I think about my time as a students. Kids were not always the nicest; however, we were able to escape it when we left. Nowadays, students can be bullied on social media. Even when they are at home. they are still being subjected to it. Because of this, schools need to do more to help students stand up for others and learn the effects of their actions. 

Later in the video, it did not seem like the assistant principal, Kim Lockwood, was taking the issue seriously. This bothered me deeply. As educators, we should be taking bullying and harassment extremely seriously. Bullying often leads to self-harm and even suicide for young people. Educators need to be trained to recognize the signs of bullying and become aware of intervention techniques. RP

Bread:

Burger (can be veggie :):

Cheese:

Topping:

Condiments:

Bread: The bread in this learning menu is the resources provided on Professional Conduct and Responsibilities: Moral Fitness, Confidentiality, and Mandated Reporting. The video on Child Abuse and Confidentiality immediately resonated with me as the bread because as teachers we are responsible for keeping our students safe and protected similar to how the bread holds all the goodies inside together. If we do not take our students' safety and holistic care seriously, we are not embodying a strong support system in holding the students together and allowing the classroom to be a safe space.

Burger: The burger would be the Teacher's Performance Expectations because they are a key component to one's educational journey as a teacher. If a burger did not have the foundational meat, the whole burger would be ruined. Similarly, if TPE's were nonexistent, teachers would not gather the foundational body of knowledge, skills, and abilities that California teachers are expected to teach within. If the foundation of a teacher's goals is not in alignment with what is expected of them, the burger meat will crumble.

Cheese: Have you ever been at a backyard barbeque when the burger griller asks for a head count on who wants cheese on their burger? If so, you may have noticed that there are some people who choose no cheese on their burger. Similar to this, some educators choose not to collaborate with their teacher collegeagues just like the cheese on their burger. After watching the video on Teacher Collaboration, I would advocate that everyone should raise their hands for cheese on their burger. Whether you like it or not, cheese on your burger is always the best option because it works in perfect tandem with the other burger flavors. :)

Topping: The toppings on the burger in this learning menu would be teacher biases in my opinion. Whether we notice the flavors of the toppings or not, the unconscious bias is always still in the mix. The more that we, as educators, yearn to comprehend the roots of our biases and how to shift our perspective for next time, the better we can view our students in light of who they are as God's child. This is similar to the toppings of a burger in that when we begin to slow down in our chewing and realize all the flavors, the burger becomes better and better with each bite.

Condiments: The condiments would be our readings out of Schools That Succeed and The Inclusive Classroom because they tie the learning menu, or burger, all together. The classic Ketchup to my burger was specifically chapter one of The Inclusive Classroom because I truly believe that if we design our classrooms with the foundations of inclusion in mind, the burger will be the best quality and it will produce the most juicy burger!

-KK

1 Cup Parenting - help parents create an encouraging environment at home by helping them understand learning expectations, education to help parents raise children, help families to be able to eat healthy and take care of their physical and mental health.

1 Cup Communicating - regularly communicate with parents about their kids and school. Schedule conferences to formally go over child's education. Keep parents informed with weekly or monthly samples of their child's work. Keep communication lines open with parents by sending notes, phone calls, and notices. Use translation services if needed.

1/2 Cup Volunteering - enlist parent help at school and outside of school by making it flexible for parents' with busy schedules. Make parents feel welcome at school and train them if needed. Find out what talents parents might have.

1/4 Cup Learning at Home - assist parents by giving them information about how to help kids do their homework and make education related decisions. Have family take part in setting realistic student learning goals (current and future). Require regular interaction between student and parent about what they are learning. Provide parents with classroom learning and school activity calendar.

1/4 Cup Decision Making - have parents take ownership of involvement in school decision making. Ask parents to be active participants in PTA, school and district councils or committees. Being informed about school board members, decisions, and elections. Advocate for better educational opportunities.

1/2 Cup Collaborating with Community - find and use community talents and services to help schools and families help students learn better and create a helping community. Provide information in the community about health and social services, cultural and recreational events. After school and summer programs to enrich student talents. Welcome back alumni as an additional resource. Enlist local businesses and community groups to support mentorship and cultural programs.

Begin by mixing 1 cup of parenting support and 1 cup of communication to build a positive parent relationship in a large pan. Build on that base by adding 1/4 cup of learning at home to set parental involvement at home. Stir up the enthusiasm by adding a half cup of volunteering to peek parent interest outside of home. Pour in decision making slowly to gradually build up participation. Sprinkle collaborating with the community on top and bake in the oven for few months, checking frequently. Take out when golden brown and still moist.

Epstein, J.L. & et. al. (n.d.). Epstein's Framework of Six Types of Involvement. https://www.oregon.gov/ode/educator-resources/Documents/6typesj.epstien.pdf

Appetizer:

Entree:

Dessert:

Drink: 

Entree
I would consider Growth Mindsets as the entree because it explains a person's potential for growth. According to researcher, Carol Dweck, there are three types of mindsets - Fixed, Growth, and Benefit. A fixed mindset believes intelligence is a natural talent and cannot be developed and is focused on acting smart but is trying to mask their lack of effort in doing work. Lack of effort might be deflected by blaming their teachers, peers, or subject matter. A growth mindset believes intelligence can be improved by hard work, persistence when facing challenges, and learning from others. A benefit mindset adds to a growth mindset and thinks about why we do things and how to grow. Dweck believes parents and educators inadvertently trigger the fixed mindset when they praise a child's intelligence rather than the child's effort, learning, and process. Teachers and students should adopt the "not yet" rather than "fail" mentality when facing challenges.

Dessert
For dessert, I would consider Harry C. Boyte's article "Purpose of Public Education". His opinion about being respectful towards others who have differing viewpoints, binds the appetizer, SEL, and entree, Growth Mindset, in a sweet and beneficial way. Boyte feels we must stop thinking in the "us" versus "them" mentality and instead focus on people working together to create a better society. Examples of communities coming together to create libraries, schools, and businesses were part of the very beginning of this nation. In the early 19th century, a Frenchman, Alexis de Tocqueville observed how people in communities who had differing political views worked together beneficially, which are desired in today's collaborative workspaces. Boyte also talks about Dr. Martin Luther's view on physical non-violence and managing a person's hatred within. Which can lead to a person's growth and benefit society.

Drink
For my drink, I would choose "Students & 21st Century Schooling". I think this as exploring something fun or daring. Author, Alyson Klein, talks about the challenges facing schools as they prepare students for post-secondary education or entering the workplace. The article speaks about the dilemma facing school districts in aligning their curriculum with skills students would need for their future. Should it be critical thinking or technical/career related? There are further challenges such as: parent expectations, very few working models and chances, national/state curriculum testing pressure, and quickly changing technology. Considering all the challenges places a heavy burden on a school, there are opportunities to collaborate with students, parents, businesses, and other educators to try new ways of learning.

Through creating circle practices with students, such as honoring the talking piece and emphasizing confidentiality, a foundation of trust can be fostered for the community of students. When this happens, open and honest communication occurs and a classroom community is being formed. Being well-prepared and fully present as a facilitator is essential, allowing for meaningful engagement with students' stories and emotions.

Additionally, teachers should effectively plan ahead by selecting relevant topics for restorative circles. Through cultivating a space where students can share their own experiences and practice empathy through active listening and support, the classroom culture will head in the direction of connection. Strategies as simple as restorative circles within the classroom can contribute significantly to cultivating a supportive and inclusive classroom environment conducive to learning and growth. Ultimately, this is my goal for my future classroom.

"That is an incredibly important question. First and foremost, it is necessary to understand the significance and gift of having a paraprofessional in the classroom. With this heart posture of gratitude and thankfulness for their presence, a healthy and mutually respectful within the classroom will be fostered. I believe in building a partnership grounded in open communication and a shared commitment to student success.

Through getting to know my paraprofessional partner personally and professionally, our working relationship can effectively impact the students (Educator’s Voice, n.d., p.21). If we both understand each other's strengths, preferences, and areas for growth, our skillsets can complement one another in the classroom. Moreover, I'm passionate about exploring Universal Design for Learning (UDL) strategies together (Educator’s Voice, n.d., p.22). If we are both educated and up to date on student accommodations and goals for each specific student, we can cultivate a classroom environment where every student feels valued and supported.

In our collaboration, we would develop tools and resources together that care for our unique classroom. Regular discussions at the end of a busy day or even once a week if that is all our schedules allow for would be crucial for reflecting and brainstorming what has been working and what needs a sprinkle of growth (Educator’s Voice, n.d., p.22).

Most importantly, our collaboration would point to the fact that their contributions to the classroom are priceless. I can guarantee that if any administrator from your team walked into your classroom, you would notice a culture of teamwork and shared responsibility within our classroom."

• Collaborating with teacher colleagues is the foundational bread for the educational and professional experience. The bread holds the burger together just like how collaboration among teachers will support all aspects of teaching. It is the foundation of gaining new perspectives, ideas, and development of teaching strategies through working together. Collaboration creates a sense of community and creates a foundation of support for teachers.

Burger: TPE

• The patty of the burger would represent TPEs. I think just like how the burger patty is the core of the hamburger itself I think the TPEs create a core for teachers. Trying to understand and strive the TPEs is what helps with effectiveness of teaching. They encompass various aspects of a lesson such as planning, assessment, classroom management, and development professionally. It allows teachers to create an environment for students to succeed.

Cheese: Professional conduct and responsibilities

• Professional conduct and responsibilities would be the cheese of our burger. Cheese binds and adds flavor to the burger just like how this topic binds the various aspects of teaching together. The aspects of teaching involve following ethical standards, maintaining professionalism, and following legal responsibilities. This topic enhances the teaching experience through ensuring all actions are aligned with the correct principles and professional norms.

Topping: Teacher Bias 

• Bringing attention to teacher bias is like adding the toppings to a burger. It's showing attention to diverse and nuanced aspects of teaching. Topping add unique elements to the burger just as management of bias is crucial to create a inclusive learning environment for students. recognizing and mitigating these biases will help to create equal opportunities for students.

Condiments: Strategies for effective teaching 

• Strategies for effective teaching is like the condiments. Condiments enhance the flavor of the burger just like how effective strategies will enhance the learning experience. They add adaptability and diverseness to the way content is being delivered in the classroom. This relates to the condiments as there is a diverse range that people use to enhance flavor. The strategies include formative assessments, differentiated instruction, and interactive activities. The diversity helps to target each student and their needs.

-Mason Gonzalez

Each time I lesson plan I will include my paraprofessional team member in my plans. There will be clear objectives and lesson plans ready for the paraprofessional to help me revise and be a part of the planning process. Our collaboration is key to the success in our classroom. Having this collaboration will allow for each other to bounce ideas back and forth and provide each other with constructive feedback (NYSUT 2013). 

While planning is an essential piece to the beginning any unit, lesson, or week, it will also be important to incorporate regular check-ins with the paraprofessional so that I can understand what the paraprofessional is noticing about the students. This will be especially critical in settings where there are several different needs in one classroom such as students with disabilities or English Language Learners. Having another trained adult in the classroom gives an opportunity to elevate the quality of teaching and achievement in the classroom.

Overall, collaborating with paraprofessionals is about building trust with one another, founded on respect and shared responsibility. When working with anyone, it is always important to stay open-minded and considerate of other's feelings. While it might not always be easy working side by side with one another, I always aim to have respect toward the other. Especially in my classroom where I aim to build a happy environment based on trust and respect, this undoubtedly  extends to the adults working within it too.

Reference

NYSUT. Educator’s Voice. (2013, June). https://www.nysut.org/~/media/files/nysut/resources/2013/june/educators-voice-6/edvoice06_03_paraprofessionals.pdf?la=en

Therefore, as an educator there will be no bullying tolerated in my classroom. I want to implement prevention. I read an article recently about Social Emotional Learning (SEL) and how it is beneficial for students in the classroom. SEL can cultivate important “protective factors”—caring relationships, safe and supportive environments, social and emotional skills. These skills can help students to communicate and problem solve with one another. This causes students to feel more safe and supported in school. I also want to educate myself more and know other resources to recommend for my students. Students need to learn how to control their emotions and be able to articulate what they are feeling, because it is a better and safer outlet. Creating a safe and welcoming classroom environment is essential. Having open dialogue and learning to respect one another is key to having a classroom that is engaged and is also learning real life skills.  According to the article I found, SEL causes reduction of aggression and bullying. I think this would be a useful tool to implement. 

By getting to know the paraprofessionals (just like getting to know students), a teacher can leverage their unique needs and assets to be a valuable member of the classroom community. Furthermore, I would stress to the administrator that I plan on "tapping into the paraprofessional's ability to circulate around the room and support individuals as the classroom teacher initially leads and models the task"(Ellis). In this way, the relationship between the teacher and the paraprofessional is characterized by a sense of teamwork, communication, and commitment to the support of all learners. 

Appetizer: "Supporting Students"

This would be the appetizer because it's really the first thing you're getting a feel or a taste for in the classroom because it ties closely with getting to know your students. As teachers, if we get to know our students enough, then we should also be taking into consideration the ways we can support them. For example, if I were to learn that several of my students come from challenging life experiences or trauma, I know I need to structure my classroom and environment in a trauma-informed or trauma-sensitive manner. This would mean focusing on building resilience, confidence, and supporting them with building relationships. Jennings (2019) states that to help these students build resilience, "we can partner with families to strengthen students’ relationships with their caregivers and promote self-regulation skills so they can achieve their academic potential." 

Entree: "Growth Mindset and Productive Struggle"

I see this topic as being the entree because it is the hearty center of any 3 or 5 course meal. Carol Dweck has done extensive research into the impacts of a fixed vs. growth mindset in students and the the moral of the story is that a fixed mindset almost always resulted in lower performance, less motivation in learning, and even much less confidence in students' journey to succeed. As a teacher, instilling a growth mindset in students, and empowering them through the productive struggle of their studies, is the meat and potatoes behind student success. 

Dessert: "SEL"

Social-Emotional Learning makes sense as the dessert because it is equivalent to the "cherry on top" of whatever one's favorite dessert is. It's the thing that brings figurative joy to the end of the meal, or the in this case, it brings literal joy to students when they have the necessary tools to emotionally access their own learning potential. In the Edutopia video "5 Keys to SEL Success," Natalie Walchuk, who is a principal at an elementary school in Oakland, CA stated that teachers get much more out of students when they are able to address their social-emotional needs. 

Drink: "Purpose of Public Education"

I'd consider the learning from the Education Week's blog Bridging Differences as the drink on the menu because being able to "wash down" your meal with a drink of purpose allows us as teachers, to reflect on the purpose of our role as Public Educators. I found the blog response written by Harry Boyte to be incredibly insightful and so relevant especially in today's polarized society. It's something I think about often (already) as a future English teacher, how I can address and encourage civic skills in my curriculum, because it is so deeply tied to many of the teachings and readings of literature. The article Forgotten Purpose: Civics Education in Public SchoolLinks to an external site. by NEAToday helped me understand a bit more about what our learning activity blog was about. Ultimately, I think it is important to remember that at the end of the day, or at the end of the meal, our purpose as educators is far more than just spoon-feeding content, but it is teaching students to function and participate in a civic society.

