Friday, July 16, 2021

It Is More Than Just SEL!

Every year, teachers craft pedagogical practices and critically examine how we connect with our new kids and their needs. Considering curriculum learning, student's personal growth and well-being, and how can we motivate students intrinsically, not extrinsically? Are we providing students with reflective time to self-manage many expectations from well-being for personal growth, academics and family responsibilities (virtual) simultaneously?  

From our Board Strategic Commitments and Plan of:

Be CommunityEmbracing diversity and promoting equity, we are guided by Catholic social teachings to create welcoming places for all.

Be WellHonouring the dignity of every person, we care for and support the well-being of all.

Be Innovative: We foster innovation to inspire Deep Learning so that all can realize their full potential.

Community building, relationships and well-being are the heart of a community!  How do we foster to build trust and relationships in our classroom community and focus on well-being?

The process of building community and relationships always begins in September. As a result of COVID, the students could not socialize together from March until the start of the school year in September. Reentering the school with many precautions while starting the academic year with rows of students masked up to collaborate and develop their skills. I have always focused on building a community of trust and students' self-identity to personalize learning. Upon returning face-to-face in September, it was evident that students were more disconnected. Throughout the process, I had to reflect on meeting students' emotional needs that shaped their learning and metacognition.

Our community was built up by understanding the students' identities and values, focusing on their strengths and learning styles. Learning should not be stressful! Community readiness included interpersonal and intrapersonal relationships to communicate, collaborate, create, critically think, and develop characters to be caring citizens. Being able to deal with all the differences within our community and to become active participants in learning rather than passive consumers. By identifying the feelings and the executive functions during the process, we focused on the assets, not the deficits of metacognition. It was important to identify what they are doing well and how they can connect to their next steps. Through self-awareness, self-management, and social awareness, the students could advance their own personal goals. 

Academic loss was not the focus. Putting the students in a passive role of being fixed was not the goal! Getting students to look at their own data, accelerate their own needs, and be proud of their own growth was crucial.

We unpacked what stresses them when they are learning. What makes them joyful? What do they think about grading and assessment? What conditions make students feel joyful and trustful to share what is on their minds? I focused on creating an environment for students to fill their cups of self-confidence, self-management, self-awareness of how they learn. What are they hopeful for?  Creating a space where mistakes or failures are not punishments; they are learning opportunities. 

Virtually or face to face, how are we allowing students to reflect and think about self-managing their learning? 

The students embarked on a journey of transparency, building relationships of trust, and taking action towards their learning. It was not about teaching SEL (Social Emotional Learning); it was about creating an environment where stress can be managed and how it can be relevant to their lives.  Additionally, I needed to keep in mind to assure students of their self-direction, and I needed to apply humanity to teaching and students' learning experiences to make them equitable. Science consistently demonstrates how learning is supported by emotional skills.  It was crucial to integrate social-emotional learning into everything we do. 

Our approach began by co-learning about System 1 and System 2 thinking and sharing evidence of our everyday interactions and decision-making through System 1 and System 2 thinking.  I first learned about Systems Thinking through http://www.rotmanithink.ca/about-us.




Using the analogy and visual metaphor of the iceberg, students shared what's going on beneath the surface for a deeper identity than what we see on the surface. The identity of what we see and how they feel. By connecting their feelings, students were able to share and build empathy. Empathy is a two-way street by taking each other's emotions. By sharing, the students connected their emotions to become more vulnerable and strengthen their perspectives and compassion for one another. 




We followed through by learning about unconscious biases, perspectives, and how we make assumptions.

The students' identity and values were discovered through the causal models on who they are and their values. They focused on what makes them special, what makes them joyful, on their own identity from culture to history that no one is the same.  A way for me to also build relationships and know who they are. Giving them a space to share and identify who they are. 







The students shared and reflected about their interests and connected them to their learning, their identity, their current self to their future self-learning about themselves and to others in the class, 

By incorporating identity relationships through music and cultural expressions, I adapted the Personal Playlist Project P3 For community building and What's In a Name the WIN project for identity and building community from Noa Daniel. The students developed relationships and connected their identities, but they also referenced their projects throughout the year. With the WIN project, many cultural identity discussions, including Nick Names and mispronunciation of names over the years.  The students also took part in the project Belouga on community building.



