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Crazy behavior garners attention, so the teacher should not draw more attention to a student acting out.

I will work to reinforce the positive behaviors and address the negative when the time is right.
-Matt

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Keep in mind how to continuing make class fun with keeping with the purpose and content.
Linda

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Host an after school winter PM giving students an opportunity to learn how to be more mindful in their everyday (every moment) lives. We will practice breathing techniques that can be done anywhere, discuss ways to show gratitude and compassion for others, and make crafts they can use when they need to quiet their minds.
-Airica

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When providing feedback to students I will be conscious of the manner in which I talk to the students and frame it in the most positive manner possible. Not making it appear as a personal critque.

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I really enjoyed my sessions on mindfulness, and I think we all can benefit from taking a few minutes of day to focus on our breathing, to relax, and to be grateful for all that we have. I am focusing this week on being intentional about bringing mindfulness to the classroom each day.

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In most cases, kids aren't addicted to technology, but they're addicted to each other and they're simply trying to figure out two things:
1) Who am I?
2) Where do I fit in?

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I'm going to keep investigating how we can implement virtual reality to enhance our curriculum.

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Change my perspective on students. Not all 14-year-old students are 14 emotionally and socially. This doesn’t mean we dismiss immature behavior, but understanding where they are coming from can help.

Taking time to build more of a relationship with students, especially those who might be struggling in my class.

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Creating moments for myself and my students. Much needed for my classes after lunch or end of the day.

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I will revisit and make it a priority to take a break in class.  Less can be more.
-Andrea Nazelli

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Try to understand what the child/family is bringing to the table when we have difficult conversations.

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Be mindful of the social, emotional, ethical, cognitive aspects of different children, and how these may be very different from their chronolo
gical age.

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Students are balancing a lot of responsibilities and can easily become overwhelmed, so I would like to build in time for them to clear their heads and recharge.

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Give fewer instructions to encourage more exploration

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Give fewer instructions to encourage more exploration

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Students receiving recipes and handouts have been found to explore materials and tools less than those provided with free exploration time. "The best way to learn how to do something is to do it."

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Take a small amount of time each class to focus on mindfulness and SEL.

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Rules work on 80% of the children who are categorized as compliant.  We need to gain perspective on those children for whom the rules do not work because they are not compliant and why.  

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Rules work on 80% of the children who are categorized as compliant.  We need to gain perspective on those children for whom the rules do not work because they are not compliant and why.  

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- Lisa Z.

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When having students work on a project, I will have them use this app to create reflections.  Interesting tool to help students understand their strengths and how they work in groups and on projects.free app!!

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The session on gamification really opened my mind to so many possibilities for my classroom. I already use table points, but want to integrate my curriculum more into this model. I plan them to have a greater role in the game and am considering using a more concrete currency.

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In the session about Gamification, I learned that it is a simple tool that can be incorporated with little work for the teacher.

You simply need:
1.) A scenario - Are the students in teams? What role could they have in the game?

2.) Currency - What could you give the students as a prize to earn? (5 minutes of free time, piece of candy, etc.)

3.) What are the rules of the game?

4.) Scoreboard - How are you going to keep track of the points?

This is a motivational tool to help guide students to go above and beyond what is expected of them - Maybe they earn rewards for any enrichment activities they complete?

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Each student in a group is given 3-4 chips. Every time they offer their idea or opinion, they put a chip in the middle. Once they are out of chips, they cannot offer their input until everyone's chips are gone. I think this is going to encourage everyone to actively participate in groups and offer their ideas/opinions.

-Jen C
**I have the handout from the session, I can't wait to share!

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In the session, "Whose Learning Is It?" we were challenged to give our students ownership and the opportunity to work how they are going to learn, complete, and assess a topic or project.

So I am planning on giving my sections a couple of objectives to complete, then give them the time and space in which to work out how to accomplish those objectives, record themselves, then assess if they were successful. This will be an ongoing event in the hopes that it gives them ownership and pride in our performances.

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I would like to make our school environment more intentional in how we view mindfulness and SEL.  It would be great to take 5 minutes per day to breathe, decompress, or relax in some other way.  I think this would be helpful for our students and faculty/staff as well.
Kristin

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I want to make sure that I have independent books available in my classroom with characters who are representative of our student population/demographic. In addition, I want to update pieces of the English 8 curriculum so that the books and stories we teach are more representative of our students
as well.
-Laura Rosenberg

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I will be more deliberate in bringing excitement back into the classroom. Helping them to become more excited about learning through playful, justifiable examples including everyday relate-able current events and modalities. - Tori

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One thing I can start doing immediately - model and teach kids: See it. Name it. Stop it.

Example: Hey, I just heard you use the word "gay" when you meant "stupid." We don't do that at this school.

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Reframe blind spots as opportunities to clarify and grow. Remember: Everyone is being human.

Control Self-Talk: I know who has been with me 100% of my bad days.  Negative encounters/situations are opportunities to grow and don't mean the end of the world. Remember: Everyone is being human.

Cultivate Mindfulness: If we say we need to develop a balanced well-rounded life we need to put in the time and energy. We also need to recognize time and energy are demanded everywhere and some plates may wobble. We need to extend a hearty and heaping helping of mercy and grace toward others. Remember: Everyone is being human.

Know my "triggers" in conflict that may give others the impression that I lack empathy (the silent chuckle when nervous).  Recognize that others have triggers in conflict and try not to hold certain behaviors against them.  Remember: Everyone has a story that create method(s) of attack/conflict. Everyone is being human. - Nate

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I want to be more intentional about talking to students and stopping what I am doing to give them my full attention. I feel like when students/advisees come talk to me when I am at my desk I do not give them my full attention. - Jade

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I am actually using some of the information from the unconscious bias session in class today in my service learning classes!  We will be talking about schema, and taking inventory of what we know and what we think.  -Giroux