By empowering our students to lead and serve lead for change is changing lives, transforming communities and improving our world. Learn more, check out the research and access free leadership curriculum now at leadforchange.org. On behalf of the American Federation of Teachers, I would like to welcome everyone to today's webinar on prioritizing social emotional support for English Language learners, school staff and families. My name is to sell land and I'm the director of educational rights and social justice initiatives and policy for the FT and that would be your moderator. Before we begin, I'd like to thank today's virtual conference sponsor lead for a change which is celebrating its 10th year. Leave for changes of free leadership curriculum for grades six through 12 with a community service framework that is easily integrated into any class, club or setting. Leave for changes the nation's fastest growing, privately funded student leadership program with more than 15,000 educators in nearly two million students. Give your class clabber school a chance to win up to $10,000 in the lead for change challenge. You can learn more about leap for change by clicking on their logo on the right side of your screen. We truly appreciate your support. Now. Let's watch a short video on how our webinars work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly, director of the American Federation of Teachers Chairman lesson. Before we begin with over a few housekeeping items. For those of you who joined in so many times before you know that we make about whether it's as a gauge as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you're joining us today and interesting about this particular topic. 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Now let's turn it back over to moderator who put a sample question for you to try. The poll question is located in directly in the slides. You can answer your question. And then he gets a minute. From all of us share my lesson. Thank you for joining us today. Enjoy weather. And here is your practice poll question. So if you have to give up one food for a year, what would you give up? Would you give up ice cream? Would you give us? We? Would you give us chip pizza or tacos? So please mark your choice. And. This is just so that you get a little practice on how our Poles work on these webinars. So click on your answer. And I see more people are filling out the practice survey. This is a practice survey. This is not part of the presentation yet. Television practice and we have. I'm waiting for a few more of you to indicate your choice. So that we can show the results. And make sure you hit the submit button. And we have a critical mass of people who have answered this survey. So let's see. Our result. And. Al let's see the result. And most of you would. It's a close tie. But now most of you would give up tacos for all year, all right? Well, thank you very much for that. Now. It's my absolute pleasure to introduce our presenters. We have maybe a brief steps with carnitine Colorado. We also have students, Stanley with Dearborn Public Schools and Amanda Toko also with Dearborn Public Schools. You can read their BIOS on the right side of your screen, so thank you so much for joining us today and welcome. So go ahead Lydia even and Amanda. Thank you. Good afternoon everyone. Thank you so much for joining us. We are really honored to be here and it is an honor to present with Sue and Amanda and we have been partnering with the Salina Elementary School in Dearborn, MI over the last few years, which started before the pandemic. But we have continued that partnership through the pandemic and we feel very, very fortunate. So we too are going to start with a poll question. And the first question that we are going to ask is. What are you hoping to get out of today's session and your answers? Options are ideas for including DLLS more effectively in SCL. Ideas for communicating with multilingual families. About SL. Examples of what other schools are doing and inspiration validation and affirmation. I'm sorry I didn't put in all of the above because I know some people are probably looking for all of those things, but we just wanted to see if one of these resonated. Anymore than another, so take your time to to fill that out. Alright, and so it looks like we have people interested in all of these ideas, and that's good because they are all included in our session. But I know that I'm sure that concrete ideas and strategies are part of what you are looking for as well. So thank you for giving us some. Some feedback about that. I will just briefly tell you our plan for this afternoon is that I'm going to talk very briefly about our partnership with Selena and how we came to this. And then you're going to hear from them on our key topics of communication culture. Com Corner collaboration and community with com corner in the calm classroom. I should say if we have time, we'll show you a little bit of our film that we worked on, but it is also linked to from the resource page. In your console. So if we don't have a chance to do that, you can always go back and take a look. So as Gisele mentioned, I'm the director of color in Colorado. We are the nation's leading site, serving families and educators of English learners. We reach more than 3,000,000 unique visitors annually and we're a public media project based at PBS station in Washington DC. We have a long partnership with a FT and which is our founding partner and goes back all the way to 2004. So we have worked together for a long time, but one of our flagship. Projects has been our collaboration in Dearborn, MI with the Salina Elementary School, which is right across the street from Salina Intermediate so it's kind of a K-8 campus serving a number of families who come from a lot of places, but many of them come from the country of Yemen. And as you will hear from Sue and Amanda, the level of trauma, displacement, family separation, all of these issues were impacting