Biases and perspectives are essential to building our community. That is also an important process to build trust and relationships, especially when reflecting on interpersonal and intrapersonal relations when collaborating, creating, communicating and taking actions. There is so much to share about this process through many thinking tools and applications. Those who followed my journey on Twitter and I shared our experiences will make connections to the process. 

Identifying our implicit biases, one of the team-building activities was cross the line. It was a way to comfort each other, helping each other by forming relationships. 


The passion is beyond the surface; the students knew they are good people, and they thought good people are never biased. We tried to undo biases and call them out. Empathy and its role in building relationships, trust, and belonging were implemented in our self-action and learning actions. All reflections are in French, a couple reflections on empathy:



The key to understanding our emotions, their causes and self-managing were learning about the brain and the adolescent brain.  Learning about Neurons, Myelin and its importance to cognitive performance. How myelin grows the more we do to produce neuron plasticity through many learning experiences together from academics, regulating, reflecting, learning and growing through experiences. It was challenging at first to learn how the brain works, but then students understood through collecting evidence and reflecting. Reflecting on how the brain fires through movement and oxygen to the brain to decrease stress. We learned that everything is connected in networks, and we develop in stages to activate different areas in the brain. Heart rate, fear, breathing, fighter flight and learning, calming using or losing it, emotional identity can affect how they are going to learn that day. From the prefrontal cortex to the limbic system, connections managing stress to concentrate and calming down the limbic system. We unpacked how the brain works by listening to Sarah-Jayne Blakemore about the adolescent brain from Dan Siegal.




As a team, we coregulated and built a safe space for relationships. What is making you feel unsafe? Validating the emotional experiences.  Adjustment of the environment was not physical; it was emotional by giving time to calm down in the seats, supporting each other when collaborating. We adapted by learning to coach ourselves through self-regulation and executive skills needed for positive self flexibility. Goal setting, managing stress, managing time, organization and time for planning and self-reflecting, resetting and calming for problem-solving. Executive function is managed by the Prefrontal Cortex of the brain. I first learned about the connections of Executive Functions and the brain for SEL from my colleague Patricia Fiorino. 

The students use the amygdala, the emotional centre of the brain, to make decisions, so students needed to practice executive functioning skills. The purpose is to create neuropathways between their emotions and their actions. 

To develop the neuropathways, we needed to track sustainability through reflective documentation that is observable than just based on the point of view. There are many sets of executive function skills and subskills; we focused on the functions from  Critical-and-Creative-Thinking Executive Functioning. There is so much still for me to learn and explore. I will be taking the School Mental Health online course from School Mental Health Ontario  CASEL Framework  Harvard.edu key-concepts/executive-function/ The executive function and the emotional learning aligned with the 6C's 21st Century Competencies and aligning with The Catholic Graduate Expectations.





In order to function together from self-advocacy, identifying different perspectives, executive functions became skills for action. In the executive functions, we focused on; how to grow as a student from emotional self-awareness, and how collaboration and learning together can impact the community. They needed to identify their strengths and determine how they work together to achieve their own goals.

For me to think, how do I want the students to grow at the end of the school year?  Through SEL, I wanted them to grow as functioning members of the classroom community rather than just academically. Skills to develop: How do I make decisions? What is the best way to prioritize? What are my strengths? What resources do I need and how do I advocate for them? Students should advocate for themselves and develop solutions that cater to their varied needs. As soon as SEL and executive functions were in place, academic growth occurred. 

Students began to collect data on their experiences in the classroom explicitly so they could grow in the classroom culture. Students were allowed to take time to wonder about what they want to focus on and work on developing the neuron plasticity of the brain. Reflections allowed the brain to understand where they are and to sometimes share with one another for feedback. The SEL was on everything, not just SEL time; it was through the full learning throughout all disciplines. It was about the ongoing dialogue and reflection of the class. Thinking about what they do well and what their strengths are. I am sharing October examples of The ladder of Inference for collecting data and criteria for the purpose of SEL and executive functions. 






The reflections continued throughout the year. I will share a few as they are all in French. 




Reflective questions about the collected data.



Mindfulness of breathing and calming played an important role every day. There was value in pausing and taking a break, or pausing individually when necessary. The students were influenced by the ripple effect they had on each other and by my influence on them. As social adolescents, Grade 8 students exhibited reactions to judging the intentions of others or judging the safety, physiology, and biology of other individuals that were impacted on a daily basis both online and in person. As a result of mindfulness, the students reported less stress from interpersonal relationships.  For culturally equitable SEL to be achieved, it was crucial to include their lived experiences as part of our school experiences, representing them culturally and affirming them as whole students.

