My classroom is an inviting and safe environment where differences are celebrated and students are engaged in rigorous, interactive learning activities. My goal is to provide much needed support for my students with special learning needs and those performing significantly below grade level.
I have the pleasure of teaching 40 bright, inquisitive fourth graders who crave knowledge and are highly motivated to learn.
Despite their enthusiasm, my students are underprivileged and underrepresented, which results in many of them achieving below grade level. We are currently the lowest socioeconomic school in our district where 100% of the students receive free or reduced-price breakfast and lunch. Most households do not have access to resources and experiences at home, which makes keeping up with the demands of our education standards difficult. My school is comprised of about 75% Hispanic students with a majority English language learner population.
What if kindness, attention and gratitude were taught in schools just like math, science and reading? That is exactly what I intend to bring to my school with the mindfulness-based Kindness curriculum. The curriculum originated as part of a research study where early findings suggested the program could improve both emotional and social measures of child well-being.
Children participating in the curriculum not only improved on social and emotional measures such as sharing, attention and empathy, but they also performed better on traditional academic measures such as grades when compared to children in the control group.
Being a Title I trauma school, there is a great need for explicit teaching of social-emotional, self-regulation, and mindfulness skills. The books and materials I have requested are all part of the components needed to teach the Kindness curriculum!
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