the community even before the pandemic began. So they have a lot of experience dealing with these. Very, very tough issues. We've created documentary about their social, emotional support, all done before COVID and it won a few awards. We were very happy to say and we had a chance to screen it in the community. Which was very exciting and it is a 20 minute film. There's also a four minute preview if that is something of interest on the website. So that's what brought us all together. And then we stayed in touch during COVID. And Sue was so generous and her staff too. With telling us all about what they were doing to support families and students and staff and so those resources are also linked on the resource page that I've put in the in the console. So I do want you to see a little bit of the school and I'm going to share a very brief video next, and then we'll turn it over to Sue. My name is Nury Ahmed. I am the child Accounting Secretary here at Salina Elementary School and I am one of the first persons families meet here as they come to register in our building. Somehow they are told, go to Salina and you'll see Miss Nutria there. So they walk in and they look for miss new idea and you know we lock eyes and I welcome them in the process. Starts there, OK, if you get a chance maybe after school you can come in and see it as well. Alright have a super duper day honey to be the first face that they see. I can immediately see some relief on their faces. They don't know me, but I I look like them and I literally I am. I'm I was born and raised here in the USA, but I am from Yemen. My parents are originally from Yemen. With the father. Will Steam Expo shukran? So they feel like they're in a place that they belong versus yet another strange place. Norias so easy to talk to. She is that welcoming presence. They they come here. This is their first entrance in they came here for an education and she is the face that they see and she's so welcoming. She helps them navigate everything. The paperwork, all of these things that just must be overwhelming for someone coming into this country. And she does it. She takes their hand and she guides them. People do overcome. When they are given the tools they need. And honestly told that they can do anything. These kids aim high. Teachers expect a lot out of the children. Our principal shares her her knowledge with the staff and with the students. Everyone here is supportive of each other. These kids do blossom and then just bloom and just over the top. It's great, they can do it. Welcome everyone, I'm sorry. This is now at Sioux turn. Thank you. OK. And so you got to see the wonderful Nuria who is still working at work behind me in another office. And as you can guess I don't look like Maria doesn't and I don't look like this community and I, you know, Nuria said something that was really really powerful and important. It was about lacking eyes and I remember I'm going to tell you a little bit about my history. I've been at this building for 10 years. And when I first came here, I had absolutely no experience working with El Student. And so I kept thinking how am I going to navigate it? I was inexperienced principle that had worked for many many years, and what I do know is no matter what your language, no matter what, our eyes do speak instead of our hearts. And so I walked into this beautiful community, thinking I was going to do the same thing that I have done in other. As well in other schools and that is get out into the commune. So let me tell you a little bit about this so you can have a visual of where Selena is, because it's really important to understand this. Salina has a really rich history and if you're from Michigan you would know we can do the mitten in our hand and we are really close to Detroit and the factories. So for the past 100 years we've had immigrants coming over and they've come to this area to work at the Rouge fact. So we are landlocked by the Rouge factory, so we've got this little slice of Dearborn. And then we've got all these factories. So people come in here. Don't leave the area. So there are shops. There are not restaurants as much. There are more now, but they've got their shops and their doctors offices so they don't really need to leave the area, which poses challenges, which I'll explain in a few minutes. But over the years we have had Italian immigrants. We've had Lebanese for a long time and now we have Yemeni immigrants. And as you may be aware, there's a war going on in Yemen, and there really is a humanitarian crisis over there on there's hunger. There's war. It is not uncommon for our children to be here that have suffered the stresses of hearing bombs, and I'm having and losing relatives. And what is going on over there right now? We have about 98% Elz in our building. And. The other thing that is really important too is when Libya talked about displacement. I learned a lot about how immigration works. Oftentimes that you can't come together as a family that the dad and they will put the papers together. For four, it takes years sometimes, and then the children, so the children will come over first. And when you get the OK to send a child, parents are going to do that even if they have to be separated. And then they will send them over to live. With grandparents or aunts and uncles that are here. So a lot of our families do what we call the doubling up too, so they live within a House that is rich with a lot of relatives. But you know nobody takes the place of your mom and so we do have children that don't have their don't have their moms here. And thank goodness for WhatsApp and FaceTime and they can see their their parents that way. But all of these things play an important part on the education and what we can do with our kids. So Can you imagine coming over from war torn Yemen and then you come into this big beautiful school that's got lots of colors and all of these things here, and it's really overwhelming. So everybody in this school needs to