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How can restorative practices be used effectively in classrooms?

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If this week's Learning Menu was a meal, what would be the _____ and why?

Appetizer:

Entree:

Dessert:

Drink:

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Write a recipe on collaborating with families in the educational setting? Include the ingredient list (a.k.a. the resources that you used to create your recipe).

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Week 3: If you had to pack a bag of community resources, what would they be?

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How did watching "The Bully Effect" impact you both personally and professionally?

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Elevator Pitch: Imagine that you are in a job interview and an administrator asks how you would collaborate with paraprofessionals.

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If this week's Learning Activities were a burger, which parts would be ________ and why?

Bread:

Burger (can be veggie :):

Cheese:

Topping:

Condiments:

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We are going to be using Joyce L. Epstein's recipe for creating a wonderful and filling parental involvement cake. The ingredients call for the following:

1 Cup Parenting - help parents create an encouraging environment at home by helping them understand learning expectations, education to help parents raise children, help families to be able to eat healthy and take care of their physical and mental health.

1 Cup Communicating - regularly communicate with parents about their kids and school. Schedule conferences to formally go over child's education. Keep parents informed with weekly or monthly samples of their child's work. Keep communication lines open with parents by sending notes, phone calls, and notices. Use translation services if needed.

1/2 Cup Volunteering - enlist parent help at school and outside of school by making it flexible for parents' with busy schedules. Make parents feel welcome at school and train them if needed. Find out what talents parents might have.

1/4 Cup Learning at Home - assist parents by giving them information about how to help kids do their homework and make education related decisions. Have family take part in setting realistic student learning goals (current and future). Require regular interaction between student and parent about what they are learning. Provide parents with classroom learning and school activity calendar.

1/4 Cup Decision Making - have parents take ownership of involvement in school decision making. Ask parents to be active participants in PTA, school and district councils or committees. Being informed about school board members, decisions, and elections. Advocate for better educational opportunities.

1/2 Cup Collaborating with Community - find and use community talents and services to help schools and families help students learn better and create a helping community. Provide information in the community about health and social services, cultural and recreational events. After school and summer programs to enrich student talents. Welcome back alumni as an additional resource. Enlist local businesses and community groups to support mentorship and cultural programs.

Begin by mixing 1 cup of parenting support and 1 cup of communication to build a positive parent relationship in a large pan. Build on that base by adding 1/4 cup of learning at home to set parental involvement at home. Stir up the enthusiasm by adding a half cup of volunteering to peek parent interest outside of home. Pour in decision making slowly to gradually build up participation. Sprinkle collaborating with the community on top and bake in the oven for few months, checking frequently. Take out when golden brown and still moist.

Epstein, J.L. & et. al. (n.d.). Epstein's Framework of Six Types of Involvement. https://www.oregon.gov/ode/educator-resources/Documents/6typesj.epstien.pdf

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If this week's Learning Activities were a burger, it would be juicy in the eyes of an educator!

Bread: The bread in this learning menu is the resources provided on Professional Conduct and Responsibilities: Moral Fitness, Confidentiality, and Mandated Reporting. The video on Child Abuse and Confidentiality immediately resonated with me as the bread because as teachers we are responsible for keeping our students safe and protected similar to how the bread holds all the goodies inside together. If we do not take our students' safety and holistic care seriously, we are not embodying a strong support system in holding the students together and allowing the classroom to be a safe space.

Burger: The burger would be the Teacher's Performance Expectations because they are a key component to one's educational journey as a teacher. If a burger did not have the foundational meat, the whole burger would be ruined. Similarly, if TPE's were nonexistent, teachers would not gather the foundational body of knowledge, skills, and abilities that California teachers are expected to teach within. If the foundation of a teacher's goals is not in alignment with what is expected of them, the burger meat will crumble.

Cheese: Have you ever been at a backyard barbeque when the burger griller asks for a head count on who wants cheese on their burger? If so, you may have noticed that there are some people who choose no cheese on their burger. Similar to this, some educators choose not to collaborate with their teacher collegeagues just like the cheese on their burger. After watching the video on Teacher Collaboration, I would advocate that everyone should raise their hands for cheese on their burger. Whether you like it or not, cheese on your burger is always the best option because it works in perfect tandem with the other burger flavors. :)

Topping: The toppings on the burger in this learning menu would be teacher biases in my opinion. Whether we notice the flavors of the toppings or not, the unconscious bias is always still in the mix. The more that we, as educators, yearn to comprehend the roots of our biases and how to shift our perspective for next time, the better we can view our students in light of who they are as God's child. This is similar to the toppings of a burger in that when we begin to slow down in our chewing and realize all the flavors, the burger becomes better and better with each bite.

Condiments: The condiments would be our readings out of Schools That Succeed and The Inclusive Classroom because they tie the learning menu, or burger, all together. The classic Ketchup to my burger was specifically chapter one of The Inclusive Classroom because I truly believe that if we design our classrooms with the foundations of inclusion in mind, the burger will be the best quality and it will produce the most juicy burger!

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Appetizer
Social and Emotional Learning (SEL) would be my appetizer because it whets the appetite by showing there is a connection between managing social and emotional abilities and doing well in your life. When kids are taught to recognize their emotions and manage them, it helps them control impulsive behaviors. Learning to be aware and have self-control leads to problem solving, having compassion, helping and getting along with others. Students who are self-aware of their emotions and know how to regulate them do better socially and are more cooperative in learning. They also are more likely to do better in higher education, careers, and have better social connections.

Entree
I would consider Growth Mindsets as the entree because it explains a person's potential for growth. According to researcher, Carol Dweck, there are three types of mindsets - Fixed, Growth, and Benefit. A fixed mindset believes intelligence is a natural talent and cannot be developed and is focused on acting smart but is trying to mask their lack of effort in doing work. Lack of effort might be deflected by blaming their teachers, peers, or subject matter. A growth mindset believes intelligence can be improved by hard work, persistence when facing challenges, and learning from others. A benefit mindset adds to a growth mindset and thinks about why we do things and how to grow. Dweck believes parents and educators inadvertently trigger the fixed mindset when they praise a child's intelligence rather than the child's effort, learning, and process. Teachers and students should adopt the "not yet" rather than "fail" mentality when facing challenges.

Dessert
For dessert, I would consider Harry C. Boyte's article "Purpose of Public Education". His opinion about being respectful towards others who have differing viewpoints, binds the appetizer, SEL, and entree, Growth Mindset, in a sweet and beneficial way. Boyte feels we must stop thinking in the "us" versus "them" mentality and instead focus on people working together to create a better society. Examples of communities coming together to create libraries, schools, and businesses were part of the very beginning of this nation. In the early 19th century, a Frenchman, Alexis de Tocqueville observed how people in communities who had differing political views worked together beneficially, which are desired in today's collaborative workspaces. Boyte also talks about Dr. Martin Luther's view on physical non-violence and managing a person's hatred within. Which can lead to a person's growth and benefit society.

Drink
For my drink, I would choose "Students & 21st Century Schooling". I think this as exploring something fun or daring. Author, Alyson Klein, talks about the challenges facing schools as they prepare students for post-secondary education or entering the workplace. The article speaks about the dilemma facing school districts in aligning their curriculum with skills students would need for their future. Should it be critical thinking or technical/career related? There are further challenges such as: parent expectations, very few working models and chances, national/state curriculum testing pressure, and quickly changing technology. Considering all the challenges places a heavy burden on a school, there are opportunities to collaborate with students, parents, businesses, and other educators to try new ways of learning.

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I am always more organized when I create a list of what to pack for my trip. This trip requires that I pack community resources to support and benefit schools for a successful trip. The first thing I am going to pack is Trust. Trust is important for community resources because Trust is what makes successful relationships happen. Creating trusting relationships is a critical success factor in engaging students, parents, families, and the community. Another item I am packing is the Links between home and school. Creating links between school and home can help strengthen a family's ability to support their children's academic achievement. Some activities to help connect home and school include community and school activities and events, ESL classes and parenting classes, and dual language classes for students. The third item I am going to back is Mentoring. Mentoring is a key component in keeping students engaged in school. Mentoring results in many positive outcomes such as personalized attention and care, access to resources, and commitment. Some mentoring programs include YMCA/YWCA and Big Brother/Big Sister programs. The last thing I am going to pack is Opportunities for Community-Based and Service Learning. Providing opportunities for community-based and service learning is known to connect academic learning to real-world problems beyond the classroom. The benefits that result from this type of learning are enhanced academic achievement, career exploration, increased school attendance, and a decrease in risky behaviors. I am looking forward to this trip and I feel I have packed some incredible resources. However, there are so many resources that I may need some more luggage to fit them all.

-KK

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Restorative practices can be effectively utilized in classrooms through a structured approach outlined in the article from our learning menu, "Building Community With Restorative Circles." A solid foundation for restorative practices begins when educators prioritize creating a safe and supportive environment. When teachers invest time in building relationships and establishing values such as empathy and open-mindedness, restoritive practices are exemplified.

Through creating circle practices with students, such as honoring the talking piece and emphasizing confidentiality, a foundation of trust can be fostered for the community of students. When this happens, open and honest communication occurs and a classroom community is being formed. Being well-prepared and fully present as a facilitator is essential, allowing for meaningful engagement with students' stories and emotions.

Additionally, teachers should effectively plan ahead by selecting relevant topics for restorative circles. Through cultivating a space where students can share their own experiences and practice empathy through active listening and support, the classroom culture will head in the direction of connection. Strategies as simple as restorative circles within the classroom can contribute significantly to cultivating a supportive and inclusive classroom environment conducive to learning and growth. Ultimately, this is my goal for my future classroom.

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As a substitute teacher, I have seen the vital role paraprofessionals play in the classroom. They play an important role in helping students advance in their academics, but also form meaningful relationships with them, which is a powerful asset in the classroom. If I had my own classroom, the first thing I would do is make an effort to get to know the paraprofessional personally. Getting to know each other will help us to understand our strengths, backgrounds, and help with overall cohesion. This will help us to be more on the same page when it comes to creating strategies in order to help our students flourish.

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When I was in high school, I got the opportunity to work with an anti-bullying campaign. It was called Be the Change; a young girl named Aubree Archibeck would sing, and I, along with other members from the dance team, would dance in the background. I also did sign language for one of the songs. It was great being able to go and speak to the students about how they are important, what to do when they see bullying, and how to treat others. This video is a reminder that bullying happens every day, and it is usually worse than we know. As a future educator, it broke my heart to see that more steps were not being taken to stop the bullying. However, it was amazing to see how great that young man is doing now. As future educators, we should be trained to take instances of bullying seriously and intervene quickly and effectively.

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If an administrator asked me how I would collaborate with paraprofessionals during a job interview, I would begin by highlighting the importance of their role and then I would continue about how we will collaborate. For example, my elevator pitch during an interview would be along the lines of:

"That is an incredibly important question. First and foremost, it is necessary to understand the significance and gift of having a paraprofessional in the classroom. With this heart posture of gratitude and thankfulness for their presence, a healthy and mutually respectful within the classroom will be fostered. I believe in building a partnership grounded in open communication and a shared commitment to student success.

Through getting to know my paraprofessional partner personally and professionally, our working relationship can effectively impact the students (Educator’s Voice, n.d., p.21). If we both understand each other's strengths, preferences, and areas for growth, our skillsets can complement one another in the classroom. Moreover, I'm passionate about exploring Universal Design for Learning (UDL) strategies together (Educator’s Voice, n.d., p.22). If we are both educated and up to date on student accommodations and goals for each specific student, we can cultivate a classroom environment where every student feels valued and supported.

In our collaboration, we would develop tools and resources together that care for our unique classroom. Regular discussions at the end of a busy day or even once a week if that is all our schedules allow for would be crucial for reflecting and brainstorming what has been working and what needs a sprinkle of growth (Educator’s Voice, n.d., p.22).

Most importantly, our collaboration would point to the fact that their contributions to the classroom are priceless. I can guarantee that if any administrator from your team walked into your classroom, you would notice a culture of teamwork and shared responsibility within our classroom."

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Bread: Collaborating with teacher colleagues

Collaborating with teacher colleagues is the foundational bread for the educational and professional experience. The bread holds the burger together just like how collaboration among teachers will support all aspects of teaching. It is the foundation of gaining new perspectives, ideas, and development of teaching strategies through working together. Collaboration creates a sense of community and creates a foundation of support for teachers.

Burger: TPE

The patty of the burger would represent TPEs. I think just like how the burger patty is the core of the hamburger itself I think the TPEs create a core for teachers. Trying to understand and strive the TPEs is what helps with effectiveness of teaching. They encompass various aspects of a lesson such as planning, assessment, classroom management, and development professionally. It allows teachers to create an environment for students to succeed.

Cheese: Professional conduct and responsibilities

Professional conduct and responsibilities would be the cheese of our burger. Cheese binds and adds flavor to the burger just like how this topic binds the various aspects of teaching together. The aspects of teaching involve following ethical standards, maintaining professionalism, and following legal responsibilities. This topic enhances the teaching experience through ensuring all actions are aligned with the correct principles and professional norms.

Topping: Teacher Bias

Bringing attention to teacher bias is like adding the toppings to a burger. It's showing attention to diverse and nuanced aspects of teaching. Topping add unique elements to the burger just as management of bias is crucial to create a inclusive learning environment for students. recognizing and mitigating these biases will help to create equal opportunities for students.

Condiments: Strategies for effective teaching

Strategies for effective teaching is like the condiments. Condiments enhance the flavor of the burger just like how effective strategies will enhance the learning experience. They add adaptability and diverseness to the way content is being delivered in the classroom. This relates to the condiments as there is a diverse range that people use to enhance flavor. The strategies include formative assessments, differentiated instruction, and interactive activities. The diversity helps to target each student and their needs.

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"The Bully Effect" was a hard watch for me. The video begins by showing Alex relentlessly being bullied, not only verbally but physically. Kids come to school to learn and socialize. However, when they are harassed and physically assaulted by their peers, they no longer feel safe. In the video, Alex's mom explains how he begins failing his classes. How can a child love school and want to learn when that is their experience?

I think about my time as a students. Kids were not always the nicest; however, we were able to escape it when we left. Nowadays, students can be bullied on social media. Even when they are at home. they are still being subjected to it. Because of this, schools need to do more to help students stand up for others and learn the effects of their actions.

