Shayla: Citrus: Yes Darshak! And negative words are not included. Allow your peers to speak and listen actively instead of DO NOT interrupt other students.

Shayla: Yes Andrea! And if will come in various forms. Trauma is not created equal.

Jimenez, Elizabeth: I also ask what they were expecting to happen when they did something.
Angkasuwan, Christina B: Good point, Q! The offenders might not even realize how many victims there are in the situation until it's brought to their attention.

Shah, Darshak K.: I changed the rules to "norms" a couple years back; it's simple, but effective

Shayla: Citrus: Yes Darshak! And negative words are not included. Allow your peers to speak and listen actively instead of DO NOT interrupt other students.

1) what happened?

2) what were you thinking when .... happened?

3) who did this affect?

4) what can we do about it?

Contreras, Esther: I like the circling up strategy. I want to figure out how to simplify it way way down for my mod severe kiddos

Stahley, Lilac: Yes, clear the air and not letting other feelings linger.

Childers, Michelle: Definitely! I like that eventually students can call “wrap circles”

Jarrell, Steffanie: In my special education class we often stop because we are really working with our students to choose self control. Use their communication options, etc. It’s a lot work, but in the moment help is the only way to make sure they make connections.

Bolton, Nicole: I love the practice. I wonder how to do this so reactive students don't take it as a personal attack

Shayla: Citrus Hill HS: Families have broken up over unresolved issues.

Angkasuwan, Christina B.: This is an investment...definitely worth the time to save the time.

Brannon, Paula: not to mention, when we let it fester, it becomes bigger and bigger when you're imagination creates more friction and reactivity

Shayla: 3-5 minutes, especially after a fight that happened outside of the classroom

Alcazar, Alejandro: Nice. Motivate, don't dictate.

Mansion, Waahida: @Nicole I 100% agree. I had a student last year that I was “warned” about, but I treated them like I had never heard that and never had an issue. I call it my blank canvas method. Every day, every year just treat the students like they are a blank canvas. They make art today  (good or bad) but tomorrow, they get a fresh start

Torres, Veronica: true clean slate. no pre-judgments can empower the student to try again and change

Hubbard, Abigail S.: So true! Makes such a difference!!!!

Shayla: It speaks volumes to them. Adults mess up. And mature adults admit their wrongs.

Palafox, Elizabeth: I treat students the way I would want my child to be treated by staff while he is at school.

Nolen, Anjanette: Yes! I apologize to my own children as well.

Palafox, Elizabeth: Apologizing to them is powerful, they see us as human.

Chavez, Michelle: If we expect students to own their actions, then we should  be able to as well

Shayla: It's sad Elizabeth but some students don't have that example at home. We are fighting an uphill battle and I'm here for it all.

Nolen, Anjanette: It teaches them accountability

Hubbard, Abigail S.: Exactly, we must model behavior that we want to see, that is how they learn, and at home, students may not be seeing this.

Shayla: It will clear the air for sure. And when you have the student and adult in the same room together...it's amazing when the student sees that the adult understood their perspective.

Quantrell Willis: Exactly Steffanie! Dropping those seeds of influence goes a long way!
Bolton, Nicole: These practices are the LIFE skills our students will thrive on. Subjects will be subjective, in the long run.

Quantrell Willis : Yes Cecilia! being present through breathing exercises is helpful as well

Rodich-Vitek, Andrea: the incidence of anxiety is through the roof with kids...mindfulness seems pretty necessary moving forward.

Bolton, Nicole: Have a quick 15-30 second mindfulness practice to help students transition from lesson to lesson. We can spare that time to bring them to a center.

Quantrell Willis : i remember i would use my flex period to go through mindfulness activities with my students...it was full of affirmations and breathing exercises

Be fully in the moment; reply to affirm others - not affirm ourselves

Ex. I know what’s wrong with you, I know your problem/issue...this is what you need to fix it

Reid, Cristi: I use the phrase "do you need a listener or do you want help with the issue?"

Aguild: When someone is sharing, you listen and then try to reflect back about what they shared.

Jarrell, Steffanie: Asking questions helps lead people to their own answer, which provides learning more than just telling them. I struggle to stay quiet, but I know that being a sounding board and asking questions when helpful goes so much further.

Suzette: It is important to let students own whether they are sharing or seeking advice. Love it Steffanie!

Nelson, Laurel S.: Also, this is real life. Us as adults don’t "not talk about things" going on in the world. we talk to our coworkers about all aspects of our lives, so our students should be able to as well

Pepe, Elizabeth: I have had many students struggle with parents divorcing/death of a family member/COVID illness  while we have been on line learning - What I found is that my students were very open to giving some love and encouragement to their classmates who have had a tough time - and they learned not to ask what was happening - they have learned just to give some love to those in need.

Brannon, Paula: The social media is also not a safe space to "feel" because they won't have a facilitator to keep norms and lead the conversation

Pepe, Elizabeth: I statements = window into other's perspectives

Noriega, Diana: Empathy was something huge that needs to be talked and modeled.

Gameros, Minerva: Empathy is a muscle, work it out!

Wasson, Kirk: It takes more time and energy to resolve the real issue, vs you are our for fighting

Bolton, Nicole: Hair or hygiene rules that disproportionally land students of color in the office. Ex: durags

Adriana Vargas: @Shayla 100%... my family has told my son the same... Don't pick a fight... BUT... if someone hits you, you defend yourself.

Brannon, Paula: @Wasson yes! That is what I think is the thing with it.

Williams, Shayla: Yes, same her.

Ms. Mansion: Hats in general. Students might feel self-conscious about not getting a hair cut and now we strip them of the hat and they can't focus in class

Nelson, Laurel S.: We want to teach self advocacy but only with the hegemonic culture in mind

Perez, Bertha C.: One overarching expectation is "respect", it means so many different things to many different people, especially in a variety of cultures and sub cultures.  Even the "golden rule" isn't so universal.  I think really getting to know students and their family is key and a start, but I feel like it goes deeper.

Valcarcel, Monica: Thank you for that! We do need to empower our students and explain the why behind the expectations.

Bolton, Nicole: I would also feel, as a white educator, that telling  students why they may want to remove durags could come across in the wrong/racist way, even if I have the best of intentions

Perez, Bertha C:  Couldn't we also teach it through a lens of critical consciousness and unpack the Eurocentric "norms" of how "professional" is defined?  I think that might be an important piece too.  That way our students, yes, are aware of workplace expectations, but are also empowered to challenge the beliefs behind them.

Renee Williams: Part of being an educator is about preparing them “real world” there is a time and place, you may not be 

able to wear that in the workplace.

@Nicole...right, it’s a fine line...

Adriana Vargas: @Shayla... you are a WEALTH of great ideas! Find an ally on campus to address students in the event you don't feel comfortable. Great idea.

Williams, Shayla: Yes Nicole! I dealt with a teacher that refused to use He/Him instead of She/Her. It was very upsetting to the student. I ended up changing the class.

Geary, Julie to: using student’s preferred pronouns is soooo important

Brenda Duwel: When you put in the time with students and build relationships with students, you can address most issues that come up.

it's about preparation and prevention.