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I commit to praising student's efforts and not results. This will lead the student to feel like they find the value in finding HOW to get to a goal rather than WHAT to achieve.

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I will acknowledge that all students will show their grief in different and unique ways. When students come up to me to share about their grief or loss, I will acknowledge it and prepare a toolkit that I can use with the students to address it with the student.

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Emma Gray

After watching this webinar, there are a few strategies I plan on implementing to strive to make my classroom one that is comfortable and safe for those who are grieving. The first is that I want to solidify even more than I have previously, the routines in my classroom. I learned in the webinar that routines, plans, and predictability were all lost for students in the pandemic and that this is a major source of grief and trauma for them and us alike. By creating predictability and previewing to the best of my knowledge what our weeks will look like together, I hope to create a little more stability for all of them. Going along with that though, Emily Prusator offered a powerful reminder that it is also integral to acknowledge when we don’t know all the ways our school might shift as variants continue to fluctuate. It is not helpful for us to pretend like we have all of the answers because it can mislead students and lead to distrust. Finally, I want to work on shifting labels in my classroom and getting away from using language like “bad feelings.” This will start with me changing the language I use in my day to day life if I’m hoping to consistently keep it up in front of my students.

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Emma Gray

I want to commit to establishing growth mindsets for my students using similar strategies to the ones implemented in the two 25 minute sessions that are referenced in Artifact 1 from the Belonging and Growth Mindset handout. I want to convince my students that intelligence is not innate and to increase their challenge seeking behavior. I often find that the same students consistently attempt the “challenge” questions in our handouts and it is time I find a way to change this. One idea I have is deleting the “challenge” label so that students aren’t intimidated by the questions. Once they have completed them I can reveal that they were able to do the big thinking questions with no problems. Another idea I have would be to give students time at the start of the week to set a goal for themselves - one way they plan on pushing themselves in English. For myself, I of course want to reflect on my biases surrounding students’ growth capabilities and then work on actively espousing my growth mindset beliefs. I want to make improvement visible in my classroom through graphs that show student progress. I have seen that ever since we posted students’ progress on reaching their AR reading quiz goal in the hallway, students who are not necessarily the most proactive have been working harder on getting ahead of their reading goal. I want to interrogate hoke and mythical hopes further to better understand these concepts.

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I will ensure that I acknowledge that all students with grief can display them in varied of ways. How I show up to the classroom and respond to those behaviors that can be from grief, pent of feelings can be transformative or destructive. Whether a student discloses their grief to me or not I will find ways to give students time to reflect on their current feelings and give them tools to meditate, reflect on them.

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I commit to listening to students. I commit to being the teacher I wish i had when I grew up. I believe in students' unlimited potential. I will push this ideology outward by highlighting my students' successes, no matter how small.I will not stress on people's innate abilities, but rather their growth potential.

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I will try to my best to notice the warning signs of grief. I will pay attention to the physiological signs, as well as any other place of concern, such as student speech. I will make myself more aware of this so that I know when and how I could appropriately help students.

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Scenario 4 in this module introduced a concept I had not before considered - how the practices and norms we have in place to provide structure in our classrooms can actually be exclusionary practices in their control of students minds and bodies. I am interrogating how I have my students sit and interact in my classroom and how I might be able to allow more freedom to increase their feelings of belonging and engagement. One practice I am considering moving forward is allowing students to stand or move around during class. Oftentimes I have to redirect students for getting out of their seat or moving around during class. Although I interpret these behaviors as a distraction, in reality, students are usually fully engaged when out of their seats, and sometimes standing and moving around because of their excitement about what they are learning. I want to support this excitement, not repress it, and by reassessing my practices I can work towards this.

# data[].attributes.body
Scenario 4 in this module introduced a concept I had not before considered - how the practices and norms we have in place to provide structure in our classrooms can actually be exclusionary practices in their control of students minds and bodies. I am interrogating how I have my students sit and interact in my classroom and how I might be able to allow more freedom to increase their feelings of belonging and engagement. One practice I am considering moving forward is allowing students to stand or move around during class. Oftentimes I have to redirect students for getting out of their seat or moving around during class. Although I interpret these behaviors as a distraction, in reality, students are usually fully engaged when out of their seats, and sometimes standing and moving around because of their excitement about what they are learning. I want to support this excitement, not repress it, and by reassessing my practices I can work towards this.