References:

Jennings, P. A. (2019). Teaching in a Trauma-Sensitive Classroom: What Educators Can Do to Support Students. The American Educator, 43(2), 12.

‌Keys. (2013, May 14). 5 Keys to Social and Emotional Learning Success. YouTube. https://youtu.be/DqNn9qWoO1M?feature=shared

Litvinov, A. (2017, March 16). Forgotten Purpose: Civics Education in Public Schools | NEA. Www.nea.org. https://www.nea.org/nea-today/all-news-articles/forgotten-purpose-civics-education-public-schools

‌

The entree of this week's Learning Menu would be the ability for teachers to help their students to learn social-emotional learning because this complements everything a student will do in their educational journey. For students to be able to regulate their own emotions, it helps them be 2 times more likely to earn a college degree and 50% more likely to graduate from HS and secure a job before the age of 25 (Committee for Children, 2016). This fits the appetizer because it prepares the students for what is to come in school. 

Entree:

The entree of this week's Learning Menu would be the purpose of schools. I believe this would be the entree because it is the central idea that everything else pours out. For example, when you go to eat at a sushi restaurant, you are not going there for their sodas but for the sushi. The purpose of schooling is to invest in students. At schools, educators are able to help provide accountability while guiding students in their moral ideas, worth, and purpose (Earl, 2013). 

Dessert:

The entree of this week's Learning Menu would be the importance of mindsets. At schools, we have the ability to structure our teaching to help students learn to have a growth mindset. I believe this would be a dessert because it is a nice outcome that everyone enjoys. For students, the ability to have a growth mindset is very important because it helps them see the possibilities they have in the world and view failure as part of the process (Benefit Mindset, 2017). 

Drink: 

The entree of this week's Learning Menu would be the ability for schools to offer more career readiness opportunities. With drinks, many different options will meet the needs of an individual differently. With readiness preparation, many schools focus on college readiness while there is a need for career readiness because not all students will go to college (Klein, 2020). Schools need to provide more opportunities for students to grow in career readiness to help set them up for success (Klein, 2020). 

I would explain to the administrator that it is important to get to know your support staff, so I would make it a point to introduce myself and initiate a conversation centered around their professional background and their work experience. Getting to know my support staff allows me to understand how to integrate the paraprofessional into the classroom. For instance, if they are knowledgeable about a subject matter or multilingual, I could utilize this skill set to the advantage of my students. Additionally, I would strategize with them techniques to better support the students, as the paraeducator might have previous experience with the students on IEPs that could allow me to have a better insight of my students. I would incorporate the paraprofessional in my planning and provide them with a weekly agenda including planned activities and answer keys so they can be knowledgeable about the material prior to the lesson and be more effective in the classroom. Lastly, I would try to debrief with them to get their feedback if certain pedagogical strategies were effective and if they had alternative suggestions to better support the students.

-Ashley Healy

I also think another restorative practice that is important is being a culturally responsive teacher. This is a hot topic, I believe that education should be equal and equitable. Sumner (2017), stated that our education system should be for all students to receive a good education. I think providing students with equal opportunity to a good education and providing them with equitable resources and curriculum would help all students to succeed and close the achievement gap. To connect this with Chenoweth's reading, the profound question is "will you love my kids?". (p. 64, 2017).  Our job as educators is to accept and love our students despite any differences. I also believe that God calls us to be an ally for them. We just advocate for them. We also should hold them all to a higher standard because they are able to achieve it.

Furthermore, the video showed a statistic that nearly half of all teachers are not trained on bullying prevention. As a professional, I now feel more motivated to be trained on dealing with bullying. Bullying situations require teachers to think clearly and sometimes quickly if occurring in the moment. These situations are not always easy to deal with and being professionally trained is only going to enhance the experience of both parties and the teacher. Overall, bullying is something that needs to be addressed and taken more seriously in schools. Kids come from different backgrounds and homes where certain situations are acceptable at home but not at school. As educators, we should be required to attend training on bullying and bullying prevention. 

Reference

Cartoon Network. (2018a, April 28). The Bully Effect | Stop Bullying: Speak Up | Cartoon Network. YouTube. https://www.youtube.com/watch?v=9d1_ZKlLR98&t=1241s

The following heirloom recipe has been passed down by a long line of well-seasoned, engaging educators, and should yield a thriving, inclusive classroom culture. 
Prep Time: Continuous and evolving
Best Served: With empathy, respect, and mindfulness

Ingredient List:

1. 1 Cup of Epstein’s Six Types of Involvement  Links to an external site.(Parenting, Communicating, Volunteering, Learning at Home, Decision Making, Collaborating with the Community)

2. 3/4 Cup Collaborative Conference Tips
(From John McCarthy’s guidance on shifting toward student-included, solution-focused conversations)
[See: Edutopia – Collaborative Conversations]Links to an external site.

3. 2 TBSP of In Loco Parentis’ Understanding
(A philosophical and legal pinch of responsibility shared between schools and families)
[See: Britannica – Doctrine of In Loco Parentis]Links to an external site.

4. 1/2 Cup Systems Thinking from ‘Schools That Succeed’
[See: Karin Chenoweth’s Schools That Succeed]

... And a dash of real-world humility and community awareness

Directions:

1. Starting with a Foundation of Trust, mix open communication with a genuine desire to understand each students' family's story. Fold in culturally responsive strategies and empathy.

2. Blend in the Epstein Framework
Stir slowly as you begin to incorporate each six forms of involvement. Let them marinate in your daily school practices.

3. Add a Generous Helping of Student Voice by using McCarthy’s strategies. Invite students to the table during parent-teacher or student conferences. Allow them to share their challenges, wins, and goals/hopes.

4. Sprinkle in ‘In Loco Parentis’ Mindfulness. Recognize the gravity and honor of educating someone else's child. Season with authority and the care of a warm demander.

5. Layer in Systemic Supports -- From Schools That Succeed, take note: real improvement is a team sport. Bake collaboration into school routines, leadership structures, and family outreach.

6. Adjust to Taste. Not every family is the same; some will like it spicy, some mild, and others may prefer just a simple salt and pepper approach. Seek feedback regularly and adjust this recipe accordingly.

I would explain how I would

 1. Get to know your classroom  
paraprofessional partner.  By "Share your goals and 
ideas for units, lesson plans and proj
ects.  Develop a shared mission. 
Express how you look forward to 
working as a team" 

I would emphasize the importance of collaboration with colleagues to improve my teaching and enhance students learning. I get along with people well most of the time. I am outgoing and positive which is beneficial. "Team work makes the dream work" (unknown). 

3. Explore the use of Universal Design for Learning (UDL) as a classroom team. 

The UDL model is "helpful for students 
with disabilities, English language learners, and students with unique gifts and talents"

1) multiple ways of 
accessing content, 2) multiple ways of expressing what they know or create, and 3) multiple ways of engaging with 
content.

This model is highly effective and Progressive for todays 21st century students.  Accommodating students needs and modifying lessons, activities, and assessments is included to enhance students learning.  Also, implementing activities with students talents, interest, cultures, and language will bring a sense of community in the classroom.  

References

Ellis, Barbara.  Classroom Partners:  How Paraprofessionals Can Support All Students  to Meet New Standards.  Educator’s    Voice. n. Volume VI. n Page 20

1) Home visits -- This is a great method to be able to help engage students while learning more about their home lives (YouTube, 2010). For educators, it can help them learn the behind-the-scenes of students and their families. It is important for these to be completed in the beginning of the year because it helps the parents feel a partnership from the beginning (YouTube, 2010). During home visits, make sure to come prepared to lead the conversation and show the families and students you are on their team.

2) Connect families to school  -- This is a great method to help find ways for them to be involved (YouTube, 2010). This could be through volunteering or obtaining their opinions when big decisions occur. Be mindful of parents who are overly involved with the school. This might cause students to be embarrassed or feel like their parents do not trust them (YouTube, 2020). 

3) Have a method to track information -- This is critical because it helps all teachers learn more about the students and their families (YouTube, 2010). This can help them get connected easier too. 

4) Access resources when needed -- This is important because not all families may feel comfortable on the school campus (YouTube, 2020). This might be seeking a translator for a family so they are able to share and be heard. 

Working with paraprofessionals does not simply mean coexisting in the classroom and fulfilling the tasks expected of me as a teacher. It is a partnership with empathetic, compassionate, resilient, and kind people who bring diverse perspectives and expertise, focusing on students achieving goals together. Building a strong, supportive, and collaborative relationship with paraprofessionals is always a priority for me. I would provide open, genuine, and honest communication, mutual respect, and a friendship to support one another.

Personally, I was disappointed with the assistant principal's response as I felt she sloughed off the bullying incidents. Also, I was bothered with her tactics in resolving student conflict by making them shake hands and invalidating the student’s concern when he informed her that he is being continually harassed by the student and therefore does not wish to interact with other student whatsoever. I only saw the resolve happen through the media bringing awareness and the parents choosing to remove their students from their home school. That said it is disheartening to see that parents had to remove their children from the school system for their children's safety.

Watching “The Bully Effect” has made me more aware of how vigilant we have to be as educators that we are protecting our students. As educators, we have numerous tasks to manage; therefore, we may not pick up on everything and be aware of certain situations. This is why we need to create an open dialogue with our students so they are comfortable letting us know about these situations we may not observe ourselves. Additionally, this video had me thinking that there is really no professional training for teaching staff on how to address bullying. In some cases, there may not be procedures or rules in place for the steps to take when there is an incident of bullying. Just like we have procedures in place to handle tardiness and absences, teachers need a course of action to take with bullying, as this would provide clarity to teaching staff on how to properly address bullying. As of right now, it is up to the teacher’s discretion unless they involve administration. 

-Ashley Healy

     Following our appetizer, our main course must be the most satisfying.  The entrée Students and 21^st Century Schooling are the most important things about this week’s learning menu.  As teachers we not only need to get students ready for college, but we also need to think of those who are choosing other alternative routes.  42% of educators think that schools focus more on college than career skills (Klein,2022). Working at a high school these last couple of years, I’ve talked to many students who had no interest in going to college. They chose trade school because they wanted to start working sooner and it took less time to complete. I’ve always said that school isn’t for everyone, as educators we need to remember that. Offering students not only an education but also ensuring that those that choose not to attend college can be prepared with real-world skills, career training, and opportunities to succeed.

         Next, the dessert! Which is a sweet part of learning. To make school more enjoyable, Social- Emotional Learning (SEL) would be the dessert of this week’s learning menu.  The dessert is the most rewarding part of the meal, as many of us look forward to our treat at the end of the meal. SEL teaches us how important it is to understand our feelings, be able to get along well with others (CASEL, 2017). Students are more likely to succeed in school and in life when they feel emotionally safe and supported. As teachers we can incorporate SEL into our lessons with lessons on teamwork and problem-solving skills. With such lessons we can make the classroom stronger and more connected.

         Finally, to finish our meal, the drink would be the articles in the Supporting Students activities. These supports are like a drink that keeps everything flowing. They help our students stay engaged and ready to succeed. Especially those students in foster care, students facing adverse childhood experiences, or  students with incarcerated parents.  As we provide students with support, they feel safe and ready to thrive in the classroom, just like a good drink completes a meal

Reference

Collaborative for Academic, Social, and Emotional Learning (CASEL) Overview . YouTube. (2017a, May 18). https://youtu.be/Do1R67Ek0NI

Dweck, C. (2014b, October 9). Developing a Growth Mindset . YouTube. https://www.youtube.com/watch?v=hiiEeMN7vbQ

Klein, A. (2022, January 31). Data: 5 big challenges in preparing K-12 students for the world of work. Education Week. https://www.edweek.org/teaching-learning/data-5-big-challenges-in-preparing-k-12-students-for-the-world-of-work/2020/02

Your Answer:

Elevator Pitch:

"I believe that effective collaboration with paraprofessionals is essential for creating an inclusive and successful learning environment. I would approach this partnership with clear communication, mutual respect, and shared goals, recognizing paraprofessionals as vital members of the educational team. Drawing from the systems improvement mindset highlighted by Chenoweth, I would work closely to coordinate instructional strategies, monitor student progress, and adapt supports to meet individual needs. According to Mastropieri and Scruggs, I would also ensure paraprofessionals receive the training and resources to implement evidence-based practices confidently. Ultimately, by fostering open dialogue and valuing their unique insights, I aim to build a collaborative relationship that promotes student achievement and well-being." How did watching "The Bully Effect" impact you both personally and professionally?

Your Answer:

Watching The Bully Effect can be a powerful experience both personally and professionally. Here’s a thoughtful reflection you might consider, based on insights from Chenoweth (2017) and Mastropieri & Scruggs (2018):

Personal Impact:
Watching The Bully Effect deeply highlighted the lasting emotional and psychological consequences that bullying can have on individuals. It made me more aware of the importance of empathy and the need to create environments where all students feel safe and valued. On a personal level, it challenged me to reflect on how I respond to conflict and how I can be a more compassionate ally to those who are marginalized or vulnerable.

Professional Impact:
Professionally, the documentary reinforced the urgent need for proactive and systemic approaches to bullying prevention in schools, aligning with Chenoweth’s ideas about marshalling the power of systems for improvement. It reminded me that addressing bullying isn’t just about reacting to incidents but about cultivating a positive school culture that supports social-emotional learning and inclusivity. Drawing from Mastropieri and Scruggs’ work on inclusive classrooms, it underscores the importance of training educators and paraprofessionals to recognize, intervene in, and support all students effectively, especially those with disabilities or who may be more susceptible to bullying.

Overall, The Bully Effect strengthened my commitment to fostering respectful, inclusive environments where every student’s voice is heard and protected.

1) Families -- being able to help connect and partner with a student's family allows them to help take ownership in their student's learning (U.S. Department of Education, n.d.). For teachers, they are able to better connect with parents to know what is going on in the students' lives outside of school. For the parents, it helps them know how they can support their students academically.

2) Educational Support Organizations -- this could be tutoring, programs to help students stay in school, or after school care. These programs are designed to help support students in their journey so I believe these are critical to share with my students and families (Communities In Schools, 2016). They could help the families see their student's schooling is not just dependent on them and the teachers, but other individuals. 

3) Local churches or faith communities -- these areas help to support a child's spiritual journey and mental health. Being able to partner with these individuals to learn more about who a student is and more of their needs, could help me know how to respond to certain behaviors. It also would help me to be better connected with what is going on in my student's lives.

4) Local Community Events -- while teaching may only seem like a job done in the classroom, I believe it is critical to be involved in the local community around the school. This would help me know the current events, stressors, and resources that support my students. I believe this would give me more grace to share with my students and a better understanding of their situations. 

