![]() ![]() Since then we've started a before-school orientation to help with issues like this-it's critical that we develop this orientation more to be more personal, responsive, and inclusive to welcome students and help us to know what these children and their families need. In these cases, families were unable to provide needed supports such start-of-school-materials, attendance at early school year events, and timely drop-offs or pick-ups which left students feeling humiliated from the start. ![]() I needed to be super sensitive to what might cause public humiliation and result in flight, fright, freeze, or fight mode. Read page 50: Implications for Supporting Dependent Learners and Building Intellectual Relationships Chapter Summary. ![]() Looking back, I understand that I needed to give them more time to let me know who they were, what they needed-time to settle in, form relationships, relay information, and build trust. As I think of a few children who felt unwelcome from day one in my classroom, I realize those children came to school with great socio-economic-emotional complexity. It is important to understand what students feel makes up a safe and welcoming environment, not just our own understanding of this. Cultural responsiveness is not a practice it’s what informs our prac-tice so we can make better teaching choices for eliciting, engaging, moti-vating, supporting, and expanding the intellectual capacity of ALL our students. We cannot downplay a student's need to feel safe and valued in the classroom and school community. ![]()
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