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I am committed to shaping how I deliver targeted praise to my students. This will emphasize a growth mindset and development over time. I want to implement differentiated and targeted praise in my classroom to reinforce these ideas.

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Moving forward, I want to practice and reinforce a growth mindset by integrating consistent reflection on performance tasks and assessments. By highlighting and modeling self-evaluation and reflection, students can build the skills necessary to learn from and acknowledge their mistakes.

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To support my students through grief, loss, and bereavement, I am going to provide further options for self-regulation and collaborative regulation in my classroom. While I have a “calm corner” station, I want to integrate more reflective and engaging activities for students to complete independently, in pairs, or in small groups.

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Moving forward, I want to practice and reinforce a growth mindset by integrating consistent reflection on performance tasks and assessments. By highlighting and modeling self-evaluation and reflection, students can build the skills necessary to learn from and acknowledge their mistakes.

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Based on what I learned in "Belonging and Growth mindset" module, I am committed to encouraging and supporting my students in using their voice to make decisions in the classroom as well as encouraging self-advocacy skills.

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In effort to support students in grief, loss, or bereavement, I will ensure that students utilize our Peace Place and feel comfortable and confident speaking to me or a school social worker when they need a moment. This goes along to say, that scholars will always have the option to take a breather outside of the classroom as well

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I am committed to celebrating growth over achievement more in my classroom. This looks like a specific growth stars board, process-oriented praise, and a reflection of my grading practices to reflect more celebrations of growth and effort than criticisms at every turn!

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I will intentionally check in with students who frequently display some of the low-energy signs of grief in class/have begun to display these signs. I used to think these signs -- glazed eyes, fatigue, etc. -- are simply signs of sleepiness or work-avoidance, but am now realizing that these may be harmful assumptions.

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In my daily teachings, I really focus on belonging in and out the classroom. I think that especially with everything that is going on in the “real world”, students are facing challenges on balancing life and school. There are many instances when students behavior in the classroom doesn’t follow our agreed norms, instead of pointing out the negative, I try to see how they’re doing and tie the situation back in for reflection. A lot of the time doing this, students would tell me that they’re trying to stay focus but it’s hard because of life. When learning these new pieces of my students I try my best to work with them to given them the best support in the class and learning environment. Whether it’s more scaffolding support or small group I think it’s best to try and find new methods to ensure that students are still obtaining the learning that they’re coming to school to receive.

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The phrase that I always tell my students is, “I’m not only your social studies teacher, but I’m also a human being. My door is always open for conversations and listening”. Letting my students know this regularly makes students feel welcomed. But most importantly it builds this sense of trust. I’ve also have a very tight knit with the counseling, consistently having discussions on ways to improve in supporting students and their needs.

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I think one thing I want to focus on is creating a classroom culture where students are not afraid to fail and really focus on their own growth. Some small ways I want to do this are doing goals every so often where students focus on growth rather than just numbers. I also want to make sure they are not comparing themselves to others, just their past and seeing how they grow-- this is something I still am working on figuring out how to do.

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I want to make sure my students feel comfortable coming to me to talk about things not necessarily related to school. I will remind them that I am here to talk about whatever with them or refer them to someone else they can talk to. I also think making sure to look out for students and checking in with them to make sure they feel cared about and supported in and out of the classroom.

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Based on what i learned I am committed to giving feedback to students rather than just giving statements. I would like students to feel like they are geting an explanation rather than just geting in trouble for no reason.

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I will check in with students and remind them to use the calm down corner if needed. I will also remind students that the school is a safe space for them and they should feel safe talking to the teachers or councilors in the building.

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Based on what I learned in the "Belonging & Growth Mindset" module, I commit to being more mindful of the language and practices I model for my students on a daily basis.

Language: I would like to make a conscious effort to forgo calling students/historical figures we discuss in class "smart." I instead want to emphasize their other attributes, like their hard work and curiosity, that most likely fostered their intelligence and caused it to grow.

Practices: The Duncan-Andrade reading emphasized students as being part of a delicate ecosystem within each classroom. Removing one child both disrupts the ecosystem and sends a message to other children that their social-emotional needs are de-prioritized for the sake of "getting through the lesson." As a solo teacher with 30+ kids per class, I have removed disruptive students before and allowed them to return when they are "ready to learn." While I do have restorative conversations with each child I ask to step out, I will be more cautious about my classroom management priorities (and practices) going forward.

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I will be more intentional about saving space in my classroom for students to sit with their feelings. I will also be more intentional about asking students questions in class about how historical events make them feel so that they can practice/have room to sit with whatever may come up (we discuss a lot of sensitive topics in my history class)

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To Support Student Belonging:
-Taking an interest in my students lives' outside of an academic setting.
-Allowing them to educate and teach me ways that make them unique (i.e their hair types, lingo, hobbies)
-Requesting their input on how the criteria of success and how it can be improved and catered for them.
To Support Growth Mindset
-Activating positive reinforcement (i.e Wow how did you know how to do that, that is amazing!).
-Offering support by giving opportunities for improvement (i.e staying after school/weekends for tutoring, lunch office hours, extra guided practice worksheets)
-Normalize struggle (i.e "favorite no" warm-up)

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Something important I plan to incorporate is self regulating when students are showing signs of grief.