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  • I would pack some links between school and home: This is an important community resource because the families need to feel included in their child's school/education. Therefore, offering dual-language classes for students and their parents to participate in would allow parents to see how their child is learning a second language and allow for the parents to learn the language as well. Another idea for linking school and home together would be offering preschool services. This allows for families to be involved in the school at a earlier age and relieve a stress that families may have for their smaller children. The more we link together our school and the families of our students, the better the overall community can be. 

    
    

  • Then, I would pack Communication: One of the most important resources would be communication. Our schools need to communicate with the community and vice versa. The community and schools within the community should be a whole. Meaning that the school is always aware of what is happening in the community and the community is aware of what the school is doing, what the school may need, etc. Where I substitute teach at now, the communication between the community and school is the best I have ever seen. It is a small community, therefore the students at the school play a huge role in the community. The school and community communicate daily to discuss what our families need out here because of it being so small and resources being limited. 

    
    

  • Use the school as a community center: After the communication resource has been addressed, the next resource is using the school as a community center. I think it is so important to offer community events at the schools because it allows both the school and community members to come together. Schools can offer the community members different clubs, parent support groups/classes, GED programs, host activities, and much more. This allows for the community members, school kids, families, teachers, and everyone else to participate and become more engaged. 

   

  • Also, I would pack Mentoring/Tutoring to students: When our students are more successful in school they will be more engaged in school. Therefore, offering tutoring or mentoring to students allows for a deeper relationship to be established. These relationships will help the students become more successful in school, more aware of what is going on at school. allow students to access more resources, give students a sense of commitment, and more. Schools who operate their own mentoring programs allow for community members to come into the school setting and help the students. One specific example that I have seen schools do is the ASAP (after school activities program). This allows for community members to come onto the school grounds when school is out. Students will go and get homework help, tutoring, play time, snacks, and so much more. This is one of the most common activities that families/students participate in.

References

Budge, W. P. and K. (2016, May 18). How can high-poverty schools engage families and the community?. Edutopia. https://www.edutopia.org/blog/high-poverty-schools-engage-families-community-william-parrett-kathleen-budgeLinks to an external site.

Sumner, K. (2016, November 28). How America’s public schools keep kids in poverty. YouTube. https://www.youtube.com/watch?v=7O7BMa9XGXE

Clear communication is key. I ensure that roles and responsibilities are well-defined, aligning with best practices that emphasize the importance of clarity in collaborative relationships. Regular check-ins, whether brief daily meetings or weekly planning sessions, help us stay aligned and address any challenges proactively.

I also advocate for paraprofessionals' inclusion in professional development opportunities, recognizing that their growth directly benefits our students. By treating paraprofessionals as equal partners, valuing their input, and celebrating their contributions, we create a cohesive team dedicated to meeting the diverse needs of our students.

From there, I’d share all relevant resources, including lesson plans, IEPs, and behavior plans, and I’d set up a shared calendar or system where we could both stay informed about upcoming activities and check in regularly. I believe in open, ongoing communication, so I’d make sure to include them in student introductions and parent communication, and keep them updated on any relevant trainings or changes in student needs. Ultimately, I see this partnership as mutually supportive. We are both there to support the students and one another, but it is important that we work in sync and understand one another. 

Different views of immorality, such as injustice, corruption, and discrimination, have evolved into bullying, which even adults experience. As someone with a multiracial background, I learned at a relatively young age to ignore what I cannot control and focus on what I can control: my actions and words. Accepting myself was challenging because humans are wired to desire a sense of belonging in life. I was fortunate enough to have people who love me for who I am and appreciate my values.

From a teacher’s perspective, I aim to guide students to become more mindful and to take ownership of their actions and words. I believe that any relationship is a two-way street. Simply put, treating people the way they want to be treated is essential. Allowing students to see other people’s perspectives, accepting them, and being respectful to others and their choices are crucial to cultivate in students.

So ideally once everyone at the beggining of the year knows each other name and knows at least a few things about one another, then I think that’s when I feel we can start easing a bit of restorative practice each day.  It could be simple as morning routines in finding out how each students feels one feeling about a certain topics.  An example would be, How do you feel this morning?  This could go around the classroom and everyone just shares to each other.  After that everyone can just talk for a few mins about the feelings and expand a bit from there.  I personally like this approach because it’s fun and engaging.

Another idea for the older students is to have individual process such as talking one on one when behaviors need a more clear direction.  In this case a direct approach would need to be used for the intervention.  This may lead to things such as IEP meetings if the student has services.   Other ideas are learning from vocational type of fun videos showcasing tutorials how do to things correctly that also presents questions at the end as to what and why you may need to approach certain situations in order to be safe and if you don’t then bad consequences could happen.  

Also inviting special guests to talk would also be extremely helpful, which would really be a proactive approach to be a more preventative measures such as DARE programs, and Police officers day where they come educate students about many things.  Intervention programs are fun.  Takes more effort to create but it is worth it.

The entree supporting your students. It is my job to support my students and their needs. The needs of my students will be the basis of how I go about my lesson plan. If I need to adapt or adjust my teachings to help them with comprehension, then I must.  I think supporting your students is also providing them with the necessary skills such as critical thinking, as many of the articles mentioned. But, it also means going the extra mile, such as providing support for students that are homeless. For example, having a washcloth in your drawer or providing resources for food and clothes. 

The dessert could be based on the article I read is preparing students for their futures in the job force, not just for college. Klein argues that our job is not just to prepare students for college but for their futures in the workplace. The article had mentioned that in one district the high school had students gradutae being certified medical assistants. Man that is sweet, like dessert. To graduate high school and already be ahead of many others by having a carreer is a huge blessing. Dessert is my favorite and I also think of it as extra, I think about the extra work and the accomplisments that those students had to do in order to achieve a goal like that is amazing. 

The drink would be students figuring out their mindset. I want all my students to have a growth mindset or a benefit mindset. I think of a drink as an accessory to the meal. So I think developing a mindset is an accessory to achieving goals you have placed in your life. It is important to have a growth or benefit mindset as it encourages growth and improvement in skills and in life. A fixed mindset is not helpful or beneficial  for students as they think there is no way for change or improvement. Mindset is important because it is what shapes our lives and our world. I want to foster a positive mindset of growth and benefit, to help my students be encourgaed about their futures and lives. 

              In addition to health services, schools should also work with the city and local organizations and create after school and summer programs. By partnering with the community, schools can build strong programs that can support the students all year. These programs can provide tutoring and provide the students with access to laptops or tablets. They can also offer sports, art, and music. “Relationships are the lifeblood of activity in a school community” (Bryk, Bender Sebring, Allensworth, Luppescu, & Easton, 2010, p.137). Having a partnership and offering services teachers, parents, and the community can meet the students’ needs beyond the classroom.

Reference

Bryk, A.S., Bender Sebring, P., Allensworth, E., Luppescu, S., & Easton, J.Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.

Budge, W. P. and K. (2016, May 18). How can high-poverty schools engage families and the community?. Edutopia. https://www.edutopia.org/blog/high-poverty-schools-engage-families-community-william-parrett-kathleen-budge

On a personal level, the documentary was disheartening. As the interviewer at the end of the film emphasized, it is so important to teach our children empathy. Unfortunately, lacking a fully developed brain is not the reason children can be cruel. Rather, it is because cruelty has been modeled by adults in their life, and they have not been met with understanding, care, and love. This film was a reminder to be reflective of the way I communicate and behave, considering not just myself, but all of those that I effect. 

Secondly, I could reach out to stakeholders.  Basically with the community, reach out, talk and collaborate such as local business, fund raisers, and help provide local events or sit and talk with groups of students.  This would build stronger relations and that would encourge the community to have more bond with the younger people to the older people.  Sometimes the generational gap just needs to be tighten.

Thirdly, create a resource map to locate where to find things and where to find connections needed will be extremely helpful.  Knowing exactly where bus routes are going and where to find them saves so much time.  Mapping out schedules of where you can find local events xan provide so much experiences that students can learn outside of school.  Also just knowing where other major hubs like libraries, police starions, grocery stores, and so many others would provide a lot confidence for students as they learn to grow out into the world.

Fourthly,  connecting back to, Why?  Presenting why questions as to what the students are doing and why it’s important know certain things and go certain places is key to understanding what you maybe missing in order do those things.  You can’t order food at your favorite burger place if you can’t read, can’t find the nearest bus/ get a ride, have no money, understanding money to begin with, and the list goes on…etc.  What you don’t know, is what you may need to know if it’s that important just to survive.  You won’t know unless you don’t go to these places to experience them for yourself or the students don’t experience them for the fact of the matter.

Lastly, putting this into the bag after all the others would be to challenge learning.  Create fun competitve goals or competition to stimulate and keep the process engaging for students.  Yes we now know what we need to know but how can student get more then just memorizing where things are.  Creating challenges, such as project, and perhaps adding daily small task with reinforcers would tremendously helps students solidify the knowledge in a more tangible way.

In order for restorative practices to be effective in the classroom, teachers must create a safe space for students with community building activities and getting to better know their students (Spokane Public Schools, 2017). Additionally it is particularly helpful if teachers do daily check ins with their students as this allows students to feel heard as well as give other students a sense of perspective of the trials and tribulations that their classmates face (Spokane Public Schools, 2017). Lastly, when teachers observe conflict between students they can serve as a mediator by allowing the students to share their perspectives and their feelings (Spokane Public Schools, 2017). By teachers facilitating these difficult conversations, this can hopefully help students gain a sense of empathy for the other individual as well as feel heard and learn how to process their emotions and reach a healthy resolution (Spokane Public Schools, 2017). This mediation process also demonstrates to students how to approach conflict in a constructive manner as many students are unaware how to properly handle conflict.

Reference

Spokane Public Schools. (2017, October 13). The “Why” of Restorative Practices in Spokane Public Schools. YouTube. https://youtu.be/nUIRkuOFtw0?si=U24TuUmCIii0EmIP

-Sean Wakatake

Allowing students to be on a contract that holds them responsible for their academic improvement, while still allowing them important social outlets that they may be relying on seems like a great restorative and incredibly practical practice that all schools can implement. Second to that, the issue of girl drama and fighting on middle and high school campuses has long been an issue, and one that I remember vividly. I'd also argue that boys need to have their own club as well with designated mentors or coaches to help them work through social and emotional challenges that inhibit their learning. 

1. Effective and positive communication

2. Timely communication 

3. Establishing a sense of trust and connection

4. Surveying families 

Each ingredient is needed in order to make a cohesive and successful meal. If one ingredient is left out, the recipe will not taste the same or have the same effect. Like ingredients in a bowl, it is important to make sure that each one of these components works well with the others so there are no "lumps", like when baking a cake. They need to mix well in order to make the most effective (and yummy) dish--or in this case, the most effective and collaborative relationship between educators and parents.

Beginning with the first ingredient--or the foundation/ base of our dish--effective and positive communication is of the utmost importance when talking or communicating with parents. In Edutopia's article titled "8 Tips for Reaching Out to Parents", David Cutler suggests a few strategies for keeping these conversations positive such as calling home to report good news or finding ways to involve parents in their childrens' education. Cutler highlights how both teachers and parents alike simply want what is best for these students. In order to avoid negative interactions, we must avoid "doing battle" with parents and instead--join forces for the good of the students. Rather than this relationship being characterized by a sense of combativeness, it should be characterized by collaboration. This is the foundation of the entire "recipe" because nothing is going to be accomplished if these two parties are consistently butting heads rather than compromising or finding ways to work together. 

For the second ingredient (which accompanies the first)--timely communication is another key component of an effective "recipe" for parent-teacher relationships and involvement. Something as simple as responding to emails or parental communications in a timely manner (ideally in the same day) demonstrates a sense of commitment and respect for the parents' time, which will only strengthen the relationship between teachers and parents. This may be difficult with such busy schedules; however, even communicating with a parent in order to schedule a better time to speak can go a long way to show the parents that you care about them and their student. 

Third, it is important to establish a sense of trust and connection with parents by finding ways to involve them in their childs' educational journey. While this will not only strengthen the relationship between parents and teachers, it may also strengthen academic performance and achievement. As per the NEA article titled "Parent, Family, Community Involvement in Education", the connection between "parent, family, and community involvement in education correlates with higher academic performance and school improvement"(p. 1). Students (and parents) alike cannot thrive if they do not feel connected to the teacher; here is where relationship building becomes key! 

The final ingredient for this "recipe" would be to survey families in order to understand their funds of knowledge alongside their students, how they prefer to communicate with teachers, as well as other additional information that is important when trying to get two people on the same page who may come from different backgrounds, cultures, etc. This should ideally be done towards the beginning of the school year so that all correspondence follows these guidelines and reflects parental preferences. Just as we need to get to know our students in order to teach them well, we must also get to know the parents in order to communicate with them well. 

As part of my community resources to engage my students to enhance learning in meaningful ways, I would like to find ways to increase opportunities for them to interact with other peers on a personal level. The district where I work already incorporates initiatives, such as Special Olympics Day, art classes where Student Body members from middle schools come to assist students and get to know them personally, and a peer body reading program. Not only do those programs help students practice communicating with unfamiliar people, but they also allow other peers to foster mindfulness and kindness toward people with disabilities and different perspectives. I would also love to collaborate with local business owners for mini field trips. My students require external exposure to real-life settings to practice critical life skills, and with parents volunteering to be part of that, they can also benefit from guiding and including them in daily activities.

1.  Find and set expectations for student parents on what is possible within your ablitities.

2.  Aim to see or talk to parents 2-3 times throughout the week initially for first few months out of the school year to gain trust.

3.  Decrease weekly communication down to 1-2 twice a week after report and trust are built.  

4.  After the honey money stage where everyone has settled things are starting to gain traction settling down a bit.

Overall as long the information is all there to be reviewed I see that the strong open communication is key.

Secondly, I believe the entree of the Learning Menu would have to be the Purpose of Education. Like a well-done steak, this is the meal that everyone is looking forward to the most. It sets the tone for the rest of the meal and keeps expectations high! In the provided article, a section titled "Dialogue with the Gates Foundation: What Is the Purpose of K12 Education?" by Anthony Cody (2012) suggests that the purpose of schooling is to "allow every child to develop his/her talent and bring each one of them into full membership in our economic, cultural, and social national community". This ideology is foundational to why educators do what they do and how this contributes to a 'bigger picture'. 

I would also argue that adopting a Growth Mindset and embracing Productive Struggle would be the dessert of the Learning Menu. This is because food (and learning alike) are not going to be enjoyable experiences if the person consuming the food (or learning the content) is stuck in a fixed mindset. For example, if an individual believes they are not good at something like cooking scrambled eggs, they will refrain from developing this skills or trying new ways of cooking. Plainly, they will avoid the essence of productive struggle that truly elicits deep learning and reflection. However, if the same person adopts a Growth mindset, they are more inclined to take new risks by experimenting with other dishes that utilize eggs such as omelettes, baking cakes, etc. In short, the combination of both of these mindset shifts is important for students to put the "cherry-on-top" of their education and to make learning sweet! 

