***This is not an official website for Fircrest Elementary***
This is a student-run website for a Portland State University senior project.
This is a student-run website for a Portland State University senior project.
Why I chose this work:
I work with these students because I believe in supporting kids with their needs. I understand that for a lot of kids it is crucial to have consistency with the adults in their lives because they may not have that at home. I also understand that some students will require more support than others. I think one way that we can help students be more successful in schools is by listening to what they need from us. I believe - as a future teacher - that it is my job to seek out what my students need from me in order to be successful. We should want our students to be successful and we should be supporting them in any way we can in order to make that happen.
I work with Fircrest because they use mindfulness and restorative practices in their school. The students are taught how to be mindful of themselves and of their peers. They practice breathing methods and quiet meditation, as well as community circles. The community circles are also very important to the restorative practices, because the main idea of restorative practices is that you repair any harm that is done to the community through someone's misbehavior. But in order to do that, you have to have a healthy community to restore back to. That's why building a strong community through different kinds of circles is the first step to restorative practices. Everyday the classrooms at Fircrest have community circle time.
What I do:
I volunteer in two different lower-level classrooms working with students who are considered to have behavioral issues. I am in the classrooms to support these students.
How I do it:
I support students by first connecting with them. I tell them who I am, and then I ask them about themselves and about their school work. After I make this initial connection, I sit with them while they work on their school work, or if they move a lot/talk a lot in group settings I will sit with them and give reminders of how to listen and be respectful. Ways that I do this is by putting my hands to my ears and whispering "listen", or by saying " I can't hear, can you please help me listen". If students become so wiggly that they are disrupting the classroom then I will take a break with them by walking around and talking for a few minutes. This helps students who need more movement, to be able to move and then refocus on the classroom. Usually I will tell them before we walk that if we take a break then we have to have an agreement. The agreement is that we will take a walk and then when we return to class they need to listen, follow directions, and be respectful to the teacher. I have the student repeat back to me what they will need to do once we get back to the classroom. Students usually respond well to having an agreement and will refocus well once we are back in the classroom. While on the walk I let them talk about whatever they want. Sometimes I will get the talking started by asking how their day or weekend was, and then from there they usually take off. We will also stop right in front of the classroom on our way back and re-discuss what our agreement was. The idea is to slowly no longer need the walks, and for students to be able to learn skills on how to self-calm, or self-regulate.
*The video below titled "Just Breathe" comes from the Mindful Schools website at this address: www.mindfulschools.org/
I work with these students because I believe in supporting kids with their needs. I understand that for a lot of kids it is crucial to have consistency with the adults in their lives because they may not have that at home. I also understand that some students will require more support than others. I think one way that we can help students be more successful in schools is by listening to what they need from us. I believe - as a future teacher - that it is my job to seek out what my students need from me in order to be successful. We should want our students to be successful and we should be supporting them in any way we can in order to make that happen.
I work with Fircrest because they use mindfulness and restorative practices in their school. The students are taught how to be mindful of themselves and of their peers. They practice breathing methods and quiet meditation, as well as community circles. The community circles are also very important to the restorative practices, because the main idea of restorative practices is that you repair any harm that is done to the community through someone's misbehavior. But in order to do that, you have to have a healthy community to restore back to. That's why building a strong community through different kinds of circles is the first step to restorative practices. Everyday the classrooms at Fircrest have community circle time.
What I do:
I volunteer in two different lower-level classrooms working with students who are considered to have behavioral issues. I am in the classrooms to support these students.
How I do it:
I support students by first connecting with them. I tell them who I am, and then I ask them about themselves and about their school work. After I make this initial connection, I sit with them while they work on their school work, or if they move a lot/talk a lot in group settings I will sit with them and give reminders of how to listen and be respectful. Ways that I do this is by putting my hands to my ears and whispering "listen", or by saying " I can't hear, can you please help me listen". If students become so wiggly that they are disrupting the classroom then I will take a break with them by walking around and talking for a few minutes. This helps students who need more movement, to be able to move and then refocus on the classroom. Usually I will tell them before we walk that if we take a break then we have to have an agreement. The agreement is that we will take a walk and then when we return to class they need to listen, follow directions, and be respectful to the teacher. I have the student repeat back to me what they will need to do once we get back to the classroom. Students usually respond well to having an agreement and will refocus well once we are back in the classroom. While on the walk I let them talk about whatever they want. Sometimes I will get the talking started by asking how their day or weekend was, and then from there they usually take off. We will also stop right in front of the classroom on our way back and re-discuss what our agreement was. The idea is to slowly no longer need the walks, and for students to be able to learn skills on how to self-calm, or self-regulate.
*The video below titled "Just Breathe" comes from the Mindful Schools website at this address: www.mindfulschools.org/
Reflection:
I feel that I have impacted Fircrest in a few ways, but the first - and most important- is the positive relationships I've built with the students I've been working with. I have had the wonderful opportunity to work one-on-one with two different students (one from each classroom) and I have helped them both by being a source of support and encouragement. I am able to spend that extra time that they need in order to be successful. I have become a consistent adult in their academic life who is there every week when I say I'll be. I think that alone has a huge impact on these students. I have also been able to help them start to spend a little more time in class and on task, rather then needing to be taking multiple breaks, or going to a buddy classroom. This of course is what we aim for, because we want students in class as much as they can be. I believe my time at Fircrest has also really had an impact on the two teachers whose rooms I am in, because I am able to help the students that they don't always have extra time for. The students that I work with need extra support and their teachers know that, but they can't always fully support them, because they have 19 other students to help, too. That is how my work has been helpful to these teachers. I am also another adult in the room who can help any student. My focus is of course on my two specific students, but I am often able to help other students, too. This is helpful to the teachers, because they can't always go to every individual student. I have also done a lot of small work for the teachers like helping them make copies, getting supplies ready, cutting/folding papers, putting homework in boxes, etc... I am at the school an hour before school starts everyday so that I can help the teachers with anything they need. I think that these two aspects -helping students and teachers- have a great impact on the school itself, because I am one more person who is working hard to make the school a better place by supporting the students and teachers. The wonderful thing for me about this experience is that it isn't over. I am continuing my volunteering at Fircrest through the entire school year, and I have built such wonderful relationships that the principal wants me to student teach (and one day actually teach) at the school. My journey at Fircrest has only just begun. |
University Studies Goals:
Social Responsibility: I have learned how impactful one person can be in the lives of students and how that impact directly affects the school and community. Diversity, Equity, and Social Justice: My own focus is always on being welcoming to all. The school's job is to do that as well. I am a strong advocate for equity, which is why I have chosen to work with students who need extra support in order to be successful. I don't want those students who need support to be left behind in schools. Effective Communication: I have learned how to effectively communicate with students and teachers. I have learned that communicating with students is just as complex as communicating with adults. You have to put the time and energy into being a good listener and you need to enter every conversation with an open and empathetic mind. Critical Thinking: I feel like all I do is think when I am in the classroom working with these wonderful students! I am constantly thinking about how to be more effective and how to reach students in even more positive and impactful ways. |