Mr. Ayers finally put into words what I’ve been waiting to read for several years concerning the “biases” of standardized tests. I was wrapped up in his examples of the “porch” and “projects” as I finally understood a real life example of what kids of different backgrounds see. Unfortunately it means that I myself will have to watch out for this as I am from ONE background with many stereotypes that I might fully understand…or not. We’ve read enough this quarter about tests and bias and the negative effects of both on the students that I feel much more comfortable in discussions about the subject of standardized testing. The 2 pages he spent talking about the test he (Ayers) had to take to become a teacher himself hit home because I am about to take the West E soon and I feel the same way about my upcoming “test”. It will work my mind to search for random facts and mindless simple math that truly anyone with an education should be able to solve. But does this prove they can be a good teacher? Heck no. It proves they know the answers to the questions asked on the test. One of his examples was to name the capital of a specific state. I person might know this if they have memorized all fifty states….OR if they grew up in that state. That question itself becomes inherently biased. Ayers is correct in that it leaves out several valuable qualities a teacher might posses (initiative, creativity, etc). He also likened it to the bar exam in the world of law. As I said earlier, anyone with an education can pass this test, but not anyone with an education can pass the bar. Meaning by even having the test it pushes the stereotype that teachers have no unique skill. A real shame. On top of that it will cost me $220 to take these tests, an amount that could take a class of 30 to the Ice Caves to learn about glaciers and erosion.
Proud moments!! I wrote about two issues the previous week occurring on my track team. The first being about a boy who lost all sense of being when he gaffed on his race and lost a medal because of it. This past weekend he had a chance to redeem himself and boy did he. He was so focused on the finish line that by the time he reached it he was 10 meters (.01 hectometers) in front of his nearest competitor. He needed that to get over his feelings from the previous week and he was back on track. Then I saw the two girls that were at the heart of the “medal mix-up” laughing and playing together as if nothing ever happened. I asked the girls who rightfully got 2nd place how she was feeling and she told me that it would have been nice to get the medal but she knows what she did and she is proud she accomplished the feat. Splendid!! To top it all off the entire team ended up winning the overall championship. Together they ran onto the track, unprovoked mind you, picked up the trophy and as a team, ran a victory lap. Every single on this team ran around the track…faster than I have ever seen them run ironically enough. It melted my heart and actually brought a small tear to my eye. The same way the movies “Rudy”, “Miracle”, and “Seabiscut” did. My kids understood what a team was. I had been talking about it all year and this victory lap provided me with a HUGE aha moment that these kids got what I was talking about. Splendid!! TO use the title of the other reading for the week, this moment created an environment for learning. They were engaged, they were in the moment, and they were doing their own thing. That lap will be something they will never forget. The feelings they were having were real, authentic, and true. The effect was a smile on each person’s face. This effect is what I hope to build on in the classroom. If you can achieve this moment with any one person or group, you have created the ideal environment for learning. These kids will do whatever they can to feel that way again, and I will show them how to do it next year…whether they win or not.
Wednesday, May 26, 2010
Tuesday, May 18, 2010
A New Hope
Quick follow up to my attempt at taking two hours a day to focus on School work…a work in progress. When a person has multiple things they are responsible for going on in their lives and the people around them are used to them filling their every need…it takes time to establish “me time”, but I was able to catch up on all of the readings for my classes as well as finish two papers that are due this upcoming week. So in the end the stress on my shoulders still feels like a 200 kg bag of sand, but I’ve learned how to manage it. Hopefully this week I can see where I can tear some holes in the bag and start letting the sand leak out. Hopefully.
