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I depend on my young neighbors, Miss Eve and Miss Ryly's  support when I feel like I'm slipping out of the "with" box.

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I depend on my young neighbors, Miss Eve and Miss Ryly's  support when I feel like I'm slipping out of the "with" box.

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work with other teachers when I have questions or need a break.

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work with other teachers when I have questions or need a break.

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I talk with other teachers about how to problem solve. I also walk away and think about how to respond to situations.

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I talk with other teachers about how to problem solve. I also walk away and think about how to respond to situations.

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I get out there and talk with people - brainstorming and staying in the positive. 

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I get out there and talk with people - brainstorming and staying in the positive. 

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When I am struggling, I am going to take a break and get back to the WITH.

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Problem solve with colleagues during another time.

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Ask another teacher across the hall for an idea

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Ask another teacher across the hall for an idea

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keep communication with colleagues open to share and get ideas 

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keep communication with colleagues open to share and get ideas 

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Zila

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Team meetings

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We need to be willing to try new things when we think that nothing is working. We can ask each other for support.

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Ask each other for advice in working on the WITH, with a student that you have in common.

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Team meetings every day  before class

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We need to have an environment where we don't feel judged for calling for help.

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Let others know that you are not able to communicate in that moment because you are feeling overwhelmed.

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Let others know that you are not able to communicate in that moment because you are feeling overwhelmed.

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Authenticity, adult/student honest communication, laughter. . . sometimes a hug could go a looooong way :)

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Work with my P.I.C. to get back to the WITH

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Work with my P.I.C. to get back to the WITH

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Text Lori

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Use team meetings to get ideas on how to be with specific students.

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Use team meetings to get ideas on how to be with specific students.

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Vensky

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We have to be honest with each other about how we're working with students in class. If we know that we weren't with a kid and can process that with another teacher, then next time we can work to be more with a kid.

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Be authentic and open with others about when you are not in the WITH. This helps to get it out into the open and you can problem-solve to move back towards the WITH.

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Talk to colleagues about strategies to remain with students and find ideas to build relationships with those students.

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We support each other by "sharing students" when we need a break.  Thanks, Halama!

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We support each other by "sharing students" when we need a break.  Thanks, Halama!

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Talk to my colleagues when I need to debrief a difficult situation.

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Talk to my colleagues when I need to debrief a difficult situation.

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Willingness to put ideas on the table and remember every day is a new day. GIVE IT TIME.

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I discuss with colleagues before or after school; take time to reflect at the end of the day or weekend.

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I can ask my colleagues to help me think about whether my approach is "with" or "to"

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when needing a break

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I think reflecting afterwards helps the most for figuring out ways to change going forward. Informal talks with other staff can help lead to great insights later.

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Allow students and teachers both to be human and express frustration and the need for time to process.

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Ask for help and be honest

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Reflect on your day, period by period, to see if you are being in the with and making for sure whatever occurred in the previous class you start off fresh for the next class period. You can do "check mark points" throughout the class period to double check you are in the with (notes or sticky notes).

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I think the first step is recognizing when you are not with the with, and having a peer support person help you talk through the situation, think about what set you off, and come up with possible solutions for the next day. Being honest with ourselves and each other is the first important step.

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I think the first step is recognizing when you are not with the with, and having a peer support person help you talk through the situation, think about what set you off, and come up with possible solutions for the next day. Being honest with ourselves and each other is the first important step.

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We must believe in the efficacy of one another that we are all here to do today better than yesterday to help all students succeed.

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I find time to talk with others to see how they are able to stay in the "with".

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I find time to talk with others to see how they are able to stay in the "with".

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As a class, when things get out of control we can often make a light hearted joke to work through the difficult time.

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Sometimes we need to have the "Fierce Conversations" as professional adults that need to be had. Without having these conversations the problems and disagreements grow and relationships become toxic.

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Co-teachers!

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We can utilize a co-worker to take a quick break to neutralize

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We can utilize a co-worker to take a quick break to neutralize

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When we are not in the "with" with certain students, we can contact their other teachers to see how we can collaborate on being in the "with" with that student as a team of teachers.

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We can go to a co-teacher and ask for ideas on how they are in the "with" with certain students.

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We can go to a co-teacher and ask for ideas on how they are in the "with" with certain students.