Later in the video, it did not seem like the assistant principal, Kim Lockwood, was taking the issue seriously. This bothered me deeply. As educators, we should be taking bullying and harassment extremely seriously. Bullying often leads to self-harm and even suicide for young people. Educators need to be trained to recognize the signs of bullying and become aware of intervention techniques. RP

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First, I will make a respectable effort to get to know the paraprofessionals I will work with. This will build a healthy environment by collaborating with the course material. Second, I will advocate for paraprofessionals to receive the same, or similar, professional development that teachers receive. Lastly, I will facilitate multiple ways of learning between the paraprofessional and I to emsure that all students have maximum access to course material.

-Mason Gonzalez

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When collaborating with paraprofessionals, I would like to see them as another adult in the room who has the ability to advance what we do and be able to reach more students. I believe each paraprofessional comes with their unique background and skills, so I desire to find ways to use their giftings to help reach more students (Ellis, 2013). In the classroom, I would like to come up with a shared vision and find areas they might be gifted that I am not and see if they would like to use those in the room (Ellis, 2013). I will make sure to share all important information with them and help my students see them as important and another adult who is 100% on their team (Ellis, 2013). I would like to frequently ask my paraprofessional things they are seeing in the classroom and ideas they have to help make it better. Overall, I believe with a strong connection we will be able to reach more students than I could on my own!

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I would collaborate as much as I can with my paraprofessional. Creating a partnership with them is essential. I want to work together as a team, because we each play a vital role in the classroom. Respect and communication are crucial. It's almost as if we are co-teaching. We both use our strengths to help and guide our students in a collective way. An example of this would be, foster student interest in activities related to the Standards and ownership of learning projects. Providing them with autonomy and choice to help keep them engaged and provide them with deeper learning. It is my job to tap into the paraprofessional’s ability to monitor the room and support any students in need. I will be leading and modeling, while both of us can answer questions. I think it is also important to demonstrate appreciation and recognition to the paraprofessional, as well. They should feel like they belong and that we are truly a team.

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This video was very empowering! It was beautiful to hear about a story where a student was bullied and the story of redemption. It grieved me to hear that over half of teachers are not trained to prevent bullying and to see the manner Alex's old school did not do their best to keep him safe. I very deeply relate to in loco parentis that we as a school step in the place to treat each student like we would care for our own child. If a child is being bullied, it is ultimately the fault of the school because the schools need to create systems to build community and protect all students. School should be a safe place and when it is not that, students are unable to flourish. Overall, this video helped me to see the need to advocate for anti-bullying training as a teacher and to seek the systems our school has to prevent it. I could also see myself advocating for these things on school campuses if they are not already there.

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In my classroom, paraprofessional are not just assistants, but valuable partners in fostering an environment suitable for all learners. Paraprofessionals are most effective when there has been established trust, mutual respect, and purposeful collaboration between the classroom teacher and paraprofessional (NYSUT 2013). The strength of the two will come from intentional planning and shared expectations between the two; each party will know and understand their role.

Each time I lesson plan I will include my paraprofessional team member in my plans. There will be clear objectives and lesson plans ready for the paraprofessional to help me revise and be a part of the planning process. Our collaboration is key to the success in our classroom. Having this collaboration will allow for each other to bounce ideas back and forth and provide each other with constructive feedback (NYSUT 2013).

While planning is an essential piece to the beginning any unit, lesson, or week, it will also be important to incorporate regular check-ins with the paraprofessional so that I can understand what the paraprofessional is noticing about the students. This will be especially critical in settings where there are several different needs in one classroom such as students with disabilities or English Language Learners. Having another trained adult in the classroom gives an opportunity to elevate the quality of teaching and achievement in the classroom.

Overall, collaborating with paraprofessionals is about building trust with one another, founded on respect and shared responsibility. When working with anyone, it is always important to stay open-minded and considerate of other's feelings. While it might not always be easy working side by side with one another, I always aim to have respect toward the other. Especially in my classroom where I aim to build a happy environment based on trust and respect, this undoubtedly  extends to the adults working within it too.

Reference

NYSUT. Educator’s Voice. (2013, June). https://www.nysut.org/~/media/files/nysut/resources/2013/june/educators-voice-6/edvoice06_03_paraprofessionals.pdf?la=en

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Watching the Bully Effect did make me emotional. Seeing a child go through such abuse from his peers, and the administration not really doing anything made me deeply saddened. That is some kids' realities, and that should not be the case at all. Kids should not have to go through that. I understand that in a perfect world, bullying would not exist but our reality is ugly. There must be steps to follow when incidents like this occur and there also must be prevention. I was lucky enough that throughout my school years, I didn't have to endure bullying to that degree, of course I still had to maneuver the problem of unkind people. I feel blessed that my parents raised me to respect and care for others. This obviously extended for my teachers and my classmates. I will reveal though, I do have a bully story about a teacher that deeply impacted me.  When I was in third grade , I witnessed my 3rd grade teacher bully one of my classmates. She had a learning disability and was taking longer on our multiplication table test. My teacher was basically calling her dumb in front of the class and was making remarks like "I can't believe you aren't done yet" and "the whole class is waiting for you." I spoke up and got in trouble. The teacher then made going to school not fun, she found any mistake I did and belittled me for it. My parents actually had to homeschool because I would cry everyday and not want to go to school. The administration had multiple complaints about this teacher yet still refused to switch me into another class or any of the other kids to another class. My mom pulled me out and I was homeschooled the rest of third grade till sixth grade. Bullying can deeply impact people and their family. This lesson also taught me how I would never want to teach like that teacher. She was not caring or compassionate.

Therefore, as an educator there will be no bullying tolerated in my classroom. I want to implement prevention. I read an article recently about Social Emotional Learning (SEL) and how it is beneficial for students in the classroom. SEL can cultivate important “protective factors”—caring relationships, safe and supportive environments, social and emotional skills. These skills can help students to communicate and problem solve with one another. This causes students to feel more safe and supported in school. I also want to educate myself more and know other resources to recommend for my students. Students need to learn how to control their emotions and be able to articulate what they are feeling, because it is a better and safer outlet. Creating a safe and welcoming classroom environment is essential. Having open dialogue and learning to respect one another is key to having a classroom that is engaged and is also learning real life skills.  According to the article I found, SEL causes reduction of aggression and bullying. I think this would be a useful tool to implement.

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I would begin by stating my top priority would be to get to know the paraprofessional on a personal level. According to Barbara Carter Ellis in her article titled "Classroom Partners: How Paraprofessionals Can Support All Students and Meet New Standards", this can help teachers and paraprofessionals "share goals and ideas for units, lesson plans, and projects" and can facilitate collaboration between the two in order to "develop a shared mission".

By getting to know the paraprofessionals (just like getting to know students), a teacher can leverage their unique needs and assets to be a valuable member of the classroom community. Furthermore, I would stress to the administrator that I plan on "tapping into the paraprofessional's ability to circulate around the room and support individuals as the classroom teacher initially leads and models the task"(Ellis). In this way, the relationship between the teacher and the paraprofessional is characterized by a sense of teamwork, communication, and commitment to the support of all learners.

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This week's menu served up a very comprehensive course! If I were to consider each learning activity to be a course of the menu, it would connect in the following ways:

Appetizer: "Supporting Students"

This would be the appetizer because it's really the first thing you're getting a feel or a taste for in the classroom because it ties closely with getting to know your students. As teachers, if we get to know our students enough, then we should also be taking into consideration the ways we can support them. For example, if I were to learn that several of my students come from challenging life experiences or trauma, I know I need to structure my classroom and environment in a trauma-informed or trauma-sensitive manner. This would mean focusing on building resilience, confidence, and supporting them with building relationships. Jennings (2019) states that to help these students build resilience, "we can partner with families to strengthen students’ relationships with their caregivers and promote self-regulation skills so they can achieve their academic potential."

Entree: "Growth Mindset and Productive Struggle"

I see this topic as being the entree because it is the hearty center of any 3 or 5 course meal. Carol Dweck has done extensive research into the impacts of a fixed vs. growth mindset in students and the the moral of the story is that a fixed mindset almost always resulted in lower performance, less motivation in learning, and even much less confidence in students' journey to succeed. As a teacher, instilling a growth mindset in students, and empowering them through the productive struggle of their studies, is the meat and potatoes behind student success.

Dessert: "SEL"

Social-Emotional Learning makes sense as the dessert because it is equivalent to the "cherry on top" of whatever one's favorite dessert is. It's the thing that brings figurative joy to the end of the meal, or the in this case, it brings literal joy to students when they have the necessary tools to emotionally access their own learning potential. In the Edutopia video "5 Keys to SEL Success," Natalie Walchuk, who is a principal at an elementary school in Oakland, CA stated that teachers get much more out of students when they are able to address their social-emotional needs.

Drink: "Purpose of Public Education"

I'd consider the learning from the Education Week's blog Bridging Differences as the drink on the menu because being able to "wash down" your meal with a drink of purpose allows us as teachers, to reflect on the purpose of our role as Public Educators. I found the blog response written by Harry Boyte to be incredibly insightful and so relevant especially in today's polarized society. It's something I think about often (already) as a future English teacher, how I can address and encourage civic skills in my curriculum, because it is so deeply tied to many of the teachings and readings of literature. The article Forgotten Purpose: Civics Education in Public SchoolLinks to an external site. by NEAToday helped me understand a bit more about what our learning activity blog was about. Ultimately, I think it is important to remember that at the end of the day, or at the end of the meal, our purpose as educators is far more than just spoon-feeding content, but it is teaching students to function and participate in a civic society.

References:

Jennings, P. A. (2019). Teaching in a Trauma-Sensitive Classroom: What Educators Can Do to Support Students. The American Educator, 43(2), 12.

‌Keys. (2013, May 14). 5 Keys to Social and Emotional Learning Success. YouTube. https://youtu.be/DqNn9qWoO1M?feature=shared

Litvinov, A. (2017, March 16). Forgotten Purpose: Civics Education in Public Schools | NEA. Www.nea.org. https://www.nea.org/nea-today/all-news-articles/forgotten-purpose-civics-education-public-schools

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When collaborating with paraprofessionals, I think it is important to treat them exactly like an educator because they are. I would make sure to have constant and clear communication with them, that way they know that their opinions and decisions matter as well. When there is good communication occurring, then they will be kept in the loop about students accommodations and modifications, parents needs/requests, and more. Furthermore, in order to collaborate with paraprofessionals educators need to make sure they are really  collaborating with them like a team teacher. This could include, planning lessons/unit plans together, acknowledging them and their work, discussing IEP's/504's together, developing tools that the paraprofessional can use daily or with specific students, and more. The better a teacher and paraprofessional work together, the better the classroom environment will be. I have personally seen great classrooms where the teacher and paraprofessional work together and you wouldn't know who the teacher was or who the paraprofessional was.

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This is an a great question as a currently work as a para educator supporting student with IEP's in general ed classes. If I were to become a teacher,  I would apply my own experience and work with paraprofessionals in some of the following ways; I would communicate the purpose of the lessons and assignments. I would provide templates for graphic organizers that go with our lessons, they then will help run small groups and also help manage classroom behavior.   We would work together during planning and modify my lessons to better assist those students whom they may be on their case carrier. By working together with a paraprofessional we can create a strong and supported educational environment for all students.

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I believe the first thing to do in making the connection with paraprofessionals is to have a conversation with them. It is important to choose what topic you are trying to discuss because to can determine how much being an educator matters to you. Show them how capable and responsible you will be. I will possibly share my goals, lesson plans, and classroom environment as an educator, asking for feedback and advice. What conversation I have would show how much I want to benefit my students. I will make sure to have a clear plan and routine that I will be confident about. Make sure to have communication with the paraprofessional as much as possible, as they are the professionals and they can give great ideas to improve me as a better educator.

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Appetizer:

The entree of this week's Learning Menu would be the ability for teachers to help their students to learn social-emotional learning because this complements everything a student will do in their educational journey. For students to be able to regulate their own emotions, it helps them be 2 times more likely to earn a college degree and 50% more likely to graduate from HS and secure a job before the age of 25 (Committee for Children, 2016). This fits the appetizer because it prepares the students for what is to come in school.

Entree:

The entree of this week's Learning Menu would be the purpose of schools. I believe this would be the entree because it is the central idea that everything else pours out. For example, when you go to eat at a sushi restaurant, you are not going there for their sodas but for the sushi. The purpose of schooling is to invest in students. At schools, educators are able to help provide accountability while guiding students in their moral ideas, worth, and purpose (Earl, 2013).

Dessert:

The entree of this week's Learning Menu would be the importance of mindsets. At schools, we have the ability to structure our teaching to help students learn to have a growth mindset. I believe this would be a dessert because it is a nice outcome that everyone enjoys. For students, the ability to have a growth mindset is very important because it helps them see the possibilities they have in the world and view failure as part of the process (Benefit Mindset, 2017).

Drink:

The entree of this week's Learning Menu would be the ability for schools to offer more career readiness opportunities. With drinks, many different options will meet the needs of an individual differently. With readiness preparation, many schools focus on college readiness while there is a need for career readiness because not all students will go to college (Klein, 2020). Schools need to provide more opportunities for students to grow in career readiness to help set them up for success (Klein, 2020).

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Elevator Pitch:

I would explain to the administrator that it is important to get to know your support staff, so I would make it a point to introduce myself and initiate a conversation centered around their professional background and their work experience. Getting to know my support staff allows me to understand how to integrate the paraprofessional into the classroom. For instance, if they are knowledgeable about a subject matter or multilingual, I could utilize this skill set to the advantage of my students. Additionally, I would strategize with them techniques to better support the students, as the paraeducator might have previous experience with the students on IEPs that could allow me to have a better insight of my students. I would incorporate the paraprofessional in my planning and provide them with a weekly agenda including planned activities and answer keys so they can be knowledgeable about the material prior to the lesson and be more effective in the classroom. Lastly, I would try to debrief with them to get their feedback if certain pedagogical strategies were effective and if they had alternative suggestions to better support the students.

-Ashley Healy

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After watching the restorative practice video on “Fostering Belonging in the Classroom”, one restorative practice I liked was fostering belonging with classroom norms. (Edutopia, 2019).  I believe that working together as a class to agree on the norms. This way the students own their behavior. It has become the common language in the classroom. Giving the students the autonomy to set the norms helps them know and accept what is expected of them. This creates a classroom environment that encourages ownership and inclusivity. The students feel as though they belong.