On with my blog!! I am proud to announce that I have one reader that seems to keep coming back week after week, who leaves thought provoking questions for me that make me question my sanity, intelligence, and wardrobe. I feel like if I saw this person on the street and I was wearing a Holiday light themed tie, that they would stare at it for about three seconds and them not be able to come up with the words to describe what they saw….:)
Anyhoo…I finished the book “…Can’t Play…” and wanted to write my thoughts about taking this successful implementation of the rule into the future. Paley mentions it in the book that even she was curious how the proceeding class would deal with the rule as it will be just that…THE RULE. The class discussion and research will have already have been done, so much of the education, or even reasoning, behind the rule will be expressed to the kids. They will be expected to follow it based on the success of 30 or so individuals in the class before them. A lot of the result was from specific kids that had certain issues playing with others. If the kids didn’t ask the questions the way they did or change their play the way they did, would the happy result still materialize? What if the kids in the next kindergarten class were entirely different and the rule didn’t work at all? Well, to help answer the later I think it is brilliant that this rule is one of discussion, not one of punishment. If it wasn’t working the teacher should facilitate a discussion as to why it wasn’t working and what could be done to get it back on track. I will admit that is one of the things that weighs on me as I move forward into this career (class discussions). The way Paley controlled the conversations when they happened with profound questions to some of the kids claims. She was fantastic at stepping back and helping the kids understand the main point of the discussion. She would reword what the child said to help them understand what they were saying, heck, what they were feeling. To me that was the real reason this rule worked. The “popular” kids began to feel what rejection felt like and the other kids began to feel what being included feels like.
For me, this is one of the reasons I want to become a teacher. I want to help kids avoid the same pit falls I ran into as well as help kids take advantage of opportunities I wasn’t aware of at that age. I’m concerned that when a moment of learning comes up I will not be ready to say the right thing to help shape the discussion for the class (or student). Two examples I just ran into this week with kids on the track team I coach. One kid was winning his 100 meter dash championship race when he stopped running at the 90 meter mark believing it was the finish line. Three people passed him at the last second and his mistake cost him a medal in the race he’d been preparing for two months. He came back to the stands and had the most horrified, dejected look I have ever seen. I had to say something and a bunch of jumbled, unstructured words came out of my mouth. I wanted to say “keep your head up kid. You just experienced the one event you will talk about the rest of your life. It will motivate you, provide you with inspiration, and in the end give you so many friends who will relate to this story as you grow up”. But I didn’t say it, I said “I’ve always wanted to make it a 10 hectometer race, that way no one would know where the finish line is”. He totally missed the sarcasm, and I totally missed my chance to make a difference. The other is a tough example where the volunteer running a field event mistakenly told a girl who came in 5th that she received the 2nd place silver medal. The girl who knew she had earned 2nd place was too shy to let the volunteer know that they had made a mistake. The mother of the shy girls comes to me, explains the situation and asks if I could talk to the 5th place girl and get the medal back. NO I say in my mind!! The girl who came in 5th doesn’t know she came in 5th, she thinks she came in 2nd. I’m not going to be the one to smash that dream…because I know how it will make her feel. But is that right? What is the right thing to do here? To me the girl who came in 5th just got the endorphin shot of a lifetime, and all of a sudden believes she can who what she thought was impossible. Sure it wasn’t real, but it is powerful enough that the next time she does that field event she just might be able to do it for real.
Bottom line, I know these situations will be daily in my classroom and I will have to mediate what is fair and what is the “right” thing to do. I’m not comfortable with this yet as I am struggling to make this work in my own personal life. I trust that my kids will understand what I mean, but I’m not so sure about the parents. Knowing the parents involvement with the kids education is paramount to success in the classroom, I do not under any circumstance want to make a bad move in the decision making process. I’ll be more than happy to admit when I made a mistake, but I can’t imagine losing the trust of the parents because I did something I thought was right, and it ended up hurting another student (and their family).
If my one reader comes back this week, I hope they might have some insight as to how to think about this subject. After all, I’m pretty sure my reader is a professor somewhere. The way she writes I think it is someplace warm, with turquoise water and palm trees…and it seems like she is constantly sipping a cup of orange juice.
Cheerio.
On with my blog!! I am proud to announce that I have one reader that seems to keep coming back week after week, who leaves thought provoking questions for me that make me question my sanity, intelligence, and wardrobe. I feel like if I saw this person on the street and I was wearing a Holiday light themed tie, that they would stare at it for about three seconds and them not be able to come up with the words to describe what they saw….:)
Anyhoo…I finished the book “…Can’t Play…” and wanted to write my thoughts about taking this successful implementation of the rule into the future. Paley mentions it in the book that even she was curious how the proceeding class would deal with the rule as it will be just that…THE RULE. The class discussion and research will have already have been done, so much of the education, or even reasoning, behind the rule will be expressed to the kids. They will be expected to follow it based on the success of 30 or so individuals in the class before them. A lot of the result was from specific kids that had certain issues playing with others. If the kids didn’t ask the questions the way they did or change their play the way they did, would the happy result still materialize? What if the kids in the next kindergarten class were entirely different and the rule didn’t work at all? Well, to help answer the later I think it is brilliant that this rule is one of discussion, not one of punishment. If it wasn’t working the teacher should facilitate a discussion as to why it wasn’t working and what could be done to get it back on track. I will admit that is one of the things that weighs on me as I move forward into this career (class discussions). The way Paley controlled the conversations when they happened with profound questions to some of the kids claims. She was fantastic at stepping back and helping the kids understand the main point of the discussion. She would reword what the child said to help them understand what they were saying, heck, what they were feeling. To me that was the real reason this rule worked. The “popular” kids began to feel what rejection felt like and the other kids began to feel what being included feels like.
