Implementing movement genuinely. Suzanne Clayton led us through a yoga routine and discussed the impact of incorporating movement into the classroom. I was intrigued to consider what this could look like for our older students, and we were encouraged to brainstorm how to incorporate movement in our content area specifically (in science education, we came up with a chemical bonding yoga session and a volume experiment on how much your lungs can inflate). It led me to consider how important normalizing breath work and self-regulation can be at all levels- especially in a controlled and constructive environment. Suzanne mentioned the importance of practicing what you preach, so to speak, and this comment in particular really led me into thinking about how important that is in all aspects of teaching. Students can feel the enthusiasm you bring to the table, and they are so likely to reflect the way you feel in the classroom (about both them and the content you're teaching)!

All kids deserve the right to play. At the Marbles Museum in Downtown Raleigh, we discussed how to incorporate more play into classroom learning. We had the opportunity to put ourselves in the shoes of a student and determine what kind of learning can be accomplished in an informal learning environment. It reaffirmed to me how important inquiry is at every level of learning, and how much more fun learning can be when we allow space for play and community in the classroom. This experience also drove me to consider the implications certain educational experiences can have on student misconceptions, and can impact how a student perceives a scientific concept or phenomenon for a lifetime. 

Balancing autonomy with classroom civilty. I had the opportunity to engage in a discussion on hot educational topics involving the rights of parents, students, and teachers, and finding the harmony in the balance of autonomy in the classroom. My peers and I engaged in conversations on the implications and history of private school vouchers and phone usage in the classroom. Part of me was surprised that everyone in attendance had concluded that the new private school voucher legislation was harmful to the public school system. I also learned a lot within the discussions we had about private schools- before that night, I had not fully realized the lack of federal or state standards/expecations private schools are held to. 

Support systems impact the impact of trauma. Dr. William Hitt discussed what trauma is, how to create an environment and culture of safety in your classroom. We talked extensively about creating a culture of care without singling folks out or knowing specific details. It led me to consider the importance of making assumptions about students mental health in the capacity of providing more accommodations to all students as long as said accommodations don't harm anyone, promoting unconditional acceptance in your classroom space. 

Accessible language is important. Dr. MariaRosa Rangel dove into the difference between involvement vs engagement between teachers, their classroom, students, and parents. It brought up a lot of consideration towards equitable engagement with diverse families, ensuring culturally responsive interactions in the classroom. We discussed how impactful it can be to know your students and for them to know you, too- what you value and identify with to create the foundations of a relationship.