# data[].attributes.body
My greatest commitment is to instill in my kids a Growth Mindset. It is so easy for scholars to believe that success comes in test scores and performance as opposed to the ability to grow, believe in their progress, and celebrate their motivation to be successful. I will do that by having the scholars turn our back wall into a Growth Board. By having them make it, it makes them feel that they belong in the classroom and are seen in the space. Additionally, it will make tracking and celebrating their success more tangible (like their iReady and IXL scores) so all scholars are highlighted, feel included, and belong. I want to interrogate more ways to have them feel seen in the curriculum/ projects that they can do so that they feel that their learning is catered to them, that they belong in science, yet not too broad where they do not feel too unsupported.

# data[].attributes.headline
Grief, Loss, Bereavement (Tania Jarjoura)

# data[].attributes.subject
Grief, Loss, Bereavement (Tania Jarjoura)

# data[].attributes.body
I want to implement from the webinar more creative ways for scholars to express themselves, especially when dealing with these challenging times where many scholars have lost loved-ones in the pandemic. Right now, I let scholars write their emotions to me in little envelopes if they want to share, but I loved that the webinar also offered ways to draw, paint, write, sing about emotions. Giving scholars the space to express themselves in the medium that they prefer. I am excited to see what ways they want to share!

# data[].attributes.body
My greatest commitment is making sure my students adopt a Growth Mindset. My students are under the impression that education is something you are born with. Students in 6th grade are already calling themselves names and giving up on their work. I am constantly pushing for my students to believe in themselves. I introduced myself to positive affirms and it is something we do as a class every day! Positive affirms have been shown to just simply push scholars to be more positive in the classroom.

# data[].attributes.body
One key takeaway from the webinar was that I already create creative ways for scholars to be open and express their selfs without knowing! As a teacher I am always using self to world connections to show the scholars I too am dealing with life. I want my scholars to know they are not alone and we are all dealing with ruff times! Every Friday, we have advisory circles that are based on real life situations and give scholars the platform to share or to write their emotions down privately.

# data[].attributes.body
The commitment that I am making to support student belonging is ensuring that I translate for my non-Spanish speaking students so that I can get belonging from all students. I often focus on making my ELL students feel like they belong by speaking Spanish to them, but I do not want to exclude other students by doing so. Therefore my greatest commitment is to translate so all students feel as if they belong at all times.

# data[].attributes.body
Belonging and growth are two things that I'm striving to work on with my kids because I see evidence of them not believing in themselves already. I prohibit my students from saying they can't do things or that they're not smart enough to accomplish certain things. I try to write them sticky notes throughout the class when they're on-task and showing improvement. I'm still figuring out how to better promote belonging because kids are still negative towards each other even after the circles we've done. I think another circle I might try is having them say 3 positive things about the students in their class-affirmations for each other.

# data[].attributes.headline
Supporting Students Through Grief, Loss, and Bereavement - Lisa Xiao

# data[].attributes.subject
Supporting Students Through Grief, Loss, and Bereavement - Lisa Xiao

# data[].attributes.body
I want to incorporate the multiple methods the webinar suggested for students to express their emotions. Currently, we have homeroom where we discuss how we're feeling especially about issues like Covid, systemic issues facing their community, and mental health. It's a very open floor however which may prevent some students from participating. I would love to have a box where students can put all of their issues in. I would also love to have a session where they get to draw whatever they want in response to certain issues.

# data[].attributes.headline
(Angie Lara) Supporting Students Through Grief, Loss, and Bereavement

# data[].attributes.subject
(Angie Lara) Supporting Students Through Grief, Loss, and Bereavement

# data[].attributes.body
Based on the webinar, I’d love to include a few more creative and expressive ways for students to convey their emotions. Every morning, we start off the day with homeroom and typically delve into wider discussion topics which can vary between current events, SEL, meditation, and a few other formats. The slides that we’re given often encourage the use of big classroom discussions, but I often have just a few students sharing their thoughts over and over. I love hearing from my usual sharers, but I would love to format homeroom in a way that doesn’t’ limit or alienate students from sharing their own thoughts. When we come back from break, I’d love to try starting a journaling or doodling session at least once during the weeks to have students share out what they’re feeling. I’m hopeful that it will help provide additional mediums for students to express themselves and remove some of the pressures to share on a larger scale, adding to the sense of freedom in sharing their thoughts.

