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Fear of being rejected - Maddie

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Learning the student's story and creating relationships!

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Students who live in trauma are living in fear. Fear of the unknown if they share things they know they shouldn't (according to their guardian). Fear of winding up in something worse than what they already live in. i.e. Foster care etc.

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Respect each student

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Students feeling accepted by classmates

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Pre existing peer to peer shaming and "privaleged" groups.

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Students want to be heard

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Students may have very different background experience than their teachers.

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Welcome them everyday and let them know they are respected and loved

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Give each student a time to share and really LISTEN to them

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Accepting all for who they are, where they have been to help them navigate where they can go. Adults and children. 

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Accepting all for who they are, where they have been to help them navigate where they can go. Adults and children. 

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Different student experiences outside classroom

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Different student experiences outside classroom

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students coming from a wide range of emotional issues

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students coming from a wide range of emotional issues

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Student trauma before entering the classroom

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Student trauma before entering the classroom

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Take time to get to know students and who they are

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Take time to get to know students and who they are

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Self-care allows for us to be our BEST selves... but school staff aren't always great at using it consistently!

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We can work to have open and honest conversations and to listen to what our students share with us.

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We can work to have open and honest conversations and to listen to what our students share with us.

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Time constraints, being able to teach all content and getting to know students at the same time takes time, but so worth it. 

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Time constraints, being able to teach all content and getting to know students at the same time takes time, but so worth it. 

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Fear of not having a need met or being let down -Han

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Fear of not having a need met or being let down -Han

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Students not feeling like they are good at math

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Students not feeling like they are good at math

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Not sure what students may share and more in depth than, may need to enlist support from outside therapist?

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Confidentiality is hard to have with students. 

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Confidentiality is hard to have with students. 

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Being uncomfortable ourselves being vulnerable and taking chances

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Being uncomfortable ourselves being vulnerable and taking chances

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The time needed to properly create the safe environment, daily. - Maddie

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Renna: administrators not being supportive

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Renna: administrators not being supportive

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The tendancy to feel like your parenting style is the only thing acceptable.

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Build Relationships and an environment that helps students to feel safe and comfortable in the classroom

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Build Relationships and an environment that helps students to feel safe and comfortable in the classroom

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We can collaborate with our fellow teachers who are focused on the same goals - Maddie

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Establishing a connection/trust in a short classroom period (specials teAchers).

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students not trusting us

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Tell them that none of them know how to speak another language, so we are all learning something new together. -Han

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Tell them that none of them know how to speak another language, so we are all learning something new together. -Han

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Showing respect to others and making sure students are respectful to each other

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Showing respect to others and making sure students are respectful to each other

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There are things that students have on their mind and that they're facing that need more immediate attention.

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student perception of school based on previous experiences

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student perception of school based on previous experiences

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Colleagues who are not fully understanding.

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Colleagues who are not fully understanding.

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Not taking behavior personally - which is hard

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Not taking behavior personally - which is hard

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get to know the child and the family background

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get to know the child and the family background

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When we do something unusually that is not academic, we risk "getting reprimanded in some way"

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When we do something unusually that is not academic, we risk "getting reprimanded in some way"

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they are intimidated to contribute due to lack of knowledge or what they are used to in the home environment

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they are intimidated to contribute due to lack of knowledge or what they are used to in the home environment

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positive feedback, not just all negative feedback

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positive feedback, not just all negative feedback

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be mindful of how we react thwne they do share something with us. -Lisa

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be mindful of how we react thwne they do share something with us. -Lisa

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Be mindful that our reactions to what they share doesn't add to their shame. 

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Be mindful that our reactions to what they share doesn't add to their shame. 

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Too many students with ED tend to laugh and/or make fun of peers or students who don't listen, who interrupt, or who don't want to participate and share

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Too many students with ED tend to laugh and/or make fun of peers or students who don't listen, who interrupt, or who don't want to participate and share