the groups as it pertains to our various production projects. Even if there is just one assign that I make it mandatory for.

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I see the value in having students co-develop shared agreements for how we act in the class and treat each other. But I've never really done it! Instead, I think the students just pick up on the norms (my expectations) over time through me, what I require/encourage, and the activities we do. I'd like to set aside the time at the beginning of next semester when my classes start over to do things right. When I get my new group, as part of the icebreaker we would do, I plan to set aside some time to have students discuss and generate classroom norms that THEY want. --Dylan Steinberg

ylan

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I want to focus more on improving communication between students by giving them more opportunities to work with students they don’t know. I need to think through how to scaffold these interactions so that students feel safe and supported, even though they are taking a risk.

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I would like to focus more on ensuring how classroom procedures help my students develop social and emotional learning competencies. I'll try to devise explicit learning goals.

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I want to create more opportunities in my classroom that is balanced between teacher-led segments and student to student interactions

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Jon - I will work on designing learning activities that allow students to explore issues that are important to them

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In the beginning of each school year, I have the each student complete a project/presentation. The students create a google slides presentation about themselves: what symbols represent them, what music/movies/places/food/sports interest them. They discuss their personal and academic goals, as well as their future goals and endeavors. Each student presents their slides to the classroom. It is a good way to help the students break a little out of their shells, develop the positivity within the classroom, and allow students find things they have in common with one another.

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I have class discussions, but I do not think that I prepare them to engage in them as active listeners as much as I should. I will be more explicit about these aspects of class discussion before our next one.

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I will explore more options for explicit SEL instruction by talking to my expert-level colleagues.

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I started working on explicit SEL a lot more last year and I noticed a very positive impact with my 11th graders. They didn't realize that the competencies were soft skills they could learn and so my focus will be to continue with explicit SEL instruction and curriculum development. ~Sayuri

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I want to bring back circles in an authentic way were students can feel safe and supported so that they will share. I'd also want to explicitally teach SEL.

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Giving students more opportunities to reflect on how group work is going, during and after a project (i.e. "what made it successful and/or challenging and plan for improvement").

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I accept that I am not good at implementing group projects. In my school days, when group projects were assigned I was the one that did all the work. But I feel that I will add one at the end this school year and students can pick their partner. Hopefully by then they will all know each others names. I also have a ceramic name tag project going on right now, fingers crossed.

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I didn't really think I did much SEL, but there are a few things. I think I need to be better about getting kids to work with people other than who they are most comfortable with so that they learn to relate and work with other people

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I definitely feel like students have opportunities to actively listen to each other and affirming what they have done but I rarely see them challenging each other's ideas. I think I would like to focus on ways to facilitate critique in such a way that students don't feel A) comfortable critiquing others B) comfortable getting critiqued. Hopefully, I can help students navigate what can be an uncomfortable thing in a way that feels affirming and leads to improvement of their work.

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I can focus on being more intentional about integrating aspects of SEL into my lessons. I focus a lot on goal setting and monitoring progress but could implement more opportunities for students to connect with themselves and their peers.

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I think explicitly teaching some strategies to our squirrely freshmen would be a good idea.

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I am going to work on giving the students space to have small discussions regarding their goals with their peers and work on allowing them to lead some of our activities.

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I will look up and read the SEL standards/goals and use them to help inform my daily learning goals when applicable.

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I do not have SEL learning goals, nor do I teach them explicitly. This is an opportunity for growth in my classroom.

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Giving students more agency in my classroom -- to truly develop a space where students feel invested and have a sense of ownership for our classroom.

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I will focus on making sure students work with each other and get to know each other. Will make an effort to pair up students randomly. Ken Gossett

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Monique - I tried circles a few years ago, but have not done them again since COVID. I'd like to bring them back every so often to cultivate a culture of personal connection, mutual support, and belonging (especially in my 1st period Systematic ELD class).

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Tanny- Have my class create an agreement for how we treat each other and what we should expect from each other. We used to have something similar in E12, but we moved away from that. Time to go back.

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The clear pattern for me is a lack of evidenced and structured SEL teaching. My class is naturally geared towards SEL, but not explicitly so, and this can lead to students being overlooked. I will focus on making my SEL teachings explicit, with actions like creating a defined, collaborative agreement for classroom guidelines.