I believe that as teachers, we have a responsibility to also act as healers, as Thich Nhat Hanh recognized, in order to help unite our students by encouraging mental health awareness and connecting it to all other areas of their existence. We need to embrace the challenge of self-actualization. I believe that it is important to understand who we are first, to be aware of how we interpret the world around us, how we feel and process information before we can effectively help our students. I believe that we should encourage this idea of “conscious complaining” amongst our students. The idea of listening to what they need to express without there being an emphasis of I must fix it (McLaren & Simon, 2021).
I believe that we should be able to incorporate the importance of self-regulation strategies in our classrooms to help our students understand themselves and their needs. We can teach them down-regulating strategies such as breathing, playing calming videos or using different brain break activities, as well as teach them up-regulating strategies to help them recharge or discharge energy, respectively. I believe that we should be aware of how our classrooms are designed and how that can impact our students. The colours, lights, and functionality of our set-up should be composed to help create an atmosphere of calm, safety, and inspiration (Tranter & Kerr, 2016).
I believe that “students aren’t ‘made’ to behave using rewards and punishments” but that establishing positive relationships is the key to creating a safe, loving and respectful classroom ecosystem (Glasser, 1999). I believe that we must be active and understand how to involve and direct student engagement. I believe that we have to be always flexible, adapting and able to redirect class. I believe that we should incorporate the four Rs of relevance, richness, relatedness, and rigour into our classroom to help “frame our space based on student need” (Student Achievement Division Ontario, 2013). I believe that it is necessary to have a very extensive, multifaceted range of assessments that recognizes a student’s diversity in learning and comprehension (Gardner & Hatch, 1989).
I believe that we must always welcome mistakes, errors, or missteps as something positive, and a place to build from. Changes happen slowly, and it should be encouraged and respected, for we all move at different speeds. I believe that as educators, we have a responsibility to establish a positive school environment that demonstrates elements of equity, inclusivity, safety, respect and collective care. I believe that we should build community within the classroom. I believe that each student should feel empowered and in charge of their learning. I believe that it is important for us to clearly construct the expectations and goals of a class as a team. We are all on this learning journey together (Ontario Ministry of Education, 2013). I believe that “good teachers join self and subject and students in the fabric of life” (Palmer, 2017, p.11). It is important that we expand and develop our cultural literacy (Noddings, 1995). I believe consistency is key. I believe we are always learning together and that our curriculum must be inspired by where the students are. We must be open-minded, collaborative, and considerate at all times. I believe that we must welcome, encourage, care for, love, respect, inspire and see our students as a whole. We are a team, creating our story as we progress together. I believe diversity must be embraced and recognized at every step of our journey. “Opting out of learning is not an option when it’s relevant” (The Literacy and Numeracy Secretariat, 2011).
Ms G's Classroom 