# data[].attributes.body
A connection of some kind, such as common interests or ties to family or friends.
You teach a favorite subject.

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Respect and the willingness to actively listen.

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Respect and the willingness to actively listen.

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Also, knowing that specific teacher will help them in some way.

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Disappointment or boredom. Avoiding the work.
Mismatch in teaching and learning styles.

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Behavior and nonverbal signals, such as face turning red or covering face. Withdrawal. Tears.

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Interests, trusting, caring, might see something in the teacher that is missing their life. 

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Interests, trusting, caring, might see something in the teacher that is missing their life. 

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I would like to test sped students individually to make sure that they understand the questions.

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personality
interest

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relationship
personality
common interests
teacher interaction

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can't do the skill being asked of them
negative relationship with adult
child does not know adult

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Scared of making a mistake and being made fun of. Sometimes they are afraid we see something about them that they are not accepting in themselves.

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shut down
lack of participation
no eye contact

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previous experiences with other adults
Avoidance
previous experience with specific teacher/s
Prescence of peers (reputation)

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They might shut down, refuse to try, various facial expressions (before covid), physical actions. Sometimes verbal outbursts.

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Try to be mindful of how you handle things throughout the day & show more positive outward displays of dealing with setbacks, problems, etc.

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Share personal experience. Be empathetic.

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share stories
empathy
connect with them every day

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They feel adults are unable to relate or they are not sure how to ask for help.

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They feel adults are unable to relate or they are not sure how to ask for help.

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Meeting with students individually, to see if they understand the questions. That is also a time to ask students about questions and how they answered them.

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Admitting bad days happen. Talking to them individual - Praise in Public, Reprimand in Private. Personal space might require demonstration/reteaching.

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create a safe environment where they feel safe to connect to us and others

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Response to questions/verbal or attitude. Slouch, head down, go sit on the floor. 

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Response to questions/verbal or attitude. Slouch, head down, go sit on the floor. 

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Showing compassion
Open-door policy
Checking in with them

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Bad experiences with adults in their past
Struggle with authority figures
Fear of failure

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shut down
lashing out
yelling
walking out
swearing
refusal
entitlement

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Adaptability - maybe frontloading things as much as possible.
Encouraging the students to take their time when doing screenings.

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Build hope within our students. Share positives.

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Shutting down - head down, not participating
Verbal cues
Aggression

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Taking a break, thinking before responding. Try to give students space or give myself space from students

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Taking a break, thinking before responding. Try to give students space or give myself space from students

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Remain calm
Don't fight battles
Take conversations to the hallway
Remain positive
"Leave it at the door" mantra
Breathe!

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Giving examples of personal experience, display appropriate behavior in those situations, discussions

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Finding the reason for student's anxiety or why they are scared to try new things. How much is based off peer response. 

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Finding the reason for student's anxiety or why they are scared to try new things. How much is based off peer response. 

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I want to know more about why adaptability was high for all seven grades in the MS/HS based off of the statement" I like to try new things."

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Can we get a service dog to build positivity??

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Can we get a service dog to build positivity??

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What are they unhappy with home or school? Continue creating positive relationships and connections with the students. THis will help them feel more comfortable to try new things and be more positive.

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Fear of peer embarrassment/judgement. Fear of teacher disappointment.