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The type of first grade student that I am easily and quickly reaching is one that has a love for learning, comes with the skill set to begin reading, is a good listener, and engages in our daily learning. It is very difficult for me to take credit for this type of child's continued learning and growth - they seem to progress so naturally.

The first grader I question if I am reaching  is not always confident, and may not participate as much in group discussions. They also may not have the self motivation to learn.  I feel Salzar sends a strong message..."we can be effective teachers, but we can steal one's humanity". A strategy I can use is to keep the child (the human) at the forefront and place priority on relationships. Also, honor the child's culture and diversity. I love Salazar's term: "relentless humanizing agents"!

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The student that I can easily reach is the one who is self motivated, outgoing, and confident. They want to succeed and will work hard to do just that. They are rarely a behavior problem and focus on their work.

The student that I question if I am reaching is the one who is trying to blend in. They are not motivated or engaged and don't really like school.

My strategy would be to focus on the relationship I have with this student. I could focus on learning what I can about them and what they bring to the classroom by looking through the lens of culture and diversity. I would be more cognizant about what they bring with them in terms of culture and diversity and then find ways to celebrate that with the whole group which could then lead to feeling more included and a motivation to want to do better.

Sometimes as a teacher I get caught up in "I've got to get to my lesson" that I sometimes forfeit the time it takes to nurture and feed the relationships I have built. Those relationships are so important.

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The kids that I connect with seamlessly are those who I have things in common with such as a love of reading, or those who are curious about the world around them. Those kids that come to mind when I'm wondering if I am reaching them are those who have different backgrounds than I. I try to connect with them, talk to them to find out what we might have in common, but they can be reluctant to share. Maybe they are afraid that I won't accept them.
A strategy I could use would be to share my own vulnerabilities in Peace Keeper circles, where everyone gets a chance to share how they feel about how things are going in the classroom.

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The outgoing students whom appear to really want to be in the classroom are usually easy to reach right away. The students that are quiet and appear to just be going through the motions are the ones that you always wonder whether or not you are reaching. I always try to find a moment during class to check in with them. I like to find out what types of things they enjoy outside of school and then ask them about those activities throughout the year. Sometimes that means keeping track to make sure I am touching base and even writing down the important things I need to remember about each student.

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The students that come to mind about reaching easily and quickly are those that are naturally outgoing, spunky, and willing to contribute in class. I also quickly relate to kids that enjoy the outdoors and athletics, especially if I coach them.

Every year I reflect on the kids that I didn't reach, and most often those are boys that seem to have little motivation or interest in school. I have a difficult time with young boys that do and say immature things without thinking about others in the room. One of the strategies that I'll be using is taking a step back and trying my best to think like a middle school boy sometimes, and by leaning on my male colleagues to help relate to the child.

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Although I am not in the classroom anymore, the students that I reached the easiest were similar to me. These students displayed tenacity and a need to get ahead in their education. The majority came from the same background as I did. We communicated effectively especially when they needed support in both languages. Spanish enabled me to better work with the students because I took into consideration that at times some words/phrases are better communicated in their native language. I draw most of these learning experiences from my background and implement strategies that have worked in the past and rework ones that didn’t. We need to continue displaying their treasure boxes with great pride and never allow their items to become inferior.

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The student who comes to mind that I'm easily and quickly reaching is the student who Dr. Salazar described herself to be as a young student - the student who is intrinsically motivated and works hard to meet or exceed expectations.  How can I begin to take any credit for that?
When I wonder if I am reaching them I think of the students who are not so easy to "read" from their expressions and their verbal communication.
The strategy that I can implement tomorrow is really trying to look at my students through the eyes of their own culture (all aspects - race, ethnicity, socioeconomic status, gender identity, etc). I need to try harder to consider my classroom and teaching from their eyes - in a different way than I have ever done this before.