# data[].attributes.body
For the rest of the year, I am committed to promoting a Growth Mindset for all my scholars. I know my kiddos are strong and capable of achieving anything they put their minds towards. During class, I often approach students with a variety of positive affirmations, with some ranging between a simple and quick thumbs up to a solidly thought out spiel to reassure them that they have the stability and support to succeed in ELA. I will continue to empower students with these affirmations and celebrate any and all successes in their lives so that they keep pushing and stay motivated to give it their all.

# data[].attributes.headline
Leandro Tejada - Belonging & Growth Mindset

# data[].attributes.subject
Leandro Tejada - Belonging & Growth Mindset

# data[].attributes.body
To support my students' belonging and growth mindset, I will continue to ask them directly and through surveys how they feel about the way I run the classroom. Some of my students are already very direct about how they feel, and I try to implement the feedback as best I can. I want to continue to implement the feedback and educate myself on issues that can help my students become stronger members of their communities when they graduate.

# data[].attributes.body
I will incoropate different methods.

# data[].attributes.headline
Leandro Tejada - Supporting Students Through Grief, Loss, and Bereavement

# data[].attributes.subject
Leandro Tejada - Supporting Students Through Grief, Loss, and Bereavement

# data[].attributes.body
Although our school has bought a curriculum with lessons that helps students navigate their emotions, I'd like to allow more room for scholars to express themselves about what is on their minds. Although they are learning about these skills in class, it seems passive because they don't get to immediately practice them. Keeping my students safe through routines and giving them options of how they can express their feelings (giving them a sense of choice instead of forcing them to speak up right then and there) is one of the ways I can help.

# data[].attributes.body
To support student belonging and growth mindset, I will continue seeking out new ways to prioritize student voice in my class. I will do this first by creating a suggestion box in my class and advisory, and continuing to be responsive to kids' concerns and feedback. Additionally, I commit to incorporating more student projects into class so that scholars feel more agency in history class.

# data[].attributes.body
Currently, the student in my school undergo "social-emotional learning" through packaged PowerPoint presentations; they are given little opportunity for self-expression during the day, however. Every day I try to create a space in my classroom where students feel that they can bring themselves to class. I want to push myself, however, to offer kids more forums and channels of communication with me beyond class discussion or raising their hands during independent work. The video incorporated some great strategies around that that I'd love to explore.

# data[].attributes.body
I will make sure to always be mindful of the things they're going through. They are a human first, and a student next. I can't have a productive student if I ignore their humanly needs.

# data[].attributes.body
I will make sure to always hold my students to high standards. I will also model for them that I am not above a growth mindset and trying to better myself. Through example, I hope to encourage them to be and do better.

# data[].attributes.body
Something that struck me in the belonging and growth mindset module was the scenario in which a pattern of student work incompletion was described. This struck me because it is something I am currently struggling with a lot in my own class. I am seeing students lose investment in the work and simply not even attempt the work anymore. This is a pattern seen across all performance bands, from students who have demonstrated high content mastery and success during previous units or assessments, as well as students who have consistently struggled with the material throughout the year. The scenario's "connection" made me think about how I need to push past the surface level impression that students just don't want to make the effort, and look into why a student in that moment may feel unable or not willing to do the work in front of them. I think it comes down to being more open to varying strategies for students in class, and being more aware of how individual student needs play out when it comes to work completion in the moment.

# data[].attributes.body
I will incorporate this webinar and its information into my practice by trying to incorporate more restorative and healing practices into my advisory time. I think that often the weight of Covid and the after-effects are looked over too quickly, and we do not spend time acknowledging that students (and teachers) are still going through it. I think re-orienting ourselves on self-care priorities can be significant and very helpful for students.

# data[].attributes.body
I would like to do more emotional check-ins at the start of the day to give students the opportunity to tap into how they're feeling and develop language to express those emotions. I would also like to do this through art at some point since sharing out emotions is challenging for some of them.

# data[].attributes.body
The period of remote and hybrid learning has shown me that students have been operating in isolation for so long that cultivating belonging is critical to a positive socialization process that helps them develop a strong sense of self. I commit to supporting student belonging by giving students an opportunity to share more about their cultural backgrounds and by being intentional about developing a sense of community within my advisory. The pandemic has also been challenging in terms of the missed learning opportunities that have transpired. As a result, students often feel like math and other subjects are getting 'too hard'. I hope to continue instilling a growth mindset in my classroom community by rewarding them using 'process praise' so that they understand and internalize the concept of growth mindset and productive struggle.