Certainly, there was resistance; it was not always easy, fear of feeling unsafe, with all kinds of conditions and resistance, especially online.  As a teacher, I was always wondering what SEL skills to introduce to the lesson and how to interact with them to engage their learning? To allow them to self-manage a learning plan and advocate for their own success. In the space of trust of expression, we also discussed how SEL and emotional awareness can help us discuss many topics.  In discussions about the Sustainable Development Goals, several hard and uncomfortable conversations took place involving sexism, racism, violence, homophobia, and transphobia.  

Developing a social awareness of interpersonal and intrapersonal conflicts on many controversial topics was crucial. The goal was to keep a safe space when discussing uncomfortable topics to promote SEL opportunities during sociopolitical discussions. In discussions, all political events are connected to the curriculum expectations and students' interpersonal relationships, knowledge building, and understanding of themselves and others.  

Virtually lots of time was given to self-regulate synchronously and asynchronously of not feeling alone and the trust that I understood their feelings by immediately responding to their written or oral reflections. 

By moving online from mid-April to June, the focus was surely on the home environment of critical learning effects and the out-of-class experiences. There are so many responsibilities, it has become everyone's responsibility. Our goal is to humanize; this is everyone's responsibility; mine, the other students online, and the parents. Everyone had a role to play. I had to focus on how to keep their joy and talents.

Maintaining an asset-based learning community with so many responsibilities placed on students. The students amazingly managed babysitting and helping siblings with online learning. Assisting with household responsibilities during synchronous and asynchronous learning sessions. Working with parents and other family members in the same room. Some had the privileges of working quietly and keeping self-motivation with little distractions. The distractions of technology while completing work ranged from phone calls to online chats and games. Using PearDeck daily reflections assisted with maintaining self-management while doing online learning. This transition worked because they co-planned about their needs as a team. 

It has been a year of exploration with many posts unpublished due to ongoing discoveries, unlearning, relearning and reframing practices due to various occurrences during our learning processes. It was important to develop the competencies for growth and success through SEL. SEL must be contextualized, integrated with academic learning, and reflecting every time through social management self-awareness and self-management, in order to connect and give feedback to each other. SEL is not a program designated for a certain time!

Yes, it takes time, and we need to embrace it. It is all day, every day, not a prepackaged curriculum. In the framing that we do every day, SEL maximized the impact. Students needed more deconstructed opportunities to develop their own goals, identify their strengths, and determine how they functioned collectively. It was our goal to learn more about how Social Emotional Learning builds just communities of respect, lasting relationships, and critically examines root causes for collaborative solutions that contribute to the personal, community, and social well-being of all participants. 









Building community is essential for transformative learning. How are we supporting transformative SEL affirming the assets, the experiences, identity, acquiring knowledge, identifying and managing emotions, maintaining relationships for responsible and caring decisions?


I will end with this Hip Hop theatre of emotions from a student about her year:




Monday, July 27, 2020

Are We Prepared To Be Doing The Same Learning In The Future?

Our ecosystem during the emergency remote learning grew stronger due to the established partnership with parents and the students. The students had the trust of being valued contributors prior to distanced learning. The process of relationships, perspectives, thinking errors, unconscious biases, and community trust were unpacked from September. The students regularly reflected on the interpersonal and intrapersonal processes of self-awareness to their community prior to emergency remote learning. We continued reflecting on an equitable learning environment from home with a focus on Social-Emotional and adaptive academic learning with new partnerships in new learning environments.   

It was still an emotional roller coaster as we learned to iterate and be creative together. The families and experiences from home were the transfer for learning rather than just covering the curriculum. The connections grew deeper that they became the foundation of the transferable learning experiences. Wellbeing and social-emotional learning were most important, and I placed them prior to academics through the development of skills and cross-disciplinary contextual thinking. Throughout the year we implemented social-emotional learning and the understanding of self-awareness and self-management (Blog post explaining SEL). For emergency remote learning we unpacked that transfer of SEL to understanding self success during the remote distance learning. 


During our Google Meets, acknowledging the feeling which was most important than just focusing on tasks no matter how long it took us. As I started focusing on acknowledging how they are feeling and to share their feelings the time went by. Less time was focused on tasks that altered my thinking and my learning. The students began building their own brain routines to develop new skills from home and from the community. They were already familiar with Ontario's Ministry Well Being guide and it was referenced for creating strategies of positive choices and belonging with the distance remote learning. 