understand that. And we need to go really, really slow with them. And what we say is the first thing that we have to do is build that trust. Prior to the pandemic I would offer I would call it bedtime stories with Mrs Stanley and we would just put it out to the Community. Can I come over and just read a book and then we would leave a book that really was the best way. It was the easiest way. It is the most enjoyable way and it was my most beneficial way to start building that trust in the community because we all know that that trust happens when they have a positive relationship with their school. And the backyard conversations that go on that you can't control and you don't know what's going on. If that's why it's important to be out in the community and to be authentic and to share those experiences. This is a picture of our beautiful staff and we're fortunate enough to have teachers that do speak Arabic. But every teacher here has their ESL endorsement, so Lydia, if you would go to the next slide, I'll talk a little bit about what some of our communication is. I am very fortunate to have. Apparent liaison and So what? Our parent liaison does, and I fund that through title funds is she speaks Arabic. And she reaches out and really, we cohost parent meetings, which we do about every other week. Here when we have parent meetings, we have a lot of Mamas that show up. The other thing that seems obvious, but it's so important is to be cognizant of when these parent meetings should occur for us after school doesn't work because moms are home making. Dinner and the other thing that we have to be understanding is is that sometimes the women don't feel comfortable being with all of the men as well, and so for me, listening. Was really important and also I have learned through experience to that. It's really important when you have parent meetings that you make the meetings so that there's that two way communication and that I'm listening as much as I am talking. Because if I sound like the expert in the room, it certainly isn't going to show any kind of partnership or help with the communication. So we do have we're very fortunate we do communities in schools and we have a food bank that comes because our parents really do deal with poverty. And we look and see what are those needs that our families have that we can take care of. And then after during the pandemic I'll talk just for a minute about some of the things that we had to change with. That is, how can we? How could we reach out to the families? So interesting, I'm going out and I would do home visits, but just on the porch. And I would come out and just make sure everybody is fine. Picture one room where you maybe had six kids on computer sitting on the floor and a Mama. God bless him trying to help. We just did calls to check in to just see how are things doing and it really just goes down to. We're here for you, and whatever you need we will provide then this year we made a very, very conscious effort, very conscious effort that when schools started, it all had to be about building community consciously, consciously building community, a lot of things you take for granted that you think, Oh yeah, we do this every year with the kids. We write about this, but we took a step back. And I told our staff that while. Academics is really, really it's important. It's important, but nothing is more important than building that that safety with children and with the staff as well, because in reality we've all gone through something these last couple of years. So the emotional supports that Amanda is going to talk about are things that we've had in place. We had a lot in place prior to the pandemic, but like I said, this is in the forefront of our brain about what we can do to help. I'll say one more thing before I turn it over to her. It was really important at the beginning of the year that we had parent meetings where we gave parents time to talk and to share with each other because not only were the children isolated for a year and a half or two years, so were the parents and the moms needed time to just sit and talk and share and share their anxieties and so me being able to listen to what the needs were, we were then able to plan parent meetings that could go on after that. So with that I'm going to turn it over to this wonderful first grade teacher Amanda Taco. Thank you so much Sue. Hello everyone, thank you for being here today. I hope you're learning at least one thing to take back to your class. And after today's session, so I wanted to talk about prioritizing SCL social emotional learning with students, families and staff, and different ways that comp Lish that. So as we know as a teacher, it's so important to be an open listener when speaking to parents in order to meet the students. Needs. Remember when we speak with families, we use words to show that we are a team. We are there for their child, our child. So we use words such as we and our instead of you or your child. We do not want to create that barrier between us. We are a team and I like to make that very clear and we all do it Salina, you know? So it's important to create a trust between you as a teacher and your parents and just really be shoulder to shoulder with each other. So one of the ways to create relationships with families is by having our Friday parent meetings, just like ESU was talking about. So every other Friday we have these meetings that discuss various topics that help educate our appearance on these topics. For example, not too long ago we had a topic on mental health awareness and many people struggle with mental health. We don't even know. It's sad to say, but we don't know what goes on behind closed doors and who's really struggling. So, and often it's overlooked. So shedding light on the topic and educating our parents to show them ways to support others to get help them and to get help themselves is very important. And we always have a really great turn out at these parent meetings, which is