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I am Shireen Awwad. A mother for twins and a teacher👩‍🏫 for 13 years. When I was a teenage, I have never thought about this career. According to my community, it is better to be a teacher. When I gratudated, I started teaching at the elementry school, I faced a lot of challenges because where I work everything should be done in a perfect way. At the university, I didn’t study English as an educational career. I studied language and literature. But, my English teacher who taught me at school, inspired me with her teaching style. From that moment, I wanted English to be an interesting subject for my students. I started working on myself, searching, reading and planning to be a good teacher. I faced a lot, I had a lot of difficulties, but I didn’t give up. Moreover, when I became a mother, I learnt more on what my students need to improve their English and What is the best for them. Because I started teaching the language for my girls at the age of 2 by listening to songs, playing, reading stories and watching cartoons. From that moment, I worked more, I searched for the best materials to help my students improve their English language. Looking forward to learn more and more.

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Our classroom is like our second home where we find peace, warm and love

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Teachers always the top without them no one can learn 💪

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Being a teacher is not an easy job. Byy prioritizing self-care and demonstrating unconditional positive regard, you can foster a classroom environment where resilience thrives—both for your students and for yourself.

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Why not to spoil ourselves by writing the things that we love to do and put them in an empty jar and when we feel stressed or sad, pick one and go for it.

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Being a parent or a teacher, this would help to communicate with children and explain how to express feelings and sensations

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Listening to My Body by Gabi Garcia | A Book About Understanding Different Sensations and Feelings

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Social Emotional Learning for older students 

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Supporting older students or those hesitant to engage in SEL (social-emotional learning) practices requires thoughtful adaptation to meet them where they are. Here are some ideas to adapt and expand these practices:

Here are some more engaging and creative practices for fostering SEL with older or hesitant students:

1. “Emotional Soundtrack”

• What it is: Students create a playlist or choose a song that represents their current emotions or a personal challenge.

• Why it works: Music is a powerful emotional connector. Sharing songs can feel less and safe than sharing it directly.

2. Role-Playing Real-Life Scenarios

• What it is: Students role-play situations like resolving conflicts, managing stress, or practicing self-advocacy.

• Why it works: It offers a safe space to explore emotional responses and practice strategies they might otherwise avoid in real life.

3. Mindful Movement

• What it is: Integrate movement-based mindfulness practices, like yoga, tai chi, or simple breathing combined with stretching.

• Why it works: For students uncomfortable with verbal sharing, physical activities provide an alternative way to connect with emotions and release stress.

4. “Letters to My Future Self”

• What it is: Students write a letter to their future selves, reflecting on current struggles, hopes, and the person they want to become.

• Why it works: This activity promotes self-awareness and hope, while also allowing students to practice self-compassion and set meaningful goals.

7. “Emotional Check-In Dice”

• What it is: Create a dice (physical or virtual) with prompts like “Share a time you showed courage” or “Describe how stress feels in your body.”

• Why it works: Gamifying emotional reflection makes it feel more approachable and fun.

9. Gratitude and Growth Jars

• What it is: Students write one thing they’re grateful for or a small personal victory on a slip of paper and add it to a jar over time.

• Why it works: Small, consistent acts of reflection build a habit of focusing on the positive, even during tough times.

10. “Pause and Draw”

• What it is: During a reflective moment, ask students to draw how they’re feeling or visualize a challenge they’re facing.

• Why it works: Artistic expression lowers barriers for students reluctant to articulate emotions in words.

These practices can make SEL more dynamic, creative, and relatable for older students, helping them engage meaningfully while respecting their individuality.

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Let’s shift to better communication