For me, this is one of the reasons I want to become a teacher. I want to help kids avoid the same pit falls I ran into as well as help kids take advantage of opportunities I wasn’t aware of at that age. I’m concerned that when a moment of learning comes up I will not be ready to say the right thing to help shape the discussion for the class (or student). Two examples I just ran into this week with kids on the track team I coach. One kid was winning his 100 meter dash championship race when he stopped running at the 90 meter mark believing it was the finish line. Three people passed him at the last second and his mistake cost him a medal in the race he’d been preparing for two months. He came back to the stands and had the most horrified, dejected look I have ever seen. I had to say something and a bunch of jumbled, unstructured words came out of my mouth. I wanted to say “keep your head up kid. You just experienced the one event you will talk about the rest of your life. It will motivate you, provide you with inspiration, and in the end give you so many friends who will relate to this story as you grow up”. But I didn’t say it, I said “I’ve always wanted to make it a 10 hectometer race, that way no one would know where the finish line is”. He totally missed the sarcasm, and I totally missed my chance to make a difference. The other is a tough example where the volunteer running a field event mistakenly told a girl who came in 5th that she received the 2nd place silver medal. The girl who knew she had earned 2nd place was too shy to let the volunteer know that they had made a mistake. The mother of the shy girls comes to me, explains the situation and asks if I could talk to the 5th place girl and get the medal back. NO I say in my mind!! The girl who came in 5th doesn’t know she came in 5th, she thinks she came in 2nd. I’m not going to be the one to smash that dream…because I know how it will make her feel. But is that right? What is the right thing to do here? To me the girl who came in 5th just got the endorphin shot of a lifetime, and all of a sudden believes she can who what she thought was impossible. Sure it wasn’t real, but it is powerful enough that the next time she does that field event she just might be able to do it for real.
Bottom line, I know these situations will be daily in my classroom and I will have to mediate what is fair and what is the “right” thing to do. I’m not comfortable with this yet as I am struggling to make this work in my own personal life. I trust that my kids will understand what I mean, but I’m not so sure about the parents. Knowing the parents involvement with the kids education is paramount to success in the classroom, I do not under any circumstance want to make a bad move in the decision making process. I’ll be more than happy to admit when I made a mistake, but I can’t imagine losing the trust of the parents because I did something I thought was right, and it ended up hurting another student (and their family).
If my one reader comes back this week, I hope they might have some insight as to how to think about this subject. After all, I’m pretty sure my reader is a professor somewhere. The way she writes I think it is someplace warm, with turquoise water and palm trees…and it seems like she is constantly sipping a cup of orange juice.
Cheerio.
Wednesday, May 12, 2010
Beyond the point on no return
This was the first week where my personal life and my “new career” began to butt heads. I am choosing to write this in my blog because it is something I will have to grapple with many times over the next couple years as I am focusing on getting started in teaching. The issue is priorities! Reorganizing them, restructuring them, and rewriting them. I made the decision to become a teacher by myself and I am beginning to run into the problems that come with going back to school and what that does to a family unit. I think about how I will function in my classroom with the weight and stress of personal issues pulling from all angles…all calling for action now!! My entire life a huge priority was to make sure the people in my life were happy, even if making others happy put me in a position of not being happy. Now as I charge into the journey of following a dream of mine, it is putting people in my life in a non happy situation, and I am really feeling the pressure of this. I’ll be curious how it plays out over the next four weeks as the end of quarter projects add to the pile that is already growing on my shoulders. My plan…take two hours a day to devote entirely to school work. That to me is MY time and I need to make sure it is a priority. Check back with me next week and we’ll see where my shoulders stand.