very nice. Another way to build relationships with parents is through programs, and you can see on the slide it says fitness and cooking four week series. For women. This is so awesome because a lot of these moms just like Sue said they're cooped up at home. There's no one to really talk to sometimes, so getting on, even if it's over, zoom getting on there and communicating with these parents and just having time to just take a break is really important. We also offer different programs like to even learn English ESL classes and that is so important. Because our children go home, you know, with homework or reading band and we want the parents to be able to help them and also it just creates. It creates more. It helps them with communication as well at home so. Yes, in the next slide please. Thank you, my favorite slide, so I'm going to talk about different ways of how you can implement SCL into the classroom. I'm going to start first with Comcast. So compassion is a program that has different types of breathing exercises that students and I do. I want to basically paint a picture. So imagine a classroom full of students with their heads down and we're going to start a meditation. A deep breathing exercise. There are so many in this calm classroom kit. Me and my students. We like. We always do this one. It's called deep breathing. We put our heads down and we listen to this meditation or as a teacher. If you wanted to read it calmly to your student, you can do that. However, I like to meditate as well with my students and show them that I need a break as well, just like they would need a break. So I like to play it on the computer and we just put our heads down and we just take a second to breathe and do these deep breathing exercises. And you're probably wondering. Well, when do you do this? So I like to do it a minimum of three times a day. Maybe in the morning after art or after a special? You know, because that transition time coming back to the classroom is really important to just get the students there, 'cause they might be rowdy or whatever. Maybe get back, sit down. Let's do a Comcast and let's calm down. Another time is obviously after lunch right before read aloud. Very important on my students know the routine to get back to class heads down palm classroom and then another time that you can do it is after indoor or outdoor recess. Yeah, it's really up to you. As a teacher. You know whenever you feel like your students need a break, just put on that Comcast. So I highly recommend that you look into that if you're not already familiar with it. Also Carl Corner so calm Corner is a school wide initiative where all teachers were able to get a tent of their choice and put it into their classroom so it could either be like a skinny canopy or it can be a big time up to you. I personally chose a skinny canopy because I like how it looks concise, but it's still very effective and basically it's just a canopy and a seating area with a basket and I have this basket over here. Full of fidgets with a spring be that they plan on pool on a stress ball. There's some yoga pose, pose exercises a kaleidoscope, and then this lovely book over here. I know what to do when I'm feeling happy, grumpy, confused, shy, and it has so many different feelings on there. As you can see. One time I had one of my students come back from special and you know, when they're specialists teachers we don't know what's going on in there. So when they come back, they might say this happened that happened. So this one student come back and he's kind of frustrated and I said, do you want to talk about it? He said no, he wanted to sit in the calm corner so no problem. He went to sit in the calm corner. He brought out this book. He went so frustrated. Yep, that's frustrated. And then on the back it says what he can do. I can take a break, I can talk to an adult. I can write about it. There's so many of what they can do. And so he sat there and he pulled up this book. And then he did all these cool fidgets. And after just five minutes, all it took was five minutes. These little Cam ready to talk and I said OK, come here we talked and everything was fine after that. So really having a calm corner in your classroom is so beneficial and my students love it. So I highly recommend that. Also that I wanted to talk about was we implement S lineup and SCL lesson once a week where we dig deeper into SCL. And you don't always need, you know, a curriculum for that or a program you can find so many resources on Google and CL is even as simple as reading your students at the door in the morning, giving them a hug or a you know, a nudge, whatever they want or a little dance. Or having a morning meeting and just talking about how they're feeling. So it's really important to connect with your students because there is no instruction. If you don't build that relationship and trust with them. So it's very important that you do. Also. There are districts we have a lot of professional development that's targeted towards SCL, so we're able to learn and grow as educators. In addition to that, I just want to mention that not only do students. Need a CL? Need that support but also staff you know every day we come to work for at least 8 hours and we're around our coworkers. And it's really important to be responsive to each other. Check in on each other or all going through something every day behind closed doors and we come to work with a smile on our faces and no one knows what goes on behind the smile. So just checking in and being very responsive and it's so important. At the at the start of every staff meeting we have a 15 minute inclusion activity. Where we kind of talk about how we're feeling. Sorry, one second I just need a little water. They're good. At once. I always need my water so at the start of every staff meeting the 1st 15 minutes we kind of we have an occlusion activity and it's basically as something as simple as everyone pull out your phones and find a photo that makes you