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Mrs. DeNardo’s Classroom Edit display name

  • Carmel Middle School
  • Colorado Springs, CO
  • More than three‑quarters of students from low‑income households

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When students have access to resources that accommodate their differences while learning, they begin to cultivate a curiosity about their brains, what works best for them, and what they need in order to learn. These are foundational lessons and conversations that could fundamentally change the relationships our students have with learning, education, school, and themselves. These tools will ensure that we have many ways to see that student needs are met, in concert the with social emotional learning initiatives we put into place for all learners, including self-advocacy and emotional regulation lessons. These sensory resources will normalize variations in learning styles, the reality that different people need different things in order to learn. This is why these tools will be available for any student to “check out” as they find challenges in their classroom environments throughout the course of the school year. These items will support student learning because they offer additional ideas and interventions to teachers in creatively addressing behaviors that make learning challenging for their students in pragmatically optimistic ways that honor our kids. This project supports our school in reframing the behaviors of our students so that we might be quicker to empathize with their realities, as well as collaborate with kids themselves in finding alternative ways to get their needs met. This will give all students access to success in any learning environment, or rather a deeper and more meaningful sense of inclusion within the school community. Learning challenges should never exclude any student from feeling like they belong to their classrooms and their schools. These resources will give us tools to flexibly meet individual needs in ways that speak to our students, “You belong to us, and nothing you come to school with is too difficult for us to overcome together.”

About my class

When students have access to resources that accommodate their differences while learning, they begin to cultivate a curiosity about their brains, what works best for them, and what they need in order to learn. These are foundational lessons and conversations that could fundamentally change the relationships our students have with learning, education, school, and themselves. These tools will ensure that we have many ways to see that student needs are met, in concert the with social emotional learning initiatives we put into place for all learners, including self-advocacy and emotional regulation lessons. These sensory resources will normalize variations in learning styles, the reality that different people need different things in order to learn. This is why these tools will be available for any student to “check out” as they find challenges in their classroom environments throughout the course of the school year. These items will support student learning because they offer additional ideas and interventions to teachers in creatively addressing behaviors that make learning challenging for their students in pragmatically optimistic ways that honor our kids. This project supports our school in reframing the behaviors of our students so that we might be quicker to empathize with their realities, as well as collaborate with kids themselves in finding alternative ways to get their needs met. This will give all students access to success in any learning environment, or rather a deeper and more meaningful sense of inclusion within the school community. Learning challenges should never exclude any student from feeling like they belong to their classrooms and their schools. These resources will give us tools to flexibly meet individual needs in ways that speak to our students, “You belong to us, and nothing you come to school with is too difficult for us to overcome together.”

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About my class

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