Also, CASEL competencies were an integral part of the process (https://casel.org/core-competencies/). Prior to and after every task, reflections on social-emotional feelings were gathered to critically analyze their feelings and competencies for the next steps. Prior to and after every Google Meets, we had emotional check-ins and explicitly expressed based on Marc Brackett the color of emotions and the feeling wheels (Feeling Wheel Mood Meter).  


The students kept a written or oral records, or a sequence of images for a journal that was shared with classmates for feedback. Some students also organized teams for motivational workouts on their own. The outcome of emergency remote learning was to elevate students' cultural assets, their voices, and their agency from home. Learning is social and creating a safe space is important for their autonomy by being co-creators for their learning. 


Opportunities that were developed by the students were:

  • Identifying ways to stay active at home indoors and outdoors with the family.
  • Organization of their schedule based on ministry allocated hours for learning.
  • Focusing on the four domains of the Well Being and the four key components for well-being strategies. 
  • Aligning with the Indigenous medicine wheel of the interconnectivity of all aspects of one’s being. The circle of awareness of the individual self; the circle of knowledge that provides the power of how we each have over our own lives. 
  • Exploring the six domains of resiliency Resilience
  • Designing their learning the way they see it. The autonomy of connecting their environment to their learning and finding ways to metacognitively share their thinking by applying many thinking tools. 
  • Sharing reflections of their perspectives of who they are designing with and for, to develop a sense of empathy. 
  • Learning to identify how they are solving problems from designing in the home or for the community. 
  • Researching and connecting these opportunities to practical understandings of life learning skills. (In relation to the curriculum from Science (Structures, biodiversity, substances, heat...) to history by honoring traditions.   
  • Leading their own learning by applying learning to and from the world around them. 
  • Knowledge building and sharing by making connections to what they have learned and new learning that became cross-disciplinary for explorations. 
  • Continuing to collaborate with family members or community members to communicate and share: What was surprising? What were they still curious about?
  • Applying thinking tools to problem solve that they were familiar with from the classroom applications. Rotman I-Think integrative thinking tools for collecting data, causal models for causes and factors, Pro Pro the benefits of opposing ideas through the point of view of all perspectives, and developing a sense of empathy. 
  • Continuing with the Sustainable Development Goals that were developed in September for our action-taking. 
  • Implemented through SDGs to cross-curricular connections by continuing what we started of pitching their ideas in teams for local and global actions. 
  • continuing with responsible citizenship and connecting the take Action project to the home and the community. Are all people treated fairly and equally?
  • Aspiring ideas for hope from the home, from the community from nature on what kind of a world would they like to create. 
  • Co-creating the plans of the week by taking turns sharing motivational quotes, videos, inspirational images, and of course humor and laughter. 
  • Wellness became the most important integral of our Google Meets by taking time to practice consciousness through breathing exercises that the students adapted on their own as well. 
  • Provoking small group discussions based on real-world events.
  • Technology with remote distance learning was not just for posting resources, it was for engaging with each others' learning. 
  • Collaborating, reflecting, consolidating on Padlet, Fligrid, Screencastify, Google Suites (forms, slides, Google drawing), Jamboard, Google slides with Slido Q&A, Wakelet, and Mentimeter.
  • Technology added accountability for the students to reflect share their thinking and give feedback to each other. The accountability for me was to collect data and to reflect in order to iterate the process of learning.  
  • Short instructions with reflective points and breaks. Emotional responsiveness to take breaks by playing their motivational music, or breathing exercises. 
  • Applying active online discussions based on experts' insights and individuals perspectives and interactive reading books. 
  • The greatest feedback was from passive self-paced interactive content like games, Kahoot, and Pear Deck. Digital citizenship that was developed earlier contributed to positive learning. 
  • Creating impactful experiences beyond the curriculum that empowered students' learning from the pandemic to social unrest. 

I began connecting experts to our learning from breathing exercises, to the learning of the designing of protective gears to the understanding of the past for History that has shaped the present unrests. This presentation summarizes some of our learning evidence of all remote emergency learning experiences. 