happy and smile. And then you can go and talk to someone. One of your coworkers about it and it opens conversation, right even about the picture or what's going on in your day. It just opens conversation and it's just nice to have someone to talk to after a long day with having kids in the classroom, right? Another activity that we did that really I think you guys will really love and I still have it in my classroom. I love it so much. So we were in a staff meeting. And we had this paper in front of us. And Mrs. Stanley our principal told us to write our name. Fancy honest. So we just wrote our names and then we stuck it onto our backs and we taped it just with paper like this. Then I'll show you in a second, let's take on our backs. And then she said, OK, I want everyone to have a marker and you're gonna go around. And you're going to write something about nice about that person. So some people wrote compassionate, nurturing, sweet, kind, amazing and then at the end. We took it off and we looked at it. And Oh my gosh, it just felt so nice to see all of the nice compliments that everyone that we all said about each other and then here it is. And we framed it. And these frames you can get from the dollar store. You know it's a very inexpensive activity that I really love, and all of us teachers we have that on our desks and it's just such a nice reminder of, you know, like. What we do really goes a long way. You know we might get caught up and feel like are we doing enough, you know? But we are 'cause look what everyone thinks about us. It's just so nice. So I really recommend if you haven't done this, you can and you can even do it with your students. I'm sure they would love that. So this is a teacher voice. Students have the option of drawing a picture of how they're feeling. Folding it up and then slipping it into my letterbox. I check a daily before leaving school and it is locked so no one else can open it except me. Students are aware of this and share their feelings. So in my classroom I have this red envelope that I got from just target was like $3 and my students anytime they want to write a note to me or something may be bothering them, they can slip a note in there that I check at the end towards the end of the day. That I could. And then I talked to them about it and they just really like it because it's very confidential between us and it's still building that relationship and I will write a note PAP or I'll talk to them and so they do. They they really like that? I also I also have in my classroom. It's and I am feeling chart. It's just a chart. This is a pocket chart. This is I am feeling and there's different feelings on there like Kathy OK, upset man and then at the bottom there's a bunch of clothespins which we all have in our classroom right? Super easy to make and then on those clothespins there. They have their student numbers only on one side and then I'll tell you why. When a students walk in in the morning, they grab their student number close. Let's say a student #5 comes in. They grab their number 5 clothespin and they put on how they're feeling. And let's say student #5 is feeling pretty mad. He puts it on mad, but he turns it around where his student number is not showing. This creates privacy because as we know, our students know their student, know their classmates numbers. So like more than I probably do, right? So so it's just a creep. Privacy is very nice and I'm able as a teacher to go over there when all of my students put their feelings down. And I'm able to check with me who's not feeling well today and go over there and I see he's not feeling well. Let me see why. Take over to him and I'm like and I ask him, you know why are you feeling this way? And usually it's as simple as I'm tired and I wish I got more sleep too. I fought with a sibling in the morning or whatever it may be, but it's just so good as a teacher to know that This is why he's feeling this way and has nothing to do with me as a teacher. And I'm just going to keep him on my radar and help him feel better. So it's very good to know. Uhm? Students are always clapping for their peers successes by themselves. And using positive words in our classroom. I have installed empathy and compassion in our classroom. Students also have respect for me as well as their peers because I've showed them that I have respect for them as well. Students are more eager to learn and listen. If you come into my question right now, any one of you, my students will clap for you like I'm not joking. When you walk in, if even if they don't know you, they will clap for you. It's the cutest thing and you know the beginning of the year. I always tell them if someone in the class is doing a great job, clap for them. If they finally learn that one sight word clap for them. Be there for each other and I really just tried to instill kindness into our classroom and my students are doing such an amazing job with that. So I'm very very thankful for that. Even Miss Stanley, when she walks in. Yes, they clap for her if everyone but I love it every minute. They seamlessly doing such a great job and I want true. Our principal is like our cheerleader. She is always there for us, for the teachers and staff and helping us get through the toughest times, especially during this pandemic. Mrs Sue Stanley, right over here really is our rock and she's the foundation of Salina and she's one of the biggest reasons why I love coming to work every day. She's an open ear for her doors always open. She puts family first. Our families if we have something going on she's always there to help us and it's so nice they have a leader like Mrs Stanley because you know she doesn't make us feel intimidated. You know if we get called down to the principal's office, I'm actually happy and excited to see her. So it's so important as a leader to have a leader like you, so thank you so much for all that you do. And I just wanted. Lastly, I wanted to touch base on. During that pandemic we struggled a