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Ms. Beth’s Classroom Edit display name

  • CMS Community School
  • Denver, CO
  • More than three‑quarters of students from low‑income households

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Many of my students struggle to maintain focus in a traditional classroom environment because their basic needs are not being met at home. They come into school sleep-deprived, hungry, or feeling unsafe, and as such are unable to develop academically or emotionally. My job is to provide these basic needs: the goal of my room is to create a comfortable, sensory-integrated environment where students can increase not only their ability to focus and succeed academically, but also their emotional awareness and maturity. By providing comfortable furniture and a cozy corner where students can relax (or in extreme cases, sleep), I can promote a community feel and encourage students to develop socially and share their feelings. By providing flexible seating and sensory-integrated materials such as fidgets and a diffuser, I can provide a friendly environment for students who need to refocus and enhance their academic performance.

About my class

Many of my students struggle to maintain focus in a traditional classroom environment because their basic needs are not being met at home. They come into school sleep-deprived, hungry, or feeling unsafe, and as such are unable to develop academically or emotionally. My job is to provide these basic needs: the goal of my room is to create a comfortable, sensory-integrated environment where students can increase not only their ability to focus and succeed academically, but also their emotional awareness and maturity. By providing comfortable furniture and a cozy corner where students can relax (or in extreme cases, sleep), I can promote a community feel and encourage students to develop socially and share their feelings. By providing flexible seating and sensory-integrated materials such as fidgets and a diffuser, I can provide a friendly environment for students who need to refocus and enhance their academic performance.

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About my class

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