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Give moments to have students share their thoughts and how they are succeeding or struggling and letting other students give guidance. Even for those that do not share, they will hear these stories and will connect. They will also realize they are not the only ones.

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Most of my students have anxiety and online learning stressed them out.

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Becky-Counselors are building SEL lessons for the first two weeks of school.  Teachers will have a quick/easily accessible lesson plan and links to corresponding videos or surveys.  We are also creating the google slides as well.  The hope is that we build strong lessons that touch on their struggles, successes, hope, resiliency, connecting with peers and teachers, etc.  

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Becky-Counselors are building SEL lessons for the first two weeks of school.  Teachers will have a quick/easily accessible lesson plan and links to corresponding videos or surveys.  We are also creating the google slides as well.  The hope is that we build strong lessons that touch on their struggles, successes, hope, resiliency, connecting with peers and teachers, etc.  

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I hope to get a preview to share in the next few days

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Overwhelm with multiple demands and the workload impact my energy and my ability to be truly present in the classroom.

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Becky-Making connections with kids is one of my main jobs and I did not feel effective last year during distance learning.  Students did not email or call back when I tried to do check-ins.  It was my greatest struggle.  

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Becky-Making connections with kids is one of my main jobs and I did not feel effective last year during distance learning.  Students did not email or call back when I tried to do check-ins.  It was my greatest struggle.  

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When a student expresses an interest in something, see what happens when you can incorporate that <thing> into your teaching: I've found that the student is more engaged, at least for that lesson. It's a start on getting that student interested in your class and school again.

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-Restorative conversations
-Come from a place of questioning and true concern
-treat students the same respect and dignity we would others in our life (colleagues, other adults, etc.)

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We talked about Sincerity and making personal connections - how many times have we heard about a student, only to find that the student isn't anything like what we've heard?

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Multiple demands make it hard to know what to prioritize. I want to do some things well and not a lot of things poorly.

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Persistence, showing students you are NOT giving up on them.

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Persistence, showing students you are NOT giving up on them.

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Engaging in conversation and questioning. 

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Engaging in conversation and questioning. 

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Listening and acknowledging their frustration.
Staying calm not engaging in the negative
Finding the connections to help foster trust and relationship building.

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1) Examine grading practices to be sure we do not squelch hope and cause students to give up

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1) Examine grading practices to be sure we do not squelch hope and cause students to give up

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2) Have endurance with relationships with kids - keep trying and never give up
3) Establish long-term relationships with parents of discouraged students as well

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Charlotte Lartey

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I grew up in poverty to an illegal immigrant. The area was predominately hispanic and later Vietnamese when the war ended. Most of the refugees come to that area. I saw so much open hatred in the community and riots and demonstrations. I never felt I fit in. The apartments we lived in were not safe. There were many bad people. Bad things happened to me. I grew up so angry. I decided to want to reach kids that felt they did not have a voice and felt they did not matter and those that were just angry and headed to a bad place. I got into SpEd because my uncle is TMR and I have always been close to him. Seeing how he was treated in society and still is, bothers me so. I feel I am spending more time trying to understand the hate people have towards others. I just cannot understand it. Kids need to know they matter and I will fight for that!

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The main why is that I knew I could connect well with students with similar backgrounds as me (poor, some homelessness, hunger, abuse of all kinds, neglect and I wanted to take what didn't work for me in education and find a way to make it work for others.

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Heidi - I grew up in a small predominantly white town and it took me decades to understand the importance of not just being "color blind" but of listening to and appreciated the rich and colorful histories of people different from me.  And more than just appreciating, to advocate that their stories be told.  As a history and literature teacher in a small predominantly white town, I get to share great literature and diverse historical perspectives so that hopefully they will learn faster than I.

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Jason Barnes - I want students to see a POV other than their nuclear family, street they live on, side of town, etc. I used to bristle at students (and families) referring to me as a "Portland Hipster" until I understood that it was an opportunity to share my POV - the CCMS community was seemingly expecting it.

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Jason Barnes - I want students to see a POV other than their nuclear family, street they live on, side of town, etc. I used to bristle at students (and families) referring to me as a "Portland Hipster" until I understood that it was an opportunity to share my POV - the CCMS community was seemingly expecting it.

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Becky--My WHY comes from growing up in a predominantly white, upper middle class area where people that looked like me were few.  I may have had the same opportunities as my white counterparts, but I needed a little more support to become a successful student and person.  I luckily had the support at home, but that is not the case in a lot of families.

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Becky--My WHY comes from growing up in a predominantly white, upper middle class area where people that looked like me were few.  I may have had the same opportunities as my white counterparts, but I needed a little more support to become a successful student and person.  I luckily had the support at home, but that is not the case in a lot of families.

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I try to connect to students and hear their stories and what they think of me or other teachers.

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CRCM 1 Culturally Responsive Strategies, Introduction 

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CRCM 1 Culturally Responsive Strategies, Introduction 