Lastly, the drink for the Learning Menu would be Social Emotional Learning (SEL). For any meal, a drink is supposed to be refreshing--almost like a palate cleanser that renews the senses and creates a neutral environment for more flavors (and hence, more learning). For students of all backgrounds, SEL practices such as brain breaks, emotional check-in's, mindfulness techniques, as well as positive affirmations are all intended to provide students with tools for "self management , self-awareness, relationship building, and decision making"(49 Ways to Teach Social Emotional Learning Everyday, Cleaver, 2024.) Just as every human should be drinking enough water at every meal, incorporating SEL practices is something that should be done everyday in the classroom for the emotional and physical health of all learners. 

Implementing restorative practices in my class is essential because many of the students lack self-regulation skills, which results in them exhibiting big behaviors. I would incorporate social stories both proactively and reactively to establish classroom boundaries and expectations, teach values and morals regarding right and wrong, hold students accountable for their words and actions, and address ways to find solutions.

One of the items that I would pack in my bag of community resources would be a partnership with community businesses, community members, cultural organization and institutions of higher education (Van Roekel, 2008). We know that it has been proven that parent involvement is instrumental to a student's success, but there are findings that illustrate that community support plays into student success (Van Roekel, 2008). Additionally, there needs to be a partnership between schools and the community as to assure that the needs of the community is being met. For instance, schools should consider designing curriculum and internships that best serves their community. Another community resource is education for family members and faculty. For instance, parenting classes that assist parents with creating a home environment that is conducive to learning (Van Roekel, 2008). Also, educational opportunities to help educators to be culturally aware to other culturals outside of their own (Van Roekel, 2008). Lastly, a community resource that I would add to the bag is volunteers. As volunteers could be parents so that offers an opportunity for parents to be involved in their child's education (Van Roekel, 2008). Also, community volunteers provides students opportunities to see the interconnectedness between the school and their community.

References

Van Roekel, D. (2008). Parent, Family, Community Involvement in Education. Washington D.C.

After devouring the amazing starters, I'm now a bit more hungry and would like to head straight into the main meal and that would be for me "Purpose of Public Education".  I chose this because this section was the longest.  It's nice to know why we're here to teach our students and that it's going to take a lot of work to get through this meal.  Once we understand the principles it's smooth sailing from here.

I find that "Growth Mindset & Productive Struggle" section to be dessert.  It's not the reason we're here to teach but it is what makes things easier in connecting with our students.  Teaching our students the value of a Growth mindset will set them up for possibilities that our endless.  We open the minds to learn and grow. It's the icing on the cake at the end of the meal.  Seal the deal. 

Lastly we gotta wash down all our food somehow and I think "Supporting Students" is instrumental to understand everything about our students.  Knowing our students wants, and needs will only help our students.  Understanding their challenges and helping them overcome adversary by giving them real world advice from experiences.  Just being a great role model which the students need is what we're all here for.  It's to make impact and a difference in positive ways for their lives.     

• 2/3 cup of communication: Communication between teachers and families are crucial in bringing everyone together for the students' success. When there is communication between teachers and families this can build trust with the parents which is critical to a teachers success. Teachers can communicate about weekly events happening in the classroom, the students individual progress along standards and assignments, and so much more. For me personally, the more my child's teacher communicates to me the better I feel about my child in the classroom. I want to know what my child is working on, their progress, how I can help the teacher, and more. We learned this week that some examples for communication between teachers and families include conferences being held with follow ups as needed, translation services if needed, weekly or monthly folders with students work being sent home to parents, clear information about activities, school protocols, etc, and many more examples. 

• 1/4 cup of decision making: This means that parents should be included in school decisions, developing parent leaders and representatives. A lot of time this is shown by having parent committees such as a PTA, Booster Club, etc. This allows families to be involved at the school, in district meetings, in their child's classroom, and more. When parents feel that their child's school allows them to participate in making decisions, the better the parent will feel about their child's education. Furthermore, parents can feel a sense of ownership of the school and that they have an input into the policies that affect their child's education. I think for students, when they see their parents involved and making decisions for the school, then they know that their parents are doing this for them and they want to be involved. Teachers also get to see these parents more often and can communicate to them about things regarding the specific student. 

• 1/4 cup of learning at home: When collaborating with families in the educational setting, what happens at home really matters. After teachers communicate with families, families should be able to take what was said to them and work at home with the student. Parents should be able to help students at home with homework and other curriculum-related activities, decisions, and planning. Parents will be able to see what their child is working on at school and be able to help, support, and encourage their students. Parents are also more aware of how their child learns best because each child is unique. Additionally, learning at home leads to parents communicating more to their child about their schooling and school in general. More importantly, when learning at home is completed students can have a more positive attitude towards schoolwork, their teacher, and homework. Students will also feel less pressure or stress because homework is getting completed. For me personally, as a parent I need to have learning at home because this allows me to see what my children know or what I can help them with. 

• 1 tablespoon of volunteering: Volunteering allows for the parents connection to the teacher to grow deeper. When focusing on collaborating with families in the educational setting it is important for parents to know and understand how much the teachers are doing in the classroom. This allows for parents appreciation towards education and teachers to grow significantly. Also, it allows for parents to become aware that they are welcomed and needed in the school setting. There are challenges to volunteering such as the background check prior to, lack of volunteer work, etc. When schools allow for volunteering I think it needs to be spread and announced that parent volunteers are welcome and needed. There also needs to be jobs that teachers allow for parent volunteer to complete. One time when I was in a classroom subbing, I had a parent volunteer come in. She said she came in once a week for the whole school year and ever time she came in the teacher had a "job" for her to do and her child loved seeing her there. It was very positive. 

• 1 teaspoon of community outreach: The educational setting needs families, parents, students, and the community to be involved. When we include community outreach into this recipe it allows for parents to become more aware of what is going on in the community and what resources are offered to their children. Furthermore, communities and schools often work together to put together summer programs, after school programs, etc. The results of community outreach lead to parents interacting with other parents outside of school, parents having knowledge of community 

Introduction letter; getting to know the students’ approach from the parents’ perspective

• At the beginning of the year, I would love to send out a letter to parents introducing myself and my passion for working with students’ diverse needs. My intention will be to let them know that it would be a privilege to be part of the students’ education and growth, and give a sense of comfort and safety for parents to grow together alongside their children.

• One of my son’s teachers once sent me his introduction letter, which was very honest, transparent, and his personality shone through. He empathized well through his personal experiences as a parent and made me feel at ease about starting new school year for my son.

https://www.weareteachers.com/teacher-introduction-letter-to-parents/Links to an external site.

Open house/Back-to-school night: Informal parent-teacher conference

-Open house is a great opportunity for parents to see students’ learning environment and how they are adapting and fitting into the class, especially considering their diverse needs. It also serves as an informal conference to meet teachers, share students’ strengths and weaknesses to configure goals, build a community with other parents, and express any concerns they may have. Teachers often display projects that students have completed, which can indicate a starting point for parents to understand students’ baselines at the beginning of the school year.

https://www.edutopia.org/blog/back-to-school-conversation-starter-darri-stephensLinks to an external site.

Integrating the communication system to connect with parents

-“The more supportive and involved parents are in their child’s education, the greater the odds that their child will be successful,” as the article mentioned, it is clear to predict such outcomes with parents’ support from home. Parents need to understand what and how their children are receiving their education in the school setting and become part of their education.

- I will create a daily communication system with each parent, enabling them to integrate their children’s learning into their lives in authentic and organic ways. It is not homework per se, but it allows parents to create opportunities for students to practice their skills and learning at home, which results in making stronger connections to their learning.

- It is important for me to consider how I can create the communication system that is realistically efficient, effective, and sustainable. Daily notes can be sent home, allowing parents to acknowledge their daily activities and learning by signing the note. Additionally, I can create a monthly calendar to celebrate achievements and include pictures with prior consent from parents.

https://www.edutopia.org/blog/old-new-school-parent-involvement-lisa-mimsLinks to an external site.

As we know parental involvement is one of the key ingredients to student success. Because of this is important to include parents in their child's education as this is a key ingredient to a students success. The main ingredient to creating that collaboration with families is open communication. There are various ways we can establish one way and two way communication with families. Some examples of one way communication would be a website with relevant and updated material. Another example of one way communication would be a newsletter. One way communication is effective in providing parents with information about upcoming events and deadlines. However, two way communication is more personal and offers the opportunity to have a dialogue with families. Some forms of two way communication with parents can be through emails or phone calls home whereas conferences or meetings might be reserved for more formal or serious conversations. In a video clip by Edutopia (2020), prior to the new school year beginning, teachers in a particular school district make it a point to visit families in their household. Although this is great idea, we need to consider the sustainability and comfortability of all participants. I feel meeting parents outside of school is a good idea, but somewhere neutral like maybe a coffee shop would be more suitable for me. Setting up a meeting outside of school allows both parties to better understand each other and can build connections outside of the academics that can help cultivate collaboration between families and schools. Another possibility (ingredient) is to encourage parents to participate or volunteer at school activities as this can foster collaboration. However, we need to be aware that too much parental involvement can stifle student independence and growth so ideally there would be a health boundary. In a interview conducted by CNN (2010), students noted that it is helpful having parental involvement, but they did note that too much parental involvement can have an adverse affect in their school environment. Finally the last but equally important ingredient is establish a welcoming environment for families. We need to ensure parents feel welcome in their child's school environment. Some ways to facilitate a welcoming feeling would be to host a school community event that allows parents to be on campus and meet the staff. We need to make parents feel welcome and equally important in their child's education as some parents may feel that have no place in their child's education, but as we know a partnership between school and families is imperative for the students success. Students have better success rates if there is a collaboration between families and the school.

References

CNN. (2010, September 3). CNN: Why parents matter in education. YouTube.https://youtu.be/wK-yIIOg5wo?si=r1HZcUuHkANf6lBTLinks to an external site.

Edutopia. (2020, March 20). Home Visits Make a School Community Stronger. YouTube. https://youtu.be/tz3if2ujmrQ?si=lflIxInp5oCA0eLy

Entree: Social Emotional Learning (SEL) will play a crucial role in this learning activity for me. Working as an autism behavioral intervention assistant, I find it to be the most challenging aspect of the classroom, requiring practice for students to develop such skills and understand their importance. Most of my students struggle with building awareness, self-regulation, and social communication skills, making it essential for them to learn to demonstrate these abilities independently at any stage of their lives. I often have conversations with my crew about what might happen if a student displays feelings and emotions inappropriately when he turns 18, such as screaming uncontrollably or destroying property. Teaching them ways to manage their emotions and actions, and navigate to make appropriate choices, is a lifelong learning that students need.

Dessert: Growth Mindset and Productive Struggles will provide the final touch to this week’s learning activity. A growth mindset encourages students to believe in their ability to grow and succeed. Building the power of Yet enables students to guide themselves in developing resilience and adaptability when facing challenges. Failure is an inevitable part of growth, and it is an opportunity for students to embrace the challenges. Building a growth mindset might look different in my classroom due to the nature of my students’ disabilities. Parents tend to cater to their children’s needs and overlook their abilities. Praising progress over perfection will motivate my students to continue expanding their learning.

Drink: Supporting Students will be a supplemental contribution that all teachers must keep in mind and consider for their students. Socioeconomic status, cultural backgrounds, and family structures have a significant impact on students’ readiness to learn. Responsive teachers strive to make a safe learning environment for all students, and choices of words and actions must be mindfully selected. I recall having conversations with my daughter’s elementary teachers when her father was deployed. Supporting her emotional well-being was my concern, and I asked teachers not to remind her that he was gone. Instead of diverting with different questions and comments, her second-grade teacher asked for my permission to have classmates write him letters honoring his service to the country. Deployments were hard for her, but I appreciate her teachers’ making efforts to keep her focused and make her see positive perspectives in life.

1. Facilitate and maintain active communication with the families of students in your classroom.  

2. Utilize the open line of communication to provide consistent updates on what their child is doing in the classroom and any needed updates on goal progress/other concerns. This could be as simple as, "in this week at class we did X,Y.Z. The students did a great job at ABC (maybe show examples if applicable), "next week we will be doing D,E,F".  

3. Be sure to give any updates in a respectful manor and always be sure to sandwich any "bad" updates with positive things about their child.  Parents do not want to be constantly bombarded with only negative news regarding their child. When being "realistic" with parents, be sure that this is done in a way that is respectful to the hopes a family might have for their child's future. Do not feel overly compelled to help parents in "managing expectations", to every parent the sky is the limit for their child, and we should do our best to accommodate those goals, not stand in the way of them.

4. Collaborate with parents when developing goals for IEPs and the like, keep them as involved in their child's education as possible. Be sure to discuss with them what they hope for their student to get out of your program, and in the future more broadly. 

5. When speaking to parents try to minimize educational jargon, and never "speak down" to parents during communication. Make communication as seamless, direct, and effective as possible. Approach every family with professionalism and a healthy dose of humility. 

Ingredient List:

Clay, S. (n.d.). Communicating with Parents: Strategies for Teachers. ED.gov. https://files.eric.ed.gov/fulltext/ED505824.pdfLinks to an external site.

Graduate Programs in Education and Psychology - Pepperdine University. (2024, February 23). Building effective parent-teacher relationships. GSEP Blog | Pepperdine GSEP. https://gsep.pepperdine.edu/blog/posts/building-effective-parent-teacher-relationships.htm

The appetizer in this week's learning menu would be the purpose of public school, as we need to begin by considering what is the purpose of public school so we can understand our role as educators within this system. Boyte (2017) presents the issue that currently in the United States, we have a bipartisan mindset of us versus them. This mindset can lead to failure to consider other perspectives and hinder collaboration between people with opposing viewpoints (Boyte, 2017). Boyte's blog argues that public schools have prioritized high-stakes testing rather than cultivating critical thinkers who can help propel much-needed social change (Boyte, 2017). Boyte (2017) believes that public schools should focus on educating students about the government so that they can fight against social injustices. Similarly, Klein (2022) states that public schools are so preoccupied with standardized testing and making sure that students are college-ready; however, schools are not teaching students the soft skills required in the workforce. Furthermore, Klein (2022) presents data in which most schools are supporting this movement. We need an education system that is going to help our students be successful in our ever changing world; therefore, we need our education system to evolve to meet these needs.

The entree in this week's learning menu would be supporting our students, as that is our primary role as educators. We will encounter so many different learners in our classroom who have different lenses due to their different experiences. Many of our students have backgrounds or adversities that we may not be aware of. As educators, we have no control over our students' past experiences; however, we can learn to support them by helping strengthen their interpersonal relationships and social and emotional skills (Murphey & Sacks, 2019). Also, we can help support their physical and mental needs and avoid practices that inflict more trauma or open old wounds (Murphy & Sacks, 2019). Our goal is to outweigh the negative experiences with positive experiences, as this counteracts the trauma experienced and creates resiliency within the students.