On with my blog!! Oh Magpie!! I read this (Can’t Play) book at the beginning of the quarter and absolutely love the idea of simply making it a classroom no-no to tell someone they can’t play with you. Paley makes it clear that kids learn through playing and if the kids who feel they can control who plays the games get their way, in effect they are controlling who gets to learn. When I think about the situation in my classroom, I would love to become the reporter and ask the five basic questions of the “target” that was rejected: What game do you want to play? Why do you want to play it? How does it make you feel to be told you cannot play it? Who was it that informed you that you cannot play? Where are they playing the game?
Assuming I had the time to ask these question of the child, I would attempt to start a little game myself of “classroom reporter” and make it educational for them, as well as get to the heart of the emotions they are feeling. I would also want to ask the rejecter why they didn’t want so and so to play. As adults we know there is a lot more to the story and I would want it to come out for the kids to hear “well Jesse doesn’t know what he’s doing”, or “Jake smells”. This is information that could be used to come up with a compromise, or a correction of the truth. Actually, as I am writing this I am beginning to see how elementary my thoughts are on these subjects. There is so much more psychology to these interactions than I am aware…so let’s gets back to the book.
The teacher researched feedback on this idea for many months, even taking the rule to older students to get their feedback. She had seen the rejection going on for so long that she knew there had to be some way to curb the negative emotions. The older kids made it clear that the emotions got worse as they got older and the divide between those with social power vs. those who feel threatened in social situations only gets wider after it starts. So why not keep it from starting?
Social interaction is critical for people in this society. Learning in kindergarten how to say yes, no, thank you, no thank you, and how to stand up for yourself are all key experiences to have. If they start off negative, the child will quickly develop coping mechanisms to mask the hurt they are feeling, and they avoid similar situations in the future. I know I don’t want my kids seeing something they know they would love to do, but feel that it isn’t worth the pain of asking if they can do it. I would want to teach my classroom students how to express what it is they want. How, I don’t have the foggiest idea!!
Would I do feel comfortable with is the idea that I would have established themes about classroom community at the beginning of the school year, and that keeping someone from being involved in anything is not in line with that theme…therefore is not welcome in my classroom. Showing kids how to get across the feelings associated with the reaction is a start in the right direction. “Jesse, we would love to have you join us but we are concerned that you are unfamiliar with the game and we are close to finishing this round. How about if you watch us wrap it up and we can… (Come to a resolution)?” I know it sounds cheesy but it is expressing feelings in a positive way. If as a teacher I am able to do this effectively with my students, I would expect them to work at it as well.
Finally I want to mention this poem project that I have been working on for the past two days. I am so curious how the rest of the class is going to open up to the group. I want to share some funny things about my life as well as mention a couple items from my past that I think others can relate, but I know people might want to open up a LOT more and I wonder if the class is ready for that. If someone mentions they were at the end of their rope and wanted to end it all but then they were accepted to the UW Bothell teaching program…are we ready to support that person the way they need it? I have been through that before and it turned out great, but it changed the way people interacted with the person. Anyway, I’m hoping the class likes my little ditty, I know my 4 year old did (even though I didn’t even mention her).
Cheerio.
On with my blog!! Oh Magpie!! I read this (Can’t Play) book at the beginning of the quarter and absolutely love the idea of simply making it a classroom no-no to tell someone they can’t play with you. Paley makes it clear that kids learn through playing and if the kids who feel they can control who plays the games get their way, in effect they are controlling who gets to learn. When I think about the situation in my classroom, I would love to become the reporter and ask the five basic questions of the “target” that was rejected: What game do you want to play? Why do you want to play it? How does it make you feel to be told you cannot play it? Who was it that informed you that you cannot play? Where are they playing the game?
Assuming I had the time to ask these question of the child, I would attempt to start a little game myself of “classroom reporter” and make it educational for them, as well as get to the heart of the emotions they are feeling. I would also want to ask the rejecter why they didn’t want so and so to play. As adults we know there is a lot more to the story and I would want it to come out for the kids to hear “well Jesse doesn’t know what he’s doing”, or “Jake smells”. This is information that could be used to come up with a compromise, or a correction of the truth. Actually, as I am writing this I am beginning to see how elementary my thoughts are on these subjects. There is so much more psychology to these interactions than I am aware…so let’s gets back to the book.
