Supporting Minds Ministry of Education Document and Our Classroom Learning
Based on the Supporting Minds Ministry of Education document and our classroom learning, I will support student mental health and well-being in the following ways:
I will create a safe, non-judgemental, and supportive environment where students feel comfortable speaking with me and/or their peers. I understand that some students may not feel comfortable speaking up in front of others, so at minimum I would want them to feel comfortable speaking with me.
I would like to create an environment where students develop healthy relationships and experience positive interactions with their peers. While everyone will not see eye to eye at all times, I will try to teach and model conflict resolution strategies, problem-solving techniques, and healthy communication.
I would like to create a bias and judgement-free environment where everyone can communicate openly without fear of repercussion or negative opinions.
We never know exactly how others are feeling or what they are going through. We have to be respectful of others and their own emotional processes. I will encourage students to take breaks as needed and I will have regular check ins with my students so I can understand them and meet their needs as best as I can.
It is important to be aware of our surroundings and those within our surroundings at all times. For instance, in our kindergarten class, we schedule body and brain breaks. In addition, if a student is having difficulty, we will pause for a break where we pretend we have a balloon over our head that we are inflating so we can practice breathing and calming techniques.
I am a firm believer that toxic positivity exists. For instance, we see posts in social media constantly where people say things like “try harder”… “don’t give up”… and I feel that the constant “good vives only” approach to life and problems is actually emotionally draining and unrealistic. I feel there is a real obsession with positive thinking that does not actually benefit people because it forces people into a position where they can’t express their true feelings and instead pretend to be happy or positive. I don’t think we should ever hide our true feelings, and I will encourage my students to be honest, open, and self-aware.
Differentiation and Inclusion
I see differentiation and inclusion being part of my everyday practice in the following ways:
Students have a variety of needs. No two students are identical. It is important to tailor instruction, so every student has the opportunity to grasp concepts and reach their potential.
Some students may need specific accommodations while others may not need any. Accommodations can apply to how the material is presented, the physical environment, lighting, noise, etc. Accommodations must meet the needs of each learner and ensure equal access to opportunities for all learners.
I will try to implement routines and remain consistent, so students know what to expect.
It is not easy for students to know what accommodations they might require, and if they do know, it is not easy to ask. Sometimes students just don’t know where to begin. It is my responsibility as a teacher to support them in achieving their goals.