Our school is identified as an at-risk school, with 97% of our students coming from economically disadvantaged homes. However, our expectations are still high for them, as though they came from a background full of literacy in the home and opportunities for similar outings of those in higher socio-economic households. Therefore, our teaching and approach is held to a higher level.
My students come to school to feel safe, loved, and smart.
At our school, we use many programs to encourage self-regulation, empathy, and other social skills. Each child is looked at as an individual for social, emotional, and academic needs. The teachers at our elementary put their whole hearts into everything they do so no child is overlooked.
Many students come to my classroom without the ability to identify and regulate emotions. This interferes with their learning and the classroom environment. Their needs can be meet through simple tools and naming feelings.
My students will be involved in the discovery of how to regulate their emotions through the creation of sensory tools and the ability to choose what will work for them in the classroom.
The craft supplies will help us make two crafts. The glitter will be used to create mind jars which are tools to calm the anxious mind. The fabric and filler will create breathing buddies to relieve feelings of sadness and worry.
Students will be also able to choose which tools work for them to help their sensory needs beyond their mind jars and breathing buddies, including the noise reduction headphones and massage tools.
The books that are selected will be available in the classroom library to help students understand their feelings and how to express them appropriately.
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