I also think another restorative practice that is important is being a culturally responsive teacher. This is a hot topic, I believe that education should be equal and equitable. Sumner (2017), stated that our education system should be for all students to receive a good education. I think providing students with equal opportunity to a good education and providing them with equitable resources and curriculum would help all students to succeed and close the achievement gap. To connect this with Chenoweth's reading, the profound question is "will you love my kids?". (p. 64, 2017).  Our job as educators is to accept and love our students despite any differences. I also believe that God calls us to be an ally for them. We just advocate for them. We also should hold them all to a higher standard because they are able to achieve it.

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Number one is break the ice and get to know the person weather they are a paraprofessional or not.  If you want to build a relationship or bond someone has to make that initial step.  If it's not them then it's you.  So initially if I saw a person in an elevator and had less than a minute to talk to them. I'd just make things fun and light. I'd ask, "Why don't elevators ever get into arguments?", because they always take things to another level!  Why did the elevator break up with the escalator?  Because it needed more ups and downs in its life!   Hopefully they would at least smile. I'll introduce myself.  Hi I'm so and so.  I'm going to this floor for... What floor they going to. Then hopefully they will open up and say where they going.  From there the conversation will naturally build up.

For a real scenario, I would definitely have to open up initially and share things about myself to the paraprofessional so they would trust me.  I would definitely ask them simple questions initially and not get to personal.  Just simple things like their background and where they want to go in their career so I can find a good way to accommodate them in the classroom, also so I can figure what I could teach to them while they are my aide.  I'd definitely want the to feel safe so I'll try to work out a lot to be strong and stay healthy.  Also make sure we have good expectations and routines so everyone knows what to expect.  I won't be so strict on the aides as they are adults.  I will outline what the kids need though and as long as those are meant I'm fine and flexible with how I treat them.  I don't like hawks and don't want to be that kind of teacher.

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Watching "The Bully Effect" gave me many emotions (The Bully Effect | Stop Bullying: Speak Up | Cartoon Network 2018). While I know Alex Libby's story has a seemingly happy ending, the bullying he went through and the reality of bullying for so many others leaves me feeling upset and irritated. Seeing the video of Alex on the bus being harassed by many other students was difficult to watch and I was frustrated that no one stepped in. The adult on the bus didn't do anything about it either. While the bus driver had to focus on driving, Alex said this was a daily occurrence and the bus driver could have at the very least mentioned his concern to an authority at the school. I think what bothered me the most was the way Principal Kim Lockwood handled the situation with the student who obviously did not feel comfortable shaking the other student's hand. Also, the way Alex's parents were handled when the mother was obviously and rightfully upset about the way her son was being treated on the bus. Simply put, not okay.

Furthermore, the video showed a statistic that nearly half of all teachers are not trained on bullying prevention. As a professional, I now feel more motivated to be trained on dealing with bullying. Bullying situations require teachers to think clearly and sometimes quickly if occurring in the moment. These situations are not always easy to deal with and being professionally trained is only going to enhance the experience of both parties and the teacher. Overall, bullying is something that needs to be addressed and taken more seriously in schools. Kids come from different backgrounds and homes where certain situations are acceptable at home but not at school. As educators, we should be required to attend training on bullying and bullying prevention.

Reference

Cartoon Network. (2018a, April 28). The Bully Effect | Stop Bullying: Speak Up | Cartoon Network. YouTube. https://www.youtube.com/watch?v=9d1_ZKlLR98&t=1241s

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Recipe for Collaborating With Families

The following heirloom recipe has been passed down by a long line of well-seasoned, engaging educators, and should yield a thriving, inclusive classroom culture.
Prep Time: Continuous and evolving
Best Served: With empathy, respect, and mindfulness

Ingredient List:

1. 1 Cup of Epstein’s Six Types of Involvement  Links to an external site.(Parenting, Communicating, Volunteering, Learning at Home, Decision Making, Collaborating with the Community)

2. 3/4 Cup Collaborative Conference Tips
(From John McCarthy’s guidance on shifting toward student-included, solution-focused conversations)
[See: Edutopia – Collaborative Conversations]Links to an external site.

3. 2 TBSP of In Loco Parentis’ Understanding
(A philosophical and legal pinch of responsibility shared between schools and families)
[See: Britannica – Doctrine of In Loco Parentis]Links to an external site.

4. 1/2 Cup Systems Thinking from ‘Schools That Succeed’
[See: Karin Chenoweth’s Schools That Succeed]

... And a dash of real-world humility and community awareness

Directions:

1. Starting with a Foundation of Trust, mix open communication with a genuine desire to understand each students' family's story. Fold in culturally responsive strategies and empathy.

2. Blend in the Epstein Framework
Stir slowly as you begin to incorporate each six forms of involvement. Let them marinate in your daily school practices.

3. Add a Generous Helping of Student Voice by using McCarthy’s strategies. Invite students to the table during parent-teacher or student conferences. Allow them to share their challenges, wins, and goals/hopes.

4. Sprinkle in ‘In Loco Parentis’ Mindfulness. Recognize the gravity and honor of educating someone else's child. Season with authority and the care of a warm demander.

5. Layer in Systemic Supports -- From Schools That Succeed, take note: real improvement is a team sport. Bake collaboration into school routines, leadership structures, and family outreach.

6. Adjust to Taste. Not every family is the same; some will like it spicy, some mild, and others may prefer just a simple salt and pepper approach. Seek feedback regularly and adjust this recipe accordingly.

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Watching "The Bully Effect" was tough for me personally. I know that bullying exsists however, to see children treat other children this way is heart breaking. Personally, I think that children need to be held accountable for their actions, especially negative ones like bullying. In this video we see the principal Mrs. Lockwood, promise the parents things and not follow through. I also think that now a days bullying is leading to mental health issues amongst children. Like the parent mentioned in the video, she was worried her son didn't want to be here anymore. That is such a scary and sad thought for me as a mother and future educator. Professionally, I think it is important that we look out for things in and out of the classroom, like bullying or signs of it. When the students are at school, it is our job to protect them and teach them. Like this video, we learn that the parents are not at the school or on the bus to protect their children, therefore we need to do that as educators. Furthermore, professionally I want to make sure I am aware of signs of bullying and can address them when they are presented. I also want to teach my future students about kindness because all students can do better than to bully anyone. Lastly, I think it is very important for parents to be able to express their concerns or thoughts about their children to the teachers/professional staff. When we allow for this communication to happen then we can work together to prevent and protect to our best ability.

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Watching "The Bully Effect" impacted me both personally and professionally by reaffirming my priorities about cultivating a positive and safe learning environment. Regardless of differences, whether they be physical or cognitive, it is important to establish a learning climate that respects, recognizes, and values the diversity of all students. Stories like the ones told in "The Bully Effect" are both incredibly heartbreaking and inspiring as I am further committed to standing up to bullying both inside and outside of the classroom. For many teachers, they may believe that students will be able to stick up for themselves but it is important for educators to be both advocates and protectors of students. With so much at stake in terms of students' mental health and well-being along with their sense of self esteem and belonging within a school community, it is imperative that teachers stand up for their students and do everything they can to foster an environment of support, collaboration, and respect. 

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Personally, I feel outraged by what I have seen in the bullying situation. I live in a school life where I was treated with respect and values. When I watched these videos, it felt unbelievable how bullying actually took place in a school. Also, it frustrated me to see that no adults are taking action faster than what happened when the students who were bullied had already received this much pain. To sum it up, I feel a sense of empathy, which is what professionally would want students to learn from. Empathy is an emotion that will want to make students think of whether their action is right or wrong. As a professional, I believe it is a great experience to experience someone's life in their own shoes. They will be able to learn from their experiences and know what action they will take is right.

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The first thing I would pack is building relationships with the students. Being intentional and learning what their needs are, so I can better assist them. Another aspect to consider when packing my bag is gaining more knowledge. I need to learn and partner with other teachers/communities to help my students get connected to the right people, so they can achieve their goals. In the one video of partnering with communities, the company Communities in School helps students stay in school, graduate, and reach their academic goals. Every year they help 1.5 million students with their program. I think the last thing I would want to incorporate is a classroom environment that both me and the students agree on. I believe by doing this and having a mutual understanding with students, it can help deter students from being bullied. Chenoweth touches on this, stating some students had a fear of succeeding academically because they would get beaten up. I believe that having a community within the classroom is important. If students learn that they must respect one another and work together to solve problems, that will create a successful community that helps students achieve their goals.

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Amanda Jones

I would explain how I would

1. Get to know your classroom
paraprofessional partner.  By "Share your goals and
ideas for units, lesson plans and proj
ects.  Develop a shared mission.
Express how you look forward to
working as a team"

I would emphasize the importance of collaboration with colleagues to improve my teaching and enhance students learning. I get along with people well most of the time. I am outgoing and positive which is beneficial. "Team work makes the dream work" (unknown).

3. Explore the use of Universal Design for Learning (UDL) as a classroom team.

The UDL model is "helpful for students
with disabilities, English language learners, and students with unique gifts and talents"

1) multiple ways of
accessing content, 2) multiple ways of expressing what they know or create, and 3) multiple ways of engaging with
content.

This model is highly effective and Progressive for todays 21st century students.  Accommodating students needs and modifying lessons, activities, and assessments is included to enhance students learning.  Also, implementing activities with students talents, interest, cultures, and language will bring a sense of community in the classroom.

References

Ellis, Barbara.  Classroom Partners:  How Paraprofessionals Can Support All Students  to Meet New Standards.  Educator’s    Voice. n. Volume VI. n Page 20

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Collaborating with families is critical in education. It can help students thrive. The recipe below will list the ways and steps that can be taken to help it be successful.

1) Home visits -- This is a great method to be able to help engage students while learning more about their home lives (YouTube, 2010). For educators, it can help them learn the behind-the-scenes of students and their families. It is important for these to be completed in the beginning of the year because it helps the parents feel a partnership from the beginning (YouTube, 2010). During home visits, make sure to come prepared to lead the conversation and show the families and students you are on their team.

2) Connect families to school  -- This is a great method to help find ways for them to be involved (YouTube, 2010). This could be through volunteering or obtaining their opinions when big decisions occur. Be mindful of parents who are overly involved with the school. This might cause students to be embarrassed or feel like their parents do not trust them (YouTube, 2020).

3) Have a method to track information -- This is critical because it helps all teachers learn more about the students and their families (YouTube, 2010). This can help them get connected easier too.

4) Access resources when needed -- This is important because not all families may feel comfortable on the school campus (YouTube, 2020). This might be seeking a translator for a family so they are able to share and be heard.

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The Bully Effect movie is an interesting documentary.  The first couple of scenes where they were showing clips of  Alex Libby getting bullied on the bus.  Where the students actually hit Alex Libby.  I could actually relate because I was bullied in elementary.  The students would call me, "Elevator head" and Zangief.  It was mostly names but did get bullied as well.  Lucky I had a good friend who was Irish and loved to fight.  He would actually fight kids if they were picking on me.  I vowed one day I would be strong enough to advocate for the weaker ones.  This movie just brought back my own memories.  I understand bullying is significant to kids lives and it has a lot of negatives but there are also positive ones too.  Personal people will always be scared and have to live with the bad memories, the bright side we can use that to make positive change in our own lives and others because we know first hand it's there's better ways to approach things.  Teaching kids to be nice from the beginning is important and should be taught early on.  I believe one of the reasons kids bully is they don't know what respect is.  Respect need to be taught to children asap.  The earlier the better.  That is something my culture teaches real early.  Respect is the foundation to all behaviors.

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The job description of paraprofessionals may state something like assisting students with their needs and supporting classroom management, but they are much more than just a support crew. Especially for my students with extensive support needs, they are the first people to make meaningful connections outside of their families. Paraprofessionals share joy with students, celebrate achievements, and provide them a safe space for learning.

Working with paraprofessionals does not simply mean coexisting in the classroom and fulfilling the tasks expected of me as a teacher. It is a partnership with empathetic, compassionate, resilient, and kind people who bring diverse perspectives and expertise, focusing on students achieving goals together. Building a strong, supportive, and collaborative relationship with paraprofessionals is always a priority for me. I would provide open, genuine, and honest communication, mutual respect, and a friendship to support one another.

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"The Bully Effect"

Personally, I was disappointed with the assistant principal's response as I felt she sloughed off the bullying incidents. Also, I was bothered with her tactics in resolving student conflict by making them shake hands and invalidating the student’s concern when he informed her that he is being continually harassed by the student and therefore does not wish to interact with other student whatsoever. I only saw the resolve happen through the media bringing awareness and the parents choosing to remove their students from their home school. That said it is disheartening to see that parents had to remove their children from the school system for their children's safety.

Watching “The Bully Effect” has made me more aware of how vigilant we have to be as educators that we are protecting our students. As educators, we have numerous tasks to manage; therefore, we may not pick up on everything and be aware of certain situations. This is why we need to create an open dialogue with our students so they are comfortable letting us know about these situations we may not observe ourselves. Additionally, this video had me thinking that there is really no professional training for teaching staff on how to address bullying. In some cases, there may not be procedures or rules in place for the steps to take when there is an incident of bullying. Just like we have procedures in place to handle tardiness and absences, teachers need a course of action to take with bullying, as this would provide clarity to teaching staff on how to properly address bullying. As of right now, it is up to the teacher’s discretion unless they involve administration.

-Ashley Healy

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Collaborating with parents is important to have a successful school year. The key is how do students feel supported but not smothered. In the CNN video, the students they interviewed shared that they do appreciate when their parents are involved, but there needs to be boundaries. They also don't want parents to be involved and only there to get them in trouble, part of students growth and learning is from learning from their own mistakes. The first ingredient is finding the right amount of support and parent involvement. I think the next ingredient is creating a community of teachers and school administration  to work together to achieve that home involvement. In the Edutopia video, the school community becomes stronger by sending the teachers to do at home visits. The 15-30 minute visits that the teachers do with the parents and student help build a relationship and gain insight. This connects to the reading of being intentional and being a teacher that goes above and beyond. I want to be the best teacher I can be and improve year after year. I think this leads into the third ingredient which is still learning information to share with students and parents. Like the article of  In Loco Parentis, we teachers have the responsibility and liability of these students. Knowing that if a student is in need and trying to provide them proper resources and advice for them is essential. Last week we also had discussed the importance of supporting each student's individual needs and I think this ties well with this last ingredient, which is going the extra mile as a teacher. This means continuing in more learning and in more prepardeness to help support the students in their academic journey.

