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The art of how you teach. Teacher moves. Classroom practices and routines.

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Overall content within a course.

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Emphasizes what has been done and challenges the way we teach in FCS.

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You feel vulnerable when you are powerless. Especially if the person in power uses it to control you.

Showing your vulnerability to others can free you of some things you have experienced and need to let go.

Helps build trust.

Breaks down barriers between you and your students.

Shows you are a real person.

Important to show your humanity in the classroom. The students are the most fun part of teaching, so getting to know them means we need to learn their stories.

Ted Talk ‘The danger of the single story’.

Sharing a counter story (the students) can create a powerful learning experience for your students.

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How does vulnerability relate to power: LM

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How does vulnerability relate to power: LM

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I think it relates to power by how vulnerable we are willing to be.

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When someone is able to find it within themselves to be vulnerable, it can make that person feel more confident or powerful.

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The way vulnerability relates to power is people who have power over you can use your vulnerability against you to gain that power over you.

B.C

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How does vulnerability relate to power? AC

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How does vulnerability relate to power? AC

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When you are the only one being vulnerable, you feel powerless. When the whole classroom is vulnerable, you begin learning the emotions and power of being vulnerable with others.

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How does vulnerability relate to power? JC

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How does vulnerability relate to power? JC

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Vulnerability relation to power is an odd relationship. Society can see vulnerability as a lack of power while some can see that the ability to be vulnerable to an individual or a group as being truly powerful and confident.

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Vulnerability can invite all people to power

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Feel less like a number

Positive impact.

Teachers make the students feel empowered.

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It may not be finding the right answer yet it can be about finding a multitude of answers. BC

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It may not be finding the right answer yet it can be about finding a multitude of answers. BC

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What if critical thinking wasn't about finding the 'right' answer? AC

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What if critical thinking wasn't about finding the 'right' answer? AC

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Thinking critically about each perspective or option, rather than deducing which one is 'right.'

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What if critical thinking wasn't about finding the right answer?

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What if critical thinking wasn't about finding the right answer?

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I think that if you aren't focused on finding the right answer it will open your eyes to new perspectives and many other outcomes because sometimes there isn't just one answer.

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What if Critical Thinking wasn’t about finding the right answer 

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What if Critical Thinking wasn’t about finding the right answer 

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This could allow students to have different perspectives and to learn from each other in the classroom. It would allow the students to be able work towards a common goal without feeling like they are in the wrong.

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The conversation may be more open to perspectives.

There may be additional dialogue from more people because the conversation could keep on going.

Allows your students to collaborate and get to know each other better.

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What if critical thinking wasn't about finding the right answer?

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What if critical thinking wasn't about finding the right answer?

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Seeing something in a different perspective than you originally did to open your mind to more possibilities

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What if critical thinking wasn’t about finding the right answer?

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What if critical thinking wasn’t about finding the right answer?

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It would be used to discover and grow. Finding multiple solutions to a problem and understanding which one works best for them and others. It allows you to expand your point of view and the views of others around you.

- JC

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Love the behaviors in this section—

This is why these behaviors are so important to keep working on.

Challenge yourself to continue challenging yourself as a teacher to build your own skills.

Better questions.

Setting up safe spaces in your classroom.

Sticking up for the students who don’t participate or have had negative educational experiences.

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When I think of holistic care, I think of a natural way that we can take care of ourselves or how we can nuture someone to show that we care. Holistic can take more time and make us slow down, and make us think about what we are doing. LM

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All of you—

Physical

Emotional

Psychological

Intellectual

Physical

Naturally caring. Each individual needs different ways of caring for themselves.

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Caring for the student as a whole - every dimension of their being

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Holistic care is treatment of the whole person. This is also a natural kind of care.

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I think finding care through ways to connect back to self

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Care can be made holistic when one has consideration for the wellness of the body, mind, and spirit, and emotional aspect of the person they are caring for.

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The fact of knowing all the area's in which each specific student needs help whether it be physical, emotional. Its a way we can be there for our students in every aspect that they need help in.

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Be Trauma-Informed:

*respond to the impacts

*prevent future trauma for happening

*make changes in your own practice & systems

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My CT has a great bond with her students and they are comfortable asking her questions. They like coming to her class and they actually want to be there.

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My CT is cautious to respect the lives and individuality of each of the students. She does not generalize statements and is inclusive in what she teaches.

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Every start of the week, my CT would share how her weekend/break went and ask the students the same. Students ask her questions about what she says and she does the same. -JC

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Teachers talking about their own family situations. (Addiction in family)

Students respected the teacher, so come to her with issues.

Closer-what is the best part of your weekend. Then probing… where do you work? Asking additional questions to learn more about the students.

Set boundaries but shared about the baby that is coming. Also shared sonogram with students.

How did you illustrate it?

-asking about tattoos (and also shared that they should wait).

-choosing the recipes in lab.

-students like having choices and being on their own for some labs.

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The in-class assignments allow students to reflect on what they learned during class and how it connects to the class content and unit.

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CT asks a lot of open ended questions; answering questions with questions. Pushing students to challenge their skill level by allowing them to make difficult recipes. Lab evaluations allow student to reflect on how their lab went and what they would wish they could improve on. -JC

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At the end of the week my CT had students complete a check-in assignment to see how they are feeling, if they need any help or support with anything, and if anything is going wrong for them.

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Mutual vulnerability

Teacher opening up about her family situation (specifically her sister going through the prison system and how that affects family dynamics)

Teacher asking about students, their lives, and their activities - getting to know them & allowing them the chance to connect with others

Me: connecting with students through one-on-one interactions, leading classroom discussions, and being open with them through their questions

Critical Thinking

Teacher asking open-ended questions and encouraging thinking beyond the prompted activities. Instead of answering instruction questions, she would say, "read your instructions and come back if you have further questions" (answering questions with questions).

Students thinking about and providing further rationale behind their independent project choices. They also prompted further questions to understand the content - especially my 8th grade class with the lesson I taught.

Me: integrating open-ended questions into lesson planning, providing further rationale behind "why" questions, reflective questions after activities/labs, answering questions with questions, and connecting each day to the next and previous.

Holistic Care

Teacher set boundaries for herself in the job (times to grade, plan, organize, etc.). She also takes time at night and over the weekend to practice self-care. She asks students about their lives, activities, and goals, as well as co-creating a schedule with students to plan around activities and show care for their mental health in the classroom (ensuring they don't experience stress/burnout in your class).

Students discussing how they care for themselves during busy activity seasons, as well as showing care for their teacher through asking about her and her life outside of school.

Me: being mindful about students' needs and desired activities through lesson planning, as well as being attentive to their emotions/thoughts/needs in one-on-one and class discussions.

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Students

Homework with family interaction.

Right to pass.

Planning around students when their gone. Rather sports or absence, being able to create a plan with students to ensure that majority of individuals can be present for.

Explaining small and big safety procedures.

Teachers

CT being apart of extracurricular activities, ex) part of a softball club.

Going on vacations or small out-of-city trips.

Doing 'nothing'; relaxing. -JC