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Ms. Ringler’s Classroom Edit display name

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Brain research shows us that students cannot learn or make good choices when they are in a constant state of vigilance and survival. Self-awareness and self-regulation are KEY to supporting student learning, social/emotional skills, and academic success. My project will provide environments both physical and social, through dynamic, multi-sensory activities (music, art, and movement), promote agency and personal identity (high-quality literature), and their connection to nature (hydroponic garden). All of these resources are specifically chosen to create a safe, trauma-informed, culturally relevant environment, in which students can learn to express their big feelings in a healthy and appropriate manner, while also learning strategies to process and repair any relationships they may have challenged in the school community. Trauma-informed design and flexible seating along with art, literature, movement, and nature-based hands-on projects will support those students who need it the most on our campus. The materials listed are meant to support students directly by providing mindfulness activities and spaces, creating positive relationships with self and others through play (sports equipment, musical instruments), and designing a supportive environment for processing big feelings and needs through the use of restorative circles and non-violent communication (greenery, wall tapestry, light dimmers, comfortable seating). As these young people build positive relationships, mindsets, and learning experiences as well as participate in the creation of this unique safe space, their efforts will inevitably support a safe place where anyone on campus can come to pause, play, and process!

About my class

Brain research shows us that students cannot learn or make good choices when they are in a constant state of vigilance and survival. Self-awareness and self-regulation are KEY to supporting student learning, social/emotional skills, and academic success. My project will provide environments both physical and social, through dynamic, multi-sensory activities (music, art, and movement), promote agency and personal identity (high-quality literature), and their connection to nature (hydroponic garden). All of these resources are specifically chosen to create a safe, trauma-informed, culturally relevant environment, in which students can learn to express their big feelings in a healthy and appropriate manner, while also learning strategies to process and repair any relationships they may have challenged in the school community. Trauma-informed design and flexible seating along with art, literature, movement, and nature-based hands-on projects will support those students who need it the most on our campus. The materials listed are meant to support students directly by providing mindfulness activities and spaces, creating positive relationships with self and others through play (sports equipment, musical instruments), and designing a supportive environment for processing big feelings and needs through the use of restorative circles and non-violent communication (greenery, wall tapestry, light dimmers, comfortable seating). As these young people build positive relationships, mindsets, and learning experiences as well as participate in the creation of this unique safe space, their efforts will inevitably support a safe place where anyone on campus can come to pause, play, and process!

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About my class

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