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If I had to pack a bag of community resources, I would include local businesses, organizations, and experts in different fields (creative, STEM, professional, etc). I'd start with family engagement workshops and pack local libraries to hold these workshops in. With diversity in school's only increasing, I think it's important to prioritize getting families more involved with the schools in their communities. I'd also pack some experts or professionals in fields like graphic design and art, civic or medical science, public service, and government. Bringing community members who can speak about their roles and jobs to students directly, not only engages the students with their community, but encourages them to continue learning and setting goals for themselves. Next, I’d include mental health resources like school-based therapists, access to community counseling centers, and peer support groups, because we know that students can’t learn effectively unless they feel safe, seen, and supported. Lastly, I'd pack some affordable summer  programs -- both recreational and educational-- because I think this is a huge missed opportunity in keeping students engaged and motivated even through the summer.

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f this week’s learning menus were a meal, just like an appetizers’ purpose is to grab our attention and help us get in the mood for the rest of the meal.   I feel I would start off with a growth mindset as an appetizer. Having a growth mindset will awaken our taste buds. Encouraging us to rethink our failure and efforts. By ensuring that our students have a growth mindset they are also likely to embrace challenges instead of avoiding them. As teachers we need to help build our students’ confidence and prepare them for the challenges they will face. How Dweck (2014) mentioned that adapting to a growth mindset can transform educational practices, leading to improved student outcomes and a more positive learning environment.

Following our appetizer, our main course must be the most satisfying.  The entrée Students and 21st Century Schooling are the most important things about this week’s learning menu.  As teachers we not only need to get students ready for college, but we also need to think of those who are choosing other alternative routes.  42% of educators think that schools focus more on college than career skills (Klein,2022). Working at a high school these last couple of years, I’ve talked to many students who had no interest in going to college. They chose trade school because they wanted to start working sooner and it took less time to complete. I’ve always said that school isn’t for everyone, as educators we need to remember that. Offering students not only an education but also ensuring that those that choose not to attend college can be prepared with real-world skills, career training, and opportunities to succeed.

Next, the dessert! Which is a sweet part of learning. To make school more enjoyable, Social- Emotional Learning (SEL) would be the dessert of this week’s learning menu.  The dessert is the most rewarding part of the meal, as many of us look forward to our treat at the end of the meal. SEL teaches us how important it is to understand our feelings, be able to get along well with others (CASEL, 2017). Students are more likely to succeed in school and in life when they feel emotionally safe and supported. As teachers we can incorporate SEL into our lessons with lessons on teamwork and problem-solving skills. With such lessons we can make the classroom stronger and more connected.

Finally, to finish our meal, the drink would be the articles in the Supporting Students activities. These supports are like a drink that keeps everything flowing. They help our students stay engaged and ready to succeed. Especially those students in foster care, students facing adverse childhood experiences, or  students with incarcerated parents.  As we provide students with support, they feel safe and ready to thrive in the classroom, just like a good drink completes a meal

Reference

Collaborative for Academic, Social, and Emotional Learning (CASEL) Overview . YouTube. (2017a, May 18). https://youtu.be/Do1R67Ek0NI

Dweck, C. (2014b, October 9). Developing a Growth Mindset . YouTube. https://www.youtube.com/watch?v=hiiEeMN7vbQ

Klein, A. (2022, January 31). Data: 5 big challenges in preparing K-12 students for the world of work. Education Week. https://www.edweek.org/teaching-learning/data-5-big-challenges-in-preparing-k-12-students-for-the-world-of-work/2020/02

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magine that you are in a job interview and an administrator asks how you would collaborate with paraprofessionals.

Your Answer:

Elevator Pitch:

"I believe that effective collaboration with paraprofessionals is essential for creating an inclusive and successful learning environment. I would approach this partnership with clear communication, mutual respect, and shared goals, recognizing paraprofessionals as vital members of the educational team. Drawing from the systems improvement mindset highlighted by Chenoweth, I would work closely to coordinate instructional strategies, monitor student progress, and adapt supports to meet individual needs. According to Mastropieri and Scruggs, I would also ensure paraprofessionals receive the training and resources to implement evidence-based practices confidently. Ultimately, by fostering open dialogue and valuing their unique insights, I aim to build a collaborative relationship that promotes student achievement and well-being." How did watching "The Bully Effect" impact you both personally and professionally?

Your Answer:

Watching The Bully Effect can be a powerful experience both personally and professionally. Here’s a thoughtful reflection you might consider, based on insights from Chenoweth (2017) and Mastropieri & Scruggs (2018):

Personal Impact:
Watching The Bully Effect deeply highlighted the lasting emotional and psychological consequences that bullying can have on individuals. It made me more aware of the importance of empathy and the need to create environments where all students feel safe and valued. On a personal level, it challenged me to reflect on how I respond to conflict and how I can be a more compassionate ally to those who are marginalized or vulnerable.

Professional Impact:
Professionally, the documentary reinforced the urgent need for proactive and systemic approaches to bullying prevention in schools, aligning with Chenoweth’s ideas about marshalling the power of systems for improvement. It reminded me that addressing bullying isn’t just about reacting to incidents but about cultivating a positive school culture that supports social-emotional learning and inclusivity. Drawing from Mastropieri and Scruggs’ work on inclusive classrooms, it underscores the importance of training educators and paraprofessionals to recognize, intervene in, and support all students effectively, especially those with disabilities or who may be more susceptible to bullying.

Overall, The Bully Effect strengthened my commitment to fostering respectful, inclusive environments where every student’s voice is heard and protected.

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If I had to pack a bag of community resources, they would be:

1) Families -- being able to help connect and partner with a student's family allows them to help take ownership in their student's learning (U.S. Department of Education, n.d.). For teachers, they are able to better connect with parents to know what is going on in the students' lives outside of school. For the parents, it helps them know how they can support their students academically.

2) Educational Support Organizations -- this could be tutoring, programs to help students stay in school, or after school care. These programs are designed to help support students in their journey so I believe these are critical to share with my students and families (Communities In Schools, 2016). They could help the families see their student's schooling is not just dependent on them and the teachers, but other individuals.

3) Local churches or faith communities -- these areas help to support a child's spiritual journey and mental health. Being able to partner with these individuals to learn more about who a student is and more of their needs, could help me know how to respond to certain behaviors. It also would help me to be better connected with what is going on in my student's lives.

4) Local Community Events -- while teaching may only seem like a job done in the classroom, I believe it is critical to be involved in the local community around the school. This would help me know the current events, stressors, and resources that support my students. I believe this would give me more grace to share with my students and a better understanding of their situations.

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A bag of community resources:

I would pack some links between school and home: This is an important community resource because the families need to feel included in their child's school/education. Therefore, offering dual-language classes for students and their parents to participate in would allow parents to see how their child is learning a second language and allow for the parents to learn the language as well. Another idea for linking school and home together would be offering preschool services. This allows for families to be involved in the school at a earlier age and relieve a stress that families may have for their smaller children. The more we link together our school and the families of our students, the better the overall community can be.

Then, I would pack Communication: One of the most important resources would be communication. Our schools need to communicate with the community and vice versa. The community and schools within the community should be a whole. Meaning that the school is always aware of what is happening in the community and the community is aware of what the school is doing, what the school may need, etc. Where I substitute teach at now, the communication between the community and school is the best I have ever seen. It is a small community, therefore the students at the school play a huge role in the community. The school and community communicate daily to discuss what our families need out here because of it being so small and resources being limited.

Use the school as a community center: After the communication resource has been addressed, the next resource is using the school as a community center. I think it is so important to offer community events at the schools because it allows both the school and community members to come together. Schools can offer the community members different clubs, parent support groups/classes, GED programs, host activities, and much more. This allows for the community members, school kids, families, teachers, and everyone else to participate and become more engaged.

Also, I would pack Mentoring/Tutoring to students: When our students are more successful in school they will be more engaged in school. Therefore, offering tutoring or mentoring to students allows for a deeper relationship to be established. These relationships will help the students become more successful in school, more aware of what is going on at school. allow students to access more resources, give students a sense of commitment, and more. Schools who operate their own mentoring programs allow for community members to come into the school setting and help the students. One specific example that I have seen schools do is the ASAP (after school activities program). This allows for community members to come onto the school grounds when school is out. Students will go and get homework help, tutoring, play time, snacks, and so much more. This is one of the most common activities that families/students participate in.

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Packing a bag of community resources, I would make sure to include trust, student mentoring, resources from donations, and as many full-service opportunities as possible. To begin with, establishing trust in our community with our students and their families is critical in becoming a valuable resource to our students (Budge, 2016). Without trust, students and families might not take advantage of any resources you are able to offer them. Second, student mentoring should be offered to students at every school to grades of all levels. Students go through so much outside of school that we are or aren't aware of, and these situations can have a huge impact on their success in school. Students dealing with trauma or hardships that many adults might not even have to face should be given an opportunity to work through that trauma with a trusted adult and mentor who they can recognize on campus. Students who have a trusted adult in their life are more likely to succeed. Third, I would like to see more donations or donation opportunities being provided to schools in need (Sumner, 2016).  There are several people with enough money to help a classroom. In America there is so much "stuff" and material being consumed in upper class areas that if only we could bring some of that wealth into areas that would benefit from it the most, all kids could have access to the equitable education they deserve here in America. There is no excuse that there are kids here not getting the education they deserve. Last, as a country I think we should provide full service to our schools and families who could benefit from them (Budge, 2016).  Services such as dentists, vision/hearing specialists, family counselors, etc., are essential to the well-being of any person. Students who do not have access to basic services such as these are less likely to thrive in school especially if they are having to worry about their hygiene or where their next meal is going to come from. Students should be protected no matter where they come from especially in a country that thinks of itself so highly.

References

Budge, W. P. and K. (2016, May 18). How can high-poverty schools engage families and the community?. Edutopia. https://www.edutopia.org/blog/high-poverty-schools-engage-families-community-william-parrett-kathleen-budgeLinks to an external site.

Sumner, K. (2016, November 28). How America’s public schools keep kids in poverty. YouTube. https://www.youtube.com/watch?v=7O7BMa9XGXE

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I believe that fostering a strong, respectful partnership with paraprofessionals is essential for student success. To begin, I prioritize getting to know each paraprofessional's unique background, skills, and strengths. Many bring diverse experiences—such as multilingual abilities or expertise in specific subjects—that can greatly enhance our classroom environment.

Clear communication is key. I ensure that roles and responsibilities are well-defined, aligning with best practices that emphasize the importance of clarity in collaborative relationships. Regular check-ins, whether brief daily meetings or weekly planning sessions, help us stay aligned and address any challenges proactively.

I also advocate for paraprofessionals' inclusion in professional development opportunities, recognizing that their growth directly benefits our students. By treating paraprofessionals as equal partners, valuing their input, and celebrating their contributions, we create a cohesive team dedicated to meeting the diverse needs of our students.

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First and foremost, I would be extremely grateful and excited to have an additional team member in my classroom with their own unique set of strengths and assets. Just as I would with my students, the first thing I would do is get to know the paraprofessional. What is their background? What are their interests? How would they describe their personality? What do they struggle with? Not only would this help establish a relationship between us, but it would also help me determine the best way we can support one another in the classroom.

From there, I’d share all relevant resources, including lesson plans, IEPs, and behavior plans, and I’d set up a shared calendar or system where we could both stay informed about upcoming activities and check in regularly. I believe in open, ongoing communication, so I’d make sure to include them in student introductions and parent communication, and keep them updated on any relevant trainings or changes in student needs. Ultimately, I see this partnership as mutually supportive. We are both there to support the students and one another, but it is important that we work in sync and understand one another.

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Restorative practices are methods a teacher can use with their students to build trust between them and their students. Some of these examples could be positive feedback, making time for students to share about their lives, allowing students to build community with each other, and teaching health communication (Flannery, 2019). These can be effective in the classroom because they allow students to take ownership of their own learning. Something as simple as helping a student know they belong can be successful in helping them be motivated to learn. In my own classroom, I would like to use the idea of a time to answer a question of the day as a class or in small groups. During this time, I would continue to switch the groups up to allow each student to get an opportunity to connect with each other throughout the year. I would then float around the room to connect with the different groups to learn more about my students. My goal would be to help them build connections with each other and see that I am on their team.

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I believe that everyone faces some form of bullying at some point in their life, whether they recognize it as such or not. Those unwanted and unpleasant actions and communications start off relatively small and escalate to the point that they feel there are irreconcilable differences. Whatever excuses the bully tries to justify their behavior with, they are not a true reflection of the person being bullied.

Different views of immorality, such as injustice, corruption, and discrimination, have evolved into bullying, which even adults experience. As someone with a multiracial background, I learned at a relatively young age to ignore what I cannot control and focus on what I can control: my actions and words. Accepting myself was challenging because humans are wired to desire a sense of belonging in life. I was fortunate enough to have people who love me for who I am and appreciate my values.

From a teacher’s perspective, I aim to guide students to become more mindful and to take ownership of their actions and words. I believe that any relationship is a two-way street. Simply put, treating people the way they want to be treated is essential. Allowing students to see other people’s perspectives, accepting them, and being respectful to others and their choices are crucial to cultivate in students.

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I think restorative practice that seem to be effective is effective when the classroom students are at a level when they feel comfortable enough to start sharing their feelings.

So ideally once everyone at the beggining of the year knows each other name and knows at least a few things about one another, then I think that’s when I feel we can start easing a bit of restorative practice each day.  It could be simple as morning routines in finding out how each students feels one feeling about a certain topics.  An example would be, How do you feel this morning?  This could go around the classroom and everyone just shares to each other.  After that everyone can just talk for a few mins about the feelings and expand a bit from there.  I personally like this approach because it’s fun and engaging.

Another idea for the older students is to have individual process such as talking one on one when behaviors need a more clear direction.  In this case a direct approach would need to be used for the intervention.  This may lead to things such as IEP meetings if the student has services.   Other ideas are learning from vocational type of fun videos showcasing tutorials how do to things correctly that also presents questions at the end as to what and why you may need to approach certain situations in order to be safe and if you don’t then bad consequences could happen.

