She was responsible for making sure that I was delivered to my hotel and knew where to go the next day: Ahh i need to get my shit together now lol. I have class until but then im free! Perhaps ill come to the end of the talk and meet you there after.
In the book, Dr. Mattering means students are represented, are seen and heard, and know they belong in school. Students are not simply there to learn, but to believe in their potential and have the opportunity for success beyond high school.
They have the right not simply to survive, but to thrive. I use this phrase a lot when speaking about serving students: What does it look like to show students they matter?
The answer, for me, is intentionally being culturally responsiveboth in and outside of the classroom Picture courtesy of Wendy Madigan Turner, 2nd Grade Teacher at Mount Pleasant Elementary I love the the start of a new school year, when the school is bustling as we all prepare for the year ahead.
One of my favorite activities is a visit to the store for school supplies — pens, pencils, paper, notebooks, and, of course, decorations. We all want to set the right tone, to ensure our classrooms are inviting, comfortable, and engaging.
One piece we often miss, however, is leaving room for student representation and voice. It can be difficult to hand some of that authority over to our students.
Being culturally responsive is more than hanging motivational posters or world flags around the room, it is an open willingness to accept students as they come to us, and a commitment to seek to know our students as both learners and as valuable, beautiful human beings.
This means we acknowledge our students come from a variety of backgrounds that can create challenges, but that we also recognize the strengths and uniqueness those backgrounds provide.
We should view students through their assets and build from there. Every interaction in our classrooms starts with us. Self-reflection and self-knowledge are essential to understanding how our experiences in life have shaped our perceptions and contributed to our biases.
Our perceptions and biases deeply impact our connections with our students. If we understand where we come from, our social groups race, ethnicity, gender identity, religious affiliation, socio-economic status, etc. We can check ourselves, work to set aside our biases, and be open to all of our students— better able to see the assets and gifts they bring with them into our classrooms.
I, personally, do this difficult work of self-reflection every day. We all know our primary focus is our students. But sometimes we can get caught up in our curriculums or making it from point A to point B, and forget that connections are what truly count in our classrooms. The more connected we are with our students and they are with one another, the more confident they are and the more growth they show.
At the beginning of every semester build strong relationships with your students. Get to know them both as learners and as individuals. This also means taking time at the start of the year to build community in your classroom through specific activities aimed at helping everyone get to know each other and setting up a structure for weekly class meetings.
I It also means reaching out to families.Jump to: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z. Click here for a list of Inactive Reviewers. A. Melissa Joy Adams received a BFA in Related Arts from. Apr 21, · The basics of writing a thesis statement or introduction sentence. Check out the schwenkreis.com tutorial for works cited page help.
schwenkreis.com Let's put the Common Core State Standards aside for a second, as blasphemous as that might sound, considering the tone of the conversation these days. Here’s the letter, with identifying details changed. Dear Archmaester Ebrose, Please find attached in this email my résumé and references for the position of Assistant to the Archmaester of the Citadel.
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