The teacher researched feedback on this idea for many months, even taking the rule to older students to get their feedback. She had seen the rejection going on for so long that she knew there had to be some way to curb the negative emotions. The older kids made it clear that the emotions got worse as they got older and the divide between those with social power vs. those who feel threatened in social situations only gets wider after it starts. So why not keep it from starting?
Social interaction is critical for people in this society. Learning in kindergarten how to say yes, no, thank you, no thank you, and how to stand up for yourself are all key experiences to have. If they start off negative, the child will quickly develop coping mechanisms to mask the hurt they are feeling, and they avoid similar situations in the future. I know I don’t want my kids seeing something they know they would love to do, but feel that it isn’t worth the pain of asking if they can do it. I would want to teach my classroom students how to express what it is they want. How, I don’t have the foggiest idea!!
Would I do feel comfortable with is the idea that I would have established themes about classroom community at the beginning of the school year, and that keeping someone from being involved in anything is not in line with that theme…therefore is not welcome in my classroom. Showing kids how to get across the feelings associated with the reaction is a start in the right direction. “Jesse, we would love to have you join us but we are concerned that you are unfamiliar with the game and we are close to finishing this round. How about if you watch us wrap it up and we can… (Come to a resolution)?” I know it sounds cheesy but it is expressing feelings in a positive way. If as a teacher I am able to do this effectively with my students, I would expect them to work at it as well.
Finally I want to mention this poem project that I have been working on for the past two days. I am so curious how the rest of the class is going to open up to the group. I want to share some funny things about my life as well as mention a couple items from my past that I think others can relate, but I know people might want to open up a LOT more and I wonder if the class is ready for that. If someone mentions they were at the end of their rope and wanted to end it all but then they were accepted to the UW Bothell teaching program…are we ready to support that person the way they need it? I have been through that before and it turned out great, but it changed the way people interacted with the person. Anyway, I’m hoping the class likes my little ditty, I know my 4 year old did (even though I didn’t even mention her).
Cheerio.
Wednesday, May 5, 2010
My community
How to create a community in the classroom. How to get the most out of the classes imagination? Well, heck if I know. The reading for my reflections class this week dealt with building communities in the class and adding something new each day to a student’s school life..all in the hopes they can be the girl in the Community article that runs home at the age of 12 and proclaims to her mom that she learned how to tell time, even though she knew how to read digital watches for years. There were many examples of how to enrich the learning experience of kids in the elementary classroom. All made sense and have made me think about how I will attempt to create a “community” for my first class of kids. And what a better place to throw out these thoughts then on my blog that is read by the instructor of my reflections class!!
Once I sit in front of this lucky group of kids (my first class), I will use icebreakers that help me get to know everyone’s names, as well as start to get an idea of their personalities, which ones are talkers and which ones tend to be more shy. I will have each one stand up at their desks and introduce themselves with something fun and safe from their lives, hopefully getting them excited about sharing a happy memory with the class. If I see some kids are fully withdrawing, I will step in and share a story of mine that might connect with the shyer kids and see if I can draw them out of their shell. We’ll do this each morning for the first couple weeks to get the kids to get used to public speaking as well as get to know their classmates beyond the school boundaries. My experience in every job I have had, as well as my schooling, tells me that a kid who is comfortable speaking to a group is in a safe learning environment, a fun learning environment, and has established the foundation for building a community. One article spoke of the importance of using the first two weeks of school to focus on building the community in the class….as LEAST two weeks. I’m hoping to use the first 30 minutes of each day to let the kids tell us anything they wanted about their lives (using themes from the class to guide what is said).
At some point when it looks like the kids are comfortable with the group, I can start delving into themes such as helping those in need, feelings towards others, and even life goals (what do you want to be when you grow up). I would leave the theme open ended for changes in thoughts. If the kids feel comfortable changing what they want to be when they grow up on a daily basis..then I think we have a safe community.
I will also rely on class goals to help build community. I am currently pondering how big I want to go with this. Meaning do I want the kids to come up with something like “By the end of the year we will have the Jonas Brothers play at our class assembly”, where we spend time seeing how we could make that a reality. The kids would take the plan and divvy up responsibilities, break the goal into smaller steps and work on a real life example of goal setting. I could also go with something small, such as getting a traffic light placed in front of the school (one I heard from a really cool teacher once). No matter the scale, it will help bring out more strengths and weaknesses in my classroom community.
