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Helpful/hurtful- Students want to make a video

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Expectations that Provide Security:

Students need expectations in a classroom in order to feel safe and secure. Teachers provide those, but often without the explanations that students need in order to understand or to “buy-in.” Teachers can discuss a list of expectations they have for their students as well as verbage to use when explaining each expectation.

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Join a conversation about healthy boundaries and what it looks like to hold students to high expectations with high support.  Students don't need our pity and they don't need us to make excuses for them - what does this look like?

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go beyond assimilationism and changing students. Create systems and environments that are actively anti- oppressive

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Letting go of self perceived notions. We must believe students and we need to build an intercultural structure with our students. Brining humility into as a leader.

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CLR Refresh
Many CLR strategies work on validating and affirming. Let’s review some of the great CLR protocols that work on VABBing our students.

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It’s the Little Things

Teachers self evaluate and identify the little things they do in their classrooms each day to help build and maintain positive relationships. Teachers share with others.

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Setting healthy boundaries and rules/expectations and sticking to them consistently and being equitable in the classroom.

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Sometimes kids who need the most love show that need in the most off-putting ways. How can we connect with students and families whose need for love and connection lives inside of a shell that can make it hard to reach them? Learn some strategies and mindsets to rethink your loving approach when love isn't straightforward.

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Giving students the responsibility that they are ready for as age appropriate. Additionally, student by student preparedness

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Activities to Sustain Relationships:
A school year’s worth of activities to use in your classroom to build and sustain quality relationships with students.

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Session Idea: Restorative Practice in the Classroom - Community Circles

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Session Idea: Restorative Practice in the Classroom - Community Circles

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How to plan, lead, and empower students to plan/lead weekly or daily community circles in the classroom. How to utilize restorative practices in the classroom.

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Being Present, Observant, and providing SEL opportunities

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Being Present, Observant, and providing SEL opportunities

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What are some things we can do to ground our students and ensure that we are ALL present in the classroom.

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Resources for students (Similar to mental health course this summer)

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Resources for students (Similar to mental health course this summer)

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Being aware of the resources available to students. Knowing when and where to refer students based on their needs. Who to turn to, when, where, etc.

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Creating a space where students have say, get to choose, have freedom ... without the worry of "chaos" ... balancing individualized, student-driven, passion project learning in an environment that is conducive to learning, growing, sharing productively.

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Let's come together to think about how we can model healthy boundaries and what consent looks and feels like from pre-K through 12th grade in classroom settings. How do we model and validate a culture of consent in our classrooms?

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Teacher/student relationship: Wanting to learn more from them. Having conversations about anything, not just about school. Closing circle for all grades and all levels of school. Restorative practice needs practice compared to daily closing circles. Comfortable to be vulnerable with students.

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How to get to know your students' stories faster and better so as to include it in the curriculum.

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Teacher Self Care:

We all know that it is easier in the fall to remain positive, but come February, things can get more difficult. Provide teachers with easy ideas of what they can do for themselves during the work day (or even outside of the work day) to maintain a positive attitude.

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How to talk to your students, authentically, about world issues without giving your personal opinion. Those events impact the students so it is important not to ignore that.

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We're tempted to focus on the BIG ideas and big things we can do to transform our classrooms - but what if we spend these opening days building up a bank of little things that will create a culture of love in our classrooms? Come collaborate with your peers to brainstorm and energize yourself to start out strong - with the little things!

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- Student led session on student perspectives of why cultural competence actually shows love;
Share personal narratives - what's their story?
Reinforce the impact of a personal reach-out to the student
Could embed info on cultural humility (Angela Wilcox has great stuff on this!)

We think it's important that there is follow up after these sessions - what did individuals try?  How does being intentional impact your practice and the culture of your classroom?

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Developing and SUSTAINING Quality Relationships:

How do you make relationships in the fall and sustain them throughout the school year.

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Session Idea

Restorative Justice Circles

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https://www.amazon.com/Neuroscience-Inclusion-New-Skills-Times/dp/1432787225

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Join a conversation about how we can allow ourselves to be on a journey to authentic cultural competency, where we are allowed to learn, make mistakes, make amends, and keep learning.

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Set the Tone:
Participants will discuss the difficulties and learn the importance of teacher attitude in the classroom. Possible connections to make:
-Self-love
-Growth mindset
-Daily affirmations
-Cultivating Positive Relationships
-Importance of yes, and
-Student choice/inclusion/voice

The session could be teacher focused, a generation of ideas for how to get and maintain this in the classroom.

-Kyle, Laura, Kristin, Andy,
Stephanie

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Love Scavenger Hunt -
Each room or area demonstrates different examples of showing love authentically. Teachers and staff participating can feel what it is like as a student to feel the love and then transfer it to their own classroom in their own way.

Warm Fuzzies-
Sending words or encouragement or affection to other buildings or staff periodically

Student Lead-
Ask students to help us understand what we are doing well and how we can elaborate on that.

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Cultural Competency
Bringing in family connections. Asking kids to go home and talk to their parents/grandparents. Talking to each other, talking to the staff, and thinking about their own cultures.

Getting Personal: Its a Two Way Street
What are the steps we can take to get personal with our students. Sharing things about ourselves and learning about or students. Being consistent and continuing this throughout the year! Not just during the "get to know you" week.

Staff Unity: Transparency
Taking the steps to be a United front. Having the same expectations across the school. Showing the students that we care about each other and that we rely on each other and that we can refer to each other. Students see when Teachers/Staff/Administration don't connect.

Modeling Openness: The Importance of Creating Circle Spaces
Creating a space for circle daily. Allowing for students to speak their minds. Modeling that it's okay to be emotional and the value of feelings and the validation of them. Morning  circles are valid and important.

Let's Talk About RACE!
- no amount of training

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- The Art of Eye Contact

What it means in different cultures, what it means in

- Acceptance over tolerance

Feeling “tolerated” is not comforting... is not LOVE!

Feeling CELEBRATED and accepted is love.

- Keeping it real

Go to the PD session and then DO IT.

Sometimes the truth hurts; you don’t need to deliver it with animosity, but it needs to be said.

Kids know when we’re BSing them.

- What does it look like for a student to feel loved?

As peer coaches, we ask ‘how do you know your students are learning?’ We should also be asking ‘how do you know your students are feeling love today?’

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Love through picture books. Showing picture books that represent our students and our community.

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Proactive: How to set up your positive classroom management system so it goes beyond just the fall.

Reactive: How to de-escalate behavior issues in the moment

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"My Name, My Identity" circle
Participants will experience a circle where they share their name (pronounced the way the name was given to them), and then their name story - anything they can share about who they were named for, what their name means, their preferred nicknames, etc. At the end, we all commit to learning and pronouncing student names and honoring their identity.

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We could discuss the questions we discussed at the beginning - what's one way you've felt loved .. showed love .. in the last month? this morning?

Then - create the challenge - create a Show the Love Challenge. Staff can decide for themselves on a calendar one way each month that they will "show the love" to students/staff/families. These can change as the year goes, but what a cool way to keep goal-oriented with showing our LOVE in Hopkins! <3