Also inviting special guests to talk would also be extremely helpful, which would really be a proactive approach to be a more preventative measures such as DARE programs, and Police officers day where they come educate students about many things.  Intervention programs are fun.  Takes more effort to create but it is worth it.

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Social Emotional Learning would be the appetizer. I do believe that SEL should be the starter of learning. My job as an educator is to pick up on how my students are feeling when they walk in through my door. We could start off the day with an entrance ticket that allows me to view how they are feeling. This also can help students manage their emotions and solve problems. This would help me to know how to go about my lesson plan and if I may need to adapt for my students.

The entree supporting your students. It is my job to support my students and their needs. The needs of my students will be the basis of how I go about my lesson plan. If I need to adapt or adjust my teachings to help them with comprehension, then I must.  I think supporting your students is also providing them with the necessary skills such as critical thinking, as many of the articles mentioned. But, it also means going the extra mile, such as providing support for students that are homeless. For example, having a washcloth in your drawer or providing resources for food and clothes.

The dessert could be based on the article I read is preparing students for their futures in the job force, not just for college. Klein argues that our job is not just to prepare students for college but for their futures in the workplace. The article had mentioned that in one district the high school had students gradutae being certified medical assistants. Man that is sweet, like dessert. To graduate high school and already be ahead of many others by having a carreer is a huge blessing. Dessert is my favorite and I also think of it as extra, I think about the extra work and the accomplisments that those students had to do in order to achieve a goal like that is amazing.

The drink would be students figuring out their mindset. I want all my students to have a growth mindset or a benefit mindset. I think of a drink as an accessory to the meal. So I think developing a mindset is an accessory to achieving goals you have placed in your life. It is important to have a growth or benefit mindset as it encourages growth and improvement in skills and in life. A fixed mindset is not helpful or beneficial  for students as they think there is no way for change or improvement. Mindset is important because it is what shapes our lives and our world. I want to foster a positive mindset of growth and benefit, to help my students be encourgaed about their futures and lives.

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Watching The Bully Effect was emotionally moving both personally and professionally. It made me reflect on experiences I've had and witnessed in my early school years, and think about ways I could have been more informed to help, or sought out help for myself. I am fortunate enough to not have experienced any type of bullying to the severity as Alex did, and it breaks my heart that students come to school and are subjected to such cruelty. As a parent, my heart broke for his family, too, as they desperately tried to support their son the only way they knew how, which was going to the school. Personally, I would have caused a much larger scene to that school's administrators (maybe Alex's parents had, but it was unseen in the documentary), whether I was his parents or his teacher. I wish the documentary would have shown interview or provided anecdotes from some of Alex teachers, to gain a better understanding on what his support system was like at school, or if it even existed.

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Some of the most important resources I would pack into my community resource bag are services such as physical and emotional health. This is especially important for students from low-income families. Schools can work with the community clinics and offer on-site services such as  basic medical care, counseling, and even dental checkups. According to  Education Equity, research shows that when a full-service school works well, the students achievement increases, attendance rates go up, suspensions drop, and special  education placements decrease (2013).

In addition to health services, schools should also work with the city and local organizations and create after school and summer programs. By partnering with the community, schools can build strong programs that can support the students all year. These programs can provide tutoring and provide the students with access to laptops or tablets. They can also offer sports, art, and music. “Relationships are the lifeblood of activity in a school community” (Bryk, Bender Sebring, Allensworth, Luppescu, & Easton, 2010, p.137). Having a partnership and offering services teachers, parents, and the community can meet the students’ needs beyond the classroom.

Reference

Bryk, A.S., Bender Sebring, P., Allensworth, E., Luppescu, S., & Easton, J.Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.

Budge, W. P. and K. (2016, May 18). How can high-poverty schools engage families and the community?. Edutopia. https://www.edutopia.org/blog/high-poverty-schools-engage-families-community-william-parrett-kathleen-budge

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Restorative practices can be used effectively in the classroom in a multitude of ways. In the NEA News article titled "How Restorative Practices Work for Students and Educators", Mary Flannery (2019) highlights how restorative practices can dramatically change school culture and decrease suspension rates. Some examples of restorative practices include: peace walks, guided conflict resolution, Socratic feeling circles, SEL practices, etc. The key to restorative practices is that they are grounded in positive, safe learning environments and facilitated by educators who have built genuine connections with students. As Flannery (2019) states, "building real relationships with students has to be top priority". Overall, the goal of implementing restorative practices is to handle and repair conflict between students in a whole-group setting that addresses behavior or attitude issues at their root cause, rather than putting a "band-aid" over the problem. While there is a time and a place for one-on-one conversations or interactions with students, restorative practices are meant to focus on the "we" of the classroom as opposed to the "I" in order to foster an environment of collaboration and communication. However, it is also important to note that these changes to school culture do not happen overnight, and that they "require whole-school staff commitment"(Flannery, 2019)

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I think that the appetizer would be the supporting students section, the entree would be the purpose of public education, the dessert would be the social emotional learning, and the drink would be the growth mindset.

I think that the supporting students section is the appetizer, because it eases people into how to provide support for a various amount of students. Each of the articles was relatively bite-sized and easy to follow and prepares learners for something more to come. For example, I read about how to support students experiencing homelessness. While it isn't the easiest to talk about, it is important to know. Another reason is sometimes people skip appetizers, but then they are just more hungry and frustrated before the main course, so if we don't know these things, we as teachers are more frustrated and our students are lost.

The entree is the purpose of education because it was a long article. Not only that, but it had so many different opinions, but they all cared about the same theme. Plus every other part of the learning menu served to support the purpose of education. The first tab, with the facts, shows the numbers and how we should be improving, but the purpose of education tab talks about how to do that. We can support students because that is a purpose of education. We invest in our students and teach SEL because that is a purpose of education. Growth mindset is another purpose of education. All other tabs point back to this one, making it the entree or the main course.

SEL is the dessert, because it is something sweet to talk about. As teachers, we care not only about academics but also about the well-being of our students. We are helping shape them into well-functioning citizens. That is pretty sweet. While it can be difficult, and if you have ever baked, it is not always easy, it is so much fun, and the results are delicious.

Growth mindset is the drink, because it goes with everything. While you are eating all parts of your meal, the drink is present in every situation. We can't talk about how to support our students if we don't think of new ways and work towards helping them. We can talk about the purpose of education and be stuck in the old ways, as they don't work. We can talk about SEL without the idea of having a growth mindset. Growth mindset spills into every part of the meal because it has to go with every course.

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On a professional level, The Bully Effect highlighted the critical importance of education, awareness, and training in navigating interpersonal conflict. It was disheartening to witness how Assistant Principal handled the situation between the two boys. By insisting that the student was “stooping to the bully’s level” for refusing to shake hands, and reducing his concerns to “well, if you reported it, then it’s taken care of,” she dismissed the complexity and emotional weight of the issue. While I fully acknowledge the demands placed on educators and administrators, this example shows the urgent need for effective communication and collaborative problem-solving strategies. I don't believe conflict resolution should ever be forced. The "shaking" of hands in the presented scenario was not a true resolution. A true resolution requires the willingness of the parties involved and genuine empathy and understanding. This film also reinforced for me the importance of being a well-trained and perceptive professional, especially when it comes to recognizing the early warning signs of bullying or emotional distress. Small incidents should never be overlooked, as they often escalate if not addressed early on. The principle of “nipping it in the bud” is crucial. When informed action is taken early, it can prevent more serious consequences down the line. As an educator, this can be confusing terrain to navigate, because sometimes kids test boundaries through humor. Playful banter with friends is the norm, so drawing the line on what is playful vs. hurtful can be challenging. This is why it is important to have firm expectations and always be aware of your students.

On a personal level, the documentary was disheartening. As the interviewer at the end of the film emphasized, it is so important to teach our children empathy. Unfortunately, lacking a fully developed brain is not the reason children can be cruel. Rather, it is because cruelty has been modeled by adults in their life, and they have not been met with understanding, care, and love. This film was a reminder to be reflective of the way I communicate and behave, considering not just myself, but all of those that I effect.

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I think one important aspect of managing staff is operating from a place of mutual respect. I think this could be as simple as showing appreciation and gratitude for the work your Paras are doing. I also think that valuing everyone's opinion and being appreciative of input can also help foster such a relationship. While ultimately as the teacher you are going to have the final say, it is important that your staff feels heard and appreciated. It can also be very useful to collaborate with your staff because it may present unique solutions that might not have been developed working individually. In the SPED world I would make sure that I rotate paras assigned to difficult students to help avoid burnout as well. I think finally establishing clear expectations can help avoid conflict and confrontation.

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If I had to pack a bag of community resources, I would first pack a range of strategies for fostering community partnerships between schools and local businesses or nonprofit organizations. This could look like planning and hosting community events, encouraging volunteer opportunities, as well as programs or classes for professional development for educators to become more aware of how to build and sustain these partnerships in the community. As Stella Kemp asserts in her article, "The Importance of School, Community Partnerships", both schools and local business operations should be considered "one unit" as these partnerships "with all sectors of the community are essential to helping children reach their maximum potential"(Kemp, 2017). Moreover, these partnerships provide students with a glimpse of what opportunities are available to them in the future and will allow them chances to make connections with other stakeholders and business owners. This communal aspect of education is highlighted in the NEA's article titled "Parent, Family, Community Involvement in Education" by asserting how the responsibility of bringing up children extends far beyond the realm of the parents; rather, "the whole community has an essential role to play in the growth and development of its young people"(NEA Policy Brief). In this way, the phrase "it takes a village to raise a child" reigns true and should be reflected in the way that we engage not only with our students, but the entire community.

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f I had to pack a bag of community resources I would, one, expand my vision to include community.  I would do this because it would take load off the educator in sharing the responsiblity, as well give others to be able to include multiple perspective in contributing.  This helps give students ablity to have multiple sources to rely on which would enrich the learning experiences for students because they have more choices and ideas to choose from.

Secondly, I could reach out to stakeholders.  Basically with the community, reach out, talk and collaborate such as local business, fund raisers, and help provide local events or sit and talk with groups of students.  This would build stronger relations and that would encourge the community to have more bond with the younger people to the older people.  Sometimes the generational gap just needs to be tighten.

Thirdly, create a resource map to locate where to find things and where to find connections needed will be extremely helpful.  Knowing exactly where bus routes are going and where to find them saves so much time.  Mapping out schedules of where you can find local events xan provide so much experiences that students can learn outside of school.  Also just knowing where other major hubs like libraries, police starions, grocery stores, and so many others would provide a lot confidence for students as they learn to grow out into the world.

Fourthly,  connecting back to, Why?  Presenting why questions as to what the students are doing and why it’s important know certain things and go certain places is key to understanding what you maybe missing in order do those things.  You can’t order food at your favorite burger place if you can’t read, can’t find the nearest bus/ get a ride, have no money, understanding money to begin with, and the list goes on…etc.  What you don’t know, is what you may need to know if it’s that important just to survive.  You won’t know unless you don’t go to these places to experience them for yourself or the students don’t experience them for the fact of the matter.

Lastly, putting this into the bag after all the others would be to challenge learning.  Create fun competitve goals or competition to stimulate and keep the process engaging for students.  Yes we now know what we need to know but how can student get more then just memorizing where things are.  Creating challenges, such as project, and perhaps adding daily small task with reinforcers would tremendously helps students solidify the knowledge in a more tangible way.

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Restorative Practices

In order for restorative practices to be effective in the classroom, teachers must create a safe space for students with community building activities and getting to better know their students (Spokane Public Schools, 2017). Additionally it is particularly helpful if teachers do daily check ins with their students as this allows students to feel heard as well as give other students a sense of perspective of the trials and tribulations that their classmates face (Spokane Public Schools, 2017). Lastly, when teachers observe conflict between students they can serve as a mediator by allowing the students to share their perspectives and their feelings (Spokane Public Schools, 2017). By teachers facilitating these difficult conversations, this can hopefully help students gain a sense of empathy for the other individual as well as feel heard and learn how to process their emotions and reach a healthy resolution (Spokane Public Schools, 2017). This mediation process also demonstrates to students how to approach conflict in a constructive manner as many students are unaware how to properly handle conflict.

Reference

Spokane Public Schools. (2017, October 13). The “Why” of Restorative Practices in Spokane Public Schools. YouTube. https://youtu.be/nUIRkuOFtw0?si=U24TuUmCIii0EmIP

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My two main main strategies on how to collaborate with paraprofessionals are active listening and communication.  These two methods go hand in hand because like any conversation with a friend, it is important that one person is talking while the other person is listening.  If I am the teacher, I would communicate effectively to inform the paraprofessionals what is expected of them and some strategies they can use to work with the students.  Active listening is important where I as the teacher take time to hear any feedback the paraprofessionals have to say.  I would take time to listen to any topics they disagree or wish it were done differently.  For any areas they do not feel comfortable with, I will listen to what they have to say and compromise a solution.  Although our roles are different, we are still a team so it is important that we both agree on what is expected of each other to ensure that the duality between the teachers and paraprofessionals is effective.  Being able to collaborate effectively and compromise allows the agenda to properly run and create a productive day for the students.

-Sean Wakatake

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From this week's readings, one of the most profound restorative practice examples used at the secondary level was the use of academic contracts used for "ineligible" students at Elmont High School, and the creation of The GIRLS Club at Malverne High School (Chenoweth, 2020). I see the participation of sports and extracurriculars as such an important factor that keeps certain students in school, and taking that away from them due to low academic performance does not help motivate them, in fact it only increases their risk of falling behind and dropping out according to Chenoweth (2020).

Allowing students to be on a contract that holds them responsible for their academic improvement, while still allowing them important social outlets that they may be relying on seems like a great restorative and incredibly practical practice that all schools can implement. Second to that, the issue of girl drama and fighting on middle and high school campuses has long been an issue, and one that I remember vividly. I'd also argue that boys need to have their own club as well with designated mentors or coaches to help them work through social and emotional challenges that inhibit their learning.

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In order to make a "recipe" for effectively collaborating with families, I would argue the best list of ingredients are as follows:

1. Effective and positive communication

2. Timely communication

3. Establishing a sense of trust and connection

4. Surveying families

Each ingredient is needed in order to make a cohesive and successful meal. If one ingredient is left out, the recipe will not taste the same or have the same effect. Like ingredients in a bowl, it is important to make sure that each one of these components works well with the others so there are no "lumps", like when baking a cake. They need to mix well in order to make the most effective (and yummy) dish--or in this case, the most effective and collaborative relationship between educators and parents.