I was also intrigued this past week by an event in my life and the 2nd grader I am working with twice a week. We were celebrated at the LWSD luncheon for exceptional student-mentor relationship, where I got to meet his parents as well as see him outside of our normal school environment. During the conversation at the table he learned my daughter was having a birthday party and he asked if he could be a part of it. His parents lit up with joy at the prospects their son wanted to be a part of his mentor’s life outside of school. I wasn’t sure how appropriate it was but I felt compelled at the moment state I would check with the others throwing the party and let them know. He ended up coming to the party, having a great time and was able to see the community that I have created in my life. I mentioned to his teacher the next day how nice it was to see him helping me out with the 4 year olds at the party and she made it clear it was inappropriate for him to take part in my personal life outside of school, even though it was truly positive for all involved. I have yet to talk to him about the situation but I wonder how a sense of community can be built when restrictions around exploring new experiences are placed, and then reprimanded when crossed. More specifically, boundaries that neither party knew existed and now must endure an uncomfortable interaction because of it.
Overall, this experience helps me understand that creating the boundaries for the community, making clear what each one of them means, and be consistent in their enforcement will be crucial in establishing the trust required for kids to feel safe in my classroom community.
Once I sit in front of this lucky group of kids (my first class), I will use icebreakers that help me get to know everyone’s names, as well as start to get an idea of their personalities, which ones are talkers and which ones tend to be more shy. I will have each one stand up at their desks and introduce themselves with something fun and safe from their lives, hopefully getting them excited about sharing a happy memory with the class. If I see some kids are fully withdrawing, I will step in and share a story of mine that might connect with the shyer kids and see if I can draw them out of their shell. We’ll do this each morning for the first couple weeks to get the kids to get used to public speaking as well as get to know their classmates beyond the school boundaries. My experience in every job I have had, as well as my schooling, tells me that a kid who is comfortable speaking to a group is in a safe learning environment, a fun learning environment, and has established the foundation for building a community. One article spoke of the importance of using the first two weeks of school to focus on building the community in the class….as LEAST two weeks. I’m hoping to use the first 30 minutes of each day to let the kids tell us anything they wanted about their lives (using themes from the class to guide what is said).
At some point when it looks like the kids are comfortable with the group, I can start delving into themes such as helping those in need, feelings towards others, and even life goals (what do you want to be when you grow up). I would leave the theme open ended for changes in thoughts. If the kids feel comfortable changing what they want to be when they grow up on a daily basis..then I think we have a safe community.
I will also rely on class goals to help build community. I am currently pondering how big I want to go with this. Meaning do I want the kids to come up with something like “By the end of the year we will have the Jonas Brothers play at our class assembly”, where we spend time seeing how we could make that a reality. The kids would take the plan and divvy up responsibilities, break the goal into smaller steps and work on a real life example of goal setting. I could also go with something small, such as getting a traffic light placed in front of the school (one I heard from a really cool teacher once). No matter the scale, it will help bring out more strengths and weaknesses in my classroom community.
I was also intrigued this past week by an event in my life and the 2nd grader I am working with twice a week. We were celebrated at the LWSD luncheon for exceptional student-mentor relationship, where I got to meet his parents as well as see him outside of our normal school environment. During the conversation at the table he learned my daughter was having a birthday party and he asked if he could be a part of it. His parents lit up with joy at the prospects their son wanted to be a part of his mentor’s life outside of school. I wasn’t sure how appropriate it was but I felt compelled at the moment state I would check with the others throwing the party and let them know. He ended up coming to the party, having a great time and was able to see the community that I have created in my life. I mentioned to his teacher the next day how nice it was to see him helping me out with the 4 year olds at the party and she made it clear it was inappropriate for him to take part in my personal life outside of school, even though it was truly positive for all involved. I have yet to talk to him about the situation but I wonder how a sense of community can be built when restrictions around exploring new experiences are placed, and then reprimanded when crossed. More specifically, boundaries that neither party knew existed and now must endure an uncomfortable interaction because of it.
Overall, this experience helps me understand that creating the boundaries for the community, making clear what each one of them means, and be consistent in their enforcement will be crucial in establishing the trust required for kids to feel safe in my classroom community.
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