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"Intelligence plus character-that is the goal of true education" Right now, my purpose as an educator is to help students develop character by respecting them and taking ownership when I mess up.

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This adds onto the list of reminders of how impactful genuine connections are. I know this isn't everyone, but plenty of people remember their teachers that positively/negatively impacted them the most based on their interactions more so than the lessons taught or grades received. This does not diminish the importance of the learning, but rather further highlights the number one thing kids want from us. So if we really want them to learn, to succeed, or anything else, it starts with the genuine connections.

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This is a continued reminder that connection has to happen before content.

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It's a reminder to be creative with the way I engage with students and listen intentionally.

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Janine  I've Gotta follow up, reach out more.  

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Janine  I've Gotta follow up, reach out more.  

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Relationships, relationships, relationships. Reinforces relationships before teaching.

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It just reaffirms how much relationships are central to everything. I have done so much to make sure that kids can still access APUSH in this terrible environment and it sucks and its hard and it takes so much work, but if that means that they learn at least some and come to class it is worth it.

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Karabaich I need to make sure to zone in on students feelings before I start teaching.

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Karabaich I need to make sure to zone in on students feelings before I start teaching.

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Listen to students and make sure to build relationships with them to ensure we deliver our promises of being there and offer the help and support they need. It is sad to read the students´ comments about how they feel teachers don´t care about them. It was a good reminder about how important is to get to know our students and build relationships, lowering the barrier to make them feel comfortable and able to talk to ask. It was very helpful to hear students´ comments and experiences. 

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I mindful of the subtleness of how I come across visually on zoom sessions and some scholars might be intimidated.

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stablishing a positive consistent relationship with all students

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Keep checking in with my students daily. I am concerned about the students who don't routinely respond to my queries. How can I help those student feel valued and more comfortable getting their needs met.

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Continue to build relationships with all of our scholars. Using EMR strategies daily in order to establish and maintain relationships. It's important for our scholars to know we care about them.

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relationships before teaching. This reminded me to keep listening to my students and allowing them to share, vent, talk, etc.

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Continually remember to center on students.

Thinking about  the context of lead team,  our views become limited by our roles, often  bogged down in defending our respective turfs.  We forget to put student needs first.  Whenever we deliberate about policy or instruction,  our primary focus needs to be how it impacts students.  Does it bring more equity or educational opportunity to BIPOC students or less?

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I think the biggest thing that stood out to me today was that students at Decatur feel that their teachers do not know them and don't care. I will be more mindful about getting to know students as the unique individuals that they are, getting to know them and not judging students for not turning work in or their grades or how they are progressing on goals.

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whole child, caring, check in along with academics, all tiers of support and care, make it authentic daily, build the relationships

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Building relationships is still more important to me especially in remote learning/teaching.

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We are more than just teachers and I cant say it enough. So getting to know out students is huge because we could be the presence that are missing in there life during this hard time. Be human, approachable and a listener before responding or judging. Also don't give up when your see they are upset, keep trying to break the wall so they will express and talk to you.

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I need to check my emails and make sure I have responded to everyone! I need to focus more on checking in with students. Especially those who haven't been here in a while.

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This has me thinking about the students who don't seem to be willing to talk to me and tell me what's going on with them and what I can do differently to help them feel safe and heard in addition to helping them build their self-advocacy skills.

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I wonder about what additional supports and resources we can get to support students. I think some of the student perceptions are due to us not feeling we have enough time and ability to balance all these things and we are humans too.

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Continue to work on those connections... with students, families, connecting content to students' lives, checking on kids in and out of class, showing I'm human and imperfect.

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It proves that relationships matter for teaching- if we are not first creating a relationship with then, how do we expect them to learn from us?  It also reinforces things I do do that I know works for relationship building, the messages they send in remind to keep me informed and responses I
give back to give support.

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Encouraging self advocacy will build an important skill for the future for everyone. Can we allow that challenge to our systems? Can you as a teacher articulate the difference between something between a system that is because it always was and a system that exists for a reason?

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It reinforces my thoughts on the huge importance of building relationships with ALL students. Providing a safe space to talk and to shut my mouth and listen.

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Listen to all students, especially the quiet ones.