# data[].attributes.body
(In response to Belonging & Growth Mindset) Scenario 4 in this module introduced a concept I had not before considered - how the practices and norms we have in place to provide structure in our classrooms can actually be exclusionary practices in their control of students minds and bodies. I am interrogating how I have my students sit and interact in my classroom and how I might be able to allow more freedom to increase their feelings of belonging and engagement. One practice I am considering moving forward is allowing students to stand or move around during class. Oftentimes I have to redirect students for getting out of their seat or moving around during class. Although I interpret these behaviors as a distraction, in reality, students are usually fully engaged when out of their seats, and sometimes standing and moving around because of their excitement about what they are learning. I want to support this excitement, not repress it, and by reassessing my practices I can work towards this.

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I want to commit to openly and clearly addressing grief in my classroom. I believe that oftentimes, we choose to "shelter" our students by separating them from potentially traumatic events in their lives and around them to maintain a "safe" environment in the classroom that we perceive to be most conducive to learning. However, by not addressing students' grief, we are doing them a disservice by either repressing their emotions or adding to their trauma. I do a pulse check at the start of each class, however, I rarely follow up on it. Using some of the resources shared in the session handout, I want to validate students emotions during pulse checks and start conversations after class if I notice or students express that they could benefit from support.

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I want to commit to establishing growth mindsets for my students using similar strategies to the ones implemented in the two 25 minute sessions that are referenced in Artifact 1 from the Belonging and Growth Mindset handout. I want to convince my students that intelligence is not innate and to increase their challenge seeking behavior. I often find that the same students consistently attempt the “challenge” questions in our handouts and it is time I find a way to change this. One idea I have is deleting the “challenge” label so that students aren’t intimidated by the questions. Once they have completed them I can reveal that they were able to do the big thinking questions with no problems. Another idea I have would be to give students time at the start of the week to set a goal for themselves - one way they plan on pushing themselves in English. For myself, I of course want to reflect on my biases surrounding students’ growth capabilities and then work on actively espousing my growth mindset beliefs. I want to make improvement visible in my classroom through graphs that show student progress. I have seen that ever since we posted students’ progress on reaching their AR reading quiz goal in the hallway, students who are not necessarily the most proactive have been working harder on getting ahead of their reading goal. I want to interrogate hoke and mythical hopes further to better understand these concepts.

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One commitment I will be making to support student belonging in my classroom is to continue to reward scholars for taking academic risks. I know that students will feel more comfortable in my class if they feel supported to take risks, which involves making a mistake. If students feel confident to fail forward and learn from their mistakes then this will directly support their ability to develop a growth mindset in our Algebra class.

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One way that I will incorporate what I learned from Supporting Students Through Grief, Loss, and Bereavement is to continue to implement opportunities for students to implement feedback to make our class better. I consistently tell my students that this is there education and that they ought to have more control over it. I know that if I provide students with the space to advocate ways that can improve class, then they will feel more ownership over their education.

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I want to commit to supporting students create and work towards their own, specific goals in my classroom. Last month, the ELA team met with each student to create a goal specific to that student’s area of growth. Each student has a copy of their goal laminated on their desk. I want to utilize these goals by tracking progress in the specified area and sharing the progression with students. I would praise their growth in this area, focusing on how they achieved their goal and the effort they displayed, using process praise.

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I will acknowledge that students express grief in different ways and try to pay attention to warning signs. When students share trauma with me, I want to prepare a toolkit so I can better address this. Additionally, I do a check-in with my advisory students at the beginning of each day. I validate their emotions during these check-ins when they share their grief or trauma. I think I could use this group check-in to have longer conversations with individual students to create a plan to support them better.

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Any time a student is showing any of the many signs of grief, I will always make sure to check in with them and tell the school social worker immediately so they can give more exert support. In the classroom, I will also make it clear that the student can complete as much or as little as they need if they are overstimulated.

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I commit to focusing on growth and a growth-mindset, reminding myself and my students that the most important thing is to be better today than yesterday, and comparing ourselves with others is unhelpful and makes us feel worse. I commit to understanding and patience with students who have a slower growth than others.

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I commit to focusing on the positive. I want my students to feel confident in themselves and their work. I commit to listening even more to my students.

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I will incorporate what I learned in the supporting students through grief, loss and bereavement webinar into my classroom my giving my students more time to talk among themselves. I want to incorporate some kind of safe space or corner in my classroom where students can physically go to.

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I want to focus on giving more detailed, process-based praise and encouraging students to understand their own learning and advance themselves

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There is a necessity to recognize a multiplicity of coping mechanisms and expressions of grief in students; it can be subtle and I have to remain vigilant, observant, and open-minded to the ways in which students express their struggles in life. I need a procedure basis to respond in appropriate ways.