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I can't control whether my students will come to class angry today, but I can control how I can make them feel save and have someone to talk to.

I can't control whether my students will pass their Friday test, but I can control the time I spend working with them during the week to prepare.

I can't control whether students have experienced adversity and trauma at home, but I can control how they are loved , listened to and are safe in my school setting.

I can't control whether we add more assignments to our own already -overloaded plates, but I can control the time I need to complete tasks, or just take a break , breath and dive back into the hustle and bustle.

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I can't control whether students will be at school each day, but I can control what we accomplish and get done when they are here.

I cant control whether my strugglers pass every test and assessment, but I can control how they are prepared, how they feel about taking tests, and offer them strategies and positivity to foster growth/positive mindset.

I can't control whether students have experienced adversity and trauma at home, but I can control how they are treated and loved at school, regardless of socioeconomic status, background, and life experiences.

I can't control the amounts of paperwork, guidelines, and data I am sidelined with, but I can control how I prioritize my time, and my reaction, as each task is guided toward one common goal -- success and achievement for all students.

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As a former Sped teacher, I try at times to fit students into neat compartments.  I know that is not always the best approach.  Kids are diverse little packages that each experience they encounter impacts them differently.   I can't fit them into a neat little file....I must take each on their own.

I can't control weather....Oh I mean, I can't control whether X will come to class today, but I can control how I make them feel when they do.

I can't control whether x passes the test, but I can control how good they feel for doing their best

I can't control if x has experienced trauma at home, but I can provide security, love and nurturing while at school

I can't control whether we add more meetings and paperwork to our overloaded plates but I can control the boundaries of being over committed in my personal life.

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I can't control whether my students had a good morning at home or breakfast in their stomachs, but I can control how the rest of their day goes.

I can't control whether my whole class passes a high stakes test, but I can control the way I make them feel before they go in to take the test.

I can't control whether a few of my students have experienced trauma at home, but I can control the amount of hugs and caring words  I give them.

I can't control whether we add more paperwork to our already loaded plates, but I can control having a plan and pacing my myself so I don't feel so overwhelmed.

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I can’t control whether my students will come to class today, but I can control how organized I am in keeping track of missing work, and how flexible I am in understanding their circumstances.

I can’t control whether my low or unmotivated students pass this test, but I can control how I encourage/support them and make sure they have the opportunity to learn the necessary materials.

I can’t control whether my students have experienced adversity and trauma at home, but I can control the love and respect I give them. I can give all my students a safe place to learn, and teach/model calm conversations as an acceptable way to solve situations and gain some control of their own life.

I can’t control whether we add: more testing, more paperwork or new students to my already overloaded plate, but I can control my reactions to them. I can control my breathing… deep breaths ….  my smiles and my voice as I interact with our students and my peers.

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I can't control the things that come out of anyone's mouth. I can only control how I feel about it and how I react.

I cannot control the trauma a child has in their life. I can control my belief that  you treat children & their family with dignity no matter the situation.whether a parent (s) follows through with a plan to help their child. I can only control the recommendations, advice, the techniques, skills that I can offer them.

I cannot control other people's desire for me to "fix" children fast. I can control my desire to educate, learn new concepts, and seek advice when I am at a loss as to what to do.

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I can't control whether every student will do their work today, I can control how I teach and what elements I add to the lesson.

I can't control whether my student will come to class today, but I can control how I choose to greet them when they walk in the door and how I help them get their work to make up.

I can't control that 5 of my students have experienced adversity and trauma at home, but I can choose to love them and respect them while they are in my class.

I can't control whether we add another assessment to our already-overloaded plates, but I can put a smile on my face and encourage my students to do their best.

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I have always believed in the power of relationships.   If a teacher and student are able to relate somehow with each other I feel that the student is more likely to work for the teacher.    It is hard some times to find a way to help the kidos that just want to fight the learning opportunity daily.  One part of the book I highlighted was  "We need to show them a window into a different way of managing how they handle their emotions."   This is what I realize that I have to work on as a teacher myself.

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This book is very relevant for me this year.  I am learning a lot with the kids in my class who have experienced trauma.  I can't control what has happened at home or in the past, but I can control my reactions and help my students with tools to cope and be successful in school.

In terms of both behavior and academics, I can control the supports I give them and my ability to adapt to their individual needs.

I can't control the extra meetings and time that supporting students with trauma takes, but I can do my best to learn and help my students.

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I can't control whether loved-at-home students will come to my classroom today, but I can control how I love them once they are in my room.

I can't control whether my at risk students pass this test, but I can control how safe they feel during testing.

I can't control whether my explosive students have experienced adversity and trauma at home, but I can control the way I greet them at the door.

I can't control whether we add new procedures to our already overloaded plates, but I can control my response to them.

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My thoughts about this have changed the longer I have been an educator. I cannot control children. I can however control the elements of my classroom and I can assist in helping my children to 'feel' positive about what is going on around them. Once I tried to stop controlling my students and allowed them to be who they are, encouraging them to be better, my classroom took on a new meaning. I become less concerned about how I 'looked' to other teachers and even my admin and started seeing my students for who they are-even broken at times.

The other change I made was always trying to see the positive in the bleak. Regardless of what your classroom looks like, I have 6 hours to help my students feel safe, loved and the opportunity to give them a daily gift-of learning.

What does this have to do with labels? My students have none. They are mine regardless of what someone says they are. When you begin seeing students as someone's child and not as a problem, your mind changes.

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I can't control whether students will come to my class today, but I can control the atmosphere and welcoming environment.

I cant control whether my struggling learner passes this test, but I can control how they feel about taking the test. I can foster growth mindset students and perseverance.

I can't control whether students has experienced adversity and trauma at home, but I can control the love and safety they feel in our class.

I can't control whether we add what administration wants us to do, but I can control my reaction to it.

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I can't control whether students will come to my class today, but I can control how welcome they are, and how I contact parents to see if I can support them getting their students to school.

I can't control whether my sensory students pass the test, but I can control how it is administered and offer them a change in location or body breaks so that they can access their working memory rather than worry about their fidgetty body.

I can't control whether students have experienced adversity and trauma at home, but I can control my trusting relationship, and how to guide them in making choices that are healthy for them.

I can't control whether we add new students, data, family stresses, to our already-overloaded plates, but I can control how I react to each of these stresses. I can control my words toward others. I can control one minute at a time.. and hopefully move toward one hour and one day.

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I can't control whether everyone on my roster will come to my class today, but I can control my flexibility in working with students and families who do not prioritize school.

I can't control whether my IEP students pass this test, but I can control my willingness to work with support staff and families to help these students do their best at their level.

I can't control whether a majority of my students have experienced adversity and trauma at home, but I can control my personal and professional commitment to fostering a sensitive and caring classroom culture.

I can't control whether we add meetings and paperwork to our already-overloaded plates, but I can control my personal time management and my willingness to commit to these tasks, knowing they are intended to benefit my students.

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First time using padlet......hope this works.

I can't control whether motivated students will come to my class today, but I can control raising the level of excitement about what needs to be taught.

I can't control whether students who have missed instruction pass this test, but I can control making sure they know the content before they take the test.

I can't control whether many of my students have experienced trauma at home, but I can control my effort to create relationships and a safe environment for them at school.

I can't control whether we add more and more to our already-overloaded plates, but I can control my feelings of gratitude for my job and an awareness of the ability and challenge I have to make a difference in my students' lives.