The dessert in this week's learning menu would be social-emotional learning as it is essential for all students, but especially those students who have grown up with adversity. Social-emotional learning teaches children how to manage their emotions, solve problems, develop empathy, make decisions responsibly, and maintain healthy relationships (Committee for Children, 2016). Students learn not to be impulsive with their emotional responses and communicate their needs effectively (Committee for Children, 2016). Students who develop strong social-emotional learning tend to do better academically and socially (Committee for Children, 2016). A strong development of social-emotional learning is a follow-up to help all students, but particularly those who have experienced adversities throughout their lifetime.

The drink in this week's learning menu would be a growth mindset as this philosophy accompanies many of these other topics much like a drink is regularly accessed throughout the meal. Growth mindset is the belief that an individual is capable of achieving certain abilities that are presently outside of their skillset (Benefit Mindset, 2017). A fixed mindset believes that an individual is stuck with their level of skill sets and that they cannot grow or attain more skill sets (Benefit Mindset, 2017). If learners are trying to become members of society that we need them to be like advocates for social change, overcome adversities, and have high emotional intelligence, then the learner as well as their influences (educators and support systems) must have a growth mindset.

References

Benefit Mindset. (2017, June 6). The Fixed, Growth and Benefit Mindset. YouTube. https://youtu.be/bW2Sg3nOpd4?feature=shared

Boyte, H. (2017, January 26). A Different Kind of Politics. Education Week’s Blog. May 7, 2025,

Committee for Children. (2016, August 1). Social Emotional Learning: What is SEL and Why SEL Matters?. YouTube. https://youtu.be/ikehX9o1JbI?feature=shared

Klein, A. (2022, January 31). Data: 5 big challenges in preparing K-12 students for the world of work. Education Week. https://www.edweek.org/teaching-learning/data-5-big-challenges-in-preparing-k-12-students-for-the-world-of-work/2020/02Links to an external site.

Murphey, D., & Sacks, V. (2019). Supporting students with adverse childhood experiences. American Educator. https://files.eric.ed.gov/fulltext/EJ1218833.pdf

You will need:

1 hours of a workshop on parenting for parents to watch 

1 hour of a home visit to meet the families face to face 

3 bags with a recommendation each on a living home style that is most appropriate for the child 

1 cup of communication 

1 teaspoon of assertiveness 

Instructions: Combine all these ingredients above together to form a type 1 Parenting System.  The house is like the oven where the interaction between the parents and the educators will take place.  The temperature of the oven is the strength of the communication between the parents and the educators, which will determine the result of the student and parents's involvement in school.  A well cooked cake is like a student who strives hard in school, prioritizes his studies before playtime, and has good attendance.  For the parents, it is having a strong awareness of how their child is performing in school and knowing when to intervene.  A student who is performing poorly in school or parents lacking involvement is like an undercooked cake with traces of raw egg or flour stuck in the batter.  The best recommended way to fix it is adding another teaspoon or cup of proper communication or implementing another recommendation that would better the child's performance.  It's like turning up the oven temperature or baking the cake longer in order to cook it more thoroughly.  

2. I will email families every two weeks about the lessons and assessments, including any events involving the students.

3. Ask parents for help when needed.

4. Then, I will prepare a conference for students and parents once every semester (Edutopia, 2020).

5. Ask parents how much they know about their child's grade and performance (Edutopia, 2020).

6. Make the students feel comfortable by asking about their daily life and what they like to do, so parents can have an insight into their child (Edutopia, 2020).

7. Have the students talk about their strengths and weaknesses, setting out goals (Edutopia, 2020).

References:

Edutopia (2020, March 20). Home Visits Make a School Community Stronger. YouTube. https://youtu.be/tz3if2ujmrQ

I believe the entrée is the main dish of the meal. It drives deeper into the tastes and the satisfaction in my stomach. It is the course that will truly make me feel full, and I think it relates to the deeper understanding of students' mindsets. The students are at the grade level, and learning this specific topic is a reason. When they get to a certain age, there are certain things they are capable of mastering. We just have to know what the students need to learn and what they are capable of. There will be a sense of fulfillment that will lead them to proceed to another grade level. Just like the entree, where we have the main dish that will make us feel satisfied. 

If this week's learning menu were a meal, I would like it to be dessert. I believe the desserts have the power to cope with emotions. We have students who don't know what they are doing in class and don't see the meaning of gaining this knowledge. The reason can be that they don't feel motivated, and they cannot find their comfort zone. Being able to pick their favorite menu gives them value and the reason to keep going. They just have to find their reason, and a teacher can be part of their guide to help find their menu.  For me, dessert makes me feel happy, and I have more energy because of all the sugar. Thinking of dessert makes me want to continue what I am doing, and I have the reason to keep working. A small goal can provide the reason for me to keep going with life. 

If this week's learning menu is drink, I think it will match the topic of supporting students. You can have a drink any time you want. It can be before, during, or after the meal. In education, we get to know all the students' backgrounds in the classroom. By knowing the students, we know their strengths and weaknesses. The teacher will need to see what the students need and support them in what way possible, such as giving them more resources. Also, supporting students can be an onward where the teacher will help the students for the entire school year any time. There is no set time when you support the students because they may need help unexpectedly. Similar to drinks, where you can have a drink anytime you feel thirsty. 

References

Loofbourrow, B. M., & Scherr, R. E. (2023). Food Insecurity in Higher Education: A Contemporary Review of Impacts and Explorations of Solutions. International journal of environmental research and public health, 20(10), 5884. https://doi.org/10.3390/ijerph20105884

Invite professionals—engineers, artists, healthcare workers, chefs, and entrepreneurs—to co-teach, mentor, or evaluate student work. Schools like Hood River Middle School have successfully integrated local geologists and chefs to enrich learning experiences.

2. Internship and Service Learning Opportunities

Partner with businesses and nonprofits to offer students hands-on experiences through internships, job shadowing, and service-learning projects. These opportunities help students apply classroom knowledge in real-world settings.

3. Community Resource Map

Create a visual map highlighting local organizations, businesses, and individuals who can contribute to school programs. This tool can help identify potential partners and resources within the community.

Edutopia

4. Digital Platforms for Collaboration

Utilize tools like CommunityShare to connect educators with community members willing to share their expertise. These platforms can facilitate collaborations that bring real-world insights into the classroom.

5. Parent and Family Engagement

Engage parents by identifying their skills and interests, and involve them in school activities. Parents can serve as guest speakers, mentors, or volunteers, enriching the educational environment.

6. Project-Based Learning (PBL) Partnerships

Collaborate with community partners to design PBL experiences that address real-world challenges. This approach enhances student engagement and learning outcomes.

7. Resource Sharing and Communication Tools

Develop platforms (e.g., Google Sites, YouTube channels) to share resources, updates, and success stories with the community. Effective communication fosters transparency and strengthens partnerships.

8. Recognition and Celebration of Partnerships

Acknowledge and celebrate the contributions of community partners through events, newsletters, or social media. Recognition fosters goodwill and encourages ongoing collaboration.

References

Spokane Public Schools. (2017, October 13). The “Why” of Restorative Practices in Spokane Public Schools. YouTube. https://www.youtube.com/watch?v=nUIRkuOFtw0

Woerkom, M. van. (2018, March 12). Building community with restorative circles. Edutopia. https://www.edutopia.org/article/building-community-restorative-circles

Entree: Students and 21st Century Schooling would serve as the entree.  This section talks about how the schools, teachers, and students go hand in hand to work together as a trio.  In order for a school to function properly, well trained and educated teachers must be implemented so they can properly deliver instruction to the students.  In an entree, this part of the meal contains mostly meat with vegetables, which consist of protein and iron, some of the most valuable vitamins in a food.  For a school, well trained teachers and committed students are like the vitamins a school needs to keep it open for enrollment.  The teachers must know how to deliver the instruction so it helps to meet the needs of students who primarily attend school to obtain an education. 

Dessert:  Supporting Students would serve as a good method for the dessert of the school system.  Every school consists of a diverse environment where students come from all sorts of backgrounds.  Besides different ethnicities, a student population varies in its socioeconomic status where some students are homeless and have limited access to technology or resources to help foster their education.  Picture the idea of eating dessert.  Kids becoming motivated to finish their main course food when they have the incentive of getting to eat dessert after.  For a student, when resources of support are provided, such as free lunches or available technology devices to complete their work, this can be a good incentive to putting them on the right track to strive toward success.  

Drinks: Socio-Emotional Learning is a good tool that would masquerade the drinks of a complete meal.  With students coming to school with so many needs, some students struggle with emotional healthiness.  Therefore, having people like mental health counselors or hotline resources is beneficial to meeting the socio-emotional needs of students that will in turn clear the obstacles that hinder their educational success.  To make a metaphorical comparison, being hydrated with drinks is key to supporting a person’s emotional well being because not having something to drink leaves a person weary and irritated.  Students will feel irritated and weary when their emotional needs are not met. 

Serves: A supportive school community

Prep time: Beginning of the school year

Cook time: Ongoing, yearly

Ingredients:

• open communication (Epstein, 2011)

• cultural responsiveness (Fenner et al., 2017)

• mutual trust (Edutopia, 2020)

• family/community engagement opportunities (Epstein, 2011)

• flexibility/balance (CNN: Why parents matter in education 2010)

• positive mindset and encouragement (Edutopia, 2020)

• translation services for multilingual families (Fenner et al., 2017)

Instructions:
Start by building a welcoming and respectful classroom environment during the first few weeks of school. Begin with clear and consistent communication—newsletters, emails, and check-ins—so families feel included from the start (Epstein, 2011). Incorporate cultural responsiveness by learning about students’ backgrounds and being intentional about inclusive practices, such as cultural awareness days (Fenner et al., 2017). Establish mutual trust through transparency, such as home visits or meet-ups at a local coffee shop to strengthen relationships between teachers, students, and families (Edutopia, 2020). Introduce opportunities for family and community engagement early, such as classroom volunteer days, to build a sense of trust and ownership in student success.

Continue nurturing relationships throughout the year by staying flexible to families’ needs, especially for working parents or those with limited availability to school events (CNN, 2010). Build a positive mindset by recognizing parent contributions and encouraging two-way communication. Ensure equity by using translation services and multilingual materials so all families can participate meaningfully (Fenner et al., 2017). Just like a recipe improves with practice, collaboration with families builds over time. Keep 'stirring' in kindness, empathy, and encouragement for the best results!

References

CNN (Ed.). (2010, September 3). CNN: Why parents matter in education. YouTube. https://www.youtube.com/watch?v=wK-yIIOg5wo

Edutopia (Ed.). (2020, March 20). Home Visits Make a School Community Stronger. YouTube.https://www.youtube.com/watch?v=tz3if2ujmrQ&t=255sLinks to an external site.

Epstein, J. L. (2011). School, Family, and Community Partnerships: Preparing Educators and Improving Schools

Fenner, D. S., Gregoire-Smith, M., & Snyder, S. (2017). Unlocking Multilingual Learners’ Potential

The entrée would represent the purpose of education. Although the purpose of education is a matter of opinion, which invites a myriad of controversy, I resonated with the opinion of Harry C. Boyte, who argues the ultimate purpose of education is to develop productive, understanding, and engaged citizens. The main entrée is usually protein rich and filling, providing the building blocks for a nourished and strong body. Similarly, an education that empowers students by providing them with the necessary materials and experiences to act and engage with the world around them in a way that is purposeful and productive. These include knowledge of government, literacy, collaboration, and non-violence. However, just like we all have unique food preferences and tolerances, education should provide a menu of options that can accommodate each learner and their unique nature, rather than providing a one size fits all approach that leaves no room for individuality. However, the demands of the student must also be adjusted to recognize their place in the larger system. It would be absurd to walk into a restaurant and demand the chef make you something not listed on the menu. Similarly, as citizens we cannot adopt a hyper-individualism that expects others to accommodate to our every need without compromising and considering the limitations we must navigate. 

The dessert would be 21st century learning. Just like some may choose to decline dessert because they don't find it necessary or are simply too full to enjoy it, many schools have been slow to adopt 21st century learning because they are resistant to the adapting world around them, or they simply do not have the resources to implement these changes. For example, one school described the challenge of adapting curriculum to include more relevant career exploration as "trying to build a plane as we are flying it". Additionally, many educators and schools are very open to the idea of creating opportunities for students to connect with professionals in the field, experience mentorship, job shadowing, or internships, but they simply lack the staff and financing to create these initiatives. Just as dessert is always better shared, I see community as the necessary component to adopting 21st century learning. Stakeholders need to come together to create a sweeter and more satisfying future. 

Finally, I see the beverage as social-emotional learning. The fluid nature of a beverage is reminiscent of emotions. Without a container to hold them, they quickly become messy and can spread easily. As educators, we need to help students create that container by teaching them self-management, self-awareness, social awareness, relationship building, and decision making. There is also a wide-range of beverages that can be held in that container, varying in flavor, color, and effect. This is representative of the wide range of emotions that students may experience. Although we want to invite students to fully experience all of their emotions, as educators we need to recognize when certain emotions may suggest a deeper issue. Just like a soda is okay every once in a while, a soda everyday is not healthy for the body. Most often we want to drink water. I see water as clarity, simplicity, peace, and vitality, because of its ability to support our life and flush out waste. Additionally, it makes up 60% of our body, showing that this need is within every student. 

Entree: I believe that social and emotional learning are really the meat and potatoes of the educational goals we should be pursuing. You might not remember every detail of a biology or chemistry class, but the way you learn to interact with others and how to act as an adult in society best prepares students for post-secondary life. 

Dessert: Growth Mindset and productive struggle is the dessert because it  really provides a way to expand upon the important building blocks of the rest of the "meal" and can be the most satisfying when it is utilized properly. 

Drink: The drink in this week's material was "Supporting Students". This is the real "life-force" of the education system much like how our bodies depend on water to survive. 

The entree would be Social Emotional Learning because this section is crucial to the learner's ability to be somebody more than just a math or reading score. SEL helps students learn how to control their emotions, understand self-awareness, and develop soft skills that not only increase learning opportunities within the classroom, but are going to develop the whole child as they step out into the real world (Youtube, 2016). Without SEL, teaching core subjects or electives might not be as meaningful to students and their ability to achieve can increase with the teachings of SEL. Also, SEL teaches students to see themselves and realize their purpose for life. Without a purpose, and person will barely survive or live a meaningful life for that matter. SEL is the entree because it is an essential piece of the "meal" that should not be overlooked but often is.

For dessert, I picked Growth Mindset & Productive Struggle. This is a huge topic for me that I have thought about long before I even thought about teaching. This tab immediately caught my eye on the learning menu and I chose it for dessert because dessert is at the end of the meal similar to the idea of adding "yet" to the end of a thought (Dweck, 2015). Having a growth vs fixed mindset can truly make or break the achievement of a person. Studies show students who embody a growth mindset are more capable of taking on challenges and most importantly, believing in their abilities. On the other hand, students with a fixed mindset showed decreasing test scores and unfortunate challenges in believing in themselves in even small areas. The power of adding "yet" to a student's misbelief about their abilities reminds me of the end of the entree that is not done "yet."