Beginning with the first ingredient--or the foundation/ base of our dish--effective and positive communication is of the utmost importance when talking or communicating with parents. In Edutopia's article titled "8 Tips for Reaching Out to Parents", David Cutler suggests a few strategies for keeping these conversations positive such as calling home to report good news or finding ways to involve parents in their childrens' education. Cutler highlights how both teachers and parents alike simply want what is best for these students. In order to avoid negative interactions, we must avoid "doing battle" with parents and instead--join forces for the good of the students. Rather than this relationship being characterized by a sense of combativeness, it should be characterized by collaboration. This is the foundation of the entire "recipe" because nothing is going to be accomplished if these two parties are consistently butting heads rather than compromising or finding ways to work together.

For the second ingredient (which accompanies the first)--timely communication is another key component of an effective "recipe" for parent-teacher relationships and involvement. Something as simple as responding to emails or parental communications in a timely manner (ideally in the same day) demonstrates a sense of commitment and respect for the parents' time, which will only strengthen the relationship between teachers and parents. This may be difficult with such busy schedules; however, even communicating with a parent in order to schedule a better time to speak can go a long way to show the parents that you care about them and their student.

Third, it is important to establish a sense of trust and connection with parents by finding ways to involve them in their childs' educational journey. While this will not only strengthen the relationship between parents and teachers, it may also strengthen academic performance and achievement. As per the NEA article titled "Parent, Family, Community Involvement in Education", the connection between "parent, family, and community involvement in education correlates with higher academic performance and school improvement"(p. 1). Students (and parents) alike cannot thrive if they do not feel connected to the teacher; here is where relationship building becomes key!

The final ingredient for this "recipe" would be to survey families in order to understand their funds of knowledge alongside their students, how they prefer to communicate with teachers, as well as other additional information that is important when trying to get two people on the same page who may come from different backgrounds, cultures, etc. This should ideally be done towards the beginning of the school year so that all correspondence follows these guidelines and reflects parental preferences. Just as we need to get to know our students in order to teach them well, we must also get to know the parents in order to communicate with them well.

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Although the innovative approach to providing inclusive classrooms has successfully integrated students with diverse needs in many aspects of public school education, it remains challenging to accept students with extensive support needs alongside other peers, lacking a sense of belonging. I am aware that my students with extensive support needs often communicate in unconventional ways and can be challenging to make social interactions and connections with. Students are encouraged to join mainstream classes, special programs, and performances, but they are often seen as distractions or separate groups.

As part of my community resources to engage my students to enhance learning in meaningful ways, I would like to find ways to increase opportunities for them to interact with other peers on a personal level. The district where I work already incorporates initiatives, such as Special Olympics Day, art classes where Student Body members from middle schools come to assist students and get to know them personally, and a peer body reading program. Not only do those programs help students practice communicating with unfamiliar people, but they also allow other peers to foster mindfulness and kindness toward people with disabilities and different perspectives. I would also love to collaborate with local business owners for mini field trips. My students require external exposure to real-life settings to practice critical life skills, and with parents volunteering to be part of that, they can also benefit from guiding and including them in daily activities.

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My Recipe for collaborating with familes in the education is to have a goal is to create a strong foundation for the student at home and at school.  So that the families can learn more about their child and so that they have the most support at all times during the crucial growing stages of life.  You need the following ingredients:

1.  Find and set expectations for student parents on what is possible within your ablitities.

2.  Aim to see or talk to parents 2-3 times throughout the week initially for first few months out of the school year to gain trust.

3.  Decrease weekly communication down to 1-2 twice a week after report and trust are built.

4.  After the honey money stage where everyone has settled things are starting to gain traction settling down a bit.

Overall as long the information is all there to be reviewed I see that the strong open communication is key.

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As a new teacher I see paraprofessionals as essential members of not only my support team, but the support team of students as well. Paraprofessionals come to classrooms with a plethora of useful skills, knowledge, and experiences that offer unique opportunities to collaborate with on lesson plans, instructional strategies, and professional development planning. I imagine myself having weekly sit-downs with my classroom paraprofessional, giving them a chance to reflect on the progress of students and collaborate on their goals, any modifications, and/or needed accommodations.

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My two main main strategies on how to collaborate with paraprofessionals are active listening and communication.  These two methods go hand in hand because like any conversation with a friend, it is important that one person is talking while the other person is listening.  If I am the teacher, I would communicate effectively to inform the paraprofessionals what is expected of them and some strategies they can use to work with the students.  Active listening is important where I as the teacher take time to hear any feedback the paraprofessionals have to say.  I would take time to listen to any topics they disagree or wish it were done differently.  For any areas they do not feel comfortable with, I will listen to what they have to say and compromise a solution.  Although our roles are different, we are still a team, so it is important that we both agree on what is expected of each other to ensure that the duality between the teachers and paraprofessionals is effective.  Being able to collaborate effectively and compromise allows the agenda to properly run and create a productive day for the students.

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Restorative practices can be used effectively in classrooms in many different ways. When I think of restorative practices in the classroom, I think about bringing the students/kids together. One of the most common restorative practice is restorative circles. I have seen this practice personally in one classroom and I have thought about myself doing this in my own class one day. Restorative circles allow for students to be encouraged to connect with the circle topics by sharing their personal experiences. We can bring real world experiences and feelings into the circle, which allows the students to connect better. When students do this, the teacher can acknowledge, summarize, or paraphrase empathy that is given to each student. I think restorative practices allow for the students to listen to one another, be kind to one another, and for the teacher to further listen to their students and build on each relationship individually. Overall, restorative practices allow students to have a sense of belonging, being accountable, build on relationships, and work on outcomes and agreements. We should all aim to higher the bar together in education and this practice is a great tool in doing so.

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If this week's Learning Menu was a meal, I believe the information regarding Students and 21st Century Schooling would be the appetizer. Specifically, the article titled "5 Big Challenges in Preparing K-12 Students for the World of Work" by Alyson Klein outlines a handful of challenges that the world of education is facing today. To me, this is most like the nature of an appetizer as it provides the reader with a taste--or a sampling--of various issues that are directly impacting schools, teachers, and students today. For example, Klein highlights the need for more programs that allow students to try different career pathways in high school such as CTE, as well as the need for more internships that provide students with a clear pathway between school and their career of choice.

Secondly, I believe the entree of the Learning Menu would have to be the Purpose of Education. Like a well-done steak, this is the meal that everyone is looking forward to the most. It sets the tone for the rest of the meal and keeps expectations high! In the provided article, a section titled "Dialogue with the Gates Foundation: What Is the Purpose of K12 Education?" by Anthony Cody (2012) suggests that the purpose of schooling is to "allow every child to develop his/her talent and bring each one of them into full membership in our economic, cultural, and social national community". This ideology is foundational to why educators do what they do and how this contributes to a 'bigger picture'.

I would also argue that adopting a Growth Mindset and embracing Productive Struggle would be the dessert of the Learning Menu. This is because food (and learning alike) are not going to be enjoyable experiences if the person consuming the food (or learning the content) is stuck in a fixed mindset. For example, if an individual believes they are not good at something like cooking scrambled eggs, they will refrain from developing this skills or trying new ways of cooking. Plainly, they will avoid the essence of productive struggle that truly elicits deep learning and reflection. However, if the same person adopts a Growth mindset, they are more inclined to take new risks by experimenting with other dishes that utilize eggs such as omelettes, baking cakes, etc. In short, the combination of both of these mindset shifts is important for students to put the "cherry-on-top" of their education and to make learning sweet!

Lastly, the drink for the Learning Menu would be Social Emotional Learning (SEL). For any meal, a drink is supposed to be refreshing--almost like a palate cleanser that renews the senses and creates a neutral environment for more flavors (and hence, more learning). For students of all backgrounds, SEL practices such as brain breaks, emotional check-in's, mindfulness techniques, as well as positive affirmations are all intended to provide students with tools for "self management , self-awareness, relationship building, and decision making"(49 Ways to Teach Social Emotional Learning Everyday, Cleaver, 2024.) Just as every human should be drinking enough water at every meal, incorporating SEL practices is something that should be done everyday in the classroom for the emotional and physical health of all learners.

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Restorative practices are effective in creating a safe learning environment and classroom culture that fosters students’ success. Moreover, students also need opportunities to practice appropriate ways to resolve conflicts and differences independently before applying them to the real world. Restorative practices are not forms of punishment, rather, they are ways to understand others’ perspectives and become open to the ideas of compromising, finding solutions, building relationships, and achieving social-emotional stability.

Implementing restorative practices in my class is essential because many of the students lack self-regulation skills, which results in them exhibiting big behaviors. I would incorporate social stories both proactively and reactively to establish classroom boundaries and expectations, teach values and morals regarding right and wrong, hold students accountable for their words and actions, and address ways to find solutions.

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Community Resources:

One of the items that I would pack in my bag of community resources would be a partnership with community businesses, community members, cultural organization and institutions of higher education (Van Roekel, 2008). We know that it has been proven that parent involvement is instrumental to a student's success, but there are findings that illustrate that community support plays into student success (Van Roekel, 2008). Additionally, there needs to be a partnership between schools and the community as to assure that the needs of the community is being met. For instance, schools should consider designing curriculum and internships that best serves their community. Another community resource is education for family members and faculty. For instance, parenting classes that assist parents with creating a home environment that is conducive to learning (Van Roekel, 2008). Also, educational opportunities to help educators to be culturally aware to other culturals outside of their own (Van Roekel, 2008). Lastly, a community resource that I would add to the bag is volunteers. As volunteers could be parents so that offers an opportunity for parents to be involved in their child's education (Van Roekel, 2008). Also, community volunteers provides students opportunities to see the interconnectedness between the school and their community.

References

Van Roekel, D. (2008). Parent, Family, Community Involvement in Education. Washington D.C.

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For my initial appetizer, I would dive right into the delicious section of "Students & 21st Century Schooling".  I chose this to be the appetizer because it's kind of nice to get a sample of all the different numbers going around.  It helps to know the baseline of where to start, where the weak points are, and set goals to where we need to go and improve those numbers and be as efficient as possible.  With know this things we can expect to build our appetite and start diving into the Entree.

After devouring the amazing starters, I'm now a bit more hungry and would like to head straight into the main meal and that would be for me "Purpose of Public Education".  I chose this because this section was the longest.  It's nice to know why we're here to teach our students and that it's going to take a lot of work to get through this meal.  Once we understand the principles it's smooth sailing from here.

I find that "Growth Mindset & Productive Struggle" section to be dessert.  It's not the reason we're here to teach but it is what makes things easier in connecting with our students.  Teaching our students the value of a Growth mindset will set them up for possibilities that our endless.  We open the minds to learn and grow. It's the icing on the cake at the end of the meal.  Seal the deal.

Lastly we gotta wash down all our food somehow and I think "Supporting Students" is instrumental to understand everything about our students.  Knowing our students wants, and needs will only help our students.  Understanding their challenges and helping them overcome adversary by giving them real world advice from experiences.  Just being a great role model which the students need is what we're all here for.  It's to make impact and a difference in positive ways for their lives.

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After watching the documentary on "The Bully Effect," I feel that I could relate to some of the personal aspects that the speaker endured because I myself was a victim of bullying in school.  The boy spoke how he was pushed around and called names to the point that he was often afraid to walk home with the fear of him continuing to get pushed around by others.  In relation to my experience being bullied, I can relate to the pain as the impact bullying left on me made me anxious and reluctant to attend school at times.  As an aspiring teacher, bullying is one of my top 3 intolerance in the classroom and I have vowed to take a stand against this issue.  My job is to create a safe space for students to attend school and learn.  Due to the harmful physical and psychological effects bullying leaves on the victim, I cannot allow such issues to hamper the victim's ability to perform well in school.  Some ways I can raise awareness of the issue is to implement lessons to be taught during class periods that will educate the students on the issue.  Not only will the students learn about the effect of bullying but may develop a new heart where they themselves can stand up for their peers to reduce the trend of them becoming the victims.

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Restorative practices can be used effectively in classrooms by focusing on building strong relationships and fostering a sense of community. Techniques like morning circles help students connect and feel heard, while restorative conversations guide students to reflect on their actions and repair harm rather than face punishment. With support from trained staff and professional development, these practices create inclusive, respectful learning environments. Schools that implement them often see reduced suspensions and more equitable discipline outcomes, making restorative practices a powerful tool for both student growth and school culture.

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A recipe on collaborating with families in the educational setting-

2/3 cup of communication: Communication between teachers and families are crucial in bringing everyone together for the students' success. When there is communication between teachers and families this can build trust with the parents which is critical to a teachers success. Teachers can communicate about weekly events happening in the classroom, the students individual progress along standards and assignments, and so much more. For me personally, the more my child's teacher communicates to me the better I feel about my child in the classroom. I want to know what my child is working on, their progress, how I can help the teacher, and more. We learned this week that some examples for communication between teachers and families include conferences being held with follow ups as needed, translation services if needed, weekly or monthly folders with students work being sent home to parents, clear information about activities, school protocols, etc, and many more examples.

1/4 cup of decision making: This means that parents should be included in school decisions, developing parent leaders and representatives. A lot of time this is shown by having parent committees such as a PTA, Booster Club, etc. This allows families to be involved at the school, in district meetings, in their child's classroom, and more. When parents feel that their child's school allows them to participate in making decisions, the better the parent will feel about their child's education. Furthermore, parents can feel a sense of ownership of the school and that they have an input into the policies that affect their child's education. I think for students, when they see their parents involved and making decisions for the school, then they know that their parents are doing this for them and they want to be involved. Teachers also get to see these parents more often and can communicate to them about things regarding the specific student.

1/4 cup of learning at home: When collaborating with families in the educational setting, what happens at home really matters. After teachers communicate with families, families should be able to take what was said to them and work at home with the student. Parents should be able to help students at home with homework and other curriculum-related activities, decisions, and planning. Parents will be able to see what their child is working on at school and be able to help, support, and encourage their students. Parents are also more aware of how their child learns best because each child is unique. Additionally, learning at home leads to parents communicating more to their child about their schooling and school in general. More importantly, when learning at home is completed students can have a more positive attitude towards schoolwork, their teacher, and homework. Students will also feel less pressure or stress because homework is getting completed. For me personally, as a parent I need to have learning at home because this allows me to see what my children know or what I can help them with.