lot right? Everyone did and we still are struggling and one of the things that we did was we did weekly checkins with our principle. Even though I feel like I checked in every day with you, she's so sweet. I love her and even with our PLC professional learning community, we checked in all the time. We really just slowed down. We stopped that. We slowed down. Also, again we have a lot going on in our everyday lives, so remember to check on that. Check in on that one staff member and see how they're doing and keep that communication going, because again, you never know what someone is going through. So yes, thank you so much. I'm ready. So the last thing that we have is just our Salina garden and our community partnerships and our Salina Garden has just been Absolutely Fabulous. We ate food we planted, we ate food over over the whole summer when we had our summer school. Those hands on experiences. And that's the other catch for our kids to is that it's that language barrier. There is smart as everybody else, and so we're always looking for ways. How can we overcome that language barrier? What can they do? What can they do where they're not going to need language as much or while they're learning? And we're really fortunate to have a lot of really good community partnerships, which helps when we are out in the Community and Central office is just absolutely a tremendous support from us as well. So when we talk about wrap around service and we talk about it takes a village to raise to raise kids, it really does, but I guess I'll just leave you with this as well, even if you feel like you are by yourself. You are by yourself and you don't have as much village start. Don't be afraid to start anything and go out into the community. Reach out to your parents. You know there's never going to be one parent that's going to say, oh Gee, that teacher talks to me too much. Or that principal talks to me too much. You know, we are so honored to be able to spend our days with these beautiful children and to be able to form those partnerships. It doesn't take money, it just takes care. So thank you. Thank you for listening. Thank you so much and I actually just have a very quick follow-up question for each of you. So could you just briefly talk a little bit more about the hands on what that looks like? There's a great article on our website about this where people could read more, but just kind of give a quick picture of what that means at Salina. We're a steam school, so it's science, technology, engineering and math, and so we are talking about creating things so children always have an opportunity to create and to build. We've got to maker space area for kids to be able to express themselves and art just really, really important. So we are always looking when we're creating lessons for how else can children demonstrate their knowledge? Because that's very important. Awesome, thank you and Amanda. One thing I noticed when I was going through the survey responses. There were a lot of references to visuals as a support for ALS with SCL materials feelings. Could you just speak a little bit more about how you see that as a scaffold? Yes, because you know a lot of our LL students. Some of them don't speak English. They came right fresh off the boat, right? So having those visuals just like the feelings chart that I said I actually have visuals on there connected to the word of the feeling. So visuals are so important when teaching else and they will really benefit from seeing that all around the classroom. It's marvelous, thank you so much. We are going to do one more poll question before we open it up to Q&A so that people can share their own questions, but I just want to thank both of you for all the thought and care that you put, and I will just also say that at Dearborn, one thing that really stands out is that the leadership comes all the way from the top, and doctor Glenn Mleko, who's the Superintendent he actually taught in Salina, is his first assignment teaching assignment many years ago he was teaching. At the time there were Iraqi. Refugees coming in a prior Gulf War a long time ago, but he knew that experience and he brought that to Salina and so he I think through with as well as a number of the other district leaders really believe in this work as well as making it culturally responsive. And I think that when you see leaders like Sue Stanley and Doctor Mleko, they are sort of putting, you know, putting the resources and putting the priority because they know that it makes a difference and that is tremendous. And it also speaks to the importance of having leaders who have worked with a lot of different, diverse student populations. So they can understand why that matters, so I'm going to put a poll question on the screen here and it is very simple. Will you be able to take any ideas back from this session to your setting? Yes no, not sure or not applicable. Alright, well that's pretty good Sue. In Amanda you should feel good about that. That's nearly 100% so Giselle. I'm going to turn it back to you for our questions, and then we will go from there and and finish up. So thank you soon, Amanda, for all of that great information. Thank you, thank you. Oh my goodness, thank you so much for all that great advice and just not just the presentation, but the dynamics that we see between you and Susan and Amanda is the kind of dynamics that you have with everyone at the school. And it's just something that we wish we could replicate all over the country. So with so. With that said, we have a few questions here. We have one question being great ideas. Thanks for sharing. Can you explain how the privacy is maintained on the feelings chart with the name on one side and the people number on the other side? Yeah, so my students do not look at any other any other students clothespins? And I know this because it's attached close to my desk and I'm always monitoring and they're very respectful and they would never go seal. Who's feeling Matt today? I