November Newsletter
On meeting students where they are and proactively supporting students in showing up
Hi Community,
We’re deep into junior year of pandemic teaching and I know that a good number of us are still struggling on the regular. We’re struggling to find time for us, struggling to make sure that students are receiving high quality instruction and learning opportunities they deserve, struggling to wake up and/or struggling to fall asleep, struggling to make it through the day or week without crying or having a mental breakdown in the car or bathroom, struggling to take time off without also experiencing guilt, and so on. There’s a lot to juggle. Yet… there’s a lot to celebrate. These are the things I’m celebrating: community, trust, student friendships and bonds, bomb ass lessons, a love for reading, excitement around writing, student growth, laughter, play, joy, silliness, progress, and strong adult relationships. I invite you take inventory. It’s November. What are you celebrating?
I wanted to take time today to talk about what it means (to me) to meet students where they are in an effort to get farther together.
MEETING OUR STUDENTS WHERE THEY ARE //
It’s exactly what it sounds like. We have to meet students where they are. A lot of us think we are but are we really? In order to meet students where they are we need to deeply understand how things are going for them. So, how do we do that? I believe that we need to ask questions and truly commit to having an inquiry stance. We need to approach situations and interactions with grace and love while holding high expectations. We need to be mindful of our own ego despite what we are personally holding onto on any given day. We need to allow space for growth and progress.
I firmly believe that doing these things regularly supports classroom culture, fosters sense of community, and strengthens learning partnerships in various ways. Meeting our students where they are and seeking to understand what individual students need helps teachers make instructional choices that improve how students respond to learning, support students in engaging in meaningful learning, and so on.
What steps will you actively engage in to ensure that you are meeting students where they are?
EVERYDAY SUPPORTS //
If your daily experience is anything like mine, you also see a range of feelings, behaviors, demeanors, and interactions each and everyday. Yes, it is a lot to hold, process, and make space for but it is imperative that we acknowledge and see all the different ways our young people show up. After all, it is also a lot for our young people to carry and navigate all this this without ample and intentional support during the school day. As teachers in charge of the learning and care of our students, it is our responsibility to be mindful and support our students in showing up the best they can each day. Please approach students with an assets-based mindset. Do not jump to conclusions and assumptions, and do not ignore and turn away from your students.
Here are some ways I support students. Many of these seem like no-brainers but you’d be surprised how often these tiny supports are overlooked or purposely withheld. I’d also invite educators to reconsider what “supports” means. I think more often than not, “supports” are viewed negatively and thought about after the fact.
Time to chat with peers
Scheduled brain breaks within a learning period
Options for daily reflection like journaling and drawing
Quiet time to reflect, be, decompress, and regulate
Always ask and check in: “What do you need right now?” “How are you?” These questions go far. 1) If students are tired or sleepy, give students options to take a walk, have a movement break, put water on their face, stand up, put their head down for a short amount of time. 2) If students are experiencing high energy and behaviors are potentially distracting or disruptive, give students options to take a walk, have a movement break, move seats to support themselves and others, etc.
Please read the room and energy of your classroom, and take action accordingly. For example, if you’re boring your students or your students just collectively have low energy, take that information as data! Consider your own approach and instruction at the moment. Avoid punitive measures and take an inquiry stance.
Q&A //
Q: How much of your personal life do you share with students when asked?
A: I’m pretty open with my students; however, I don’t just randomly offer up information. I use discernment for sure. If I think that sharing an experience or aspect of my life will help students understand something a little better, I’ll share. For example, if we’re writing a personal narrative on a moment of resistance or resilience, I might offer something up about myself. In addition, I’m really honest and transparent around my feelings and my needs. If I’m going through it and unable to compartmentalize due to the situation, I’ll share how I’m feeling without giving details. Lastly, sometimes teachers will share with individual students depending on relationship and student need. The discernment piece takes practice. Please don’t overshare or offload onto students!Q: Do you have any advice for first year job hunters?
A: Yes!! Do your research. This includes doing Google searches on the school/organization, talking to people on the ground (in the school community/organization), and trying to visit the potential job site. Ask to do a walkthrough and ask to talk to people! If you get an interview and have the opportunity to ask questions, ask about the school and/or organization’s stance on antiracism and ask about their efforts/initiatives. Also ask what the day in the life an educator is like. Remember they want and need you more than you need them!Q: How have you drawn boundaries between work and life?
A: Hmmmmmmmmmm… Well. In short, it’s now incredibly rare for me to work after school and on weekends. If I do work on something during these times, it’s usually something I want to do or find joy in. When I’m debating whether or not to do work outside “contracted hours,” I usually asking myself: 1) is this urgent? 2) Do I want to give energy to do this? 2) Do I want to do this and/or will this bring me joy?
COMING UP //
I’ll be doing a series on interrupting white supremacy culture in the classroom!
I’m hoping to have guest writers! Let me know/DM me if you’re interested.
In community,
Ms. Kawi
*as always, ignore typos and grammatical errors!