Last, the drink would be Supporting Students. I chose this as the drink because a drink typically comes at the beginning of the meal, is sipped during the meal, and is refilled again and again and again. Supporting students is not something to be learned and mastered once. As educators, we may learn how to support a struggling student one year and then the next year have a student who looks similar on paper but has such different needs. This is the gift we are given as educators; the opportunity to learn so many different stories but to understand that helping one student may look different for supporting another (Pearson, 2024). Every year teachers learn new ways to help students. Similar to a drink, that support we must provide our students is everlasting, and we should learn how to be refillable so that in turn, we might fill someone else's cup in need.

References

Dweck, C. (2015, December 15). RSA ANIMATE: How To Help Every Child Fulfil Their Potential. YouTube. https://www.youtube.com/watch?v=Yl9TVbAal5s

Klein, A. (2022, January 31). Data: 5 big challenges in preparing K-12 students for the world of work. Education Week. https://www.edweek.org/teaching-learning/data-5-big-challenges-in-preparing-k-12-students-for-the-world-of-work/2020/02

Person. (2024, September 19). Tips for Teachers & Staff: How to support students experiencing homelessness. SchoolHouse Connection. https://schoolhouseconnection.org/article/tips-for-teachers-staff-how-to-support-students-experiencing-homelessnessLinks to an external site.

YouTube. (2016, August 1). Social-Emotional Learning: What Is SEL and Why SEL Matters. YouTube. https://www.youtube.com/watch?v=ikehX9o1JbI&t=171s

Cook Time: All school year

Serves: Students, Families, and Educators

Ingredients:

Positive Communication—Frequent, clear, and respectful contact to build trust.

Empathy and Active Listening—Truly hearing family voices and concerns.

Understanding of Roles—Recognizing that educators support students in partnership with families, not in place of them.

Family-Friendly Tools—Easy-to-use apps, messages, and updates that keep families in the loop.

Cultural Awareness—Respecting and honoring each family’s background and values.

Shared Goals—Working together with families to support student growth.

Consistency and Follow-Through—Building trust through reliable actions and responses.

Flexible Involvement Opportunities—Making it easy for all families to participate in ways that work for them.

Directions:

Start by welcoming families with warmth and openness from the first day.

Add strong communication, making sure it’s two-way and frequent.

Mix in empathy, and truly listen to what families say about their children.

Stir in your understanding of your role as a caring adult who works with, not instead of, parents.

Blend in cultural awareness, adjusting approaches to meet families where they are.

Include shared goals, making families part of the learning plan.

Top with flexibility, offering options for engagement that suit different schedules and comfort levels.

Serve consistently, keeping the connection strong all year long.

Your Answer:

Community Resource Bag for Student Success:

1. Strong Family Engagement

   • Regular, respectful communication between school and home

   • Workshops for parents on how to support learning at home

   • Family liaisons or cultural brokers to bridge gaps

2. Community-Based Organizations

   • After-school programs (tutoring, arts, STEM)

   • Mental health services and social-emotional support

   • Mentorship and youth development organizations

3. Health and Wellness Services

   • Partnerships with local clinics for vision, dental, and physical health

   • On-campus counselors or social workers

   • Nutrition programs and food security support

4. Local Business and Industry Partners

   • Career exposure, internships, and job-shadowing opportunities

   • Donations of supplies, resources, or sponsorships

   • Guest speakers to inspire real-world connections

5. Libraries and Cultural Institutions

   • Public library access and programming

   • Museum visits, art outreach, and cultural field trips

6. Faith and Civic Organizations

   • Volunteer networks for tutoring or mentoring

   • Safe spaces and additional support for families in crisis

7. Higher Education Institutions

   • College access programs (e.g., campus visits, FAFSA help)

   • Teacher mentoring or student-teacher partnerships

   • Enrichment programs like Saturday schools or summer academies

8. Systems for Sharing Data and Accountability

   • Structures that ensure collaboration between school staff, families, and community partners

   • Tools for monitoring student progress across multiple support systems

Chenoweth clarifies that schools don’t succeed in isolation—they thrive when they become hubs of community effort and strategic alignment. Your "bag" of resources reflects a commitment to seeing students as whole people, supported by entire communities. How can restorative practices be used effectively in classrooms? 

Your Answer:

Restorative practices in classrooms, as aligned with ideas from Chenoweth’s Schools That Succeed (Chapters 1 and 2) and broader educational research, focus on building relationships, community, and accountability rather than punishment. These practices can be powerful tools to create supportive environments where students feel valued and are motivated to engage positively.

Here’s how restorative practices can be used effectively in classrooms:

Effective Use of Restorative Practices in Classrooms

1. Build a Strong Classroom Community

   • Begin by fostering trust and respect among students.

   • Use regular circle discussions where everyone can share thoughts and feelings.

   • Encourage students to listen actively and empathize with each other.

2. Focus on Relationships, Not Just Rules

   • Emphasize the importance of how actions affect others.

   • When conflict or misbehavior occurs, guide students to understand the impact on peers and the classroom environment.

3. Encourage Accountability and Ownership

   • Instead of immediately resorting to punishment, engage students in reflecting on their actions.

   • Ask restorative questions like: “Who was affected?” “What harm was caused?” and “What can be done to make things right?”

   • Help students develop their plans for repairing harm and restoring trust.

4. Use Restorative Circles for Conflict Resolution

   • Hold structured dialogues that include the person harmed, the person responsible, and others affected.

   • Facilitate honest, respectful conversations that promote mutual understanding and agreement on steps forward.

5. Integrate Restorative Language Daily

   • Model and encourage communication that is respectful, open, and solution-focused.

   • Praise and reinforce positive behaviors and efforts to make amends.

6. Collaborate with Families and the Wider School Community

   • Share restorative approaches with parents and caregivers.

   • Involve families when appropriate to support consistent messages and accountability.

Why This Matters (Connecting to Chenoweth’s Themes)

Chenoweth emphasizes that schools succeed when educators build strong, aligned systems that support all students. Restorative practices contribute by creating a system where discipline is not exclusionary but developmental, helping students learn from mistakes and remain connected to their learning community. This supports long-term improvements in school climate and student achievement.

This recipe is inspired by Epstein's Six Types of Parental Involvement.

Yields: Stronger partnerships and student growth

Prep Time: Ongoing

Cook Time: Varies 

Ingredients:

1 cup of parenting support: Helps the dish start from a strong foundation. Supporting families with resources and understanding will help strengthen students' home environments.

(Substitute: Local workshops, parenting tips)

1 cup of consistent communication: This infuses the entire dish, allowing every ingredient to blend and work together. 

(Many substitutes available: conferencing, email, phone-calls, apps/technology like remind, parentsquare, classdojo, newsletters, etc.) 

3/4 Cup of Learning at home opportunities: This will add richness and depth in flavor. Giving families tools to support learning at home will enrich student experiences and create consistency between home and the classroom. 

1/2 cup of volunteering: This brings texture and warmth to the recipe. Inviting families to contribute their time, skills, and presence creates a sense of belonging and shared ownership. 

1/2 cup of decision-making inclusion: This helps balance the dish by engaging families in school decisions so diverse voices can be honored. 

Many substitutes are available including feedback forms, leadership roles, committees, etc.

1 scoop of community collaboration: This acts as a binding agent that holds the necessary parts of the dish together. Bringing in community partners (libraries, health clinics, cultural centers, etc.) brings cohesion and strength to the support system, helping home, school, and society link together into one whole dish. 

Directions:

1. Start by lining the bottom of the baking pan with parental support by offering families the tools, resources, and respect they need to reinforce a supportive environment at home that helps their children grow. 

2. Next, mix together the communication with the community collaboration. Pour in enough of the mixture to cover the pan. You will be adding this ingredient to each layer, so be mindful of how much you have. This will ensure that each element of the recipe gets a chance to absorb shared values, expectations, and clarity, while also holding the dish together. 

3. For the next layer, line the pan with at-home learning opportunities to add richness and depth. Provide meaningful ways to support their child's learning outside of school. 

4. In a separate bowl, mix together the volunteering with decision-making involvement. Generously sprinkle the mixture over the entire dish. This will add texture and warmth, while also balancing the other flavors in the dish to ensure no one flavor dominates. 

5. Place in the oven and simmer with patience and care. Allowing the flavor of each relationship to develop will take time. Check in often and make any adjustments as needed. 

Your Answer:

Servings: Every child, every family, every classroom
Prep Time: Ongoing
Cooking Level: Professional but heart-centered

Ingredients (Resources):

• 1 cup Open Communication Channels (emails, phone calls, newsletters, apps like ClassDojo or Remind)

• 2 tablespoons Cultural Competency and Sensitivity (understanding family backgrounds and values)

• 3 teaspoons Active Listening

• A dash of Flexibility (scheduling meetings at convenient times, offering virtual options)

• ½ cup Family-Centered Mindset (viewing families as partners, not just observers)

• 1 liter of Trust and Respect

• 1 tablespoon Collaborative Goal-Setting

• 2 cups Consistent Engagement (parent-teacher conferences, family nights, workshops)

• Optional: Community Resources (school counselors, translators, community liaisons)

Instructions:

1. Preheat the relationship with warmth and respect.
   Begin building trust from day one. Send a welcome note, introduce yourself, and invite families to share their goals for their child.

2. Mix in frequent and clear communication.
   Use multiple platforms to keep families updated (newsletters, emails, class websites). Keep the tone inclusive, positive, and jargon-free.

3. Fold in cultural sensitivity and awareness.
   Learn about your community's cultural norms, languages, and family structures. Honor holidays and traditions in the classroom.

4. Sprinkle in opportunities for collaboration.
   Invite families to participate in classroom activities, volunteer, or share their knowledge with students. Ask for their input in decisions about their child’s learning.

5. Simmer with consistent feedback.
   Provide regular updates on student progress—not just when problems arise. Include celebrations of growth, big and small.

6. Stir in flexibility and support.
   Offer parent meetings at various times, consider childcare or translation needs, and adapt communication based on family preference.

7. Top with a shared vision for student success.
   Set academic and behavioral goals together with families. Review them periodically and celebrate accomplishments as a team.

Serving Suggestions:

• Serve with empathy and patience.

• Best enjoyed in a welcoming, inclusive classroom environment.

• Reheat regularly with check-ins and updates.

Ingredient Sources (Resources Used):

• Epstein, J. L. (2009). School, Family, and Community Partnerships: Your Handbook for Action. Corwin.

• Mapp, K. L., & Henderson, A. T. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement.

• IDEA and ADA Guidelines on Family Involvement in Special Education

• Harvard Family Research Project (https://archive.globalfrp.org)

• National PTA’s Standards for Family-School Partnerships

As I mentioned previously, the true "resources" would be the stakeholders - parents, educators, businesses, non-profits, service organizations. Each has various ways of providing resources. For example, public institutions can provide access to books or field trips. Local organizations and non-profits can provide tutoring, mentorship, or workshops. Local businesses can provide job shadowing or internships. Service groups can give opportunities for volunteering or familial support. The opportunities are genuinely limitless. Although these resources provide different value, through collaboration they have the opportunity to re-enforce values, culture, and learning opportunities for students within the community. For example, a local agricultural business may collaborate with a school to provide soil and seeds for a community garden project. Parents could support this initiative through volunteering and any experts in the field could help educate students about the processes of gardening and find connections within the curriculum. Stella M. Kemp in her article, "The importance of school, community partnerships" described how her school received grants from YouTube to fund STEM initiatives. Although it may seem that only a powerful and wealthy corporation such as YouTube can have any influence, all communities have assets that can be leveraged to support education. 

I think that the supporting students section is the appetizer, because it eases people into how to provide support for a various amount of students. Each of the articles was relatively bite-sized and easy to follow and prepares learners for something more to come. For example, I read about how to support students experiencing homelessness. While it isn't the easiest to talk about, it is important to know. Another reason is sometimes people skip appetizers, but then they are just more hungry and frustrated before the main course, so if we don't know these things, we as teachers are more frustrated and our students are lost.

The entree is the purpose of education because it was a long article. Not only that, but it had so many different opinions, but they all cared about the same theme. Plus every other part of the learning menu served to support the purpose of education. The first tab, with the facts, shows the numbers and how we should be improving, but the purpose of education tab talks about how to do that. We can support students because that is a purpose of education. We invest in our students and teach SEL because that is a purpose of education. Growth mindset is another purpose of education. All other tabs point back to this one, making it the entree or the main course.

SEL is the dessert, because it is something sweet to talk about. As teachers, we care not only about academics but also about the well-being of our students. We are helping shape them into well-functioning citizens. That is pretty sweet. While it can be difficult, and if you have ever baked, it is not always easy, it is so much fun, and the results are delicious.

Growth mindset is the drink, because it goes with everything. While you are eating all parts of your meal, the drink is present in every situation. We can't talk about how to support our students if we don't think of new ways and work towards helping them. We can talk about the purpose of education and be stuck in the old ways, as they don't work. We can talk about SEL without the idea of having a growth mindset. Growth mindset spills into every part of the meal because it has to go with every course.

Restorative practices can be used to various degrees in classroom environments. Some examples are classroom circles where students can express something low-risk or high-risk regarding their personal preferences and experiences, so students can relate and learn more about one another. Another example is class meetings which center around specific conflicts within the classroom. In these scenarios students can practice essential skills such as critical thinking and problem solving by evaluating possible causes of the problem and cultivating solutions. By involving them in this process, rather than simply establishing "hard rules" - students learn that conflict management sometimes needs to be flexible and requires trial and error. Also it makes them more likely to feel a part of the process and connected to the classroom goal. Overall, this teaches students about communication, trust, success/failure, and collaboration. 

Appetizer:

Entree:

Dessert:

Drink: 

Your Answer:

Appetizer: “A Different Kind of Politics” by Harry C. Boyte

Harry C. Boyte responds to criticism of the civic engagement movement by calling for a more nuanced, inclusive form of politics that transcends binary divisions like left vs. right. He critiques both conservative and progressive tendencies toward "us vs. them" thinking and defends civic engagement as rooted in American traditions of community action and public work, not leftist ideology. Boyte emphasizes the importance of combining traditional civics (how government works) with active citizenship skills like collaboration across differences. Drawing from historical examples like Benjamin Franklin's Leather Apron Club and civil rights-era citizenship schools, he promotes a vision of power as "the capacity to act" and advocates for disciplined nonviolence. Boyte argues that teaching students how to engage respectfully and constructively is vital in today’s divided political climate.