don't think that's where their mind goal is there just like so excited. Just put their cool spin on the feeling start so I highly recommend that you try it out. And if you want it I can. I actually made it myself. I can email you at so maybe I can send it out as a resource. I think you guys are really like. Thank you Amanda. We have another question here saying we could do a better job making our social emotional learning initiative culturally responsive. Where should we start? Again, like I mentioned as CEO is as little as greeting your students at the door and or having a morning meeting and just sitting on the carpet and talking about how everyone is feeling. You know, start by even Googling some activities that you can do with your students. You know it's not, you don't have to spend so much money, it's just about connecting with your students, building relationships and showing them that you care so. You know, start small and then build up on bat. Students will really love that and you will too as a teacher. And you know, if I could just add one more thing to when we talk about for cultural responsiveness, we started an initiative. That's not our idea. It's been out there. It's been one of the best. It's called a classroom book a day, and so we really made sure that those books that we chose talked about, different cultures, different kids, and you know, you can always have a great conversation after you do a read aloud like that too. And then kids can also make those connections. Oh, do you remember in this book this is what happened. And the more we we do, those kinds of things for our children, the better. It helps them as well. They can see themselves in books because we made sure that we were picking books like that. And then also other children and other people in books as well. So if you aren't aware of the classroom book a day, that's really been one of our other great things that happened this year. Wonderful thank you for that response. We have one more question here. How can I convince my administrator that making our SCO efforts more inclusive to evels is worth it? So I think they're bringing up. Bringing that to your administrator how important SCL is and what you even learn from today and send and give and going back to administer and saying look, I feel like this this this would really benefit our students and again, just like I mentioned earlier, there's no instruction if there's no SCL social emotional learning, you could have the best instruction out there, but if you are not covering as CL and showing your students that you care about them and you and and creating that bond and that trust. Then they they won't be up here, you know. So you need to really make sure that you are showing them and telling them that you have confidence in them and showing them that you care about them. And then it's like flying colors so. Yeah. And oh, actually there is one more question. There was a question about where can we find? Com classroom program. I can answer that just Google Com classroom and it will be there and I will tell you that's another thing. It wasn't that expensive. One of the great things you know. You get a little box. It's got the chines and then it's got lessons in it. It really is not that expensive, so this is what I would do in that kind of goes along with how do you convince your administrator? Google that and and and go and meet with your administrator and saying you know I'm just really everything that we're reading, because really, you're administrators aware of how important is CL is they really are 'cause we all know about brain research and how important it is. You know, for kids to feel calm. We also know that nobody is learning if you're not in the right part of your brain and we need those executive executive functions working. And so I think if you go with all of that and then you look at the com classroom and say just. I want to try it out in my classroom. You know, we did this a couple of years ago and I you made it a choice. This is what we want to do. And then by this year everybody was doing it so and it's so nice too because with the con classroom we have a it comes with a sign that says outside of our classroom door we are doing com classroom and so everyone who's outside about to come in our classroom they know don't disturb yet. Wait a few minutes till after so present that to your administrator and your administrator I'm sure. Would love it and I'm sure all the other teachers would want to do that as well. And we should also mention that there are other programs as well, and there are other systems and you may just want to research kind of what some of the options are and there may be something that seems to work better for one setting or one age level. So there's a. There are a lot of lot more systematic ways than that I think has really been a growth area this last year in particular and and maybe there's a pilot if it seems like it's too big of a commitment for the school, maybe a few teachers can pilot something or. I think the goal is to get it out as much as possible. Whatever form it takes. And I just want to remind everyone to go to www.cholinecolado.org and Lydia. You can drop the URL again in the chat. That would be great. And if you have the URL, Libya for the video that we. The leader killed during this presentation directly linked to that would be great. Because there is a preview video on the website that really showcases the work that they're doing in Dearborn and you can see a little bit more of principal Susan Stanley on the video and her staff and the kids at the school. So I just want to thank you so much to all of our presenters and thank you to the audience for joining us. Now we have one more reminder. Before we close out and please be sure to download your certificates and enjoy the rest of your day today so we have one closing video. Thank you everybody. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. 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