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Cathy Beach It easier to teach those who have similar experiences. and  It can be more challenging to teach if you don't understand someone's cultural background. I find I need more time to establish a relationship with student and/or family. It is hardest to reach those who say they know what you are teaching. They are very resistant to learning new things. I find this is often a defensive strategy to "hide" knowledge gaps or learning struggles. I will spend more time trying to make connections with all students.

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Cathy Beach It easier to teach those who have similar experiences. and  It can be more challenging to teach if you don't understand someone's cultural background. I find I need more time to establish a relationship with student and/or family. It is hardest to reach those who say they know what you are teaching. They are very resistant to learning new things. I find this is often a defensive strategy to "hide" knowledge gaps or learning struggles. I will spend more time trying to make connections with all students.

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Cathy Beach

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The student that comes to mind that I am easily and quickly reaching are those students who display external behaviors. Those students get my attention because a) they get the attention of their teachers - who then call me and b) because these are the students that I feel most comfortable helping. I am in my element around this population. I wonder if I am reaching all the students with internalized behaviors, the quiet ones that don't require the counselor to be "radioed in".

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The students I am easily reaching are those that I can figure out their love language and their interests. They also are student who interact with me openly.

I struggle connecting with the  quiet student. The strategies I use are: including their personal interests, finding impromptu reasons to stop by their desk and interact with them in a non-academic way, and make sure they feel noticed through out the day. I also seek parent input on how these students feel about school.

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Lisa Salazar.                        The students that I can reach easily are those that are engaged in the work, willing to participate, not afraid to take a risk, ask questions, and just love learning in general. Those that are harder to reach are those that are quiet, have had not so good experiences in the past when it comes to school. I think building relationships with students is one of the best ways to engage them. If they trust you and know you will help with with questions/mistakes and not critique them, they are more willing to engage at some level. A high level of engagement is going to take time, it is not going to happen immediately. 

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Lisa Salazar.                        The students that I can reach easily are those that are engaged in the work, willing to participate, not afraid to take a risk, ask questions, and just love learning in general. Those that are harder to reach are those that are quiet, have had not so good experiences in the past when it comes to school. I think building relationships with students is one of the best ways to engage them. If they trust you and know you will help with with questions/mistakes and not critique them, they are more willing to engage at some level. A high level of engagement is going to take time, it is not going to happen immediately. 

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The students that come to mind that I'm easily and quickly reaching are students who tend to be naturally outgoing. These students open up quickly and I can build relationships with them fast. The students that I wonder about are students who are more quiet. Some strategies I can implement are activities to build classroom culture so that everyone has an opportunity to have their voice heard.

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I love the idea of knowing what is in my students "boxes" through building relationships. I want to create more opportunities for them to feel like they belong and are a part of so much more and have value in my classroom (Brooke)

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I love the idea of knowing what is in my students "boxes" through building relationships. I want to create more opportunities for them to feel like they belong and are a part of so much more and have value in my classroom (Brooke)

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The students that come to mind that I feel I am easily and quickly reaching are the students who are immediately eager to listen and learn. I feel I am able to build a relationship with these students more quickly as they are engaged right away. Students who I wonder if I am reaching are the students who may struggle behaviorally, and maybe aren't ready to listen/learn/participate yet. One strategy I try to implement is to connect with each student on a personal level, until they feel safe enough to truly become part of the class.

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The students I often feel I am reaching are the ones who I have a strong relationship with. Students who share their lives, hopes, dreams, likes, dislikes with me. They are the ones I have conversations with. They ask questions. They ask for my help. They share their thoughts and concerns with the class. They add their perspective to conversations.

The students I have a much harder time knowing if I am reaching are the ones who do not like to share things with me. The students who I have to work really hard with developing relationships. Who may not feel comfortable asking questions, feeling vulnerable, or admitting when they need help.

