Each time I ask educators what emotion is most present, the most common answers are "overwhelmed" and "anxious". I then think of Parker Palmer's words - "We teach who we are" and know that now more than ever, we must build into our schedule the habit of mindfulness and self-care. Our ability to maintain steady ground, presence, and calm in the face of uncertainty will have significant impact on our students and be a strong factor in keeping burnout at bay for ourselves. This weekly offering will focus on creating space for sharing together, building community and engaging in mindfulness practices that will sometimes be guided and sometimes be simple moments of silence and then dialogue.

See other dates and registration links in MyLearningPlan

Registration for September 30th.

From the SEL Signature Practices Playbook, "Dr. Richard Davidson, a neuro-scientist at the University of Wisconsin, speaks about "every behavioral intervention being a biological intervention.” A student's repeated experiences in school can be a powerful influence for the rewiring of the neural pathways necessary for habits to be built and sustained. Having routines and rituals in our classrooms and school communities is beneficial for every child, and absolutely essential for some." Three main categories of practices, when implemented consistently, can create the necessary conditions for growth and learning with all Five SEL Competencies. This is foundational to culturally responsive teaching and collaboration. In this session we will explore:

• WELCOMING ROUTINES & RITUALS
• ENGAGING PEDAGOGY
• OPTIMISTIC CLOSURE

Register here in MLP

Culturally relevant teaching combines knowledge of the influence of the socio-cultural context in education, mindful reflection on your own and other cultures, and a commitment to teaching for social justice. It is important for educators to use curriculum and teaching strategies that reflect the needs and interests of all children and to present world as truthfully and completely as they can. It is also essential that educators understand how the socio-cultural context of the school and the learners mediate learning and teaching.

Through this series, participants will:

• Deepen self-understanding of one's own cultural autobiography and how that has shaped one's teaching practice.
• Explain how social structures of race, class, gender, (dis)ability, and sexuality work to create relations that privilege some and deny opportunity to others.
• Develop mindfulness practices that promote self-reflection, awareness and social emotional learning.
• Describe culturally relevant teaching in terms of teacher characteristics, teaching strategies, and assumptions about teaching, learning, and knowing.
• Develop curriculum and teaching strategies that challenge unjust social structures and allow all children to learn and grow into citizens who will be actively involved in this democracy

Register for this 3 part series taking place on 10/6th, 13th & 20th.