1. Me as an Educator
1.1. Focus on relationship building: build strong relationships with all of my students in order to ensure that the classroom is as safe as can be for them, so that I understand their needs, and so that they feel like I am a trusted adult that they can talk to
1.1.1. communicating with parents
1.1.1.1. highlighting their students strengths
1.1.1.2. being encouraging
1.1.1.3. providing specific feedback on student performance
1.1.1.4. setting goals
1.1.2. Culturally competent and able to support students who do not come from a different background than me
1.1.3. creating safety within the classroom, recognizing the trauma brain that some students possess
1.1.4. Knowing my students, their different abilities, and learning how to best support students with disabilities
1.1.4.1. Effectively designing IEPs, accommodations and modifications
1.1.4.1.1. Fostering self-advocacy through IEPs
1.1.4.1.2. Developing effective IEPs with SMART goals
1.1.4.1.3. Learning how to create modifications, accommodations, and alternate expectations
1.1.4.2. Utilizing strategies to support learners with disabilities
1.1.4.2.1. Being kind and using a strengths-based approach. Avoiding using a discipline-based, punitive approach in teaching and assessment.
1.1.4.3. Mindfulness
1.1.4.4. Equitable assessment
1.1.4.4.1. differentiation
1.1.4.4.2. descriptive feedback
1.1.4.4.3. collaboration
1.1.4.4.4. formative assessment
1.1.4.4.5. assessment as learning
1.1.4.4.6. portfolios
1.1.4.4.7. goal setting
1.1.4.5. Pedagogy
1.1.4.5.1. Universal Design for Learning
1.1.4.5.2. Differentiated Instruction
1.1.4.5.3. Tiered Approach
1.2. self reflective about my own social and emotional health, as well as how i am responding to my students
1.2.1. journalling and reflection
1.2.2. goal setting
1.2.3. interviews with students
2. Current Understandings
2.1. Mental Health Conditions
2.2. Exceptionalities
2.2.1. Physical Disabilities
2.2.2. Intellectual Disabilities
2.2.2.1. ADHD: Dr Shelley Murphy Documentary
2.2.2.1.1. inattention
2.2.2.1.2. hyperactivity
2.2.2.1.3. impulsivity
2.2.2.1.4. Strategies
2.2.2.2. autism
2.2.2.2.1. difference in executive functioning
2.2.2.2.2. strategies
2.2.3. Behaviour
2.2.4. Communication
2.2.5. Multiple
2.3. Supporting Spec Ed Students
2.3.1. IEPs
2.3.1.1. Accommodations
2.3.1.1.1. develop self advocacy
2.3.1.1.2. SMART goals
2.3.1.1.3. Megan Roberts video
2.3.1.2. Modifications
2.3.1.2.1. Alternative expectations
2.3.2. Supporting student mental health in the classroom
2.3.3. Promoting equitable instruction, opportunity, and assessment opportunities for all students
2.3.4. Providing additional accommodation or support to special education students who may need it
2.3.5. Positive reinforcement, encouragement and strengths-based approaches
2.3.5.1. reconceptualizing concerning behaviours was a very significant shift in perspective for me (Dr Ross Green on proactive collaborative solutions)
2.3.5.1.1. practicing how to implement plan B solutions
2.3.6. Intersectionality and compounding barriers some students may face
2.3.7. Meeting Many needs
2.3.7.1. Universal design for learning
2.3.7.2. Differentiating instruction and assessment to support a variety of students
2.3.7.3. modifying information and providing concentrated support to few students who need it
2.3.8. social model of disability
2.4. Trauma
2.4.1. Survival Brain
2.4.1.1. black and white thinking
2.4.1.2. identifies threats - flight or fight
2.4.1.3. sensitive
2.4.1.4. doesn't like ambiguity
2.4.1.4.1. need supports to conduct inquiry and critical thinking
2.4.2. Learning Brain
2.4.2.1. cultivate safety and ability to fail, make mistaktes
3. Lived Experiences
3.1. High achieving student, identified as gifted, but mental health issues from childhood
3.1.1. giftedness impacted by socioeconomic and cultural background
3.2. Developed test anxiety and generalized anxiety throughout high school
3.2.1. needed support: survival brain
3.3. Provided remedial literacy tutoring to a grade 9 student on the autism spectrum as well as ADHD
3.3.1. provide positive reinforcement
3.3.2. tailor to students interests
3.3.3. highlight students strengths
3.4. Family history of depression and anxiety, mother has bipolar disorder. I can emphasize with the burden students with mental health issues and student who are caretakers of people with mental illnesses face.
3.4.1. Created a kind classroom and learning atmosphere in order to support student mental health. Incorporated breaks, flexible assessment practices, low-stakes assessment, and mindfulness activities.
3.4.2. provide accomodations and flexible deadlines to students as they need it