An episode from Voiced Radio Ontario Learning From Home, I shared the reframing of my learning:

Relationships always matter for equitable learning experiences. Calling and emailing parents, understanding individual well being and online effects on students was the key to community trust and connections. Creating an environment for students to be heard and to be respectful of each other. The parents and the students chose how best to proceed with remote distance learning that responded best to their emotional well being with high trust and low stress. 

John Dewey (1938) quote: "We always live at the time we live and not at some other time, and only by extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future."


Learning is communal and social to co-construct meaning, for students to project their personal characteristics and for students to interact and be cohort learners sharing their cognitive presence. Learning from our students and shifting our practices to meet their needs, it is not a deficit base it is an asset base that the students are telling us what we need to do.


What educational experiences will we be designing for our students? Education continues to evolve and changes, please no more normalizing! 





Monday, March 30, 2020

Reflections: Week #1 Of Remote Learning

After week one of remote learning and taking time to call and chat with the students, I have more questions as I reflect on students' learning success. We have spent the year building relationships, thinking strategies, thinking tools to develop our competencies and strategies for executive functions.

In the classroom, we practice being passionate about each other and be forgiving to oneself when struggling. We support our feelings that no one is left alone to struggle nor to be overwhelmed.

 As I think about the week ahead and after listening to #Onedmentors on virtual digital citizenship, I have more questions about the weeks ahead. If you missed listening to the episode check it out. https://voiced.ca/podcast_episode_post/digcitsummit-toronto/

The tweets that had me reflect on remote learning.





We are all trying to readjust to remote learning.  We are figuring out the well being, to get students to regulate their emotions and to monitor their thoughts, to complete tasks online, to manage problem-solving and to prioritize tasks. 
  • How do we keep relationships, experiences fostering social connections and open-ended tasks?
  • How are students' environments set or spaces for creative explorations and creativity? Are they feeling safe?
  • How are they completing tasks through remote learning with so many distractions?
  • How are we supporting students to be organized and staying focused to self-monitor?

No students would want to miss the work we are proposing for them or perform poorly on tasks.

There are so many haves and have nots in this situation that we are not aware of. 
  • How are students reaching self-management and autonomy for skills development?
  • How are students navigating everyday scheduling for activities and learning?
  • How do we monitor their attention and comprehension?
  • Are we scaffolding learning for students who need it?
  • Are we chunking learning tasks and strategies?
  • How are students developing information management?
  • How are they getting tasks done?
  • Are students working for short periods of time? 
  • Are they reducing distractions? How are they focusing after being interrupted?
  • How are they collaborating and communicating effectively with their classmates to experience academic and real-world success?
  • What do they do when they get a roadblock?

So much to plan ahead. I will be sharing with the students' ways to self-monitor misunderstanding, self-management for planning learning.

With people at home, the learning environment is very different. There is cooking, cleaning, and babysitting. Authentic learning takes place within the real world, real connections, and meaningful contexts. 

I am about to learn how to explore and shift my learning to focus on social-emotional learning and executive function with the students in their home environment.  I will do what I know will work and what is best for my students and their learning.  

I am also thinking of Kevin O'Shea sharing how fatigue might set in.


Monday, January 6, 2020

Which Steps Will You Take?

I have been out of the blogging scene since last August. I have lots to share since September from my learning with the students to professional participation within the professional community. 

Every year the steps of change in my teaching practices are trial and error that are critical to the students learning process. Giving the students the rein to self manage and be self-aware of how they are learning is the key to progress in the learning process.

Their lives are blended with emotions on a daily basis, from happiness to sadness, disappointments, boredom, anxiety, enthusiasm, and even tranquility. Sometimes they are feeling oppressed and compliant and sometimes they are liberated and leading their own learning. Bringing awareness of social-emotional learning throughout the learning process it develops students' leadership for self-management and self-awareness.

Learning is a human process what we say and how we act is important. The actions that the students are trying to convey matter and are expressed through communication from body movements, actions, and conversations with them. The students are eager to have an experience filled with healthy relationships, compassion and a sense of purpose. How do we take the steps to have them feel the process of their learning?

Since 2016 I have been exploring with the unlearning process and unpacking biases to create change with the students for learning.  https://learningprogression.blogspot.com/search/label/Unlearning It gets trickier every year and I have to be vulnerable by being a learner with the students. They give me beneficial advice on being a learner along with them.

The students require consistency during the day grounded in longterm conceptual learning where they also see the value to the real world connections. Retrieving and making these connections including learning strategies are important than just being assessed especially the chance to get and give feedback. Thinking about their own thinking and giving them time to retrieve not to assess.