Entree: After watching Developing a Growth Mindset with Carol Dweck, it's clear that teachers should be cautious about telling students they are "smart" or "talented" without considering how that praise affects their mindset. Dweck explains that praising intelligence or talent can promote a fixed mindset, where students begin to believe their abilities are unchangeable. This can lead to a fear of failure and a reluctance to take on challenges because they don’t want to risk losing their "smart" label.

Instead, Dweck encourages praising effort, strategies, perseverance, and progress, which fosters a growth mindset. This mindset helps students understand that they can improve through hard work, learning, and resilience. She highlights the power of the word "yet", as in “You haven’t mastered this yet,” which gives students hope and emphasizes the process of learning.

In short, teachers should focus on encouraging growth, effort, and persistence, rather than simply labeling students as smart or talented. This approach helps students become more resilient, motivated, and successful in the long run.

Dessert: 

5 Big Challenges in Preparing K–12 Students for the World of Work" highlights key barriers schools face in equipping students with career-ready skills:

1. Skills Gap – Many students leave school without the critical thinking, communication, and problem-solving skills employers need.

2. Limited Career Exposure – Students often lack real-world experiences like internships, job shadowing, or awareness of diverse career paths.

3. Equity and Access – Not all students have equal access to high-quality career and technical education (CTE) programs, especially in underserved communities.

4. Teacher Training – Educators may not be trained to teach workplace readiness or to connect academic content to real-world careers.

5. Outdated Systems – School systems can be slow to adapt to the fast-changing needs of the modern workforce and technological advancements.

The article emphasizes the need for better partnerships between schools and industries, improved teacher support, and equitable access to career development opportunities.

Drink: 

The CASEL Overview (6:14 minutes) video explains how the Collaborative for Academic, Social, and Emotional Learning (CASEL) has been a national leader in promoting high-quality social and emotional learning (SEL) for over two decades. CASEL supports schools and districts by combining research, policy, and practical strategies to help students succeed both academically and emotionally.

CASEL focuses on five core SEL competencies:

1. Self-awareness – understanding one’s emotions, values, and goals

2. Self-management – regulating emotions and behaviors to achieve goals

3. Social awareness – showing empathy and understanding for others

4. Relationship skills – building healthy relationships and resolving conflicts

5. Responsible decision-making – making ethical, constructive choices

The video emphasizes that SEL improves student well-being, academic outcomes, and school climate. It also highlights the importance of systemic implementation, meaning SEL should be embedded in classrooms, schools, and communities, not just taught as a standalone program.

The bun would be professional conduct and responsibilities. Without the two pieces of bread, everything in the center is exposed and can easily fall apart. This is representative of the importance of adhering to certain norms, values, and principles that guide you throughout the profession. Cultivating moral maturity through awareness of both moral and legal principles such as awareness, confidentiality, prioritization of moral and occupational responsibilities, and legal frameworks like FERPA, COPPA, and PPRA help support you as a professional and protect students. 

The cheese would be collaboration with teacher colleagues. Cheese melts into the patty and other ingredients, almost acting like a glue that makes the whole burger more cohesive, but also enjoyable. Similarly, collaboration with teacher colleagues helps teachers enhance their effectiveness. By participating in shared planning, teacher observations, brainstorming for specific focus areas, and feedback, colleagues make the teaching process more enjoyable and enhancing the overall experience. 

The toppings represent bias within the classroom. Just like the toppings of a burger (lettuce, tomato, onion, pickles) can easily change the way a burger tastes, looks, and the ease at which it is eaten, bias within the classroom can influence teacher behavior, perceptions, and expectations. Implicit assumptions that stem from our unconscious associations, stereotypes, and mental shortcuts like priming all subtly shape the flavor of our teaching, for better or for worse. 

The condiments represent the strategies that can be utilized to cultivate awareness of bias. Condiments are added with intention to enhance and balance the overall flavor of the burger. Each one brings a distinct quality, much like different strategies contribute uniquely to bias awareness. Mustard, with its sharp tang, symbolizes the courage it takes to confront our own biases. It may not be the easiest flavor to handle on its own, but it adds needed complexity and depth. Similarly, facing our own mental shortcuts and assumptions can feel uncomfortable, but it’s essential to growth. Mayo, with its creamy, neutral flavor, represents  practices like self-reflection, mindfulness, empathy, ongoing education, and truly learning about our students. These strategies help neutralize bias and promote a more balanced, human-centered approach to teaching. Ketchup, with its sweet and tangy flavor, represents grace and understanding, which remind us that having biases doesn’t make us bad people. Our brains are wired to create patterns and simplify information, but becoming aware of these tendencies helps us move forward without shame.

Burger: The teaching performance expectations will be the burger. A burger is a layer of ingredients that shape how a burger looks. The TPE has the standards for teachers to shape how they should behave as professional teachers. It has 6 TPE that are layers. As teachers, will should follow the TPE to the best of our ability that create a better school environment. 

Cheese: Professional conduct and responsibility will be the cheese. I see cheese to be flavorful, and some that cannot be missed in a burger sometimes. Same as a responsibility that as a teacher, we are committed to educating that students and be will have to take responsibility for their well-being if needed. No students will be left out in the classroom. 

Toppings: Planning instructions will be the toppings. I see topping as many different ingredients you can add based on your taste. When creating a lesson, we do not have to be set up so that you have to follow step by step. If you feel that the lesson needs to be arranged for better improvement for the students, we are able to change and add more ideas to the lesson. 

Condiments: Teacher bias will be the condiments. I personally do not like my food in most condiments. This can be very picky with my taste in condiments. Same as a teacher that we may have our likes and dislikes. If we see our likes and dislikes, behaviors will be different. 

-The readings will essentially be the base of your classroom. Overall, the readings discuss how you will set a precedent for who you will be in your classroom. The kind of patty you use will determine how your burger will turn out--Veggie patty, what kinds of seasoning one will use (what strategies for effective instruction).

The cheese will be collaborating with teachers. 

-Cheese on a burger essentially complements the meat (the meat being the course material, strategies, and instructional strategy). Collaborating with teachers complements the course material, and one another, and eventually enhances student learning. Collaborating with teachers effectively reaches more students.

Topping would be maintaining Professional Conduct and Responsibilities.

-Professional Conduct and Responsibilities add a healthy environment to the classroom, facilitated by the educator. Similar to how lettuce, onions, and tomatoes add a healthy element to the burger

Teacher Bias would be the condiments.

Condiments are arguably the most personalized part of the sandwich. While I may like a considerable amount of mayonnaise, another might be absolutely grossed out by this choice. Because of this, if I were to make a burger for someone, I would have to be willing to eliminate this bias and construct the burger in a way that is best for that person. This must be done by getting to know them.

The Bread would be TPEs

-In a sense, the TPE's layout sets the expectations of being an effective educator. When I think of the TPE, I think of that being the bread that holds all the other elements together in one place, creating a structurally sound educational way

-Mason Gonzalez

-The readings will essentially be the base of your classroom. Overall, the readings discuss how you will set a precedent for who you will be in your classroom. The kind of patty you use will determine how your burger will turn out--Veggie patty, what kinds of seasoning one will use (what strategies for effective instruction).

The cheese will be collaborating with teachers. 

-Cheese on a burger essentially complements the meat (the meat being the course material, strategies, and instructional strategy). Collaborating with teachers complements the course material, and one another, and eventually enhances student learning. Collaborating with teachers effectively reaches more students.

Topping would be maintaining Professional Conduct and Responsibilities.

-Professional Conduct and Responsibilities add a healthy environment to the classroom, facilitated by the educator. Similar to how lettuce, onions, and tomatoes add a healthy element to the burger

Teacher Bias would be the condiments.

Condiments are arguably the most personalized part of the sandwich. While I may like a considerable amount of mayonnaise, another might be absolutely grossed out by this choice. Because of this, if I were to make a burger for someone, I would have to be willing to eliminate this bias and construct the burger in a way that is best for that person. This must be done by getting to know them.

The Bread would be TPEs

-In a sense, the TPE's layout sets the expectations of being an effective educator. When I think of the TPE, I think of that being the bread that holds all the other elements together in one place, creating a structurally sound educational way

-Mason Gonzalez

The burger would be professional conduct and responsibilities. Without the burger, the hamburger would almost be non-existent. Therefore, the burger is very important and I think that professional conduct and responsibilities is one of the most important things for teachers to understand. Educators need to know about their students confidentiality, privacy protection acts, and how to spot child abuse/neglect in students. Teachers are mandated reporters, therefore understanding all of these factors is important because being a mandated reporter means you have a responsibility to the children you see every day. Every teacher should understand how to report these acts, how to discipline children correctly, and how to just stay aware in the classroom. 

The cheese on this burger would be TPE's. You can not have a hamburger without cheese, making it an important factor on the burger. Therefore, I choose TPE's because TPE's are the building blocks that educators should have when they go into a classroom. Additionally, these TPE's provide an outline for educators on skills and abilities that they should obtain and demonstrate to their students. The 6 TPE's are engaging and supporting all students in learning, creating and maintaining effective environments for student learning, understanding and organizing subject matter for student learning, planning instruction and designing learning experiences for all students, assessing student learning, and developing as a professional educator. 

The condiments on this burger would be teacher bias because understanding that their is teacher bias is a hard concept for some people to understand but something that needs to be understood. The condiments, some people may not like, but they are needed on the burger to make it more tasty. Therefore, teacher bias is the condiment. Teacher bias is present because we as humans frequently make automatic decisions as a subconscious level. It really is our subconscious thinking. As a future educator, I think it is important to understand bias and how it is present in everyone. However, it is also more important to know that there are things we can do to protect our children against bias. Things like building a rubric, grade papers not knowing the name of the paper you are grading, lead as a role model, and teach your students to just be kind. 

Lastly, the topping of this burger would be the readings for this week because as the readings relate to what we are learning, I believe these videos and personal examples better help me understand the main topics. I also think that toppings are not needed on burgers as long as you have everything else listed above like cheese, meat, bread, and condiments. 

Bread:  Teacher Collaboration-working together by strengthening each others skills as well as knowledge to be the most effective teacher.  Collaboration will enhance students learning.  Teachers have teaching labs to receive feedback and criticism on our lessons taught.  

Burger:  TPE's-understand and knowing our purpose as an educator.  Framework of expectations that help us. 

Cheese:  Mandated reporting. Knowing our moral duty and living by it. Recognizing different types abuse.  Awareness of signs we shall look for if child is neglected or abused.    

Topping:  Understanding Confidentiality rights and agreements we must abide by as a teacher.  Knowing what Regulations children are protected by such as...

1. Children’s Online Privacy Protection Act (COPPA)- limits information a company can gather from children under the age of 13.

2. 2. Protection of Pupil Rights Amendment (PPRA) – restricts how students can be asked information during federally funded surveys.

Condiments:  Teacher Bias-understanding our conscious and unconscious bias.  Because if we have biases it will stand in the way of a students learning and prevent a healthy teacher to student relationship. We must be fair and treat all children equally and with respect. 

Toppings Lettuce, Tomato, Onion will all be the reading part. Readings are like fresh toppings, they add layers, texture, and crunch.  They provide the research and evidence which complement and enhances the main ideas.

Condiments (Ketchup, Mustard, etc.)  Your reflection and discussions are what brings us the flavor to learning and personalization. Condiments give the burger personality

Burger: The patty is the main ingredient. I do believe that this would be the Teacher Performance Expectations (TPEs). The TPEs act as a foundation for us educators. We have the TPEs and common core standards to uphold. The TPEs in my content allow me to organize and plan my lessons in an effective manner. For English I have 5  TPEs to follow. 

1. Meaning Making 

2. Language Development 

3. Effective Expression

4. Content Knowledge 

5. Foundational Skills

When planning out lessons, I must consider these points to ensure that my students are engaged and truly learning in my classroom. It is meant for all students. 

Cheese: The cheese to me are strategies for effective teaching. The beautiful thing about teaching is that even though you are an educator, you are still a learner. Learning about your students and their needs are essential . The cheese goes and complements the burger. It often is placed on top of the patty. Having effective strategies is essential for teaching. Chenoweth (2017), highlights the importance of adaptability and meeting students where they are at. Teaching is about continuing to learn for the sake of the betterment of your students. 

Topping: The topping is the responsibilities of teaching. There are important rules and guidelines that must be followed. The topping is essential for flavor, I don't think it is something you can avoid, because it is practical and needed in order to make the burger better. These rules and guidelines are essential and are needed for educators to follow. They act as a safety guard for the educator, the students, and the administration. Also it can vary depending on what is needed or wanted. Again, it is important to follow rules or guidelines, like getting tools or apps approved for administration, so you and the students are safe.

Condiments: The condiments are ensuring equity and removing a teacher bias. Being a culturally responsive teacher is my goal. I want to teach all my students fairly and never belittle or bring down my students. Students may be going through things at home as we discussed in the earlier weeks, so it is important to have patience and compassion for ALL students. It is also key to self reflect as a teacher. Taking note and viewing how intentional you are with each student. The condiment is about bringing something else to the table, and I want my students to feel seen, heard, and valued in my classroom . 

-Ashley Bordy

The type of bread determines what kind of dish it would be: a burger. This week’s reading materials, Chenoweth and Mastropieri & Scruggs, detail what effective instructions and collaborative school systems look like and how impactful they are in developing students’ achievements. The top and bottom buns serve as a structure of the school system, maintaining our focus on all students’ growth.

Burger (can be veggie :): TPEs

The burger patty is a vital part of the burger and can be quite versatile. Teacher performance expectations are essential guidelines for all educators to master in order to effectively support all students in learning. The best part is that we can meet these expectations in our own unique ways, leveraging our strengths in these elements. 

Cheese: Professional Conduct and Responsibilities

I chose cheese for professional conduct and responsibilities because it adds a bold layer of flavor to the dish. Professional ethics and morals strengthen integrity in our passion for supporting students and our commitment to the profession. Teaching is more than just a job to me because we are molding those young minds to serve our future society. Teachers and law-abiding citizens who work closely with students have the power to make an impact on our future. We must become a good example for students in all aspects with the best of our abilities.

Topping: Collaborating with teacher colleagues

Toppings are interchangeable, creating a tasty and harmonious burger. Collaborating with teacher colleagues incorporates various ideas and perspectives into teaching methods, expanding ways to increase student engagement in learning. Teaching is an ever-evolving profession that caters to the diverse needs of all students. Each teacher’s strengths, knowledge, and expertise can lead to innovative teaching approaches and instructions that reach more students. 

Condiments: Teacher Bias

Depending on the condiments you choose, they can twist the course of the dining experience. Teacher bias may be unintentional and unconscious, but it can be harmful. What you like in your burger will be enjoyable to you, but not to everyone. It is essential for teachers to be considerate when choosing mindful communication, self-reflection, and awareness.  

1. Bread = The TPEs because these form the foundation and the structural "top and bottom" of everything we are expected to do as educators. They hold the burger together in the same way they ground our work as teachers.

