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An environment that felt especially meaningful to me was one where student strengths were genuinely recognized and valued. I had an exceptional secondary history teacher who was intentional in crafting instruction that was not only aligned with academic goals but also responsive to students' interests and individual strengths. 

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An environment that felt especially meaningful to me was one where student strengths were genuinely recognized and valued. I had an exceptional secondary history teacher who was intentional in crafting instruction that was not only aligned with academic goals but also responsive to students' interests and individual strengths. 

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During my time at Towson, it was interesting learning how to connect with young adult learners. It was important to me to foster a sense of community where everyone felt safe, valued, and celebrated. I have done community circles and over the years it takes shape in different ways depending on the group. We always make sure the students have time to connect and debrief after a long day at internship. We also make sure to find ways to help them bond with us and each other. My favorite moment was having a Glow Party - we danced, ate, played games, but every aspect of the night was intentional which led to learning, meaningful reflection, and of course celebration. I wish I had this type of environment as a student myself! Not having this type of environment, has helped shaped me as an educator and taught me the value of connection, trust, and feeling valued/celebrated. :)

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I love to give my students agency in choosing a spot to sit at both for group work and for independent work. I don’t do it for every assignment or activity but for most.

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I felt both vulnerable yet safe in my Laban/Bartenieff Cert program years ago in which we practiced providing feedback in a non-judgemental process. The program taught me to look at patterns and not set judgement on myself or others and recognize our choices as a means to discover new choices.

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My teacher spoke in a quiet but joyful tone and was very in tune to each of her students. She related our learning to topics we were interested in. She had parents in the classroom more so to help enrich learning. Given that the room was part of an open-concept pod, we felt safe in our little corner.

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An environment that made me feel inpsired was when I had to fill in for teachers during Covid and created bonds with the students I taught. When I went back to the schools, after the teachers came back they recognized me and were excited to see me. It made me realize how much I love my job.

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In elementary school it was a very friendly, hands-on school where I learned by doing things like projects, reading stories, and playing outside. The teachers were kind specifically my 3rd grade teacher, who helped me feel safe to be myself and made learning fun.

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I remember a time in my own education that the environment felt especially safe and secure was during small group activities where everyone's voices were able to be heard. My teacher fostered a calm, supportive atmosphere where we could take risks, share ideas, and build confidence without pressure. Even working with students in my internship, I feel like students are more engaged when they are able to work together closely.

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I had a 3rd grade teacher whose classroom I remember vividly. It was colorful and fun, but she was also colorful and fun. She would get silly with us and think outside the box. I remember we had a few different themed days, one was like beach day. We brought in beach towels and dressed like we were going to the beach. We read on the towels and did other themed activities. I definitely felt safe and knew I could make mistakes and it would be okay.

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During my time at Towson, I have loved feeling safe and connected with my seminar class. My professor makes me feel safe and comfortable, and I love how even as adults, we can still connect with each other through learning environments.

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A learning environment that was special for me was one during my college career. My professor made sure that not only the physical space was warm an inviting, she also fostered an environment of vulnerability by sharing her own writing. She didn't omit any of her typos or errors and instead, she talked through her processing as a writer. This made me feel like I was safe enough to make a mistake and be corrected by her. This also established a level of trust in peer-to-peer relationships as well.

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A time when I felt inspired was during my second year as a teacher. My principal volunteered to co-teach a lesson with me. The focus was on literacy; however, we used various theme songs from different Disney movies. The lesson was thoughtfully planned to help students develop their critical thinking skills through a series of questions. It was inspiring to see how you can use tools outside of the classroom to engage students while teaching the needed skills. This was one of many lessons I co-taught with my principal that showed me that it was okay to shake things up in the classroom to create engagement.

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As a student I felt safe when my voice was heard and respected. Sometimes teacher candidates feel they are not really heard because they are in the seat of learner. I created a space in the first 15-20 minutes of class for self-reflection and sharing during our restorative circle. I wanted them to know their voices are valued and respected.

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My second grade teacher had a way of making everyone feel safe and welcome. I don't even know the details of how he did it, but I remember strongly that I looked forward to going to school. He listened to us and had immense patience. He also involved us in classroom decisions such as decor and gave us jobs. I often find myself asking "WWMPD"(what would Mr. Peddicord do?) in my own room.