The students spark my learning by connecting on their journey and what they need to move forward together. By showing them we care and allowing all the emotional challenges and disruptions to the learning validate why we are educators. We need to inspire students and change our practices to be more responsive learners with them.

Since I have not blogged since August, I am going to share the session that I presented at BIT2019 for a quick update on the iterations for SEL, collaboration and conceptual learning that has been developing since September this year.



The images on the slides all connect to external links. Many guiding questions are also shared that I have developed with the students and continue to develop. The images that don't have external links are, the screencastify of the assessments that were shared with parents. Feedback reflections on Flipgrid with the parents and the students about students' progress are not linked.  The slides are very explicit about SEL, collaborative cognitive process, developing identity, building empathy, cognitive biases, guiding questions and of course self-management by reflecting and collecting their own data. 

There is so much to share about how the process was developed together this year. Throughout the day I try to remember to take pictures to share the process on Twitter.

Thanks to Fair Chance learning https://www.fairchancelearning.com/ I also had an opportunity to share at TransformEd Ottawa on December 9th about the process that is co-constructed with my learners. Thanks to all colleagues who tweeted and shared about the process. I have captured a few tweets that reflect on my learning with my students this year.  I am missing a few tweets from that day. 



The key when building a community for learning is confronting our biases before we are able to unpack empathy. Often these biases are unconscious or implicit, meaning we might not even be aware we have them.


Until teachers become aware of our biases, and how these attitudes and opinions emerge through the language we use, we can fall into what’s known as the bias confirmation traps. In class, we spent the time learning by nurturing self-awareness and guiding each other to see how our biases interact for better understanding from me to them and among each other. 

We don't know what barriers every child is carrying unless we are building a community, sharing with confidence and having the power of trust of openness. Speaking to impact each other, trusting, connecting and being passionate with each other.


We spend lots of time reflecting together and setting our next steps by facing the challenges and how they are occurring. Together we are making decisions and always giving gratitudes and understanding for empathizing together.

Social-emotional learning is connected to our pedagogical learning process. The emotions are bridged to all learning experiences. Patricia Fiorino has partnered up with me exploring Middle School SEL and shared the Illinois SEL Standard with the students to guide their reflective practices. Her blogpost when Patricia visited with us.

It is important for the students to feel and experience the classroom culture of seeing connections and differences, appreciating the mindset of gratitude to build relationships. That is when teaching and learning will happen.

The students need to recognize their own emotions and the emotions of others:

  • Understand their feelings, their causes and how they have influenced them
  • Express their feelings and trying to inform their team members by inviting empathy from them during teamwork
  • Regulating emotions than having them regulate them and finding strategies for what they need as well as others in their team. 

As mentioned in the BIT2019 presentation, collaboration to be designed for students to share unique skills and knowledge. During collaboration, interpersonal and intrapersonal relations are opportunities to give and receive suggestions. The students engage in meaningful conversations by seeing multiple perspectives. By also applying thinking tools like the causal model, the ladder of inference and the Prop Pro model From Rotman I-Think as well as thinking tools from Project Zero to develop divergent and explicit thinking representing many perspectives. (Links are on the BIT19 presentation)



Students co-creating a causal model about causes and factors for emotional learning and strategies to explicitly practice


The Ladder of inference to collect and interpret data for next steps


All voices are equitable for decision making on how they are learning




The students decide to take breaks as part of their process for learning


Sharing gratitudes 


We have to sustain and make social-emotional learning sticks. The students learn about the brain and how learning takes place. Pruning or unlearning is a process that eliminates connections that are not behaviorally relevant or useful. It is the reductions of unused synapses to allow newly learned information or skills to integrate with past knowledge and experiences. 

As teachers, we are the drivers of neuroplasticity change through the designing of knowledge building, creating rich learning experiences and guiding effective interventions to reach every student.

It is our responsibility to decentralize the classroom and our words and actions need to match those of the students to be able, to tell the truth, and face students' needs. We need to read each others' body language, collect data to inform us and the students inform themselves for better instructions and own success. We need to design learning that guides and suits students' feelings and emotions of how and why to learn. 

How can I give myself a position to learn from the students? How are we investing our time in actions that line up with our professional learning?  How to be a real learner than just teaching as employment?  Everything is rooted in gratitude, how are we giving the time for the gratitude to each other?