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It's a good reminder for me that I'm here to grow and learn alongside students. Too often this year I've felt pressured by vague urgency that I've nipped spaces for conversation in favor of lecturing us forward. Especially with our content in ELA, giving students space to explore and use their voice, especially black and brown students is vital to all future discourse. That's my goal -- I've adjusted content to directly reflect student lives - it's not enough - any help is appreciated!

During this training I dropped students' two lowest standards --- I know as a student my mental health was directly related to my grade - It's also a way to bring kids into the present - we don't have to focus on a 3 week old assignment - they have 'permission' to be present

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I think my practice of a weekly survey in which I ask three questions is a good practice. The questions are: What do you think we are learning? What is the teacher providing for you that you like? What can he do to make your experience better? A lot of kids don't answer the the last one, but some do. If it's doable thing, I try to do it. I also review what they tell me with them. Of course, Drama lends itself to this, but I also do similar stuff in my other classes. It sounds trite, but we don't actually teach our subjects. We teach kids.

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It breaks my heart that our scholars do not feel heard, appreciate, or cared for at DHS. I will continue to say Hi and demonstrate care and concern for them as a person, no matter where they are in their journey.

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Emphasizes the importance of mental health and checking in on students. Also being authentic, students know when you aren't.

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To continue to learn and listen. A teacher is much more then someone that teaches a subject.

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It doesn't surprise me. Students want us to see their humanity--that we prioritize their mental and socioemotional well being. Supporting their mental and socioemotional health should not be an afterthought.

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It reminds me of the challenges students continue to face each day, whether in-person or remotely.

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I want to start prioritizing the students' needs first before I start teaching content. I want to get to know my students before I start to teach new or more content.

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Gorringe; Again, it compels me to constantly listen, evolve and engage.

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Gorringe; Again, it compels me to constantly listen, evolve and engage.

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Relationships serve as a bridge to learning. Listening is important and student voice even more so. Holding students accountable is also important because it shows you care. I have heard these concerns before in my classroom and even in online school. I can continue to be reflective and honest with the situation.

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I'm the worst at responding to emails often times I forget to check my gmail or open it when I'm busy doing something and forget to respond. So I plan on being better about responding to emails and checking in with them regularly.

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Our kids just want to be SEEN.  First and foremost, above all things, we are humans working together.  We have to connect as humans before any learning can happen.

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It reminds me that my efforts at connection and relationship building are not lost, despite how it feels on this side of the camera.

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What I heard makes me want to check in with the kids even more than I do. It's easy to say they just don't care or are lazy, but the reality is they are struggling with mental health so badly. They are lonely and depressed and trying to stay motivated.

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It reinforced/reminded me of ways that I want to better make personal connections with students, to actually be there for them in ways that they know I am, not just wish I was or hope I am.

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It reinforced for me the importance of relationships and their value.

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Hearing from students today helped to remind me that checking in on my students and showing that I value each one of them with my every day actions is just as important as teaching good content

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I am even more mindful of the mental health and well-being of my students.  I plan to be even more vigilant and ask the questions to determine how my kids are doing.  I am also trying to respond immediately, if possible, to remind and emails, knowing how my students feel rejected and might go downhill if I don't.

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It's huge to hear from them and recognize their experiences. Follow through with communication in a timely manner is something I need to commit more to doing.

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For me it makes me want to work twice as hard to continue to provide a space where our students feel welcomed.

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It makes me really sad, but honestly not surprised. I need to make responding to student emails a priority, and I think, teach them how to help themselves (kind of like what Sean said)

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This was a reminder that I need to always work to listen and let students know that I see them as a human being.  Sometimes what I have to do is forced/required and that sends kids a conflicting message.  I think I can do better in the way I supports students to recover from mistakes.

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It reaffirmed a lot of things and serves as a reminder of the importance of providing calm, consistent care, and being very intentional with my communication no matter how important or unimportant I deem it.

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Be more mindful about communications.  If I say I'll do something, make sure I do it - keep promises.  Give chances to talk to express themselves, to advocate for themselves in their learning.

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It’s important to connect with students outside of the content. I need to be more intentional to check in with students and talk more off topic about what’s going on in their life

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It served as a reminder that ultimately what I have chosen to do is an act of service and, as such, the students' voices should be a part of the core of the classroom, alongside the content to help shape the class to work best for them.