https://padlet.com/nancy_j_johnson/o4pnro95b6ma Caring for students is a moral imperative, a way to take steps toward justice for historically underserved children. ~Elizabeth Bondy & Elyse Hambacher en-us 2018-09-03 23:58:06 UTC 2018-09-18 12:42:06 UTC hello@padlet.com nancy_j_johnson https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/277382860 2018-09-04 00:24:26 UTC https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/277382860 jennifer_strom https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/280342596 Something I would like to try to achieve this year is to teach with urgency.  The students that I work with are only with me for around 30 minutes and only 20 for the math students.  I need to make sure that every second that they are in my classroom is being used to its full capacity.  Some of my students, especially the older ones, have caught on that they are coming to my room because they are struggling in reading or math.  I want them to feel that its important that they take this class seriously and to do their best work.  This includes showing me that you know how to sit appropriately and alert, not slouching and spacing off. I do have to redirect some students, but I think if I really emphasis the importance of this class, it will hopefully become the norm of how to act in my room.]]> 2018-09-12 13:45:02 UTC https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/280342596 jennifer_groenewold https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/282061356 Something that I already do in classroom is offering high expectations and support. The article talked about a teacher helping a student with organization. Organization is important to me. There are a lot students that don't care/take the time to put things away where they belong. In my classroom, we have "working folders" this is where they have an extra and finish side. The "extra" side is for extra things to work on if they get done with work early. The "finish" side is where work goes if they didn't get done or as a class we need to finish a different day. Most of the students just put it on top or in their basket without taking the time to put it in their folder. I remind my students where it needs to go every day. When I have a student that can't find their work, I kindly say to them, "This is why we have a "working folder". I know you can do it, it will just take some time. When you put things where they belong, we can finds things quicker and you won't loose things." Not only am I teaching organization, but responsibility. ]]> 2018-09-17 00:24:20 UTC https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/282061356 kayla_haviland https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/282566040 One thing I already use in my classroom is teaching some "hidden curriculum". In the article, I talks about how students are expected to master expectations such as sit in your seat, raise your hand, etc, but students are never really given the opportunity to practice those skills. Some students may not have ever even learned to use skills like that so in my classroom, I provide opportunities for my students to practice the basic skills needed to thrive in school, such as lining up quietly, waiting to talk until being called on and raising your hand, asking permission to go places, etc. It is surprising how many students are unable or unwilling to do these tasks that we would find so simple. 
Along with teaching "hidden curriculum", I found it valuable that it talked about teaching them many skills, values and ways of thinking that they can use not only in the classroom, but also other classes, home, places outside of school, and even as far as careers. Some of these skills, such as kindness, patience, etc are already being taught in my classroom through interactions with students, but I would like to take it even further and provide opportunities for students to feel as if they belong and are apart of a team in my classroom. Students must be able to stand up for themselves and to do that we have to teach them the correct way how by providing them with other resources, solutions and ideas. In the article, it states that "focusing on academics along wouldn't be sufficient to prepare their students for flourishing lives" and I want to be able to provide the extra for them to flourish.]]> 2018-09-17 19:17:31 UTC https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/282566040 keeley_kotula https://padlet.com/nancy_j_johnson/o4pnro95b6ma/wish/282844556 In my classroom, we are very culturally aware. It is not uncommon to hear a student say "In my culture we ..." or discuss differences among cultures. As their teacher, I am aware of these differences and constantly try to educate myself on their cultures and home life. 
In the classroom this year I would like to implement more "relevant" caring. The article discussed the dangers of pity, and I found myself reflecting on whether I pity my students deep in my heart. I know that my students are facing difficult home lives and situations, but rather than wallow in pity, I should be working to rally our strengths as a class to equip them with ways to battle equality, not shed a tear for them. 
I see that my students notice I care. My desire is that this care translates into something more- something that they can be empowered by and that can fuel their desire to do well and rise above circumstances. 

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