The strategy that I am always trying to use with these hard to reach students is to show them how I am vulnerable. I try to be fully transparent when I talk about the things that I am not good at, or questions that I have, or areas that I struggle in. I think that if they can see me as a human who makes mistakes, gets things wrong, and fails then they may be more willing to open up to me. I try to ask questions when I don't understand something to show that I too am a learner just like them.

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The students that I reach easily and quickly are those students who come to school to learn and are ready to learn, they have the motivation and desire.
"Them" -- the students who are not engaged, would rather blend in, never turn their camera on, troubled.
Strategy: Relationships are key, also having an understanding of the "why". Why are you making this choice?

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The students that I feel like I reach the easiest are the students who are open. Also, students like my own children (who are very different). The students that I wonder if I am reaching are the students who are quiet.
Building relationships and. a classroom community where everyone feels encouraged, appreciated and valued will help all students.

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Students that immediately come to mind that are easy for me to reach are those with humor and drive. I often wonder if I reach the quiet students because they are more intrinsically reflective (if that makes sense). I would like more strategies because nothing really jumps to my mind. I would love to do more student based inquiry because I want my students to feel more connected to others in their class.

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I am having a hard time knowing whether or not I am quickly and easily reaching anyone - I hope that I am!  I do have students who come to mind when I wonder if I am reaching them.  For example, mixed race students that were in my class last year.

The strategies I can implement are to be sure to let every student make sure their voices are heard, that they can share and be excited about who they are, and allow them room to be proud of their culture and heritage.  I can set examples of showing appreciation, asking appropriate questions, and celebrating different cultures so that other students can do the same.  This will be a learning process, but its one I'm excited to start!

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Students I can reach easily and quickly are those who come to me with an innate (or homegrown) love of learning. Others are those who have strong parent support - emotional, financial, role model, etc. The student who comes to mind that I wonder if I am reaching (or know I am not reaching enough, honestly) are the "unengaged," "bored," or "unproductive" -- these are the kids who keep teachers awake at night. The strategy I have used is to ask them, "what do you care about?" (who or what) -- finding something to care about, ideally THEMSELVES first, is a stepping stone and one I can use to build a deeper relationship.

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The kids I reach quickly are typically students with more life experience, those with tenacity and "grit," and those that are intrinsically motivated in their educational performance and learning community. The children I worry about are those that don't/won't/can't engage in their learning, students who lack or have an underdeveloped sense of pushing through difficult or novel tasks, and those who require purposeful support systems to perform on tasks. I really appreciated the last slide where Dr. Salazar listed out the necessary requirements for being a truly "prepared" teacher to enter the classroom, particularly the bulleted point of "relentless humanizing agents." I think that my best next step is to reflect on my world view versus the lens presented by Dr. Salazar herself as a student; if I can empower my students to embrace the uniqueness of each of their cultures as an avenue for being open to others' cultural identities and members of our collective community, I will have immediately improved my classroom for all student learners.

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Students that I' easily and quickly reaching are ones who feel like they belong.  Students who are harder to reach are ones who have yet to find something that engages them in their learning.  Making personal connections and humanizing the teacher student relationship are strategies to improve students feelings of belonging.

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Students that come to mind that I feel I am easily and quickly reaching are students that come from different backgrounds and different ethnicity.  Students that share different physical attributes than the majority, as well as students that need specific support with their learning because of a language barrier. I believe this is true because of my own background and personal experiences.
I often wonder if I am reaching the students who learning comes easily and naturally to them, and the ones who do not experience language barrier challenges, therefore the ones whom I don't share many learning similarities with.
A new strategy I can implement is to use culture and our different backgrounds to create a classroom culture of belonging where everyone feels safe, welcomed and accepted.

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The students that I can reach the easiest are those who are most like me as a human and as a learner.
The students that I have the most difficulty reaching are those who are the least like me.
Strategies to be able to teach all students more effectively are to use cultures to create a place of belonging and safety...to be human and know that students are perfect in their human-ness.

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I can focus on my relationship with each student to ensure that I know what is in each of their boxes of treasures!