2. Burger Patty = Teacher Biases. I think this is the heart of the profession -- the thing that makes it or breaks the outcome or expectation of the profession. Being able to recognize and confront our unconscious biases is the necessary piece to be able to successfully and appropriate teach ALL students in our classrooms. 

3. Cheese = Teacher Collaboration initiatives. I feel like this is that semi "optional" or accessorized piece that makes or breaks what is defined as a "good" school. The cheese truly brings the whole thing together (for those who opt for it!) adding cohesion and savory richness that brings innovation, higher student outcomes, less teacher burnout, and high quality best practices for the teachers and students.
4. Toppings = Professional Conduct and Responsibilities. The toppings bring the burger all together, much like having professionalism and honoring our responsibilities bring cohesion to everything we do as educators. This is reflected in how a teacher engages with not only students, but colleagues; it's in how we communicate, handle student information with care, report concerns and suspicions, and maintain trust between all parties involved. 
5. Condiments = Child Abuse Awareness & Reporting. Much like how your choice of condiment makes a final impression on the burger as a whole, learning how to identify and report abuse or neglect is essential. 

1. Engaging and supporting all students in learning

2. Creating and Maintaining Effective Environments for Student Learning

3. Understanding and Organizing Subject Matter for Student Learning

4. Planning Instruction and Designing Learning Experiences for All Students

5. Assessing Student Learning

6. Developing as a Professional Educator

Followed by the professional conduct and responsibilities of an educator being the burger. The professional conduct and responsibilities of educator is the main ingredient of being an educator as the protein is to a burger. The professional conduct and responsibilities tab covered the teacher responsibilities to confidentiality and FERPA as well as ensuring child safety through reporting suspected abuse or perceived threats. As educators our primary responsibility is to assure the safety of our students.

The learning activity of teacher bias is the toppings because toppings support the burger much like being aware of our unconscious biases assist us with retraining our brains to overcome these blind spots. Although teacher biases may be implicit and unintentional, they are still damaging to learners; therefore, we need to identify these biases and learn to overcome these biases (Mooney & Viskontas, 2014).

The learning activity of inclusive teaching in Chapter 1 of Mastropieri & Scruggs The Inclusive classroom: Strategies for effective instruction is the cheese as this supports the burger. This chapter focuses on supporting students with diverse learning needs specifically special education students. Furthermore, this chapter focuses on the full inclusion of students with special needs.

The learning activity of the teacher collaboration would be the condiments because the condiments elevates the flavor of the burger just like teacher collaboration elevates the learners experience. In the video clip of Teacher Collaboration: Spreading Best Practices School-Wide, they show how teacher collaboration has improved student performance as they show two educators who spend their planning periods strategizing different pedagogical practices to support all learners (Edutopia, 2015).

References

Commission on Teacher Credentialing. (2016, June). California Teaching Performance Expectations. California Commission on Teacher Credentialing.

Edutopia. (2015, August 25). Teacher Collaboration: Spreading Best Practices School-Wide. YouTube.https://youtu.be/85HUMHBXJf4?si=jHHzUBEIBrW9K9FALinks to an external site.

Mastropieri, M. A., & Scruggs, T. E. (2018). The inclusive classroom: Strategies for effective instruction (6th Edition). Pearson.

Mooney, C., & Viskontas, I. (2014, May 9). The science of your racist brain. Mother Jones. https://www.motherjones.com/environment/2014/05/inquiring-minds-david-amodio-your-brain-on-racism/

-Ashley Healy

Burger (can be veggie!):
The “burger” is the deep dive into TPE 1 and TPE 2, where we explored engaging all students and maintaining effective environments. These meaty components give us the substance and purpose of our learning.

Cheese:
The “cheese” is the moral and ethical layer we discussed, especially from the ERIC Digest. It added richness and stickiness to the week's readings, reminding us how important teacher integrity and professional responsibility are.

Topping:
The “toppings” were the real-world applications and examples, like bias reduction techniques from the implicit bias articles. These gave flavor and personal relevance to the content.

Condiments:
The “condiments” were our peer discussions and reflections, adding that extra zest. They helped personalize the material and brought different perspectives to the table.

This weeks chapters from Chenoweth (2007) are the burger. The burger is the heavy, meaty part of the sandwich that is similar to all to hefty stuff to be learned from this week's readings. Chenoweth discusses techniques that helped two unexpected schools reach high levels of success. While these techniques are not going to change the success of the school overnight, they have potential to change education in any school. Chenoweth's book is the meat of this sandwich because it takes the longest to chew threw but keeps you full in the long run.

Professional Conduct and Responsibilities would be the cheese because the cheese covers the burger like a layer of protection. Educators and professionals working with children have the responsibility to cover and protect the children they are working with and around. Without safe adults, children who need help will be even more vulnerable (Reaching Out: Child abuse, the different types and who's at risk. Abuse Hotline 1-800-4-A-CHILD 2016). Like the responsibility of the cheese to cover the sandwich, it is the teacher's and professional's duty to protect the children.

The TPEs would be the toppings because a burger is not complete without toppings. TPEs ensure that new teachers are well prepared to meet the diverse needs of California's students (California Teaching Performance Expectations 2016). TPE's are aligned with California Standards for teaching and help teachers understand the expectations for their teaching performance. Without TPEs, education would be bland and boring, like a burger without toppings.

Teacher bias are the condiments that make or break a burger. A teacher who is bias could make or break a student's success in the classroom and even have long-term effects on the student (TED TALKS LIVE Short - Unconscious Bias 2017). "African American and Latino students are expelled at a rate three times greater than Whites" which is a statistic that shows bias is prevalent in our school systems. As teachers, we have to put our teacher pride to the side and realize that we have an impact on our students because they spend many hours of a year with us. We have the opportunity to show them that we trust and believe in them while many other adults may not. Like a condiment can make or break a burger, teacher bias can make or break a student's life long experience.

References

Chenoweth, K. (2007). It's being done: Academic success in unexpected schools. Harvard Education.

Commission on Teacher Credentialing. (2016, June). California Teaching Performance Expectations. TPEs with state seal. https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf?sfvrsn=8cb2c410_0

Cook Children’s Health Care System. (2016, April 15). Reaching Out: Child abuse, the different types and who’s at risk. Abuse Hotline 1-800-4-A-CHILD. YouTube. https://www.youtube.com/watch?v=cs_scHiNfnI&t=41s

Edutopia. (2025, August 25). Teacher Collaboration: Spreading Best Practices School-Wide. YouTube. https://www.youtube.com/watch?v=85HUMHBXJf4&t=205sLinks to an external site.

ITVS. (2017, January 18). TED TALKS LIVE Short - Unconscious Bias. YouTube. https://www.youtube.com/watch?v=rspZv2a0Pp8Links to an external site.

Burger meat: In a burger, the meat carries a big role in fulfilling the consumer's appetite when they eat it because of its high level of protein inside.  In comparison to the learning activities, Professional Conduct and Responsibilities would serve as the meat.  While delivering instruction to students is important, it is just as important to know how to deliver them.  Being in the front of the class is about fostering good will and compassion to meet the needs of each of student.  Although professionals can have life outside the workforce, teachers must know how to prioritize life commitments such as marriage or finances to ensure the stress of outside work commitments do not interfere with the job expectations of a teacher.    

Cheese: Professional collaboration would make a good symbolic comparison to the cheese of the burger.  Picture the idea of cheese in a burger, which is meant to give the burger a chunk of flavor and may make the eater want to consume more of it.  In collaboration, teachers from different classrooms of the same school may come together to discuss methods in how to foster success in themselves as teachers and the students they serve.  Some examples include how to deliver the right instruction that helps students grow or conflict resolution.  While teachers in a school might not teach exactly the same subject, they still have a common goal of educating kids to fullest of their potential.  Therefore, teamwork in collaboration is key to supporting this development.  Like the taste of the burger's cheese that would get the eater to want to eat more of it, a proper collaboration may motivate teachers to collaborate more often and develop new ways they can be successful in the field of education.

Topping: Teacher bias would serve as the topping of the burger.  The definition of teacher bias are judgements that teachers make about a student's culture or ethnicity and may sometimes assume that all people of one culture act the same way.  While having biases may not be intentional, it is important that teachers are mindful of how it can negatively impact the student and teacher rapport in a classroom.  Some toppings of a burger can be lettuce or tomato, which change the taste of a burger for the better or worst.  For teachers having biases, adding or removing their assumptions of a student's ethnicity or culture can change the outlook of a teacher's reputation in the classroom.

Condiments: Developing as a professional educator as part 6 of the TPE would represent the condiments of a burger.  Condiments whether it is ketchup or mustard are more miscellaneous, which can be simply added or removed to change the taste of the burger.  For TPE, "developing as a professional educator" is about utilizing the correct behaviors that help the maintain their professional and positive reputation.  Some examples are using proper communication, knowing how to be a mandated reporter, or integrity on the job.  Not following the etiquette of an educator may negatively impact their reputation but it can be corrected by the teacher himself once they learn what proper ethics are expected of them inside and outside the classroom.

Bread- The bread is  what holds everything in my burger together.  Teaching isn’t something you learn once and never revisit it’s something you grow with over time. Teachers we need to keep learning, growing, and improving our job performance. The TPEs show that teachers are always growing and thinking about what works best. The learning activity also showed me that laws and responsibilities can change.  We need to be well informed and continue to learn to better serve our students.

Burger-  The main part of the burger, grilled to perfection. For me, I feel that the main reason why I would like to become a teacher, so that I can be that adult students need, just how I needed an adult when I was younger.  Being a first generation I remember what it felt like to be misunderstood and unseen. This week’s activities reminded me that there’s so much more to teaching than academics. Being a teacher also means we are our student’s voice. We need to protect, to advocate, and have a safe space for all our students.

Cheese-  My favorite part of my burger, it brings the flavors together. That’s how I see equality and inclusion in my teaching, all students should feel like that belong and have the tools they need to succeed. Creating an inclusive classroom takes planning. I need to make sure all students are included, especially those with disabilities, to  those that come from lower socioeconomics

Mayo- Unlike those that like Thousand Island dressing, I prefer mayo on my burger.  It helps bring everything  together can give for a tasty burger. For me, it represents how important it is to build trust in my role as a teacher. This week’s learning activities reminded me that teachers need to be professionals and care about their students. The videos on Confidentiality and Child Abuse Reporting showed me how it is my responsibility to protect my students and their information.  Keeping our students safe is one of our responsibilities.

Lettuce- Lettuce adds something fresh and crispy to my burger just like  feedback brings fresh ideas to my teaching. Collaborating with other teachers can show me that learning from others can help me improve. The feedback I receive from teachers or students can help me grow and adjust and become a better teacher.

Tomato-Tomatoes are bold and tangy and noticeable in a burger. That how I felt learning about bias in teaching.  Unconscious bias affects students in ways that go unnoticed. Biases, even when unintentional  shapes how we treat students. Being aware of them will allow me to better serve my students.  Every student has their own background and story, as a teacher we need to make sure that all students are heard, seen, and understood.

Reference

CA. (n.d.). https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-2016.pdf?sfvrsn=8cb2c410_0

Child Abuse: When and How to Report It. Cook Children’s Health Care System. (2016). https://youtu.be/cs_scHiNfnI

YouTube. (2016). Confidentiality. Better Kid Care. https://www.youtube.com/watch?v=MXV7sd-n-Yk&t=250s

YouTube. (2015, August 25). Teacher Collaboration: Spreading Best Practices School-Wide. Edutopia. https://www.youtube.com/watch?v=85HUMHBXJf4

YouTube. (2017). Unconscious Bias. TED TALKS LIVE Short. https://www.youtube.com/watch?v=rspZv2a0Pp8

Burger Patty: Professional conduct and responsibilities/TPEs. I would argue that both of these categories from the learning menu are most representative of the burger patty.  These elements are at the heart of what it means to be a teacher, and I'm not sure that you can really have one without the other. They both outline the "ought" for us as teachers, they give a prescriptive statement for how we should operate our classrooms, teach our students, etc. They should act as a guide for our behavior, conduct, and teaching methods. Though, I would hope that many of these policies and procedures would be common sense to anyone who had the calling to become an educator. 

Cheese: I think that the cheese could again be collaborating with teacher colleagues. You can technically have a burger without cheese but it is not a good burger. 

Condiments: I believe that the condiments for this burger would be teacher bias. I think that condiments really direct the way in which we perceive a burger and they also are more polarizing as far as what people might like or not like on their burger. I think that in a similar way our bias as teachers can "flavor" or direct our lessons to be perceived in positive or negative ways, sometimes in a manor in which we aren't even aware of.  Just because we like mustard does not mean everyone does so we would never serve a party all burgers with mustard without asking, and I believe that we have to be conscious of our teaching biases in the same way.

Teacher's performance would be the bread because it is what holds the classroom and student success together. If a teacher is not seeking how to meet all their student's needs, everything would fall apart. Students would be unable to learn, their focus would not be present, and learning would be teacher focused. For teacher's, there are certain requirements that are required to be tested for during clincial practice (California Commission on Teacher Credentialing, 2016). These requirements, TPEs, help to show that a teacher is ready to meet all students needs and even grow as an educator (California Commission on Teacher Credentialing, 2016). While many teachers are overwhelmed with clincial practice, these are important to hold all teachers accountable. 

Burger:

Teacher collaboration would be the burger because this is the meat of how teachers can pull together to help create the best environment for their students to thrive. In the activities, it was mentioned that it can be difficult to work together with other teachers since it is our own ideas; however, many schools are moving away from this belief because they are seeing the benefits of working with eachother (Edutopia, 2015). They have found through collaboration test scores have risen and students are more engaged (Edutopia, 2015). This is definitely a critical part to supporting our students and should be the foundation of all that we do. I look forward to connecting with my felllow teachers to strategize as a team how we can better support our students. 

Cheese: 

Reducing basis would be the cheese of a hamburger. Not everyone likes cheese on their burgers but once it is added it enhances the flavor, like our own biases not everyone likes to take the time to become aware of their own. In the classroom, teachers will have their own personal biases. It is important for a teacher to become aware of their biases so they learn how to overcome them to make the classroom equitable for all students (Suttie, 2016,). In another one of my courses, we took an assessment that helped us to see any racial bias we might have. This was so helpful because it revealed to me the certain bias I hold and now I can be aware of it when teaching. 

Topping: 

Strategies to create an inclusive classroom would be the toppings. Each person prefers different toppings on their burgers and similarily in the classroom each student will need different strategies to make the classroom inclusive (Mastropieri & Scruggs, 2018). The strategies help to show students they are important and worth tailoring the lessons around. Without them a burger would be incomplete and without them in the classroom a student would be lost. 

Condiments: 

The condiments would be the character of the teacher. These continue to enhance the burger and will look different for each person, similarily each teacher will bring differences to the classroom. Through this week's activities, we learned the importance of building trust with students and keeping their personal lives confidential (Better Kid Care, 2015). The steps a teacher takes helps their students know they are on their team and a safe individual (Better Kid Care, 2015).