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Ms. Nguyen’s Classroom Edit display name

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I work at a school where academic pressure and mental health issues are high: My students do the work--they motivate themselves to engage with the material--but they also need more support in communicating and collaborating with each other in the classroom. My goal is for them to see the learning as a communal effort: they should see each other as rich sources of knowledge as a result of their diverse backgrounds and lived experiences. I have played this board game before, and I see so much potential in it for them to practice their communication skills in an engaging way before class or during brain breaks. There are a lot of academic resources at my school site, but there is a strong need for social-emotional supports and scaffolds to help students build their senses of self and identity in relation to others. What is more: there is a lot of social stratification between the more privileged students and the less privileged students, and I want to help them to build empathy for each other, and, in turn, bridges between each other. With stronger communication, leadership, and collaboration skills, my students will be able to engage even more meaningfully with the academic content because they can share ideas, give and receive feedback more authentically and effectively. In turn, they will be able to succeed not just in my English class, but in the world outside of high school.

About my class

I work at a school where academic pressure and mental health issues are high: My students do the work--they motivate themselves to engage with the material--but they also need more support in communicating and collaborating with each other in the classroom. My goal is for them to see the learning as a communal effort: they should see each other as rich sources of knowledge as a result of their diverse backgrounds and lived experiences. I have played this board game before, and I see so much potential in it for them to practice their communication skills in an engaging way before class or during brain breaks. There are a lot of academic resources at my school site, but there is a strong need for social-emotional supports and scaffolds to help students build their senses of self and identity in relation to others. What is more: there is a lot of social stratification between the more privileged students and the less privileged students, and I want to help them to build empathy for each other, and, in turn, bridges between each other. With stronger communication, leadership, and collaboration skills, my students will be able to engage even more meaningfully with the academic content because they can share ideas, give and receive feedback more authentically and effectively. In turn, they will be able to succeed not just in my English class, but in the world outside of high school.

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About my class

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