1 tablespoon of volunteering: Volunteering allows for the parents connection to the teacher to grow deeper. When focusing on collaborating with families in the educational setting it is important for parents to know and understand how much the teachers are doing in the classroom. This allows for parents appreciation towards education and teachers to grow significantly. Also, it allows for parents to become aware that they are welcomed and needed in the school setting. There are challenges to volunteering such as the background check prior to, lack of volunteer work, etc. When schools allow for volunteering I think it needs to be spread and announced that parent volunteers are welcome and needed. There also needs to be jobs that teachers allow for parent volunteer to complete. One time when I was in a classroom subbing, I had a parent volunteer come in. She said she came in once a week for the whole school year and ever time she came in the teacher had a "job" for her to do and her child loved seeing her there. It was very positive.

1 teaspoon of community outreach: The educational setting needs families, parents, students, and the community to be involved. When we include community outreach into this recipe it allows for parents to become more aware of what is going on in the community and what resources are offered to their children. Furthermore, communities and schools often work together to put together summer programs, after school programs, etc. The results of community outreach lead to parents interacting with other parents outside of school, parents having knowledge of community

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I thought that "The Bully Effect" was very moving. The first thing that occurred to me is how many people suffer from the same thing that this young man went through, but do not have the same courage to speak up as he did. I hope that his story might encourage more people to speak up about their experiences and how it has impacted them. I think as an educator it has made me want to ensure I am always observant of what my students are going through, especially since your students might not always explicitly tell you everything they are going through. I think that personally I am more encouraged to be an advocate against bullying and ensure that I am preparing my own children to adequately handle situations like those should they ever face them.

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I believe that building collaborative relationships with parents and families is one of the most important aspects of making my teaching approaches effective and successful, enabling my nonverbal students to thrive in learning, as I have observed in my class. As aides, we are often restricted from communicating with parents for various reasons, such as HIPAA compliance, personal conflicts, and the potential to create unnecessary confusion and concern by delivering the wrong information. Since I began my education at APU, I have been thinking about how I will approach parents to establish connections that support students. The connection must be meaningful and genuine for everyone on the team, given the nature of my classroom. A collaborative relationship with parents cultivates structures and consistency that encourage students to build their skills and learning in both school and real-life settings. The relationship between schools and parents to me is similar to the dynamic of parenting. Instead of letting egos dictate our choices and concealing negative emotions and reflections from the unrealistic expectations that our society places on us, it is important that we focus on working together as a team to support students at the center of our efforts.

Introduction letter; getting to know the students’ approach from the parents’ perspective

At the beginning of the year, I would love to send out a letter to parents introducing myself and my passion for working with students’ diverse needs. My intention will be to let them know that it would be a privilege to be part of the students’ education and growth, and give a sense of comfort and safety for parents to grow together alongside their children.

One of my son’s teachers once sent me his introduction letter, which was very honest, transparent, and his personality shone through. He empathized well through his personal experiences as a parent and made me feel at ease about starting new school year for my son.

https://www.weareteachers.com/teacher-introduction-letter-to-parents/Links to an external site.

Open house/Back-to-school night: Informal parent-teacher conference

-Open house is a great opportunity for parents to see students’ learning environment and how they are adapting and fitting into the class, especially considering their diverse needs. It also serves as an informal conference to meet teachers, share students’ strengths and weaknesses to configure goals, build a community with other parents, and express any concerns they may have. Teachers often display projects that students have completed, which can indicate a starting point for parents to understand students’ baselines at the beginning of the school year.

https://www.edutopia.org/blog/back-to-school-conversation-starter-darri-stephensLinks to an external site.

Integrating the communication system to connect with parents

-“The more supportive and involved parents are in their child’s education, the greater the odds that their child will be successful,” as the article mentioned, it is clear to predict such outcomes with parents’ support from home. Parents need to understand what and how their children are receiving their education in the school setting and become part of their education.

- I will create a daily communication system with each parent, enabling them to integrate their children’s learning into their lives in authentic and organic ways. It is not homework per se, but it allows parents to create opportunities for students to practice their skills and learning at home, which results in making stronger connections to their learning.

- It is important for me to consider how I can create the communication system that is realistically efficient, effective, and sustainable. Daily notes can be sent home, allowing parents to acknowledge their daily activities and learning by signing the note. Additionally, I can create a monthly calendar to celebrate achievements and include pictures with prior consent from parents.

https://www.edutopia.org/blog/old-new-school-parent-involvement-lisa-mimsLinks to an external site.

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Restorative practices are resolution techniques used to create positive relationships among peers when there is situation of conflict.  While educators must teach the basics of what is right and wrong to students, the way in how they teach the morals will affect the outcome.  Educators who use restorative practices do not necessarily punish students from their wrongdoings.  Instead, these educators try to facilitate a constructive but positive conversation with the student that will make them aware of their wrongdoing but implement helpful to prevent a certain behavior from reoccurring.  When it comes to using restorative practice in the classroom, this can help a teacher understand where a student is coming from and what the antecedent was that led to the behavior.  All behavior is communication so it is important to understand if the student may have some underlying issues they are struggling to overcome, which can affect their mood.  It is important too that educators teach the student of more positive words and a less aggressive action they should display when they are frustrated.  Learning how to control one's emotions in response to conflict is not only important in school but will be needed to maintain healthy relationships in adulthood and in the workforce where employees are evaluated on their communication habits.

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Restorative practices are a type of practice that openly encourages change in the classroom to improve for the better. This can include everyone in the classroom sharing their opinions and feedback. After all, education is never perfect. There is always room for improvement, and we need to help everyone in the classroom express the truth. Having free thoughts for students gives them a chance to speak and what works better for them. Teachers should be open-minded to students' opinions and make consideration regarding to the feedback. It gives them a sense of values and that they belong in the classroom. It teaches the students equality and kindness by behaving the same towards everyone.

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Recipe:

As we know parental involvement is one of the key ingredients to student success. Because of this is important to include parents in their child's education as this is a key ingredient to a students success. The main ingredient to creating that collaboration with families is open communication. There are various ways we can establish one way and two way communication with families. Some examples of one way communication would be a website with relevant and updated material. Another example of one way communication would be a newsletter. One way communication is effective in providing parents with information about upcoming events and deadlines. However, two way communication is more personal and offers the opportunity to have a dialogue with families. Some forms of two way communication with parents can be through emails or phone calls home whereas conferences or meetings might be reserved for more formal or serious conversations. In a video clip by Edutopia (2020), prior to the new school year beginning, teachers in a particular school district make it a point to visit families in their household. Although this is great idea, we need to consider the sustainability and comfortability of all participants. I feel meeting parents outside of school is a good idea, but somewhere neutral like maybe a coffee shop would be more suitable for me. Setting up a meeting outside of school allows both parties to better understand each other and can build connections outside of the academics that can help cultivate collaboration between families and schools. Another possibility (ingredient) is to encourage parents to participate or volunteer at school activities as this can foster collaboration. However, we need to be aware that too much parental involvement can stifle student independence and growth so ideally there would be a health boundary. In a interview conducted by CNN (2010), students noted that it is helpful having parental involvement, but they did note that too much parental involvement can have an adverse affect in their school environment. Finally the last but equally important ingredient is establish a welcoming environment for families. We need to ensure parents feel welcome in their child's school environment. Some ways to facilitate a welcoming feeling would be to host a school community event that allows parents to be on campus and meet the staff. We need to make parents feel welcome and equally important in their child's education as some parents may feel that have no place in their child's education, but as we know a partnership between school and families is imperative for the students success. Students have better success rates if there is a collaboration between families and the school.

References

CNN. (2010, September 3). CNN: Why parents matter in education. YouTube.https://youtu.be/wK-yIIOg5wo?si=r1HZcUuHkANf6lBTLinks to an external site.

Edutopia. (2020, March 20). Home Visits Make a School Community Stronger. YouTube. https://youtu.be/tz3if2ujmrQ?si=lflIxInp5oCA0eLy

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The appetizer would be students and 21st century schooling. I think the appetizer is the introduction to the main entree or idea in this case. The students and 21st century schooling explains statistics for students in education and and information about schools now a days, such as total number of schools, enrollment numbers, teachers, and more. The entree for the learning menu this week would be the purpose of public education. In this article we learn about how students are becoming prepared for their future in a fast-changing world. We also read about education changing over time and adapting to democracy, how schools are supporting meaningful learning and if they are not supporting it, and so much more. I feel like this topic is the entree because it has so much meaningful information about schools, students, learning, teaching, teachers, etc. Furthermore, the dessert in this week's learning menu would be the social and emotional learning topic. I picked this as the dessert because dessert is the best part of any mean and I feel this topic is so incredibly important in education today. Our students need to feel seen and heard, they also need to know that they are accepted the way they are and their feelings. Kids endure so much more stress now a days than ever before. Allowing students to be aware of emotions and teaching them how to recognize their feelings/emotions is important. In a lot of the classes I substitute teach for, especially the little ones, I start each day with embracing the students with acknowledgment that they are here. So, when each student comes into the class I either give them a high five, fist bump, hug, wave, or handshake. I let the students pick and we start the day like that because I want them to know that I care that they are here. Furthermore, I make sure if students need they acknowledge how they are feeling and that all feelings are normal. Lastly, I believe the drink of this meal would be supporting students. A drink is needed at every meal and pretty often throughout a meal. I feel the same with supporting our students. Students should be supported at all times and no matter what they are going through. Reading about supporting students through homelessness, foster care, childhood experiences, incarcerated parents, traumas, and many more is just a reminder of how much our students can experience. We never really know what students are going through, however there are ways to support our students at all times. Even though we may not fully understand what the student/students are going through, we can provide stability to our students and an environment where all students and their experiences are accepted, heard, and accepted.

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If I were asked in a job interview how I would collaborate with paraprofessionals, I would explain that I see them as essential members of the classroom team who contribute to student success through mutual respect, teamwork, and shared goals (Rosales, 2009). I would also let them know that I have always prioritized building a strong partnership with my team by getting to know their background, strengths, and goals so we can co-plan and support each other effectively. I would also advocate for their inclusion in professional development opportunities, especially those related to standards and instructional strategies (American Federation of Teachers, 2012). Together we would implement Universal Design for Learning (UDL) together, using our individual talents to meet the needs of all learners daily and effectively. Regular communication and feedback help us stay aligned and avoid misunderstandings. Lastly, I always recognize and value their contributions to the classroom and student growth.

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Community resources are a set of educational tools that revolve around a student's academic growth in school.  Since the variety of community resources has grown over the years, schools are not just evaluating a student's performance in school based on the duality between the student and their teacher.  Teachers can only contribute so much for a student's success so having community resources withe parents involved is key to supporting this development.  In a bag of community resources, parenting skills will be a crucial item.  Parenting skills will teach parents how to get involved with their child's life by keeping track of their progress in school while knowing what strategies they should utilize when they are struggling in school.  Communication methods are another item of the bag where parents and teachers will develop strategies on how they communicate effectively with each other.  Both must be willing to talk productively about their child's progress in school.  I would also pack decision making strategies for the parents come to a conclusion on what academic resources will best benefit their child's progress.  Collaborating with community is also a key item of the bag.  By using this resource, I can collaborate not only with family but also with local businesses or universities that might have extra resources that contribute to the academic success for a student.

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Appetizer: Students and 21st Century Schooling/Purpose of Public Education will serve as an introduction to this week’s learning activity because it presents underlying stigmas and issues related to perspectives on how public schools prepare students to flourish in society. School is where students develop academically, socially, and emotionally, preparing them for further education in college. However, it lacks realistic simulations to build essential life skills necessary for becoming responsible adults who contribute to our society.

Entree: Social Emotional Learning (SEL) will play a crucial role in this learning activity for me. Working as an autism behavioral intervention assistant, I find it to be the most challenging aspect of the classroom, requiring practice for students to develop such skills and understand their importance. Most of my students struggle with building awareness, self-regulation, and social communication skills, making it essential for them to learn to demonstrate these abilities independently at any stage of their lives. I often have conversations with my crew about what might happen if a student displays feelings and emotions inappropriately when he turns 18, such as screaming uncontrollably or destroying property. Teaching them ways to manage their emotions and actions, and navigate to make appropriate choices, is a lifelong learning that students need.

Dessert: Growth Mindset and Productive Struggles will provide the final touch to this week’s learning activity. A growth mindset encourages students to believe in their ability to grow and succeed. Building the power of Yet enables students to guide themselves in developing resilience and adaptability when facing challenges. Failure is an inevitable part of growth, and it is an opportunity for students to embrace the challenges. Building a growth mindset might look different in my classroom due to the nature of my students’ disabilities. Parents tend to cater to their children’s needs and overlook their abilities. Praising progress over perfection will motivate my students to continue expanding their learning.

Drink: Supporting Students will be a supplemental contribution that all teachers must keep in mind and consider for their students. Socioeconomic status, cultural backgrounds, and family structures have a significant impact on students’ readiness to learn. Responsive teachers strive to make a safe learning environment for all students, and choices of words and actions must be mindfully selected. I recall having conversations with my daughter’s elementary teachers when her father was deployed. Supporting her emotional well-being was my concern, and I asked teachers not to remind her that he was gone. Instead of diverting with different questions and comments, her second-grade teacher asked for my permission to have classmates write him letters honoring his service to the country. Deployments were hard for her, but I appreciate her teachers’ making efforts to keep her focused and make her see positive perspectives in life.

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If I had to pack a bag of community resources, it would be communication and relationships with students, teachers, and parents. I highly believe communication will be a support to me when I need more support. I tend to be a quiet person with few words. Communication will be a nice skill to help express yourself and have people know about you.  Also, I think relationships are important, as they can improve academic performance and school life. Having the support of the community in school will help us know what will benefit the students in learning. We get to learn different opinions and preferences that allow how to better foster higher educational quality. Having a good relationship between teachers and parents will be a great support in understanding the students. Knowing the information will help the teacher arrange the classroom environment better for the students.

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Recipe for Parent Collaboration:

1. Facilitate and maintain active communication with the families of students in your classroom.

2. Utilize the open line of communication to provide consistent updates on what their child is doing in the classroom and any needed updates on goal progress/other concerns. This could be as simple as, "in this week at class we did X,Y.Z. The students did a great job at ABC (maybe show examples if applicable), "next week we will be doing D,E,F".

3. Be sure to give any updates in a respectful manor and always be sure to sandwich any "bad" updates with positive things about their child.  Parents do not want to be constantly bombarded with only negative news regarding their child. When being "realistic" with parents, be sure that this is done in a way that is respectful to the hopes a family might have for their child's future. Do not feel overly compelled to help parents in "managing expectations", to every parent the sky is the limit for their child, and we should do our best to accommodate those goals, not stand in the way of them.

4. Collaborate with parents when developing goals for IEPs and the like, keep them as involved in their child's education as possible. Be sure to discuss with them what they hope for their student to get out of your program, and in the future more broadly.

5. When speaking to parents try to minimize educational jargon, and never "speak down" to parents during communication. Make communication as seamless, direct, and effective as possible. Approach every family with professionalism and a healthy dose of humility.

Ingredient List:

Clay, S. (n.d.). Communicating with Parents: Strategies for Teachers. ED.gov. https://files.eric.ed.gov/fulltext/ED505824.pdfLinks to an external site.

Graduate Programs in Education and Psychology - Pepperdine University. (2024, February 23). Building effective parent-teacher relationships. GSEP Blog | Pepperdine GSEP. https://gsep.pepperdine.edu/blog/posts/building-effective-parent-teacher-relationships.htm

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Learning Menu:

The appetizer in this week's learning menu would be the purpose of public school, as we need to begin by considering what is the purpose of public school so we can understand our role as educators within this system. Boyte (2017) presents the issue that currently in the United States, we have a bipartisan mindset of us versus them. This mindset can lead to failure to consider other perspectives and hinder collaboration between people with opposing viewpoints (Boyte, 2017). Boyte's blog argues that public schools have prioritized high-stakes testing rather than cultivating critical thinkers who can help propel much-needed social change (Boyte, 2017). Boyte (2017) believes that public schools should focus on educating students about the government so that they can fight against social injustices. Similarly, Klein (2022) states that public schools are so preoccupied with standardized testing and making sure that students are college-ready; however, schools are not teaching students the soft skills required in the workforce. Furthermore, Klein (2022) presents data in which most schools are supporting this movement. We need an education system that is going to help our students be successful in our ever changing world; therefore, we need our education system to evolve to meet these needs.

The entree in this week's learning menu would be supporting our students, as that is our primary role as educators. We will encounter so many different learners in our classroom who have different lenses due to their different experiences. Many of our students have backgrounds or adversities that we may not be aware of. As educators, we have no control over our students' past experiences; however, we can learn to support them by helping strengthen their interpersonal relationships and social and emotional skills (Murphey & Sacks, 2019). Also, we can help support their physical and mental needs and avoid practices that inflict more trauma or open old wounds (Murphy & Sacks, 2019). Our goal is to outweigh the negative experiences with positive experiences, as this counteracts the trauma experienced and creates resiliency within the students.

The dessert in this week's learning menu would be social-emotional learning as it is essential for all students, but especially those students who have grown up with adversity. Social-emotional learning teaches children how to manage their emotions, solve problems, develop empathy, make decisions responsibly, and maintain healthy relationships (Committee for Children, 2016). Students learn not to be impulsive with their emotional responses and communicate their needs effectively (Committee for Children, 2016). Students who develop strong social-emotional learning tend to do better academically and socially (Committee for Children, 2016). A strong development of social-emotional learning is a follow-up to help all students, but particularly those who have experienced adversities throughout their lifetime.

The drink in this week's learning menu would be a growth mindset as this philosophy accompanies many of these other topics much like a drink is regularly accessed throughout the meal. Growth mindset is the belief that an individual is capable of achieving certain abilities that are presently outside of their skillset (Benefit Mindset, 2017). A fixed mindset believes that an individual is stuck with their level of skill sets and that they cannot grow or attain more skill sets (Benefit Mindset, 2017). If learners are trying to become members of society that we need them to be like advocates for social change, overcome adversities, and have high emotional intelligence, then the learner as well as their influences (educators and support systems) must have a growth mindset.

References

Benefit Mindset. (2017, June 6). The Fixed, Growth and Benefit Mindset. YouTube. https://youtu.be/bW2Sg3nOpd4?feature=shared

Boyte, H. (2017, January 26). A Different Kind of Politics. Education Week’s Blog. May 7, 2025,

Committee for Children. (2016, August 1). Social Emotional Learning: What is SEL and Why SEL Matters?. YouTube. https://youtu.be/ikehX9o1JbI?feature=shared

Klein, A. (2022, January 31). Data: 5 big challenges in preparing K-12 students for the world of work. Education Week. https://www.edweek.org/teaching-learning/data-5-big-challenges-in-preparing-k-12-students-for-the-world-of-work/2020/02Links to an external site.

Murphey, D., & Sacks, V. (2019). Supporting students with adverse childhood experiences. American Educator. https://files.eric.ed.gov/fulltext/EJ1218833.pdf

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How to Make a Type 1 Parenting System

You will need:

1 hours of a workshop on parenting for parents to watch

1 hour of a home visit to meet the families face to face

3 bags with a recommendation each on a living home style that is most appropriate for the child

1 cup of communication

1 teaspoon of assertiveness

Instructions: Combine all these ingredients above together to form a type 1 Parenting System.  The house is like the oven where the interaction between the parents and the educators will take place.  The temperature of the oven is the strength of the communication between the parents and the educators, which will determine the result of the student and parents's involvement in school.  A well cooked cake is like a student who strives hard in school, prioritizes his studies before playtime, and has good attendance.  For the parents, it is having a strong awareness of how their child is performing in school and knowing when to intervene.  A student who is performing poorly in school or parents lacking involvement is like an undercooked cake with traces of raw egg or flour stuck in the batter.  The best recommended way to fix it is adding another teaspoon or cup of proper communication or implementing another recommendation that would better the child's performance.  It's like turning up the oven temperature or baking the cake longer in order to cook it more thoroughly.

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1. At the beginning of the school year, I will greet all the families in person or by email to introduce myself.

2. I will email families every two weeks about the lessons and assessments, including any events involving the students.

3. Ask parents for help when needed.

4. Then, I will prepare a conference for students and parents once every semester (Edutopia, 2020).

5. Ask parents how much they know about their child's grade and performance (Edutopia, 2020).

6. Make the students feel comfortable by asking about their daily life and what they like to do, so parents can have an insight into their child (Edutopia, 2020).

7. Have the students talk about their strengths and weaknesses, setting out goals (Edutopia, 2020).

References:

Edutopia (2020, March 20). Home Visits Make a School Community Stronger. YouTube. https://youtu.be/tz3if2ujmrQ

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Watching "The Bully Effect" impacted me deeply both personally and professionally. As someone who was bullied in elementary school, Alex’s story brought back memories of feeling isolated, hurt, and afraid to speak up. It reminded me of how powerful it can be when someone finally sees you, believes you, and stands up for you. Professionally, it strengthened my commitment as a TK teacher to create a classroom where every child feels safe, included, and supported. I want my students to know they are valued for who they are and that they can come to me for help without fear. The video also reminded me how important it is to teach empathy, speak up as an advocate, and involve families and staff in building a positive school culture that doesn’t tolerate bullying.

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If this week's learning menu were a meal, I would like it to be the appetizer. An appetizer is the beginning of the meal. I think it fits the topic of thinking about the purpose of education. I believe it is important to see the surroundings through an appetizer for the mood. After the appetizer, it determines whether I will have the best experience in the entire meal. Same for education, I think we need to see the purpose of needing education. We need to take responsibility for the learning environment and well-being that can provide students with the best experience.

I believe the entrée is the main dish of the meal. It drives deeper into the tastes and the satisfaction in my stomach. It is the course that will truly make me feel full, and I think it relates to the deeper understanding of students' mindsets. The students are at the grade level, and learning this specific topic is a reason. When they get to a certain age, there are certain things they are capable of mastering. We just have to know what the students need to learn and what they are capable of. There will be a sense of fulfillment that will lead them to proceed to another grade level. Just like the entree, where we have the main dish that will make us feel satisfied.

If this week's learning menu were a meal, I would like it to be dessert. I believe the desserts have the power to cope with emotions. We have students who don't know what they are doing in class and don't see the meaning of gaining this knowledge. The reason can be that they don't feel motivated, and they cannot find their comfort zone. Being able to pick their favorite menu gives them value and the reason to keep going. They just have to find their reason, and a teacher can be part of their guide to help find their menu.  For me, dessert makes me feel happy, and I have more energy because of all the sugar. Thinking of dessert makes me want to continue what I am doing, and I have the reason to keep working. A small goal can provide the reason for me to keep going with life.

If this week's learning menu is drink, I think it will match the topic of supporting students. You can have a drink any time you want. It can be before, during, or after the meal. In education, we get to know all the students' backgrounds in the classroom. By knowing the students, we know their strengths and weaknesses. The teacher will need to see what the students need and support them in what way possible, such as giving them more resources. Also, supporting students can be an onward where the teacher will help the students for the entire school year any time. There is no set time when you support the students because they may need help unexpectedly. Similar to drinks, where you can have a drink anytime you feel thirsty.

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1. Local Experts and Mentors

Invite professionals—engineers, artists, healthcare workers, chefs, and entrepreneurs—to co-teach, mentor, or evaluate student work. Schools like Hood River Middle School have successfully integrated local geologists and chefs to enrich learning experiences.

2. Internship and Service Learning Opportunities

Partner with businesses and nonprofits to offer students hands-on experiences through internships, job shadowing, and service-learning projects. These opportunities help students apply classroom knowledge in real-world settings.

3. Community Resource Map

Create a visual map highlighting local organizations, businesses, and individuals who can contribute to school programs. This tool can help identify potential partners and resources within the community.

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4. Digital Platforms for Collaboration

Utilize tools like CommunityShare to connect educators with community members willing to share their expertise. These platforms can facilitate collaborations that bring real-world insights into the classroom.

5. Parent and Family Engagement

Engage parents by identifying their skills and interests, and involve them in school activities. Parents can serve as guest speakers, mentors, or volunteers, enriching the educational environment.

6. Project-Based Learning (PBL) Partnerships

Collaborate with community partners to design PBL experiences that address real-world challenges. This approach enhances student engagement and learning outcomes.

7. Resource Sharing and Communication Tools

Develop platforms (e.g., Google Sites, YouTube channels) to share resources, updates, and success stories with the community. Effective communication fosters transparency and strengthens partnerships.

8. Recognition and Celebration of Partnerships

Acknowledge and celebrate the contributions of community partners through events, newsletters, or social media. Recognition fosters goodwill and encourages ongoing collaboration.

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Prep Time: Ongoing

Cook Time: All school year

Serves: Students, Families, and Educators

Ingredients:

Positive Communication—Frequent, clear, and respectful contact to build trust.

Empathy and Active Listening—Truly hearing family voices and concerns.

Understanding of Roles—Recognizing that educators support students in partnership with families, not in place of them.

Family-Friendly Tools—Easy-to-use apps, messages, and updates that keep families in the loop.

Cultural Awareness—Respecting and honoring each family’s background and values.

Shared Goals—Working together with families to support student growth.

Consistency and Follow-Through—Building trust through reliable actions and responses.

Flexible Involvement Opportunities—Making it easy for all families to participate in ways that work for them.

Directions:

Start by welcoming families with warmth and openness from the first day.

Add strong communication, making sure it’s two-way and frequent.

Mix in empathy, and truly listen to what families say about their children.

Stir in your understanding of your role as a caring adult who works with, not instead of, parents.

Blend in cultural awareness, adjusting approaches to meet families where they are.

Include shared goals, making families part of the learning plan.

Top with flexibility, offering options for engagement that suit different schedules and comfort levels.

Serve consistently, keeping the connection strong all year long.

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If I had to "pack a bag" of community resources, I would be sure to include what would be the most essential for students to thrive. The first resource I would pack would be food. " Food insecurity has been observed to have negative effects on college student academic performance, physical health, and mental health" (Loofburrow and Scherr, 2023, P.1). This shows the importance of access to food on student outcomes. I would work with community partners (restaurants, grocery stores, etc.) to have them donate food items that might otherwise go bad if not used. The next resource that I would include in my bag would be healthcare. I would partner local non-profit healthcare organizations and also utilize my social workers to search for government healthcare programs that students' families might quality for. The final community resource that I would pack in my bag of the "essentials" would be safety. While this resource is a little broader, it is still very important to ensuring a student's success. The way in which this resource is utilized would look different in different areas, to meet the risks that a specific community might face. These solutions could include increased presence of law enforcement, mentorship programs, greater funding to extracurricular clubs and sports, and implementing community education and awareness campaigns. Overall, I believe these resources would allow students to succeed.

References

Loofbourrow, B. M., & Scherr, R. E. (2023). Food Insecurity in Higher Education: A Contemporary Review of Impacts and Explorations of Solutions. International journal of environmental research and public health, 20(10), 5884. https://doi.org/10.3390/ijerph20105884

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Without a sense of safety and security, it is impossible to build a fruitful relationship. Students are the same way and if they don't feel secure, they won't learn, whereas a student who does have sense of trust in their classroom, will learn by much greater lengths (The "Why" of Restorative Practices in Spokane Public Schools 2017). One suggestion to building trust within the classroom is to incorporate social emotional "circles" where students get a chance to break the ice and take turns talking about a question posed by the teacher. It is also important to help students who make mistakes effectively learn the consequences of their actions. Suspending a student can signal a free day to that student. Instead, helping that student realize the consequences to their actions in an environment where adults are able to help them improve, can benefit the student in the long run and prepare them for life. Teachers can build a community with trust and respect by modeling important values and respect for their students (Woerkom, 2018). However when the teacher decides to incorporate restorative practices in their classroom, the teacher should always be prepared to lead the group so that they may be more attentive and ready to support whatever needs arise. Teachers can also get involved in the discussion and share personal experiences where appropriate to model that the environment is a place that shares mutual trust. By building trust and a strong sense of a community, a classroom will be stronger equipped to navigating struggles or hardships when they do occur.

References

Spokane Public Schools. (2017, October 13). The “Why” of Restorative Practices in Spokane Public Schools. YouTube. https://www.youtube.com/watch?v=nUIRkuOFtw0

Woerkom, M. van. (2018, March 12). Building community with restorative circles. Edutopia. https://www.edutopia.org/article/building-community-restorative-circles