#edchat historical truths are a grey area for all of us. Ss included

#edchat acknowledging that Ss ‘ communities tell them their truths that supersede and surround the textbook truth that school delivers helps.

#teachpos a1. I document , set standards and equitable/ public discipline , related services on deck , stand mu ground without aggression, leave room for re entry and remember that most times the Ss has picked this behavior as the most school appropriate one to express

#teachpos a2. Some of the time and more often than we admit, the t needs to review their participation in the dynamic that the s behavior has manifested. Classroom management , coded vocabulary, accessibility gaps, lack of pre emotive t action contribute and need to be examined

#teachpos a3. Not give up, not tolerate disrespect,

The kids with a sprinkle of Health insurance and a paycheck #teachpos

A1. Rest , pacing, planning, shared load bearing #teachpos

A2. Staying focused and attending class, mentally and physically #teachpos

A2. G Ames, breaks, work days to make up work. #teachpos

Bq. Use your PTO days, pushing through serves no one #teachpos

#edchat ed staff can mind their vocabulary and labels, push to equalize representation in gifted classes, commit to students who are the sole agent for their education. with the same fervor they have for ps. Question imbalances in Special Ed pop , just question

#teachpos. Short

#Teachpos #1. Data driven, time sensitive

#edchat a2. Personalization, follow up, candid sharing

#teachpos. A3. Snacks and water first

#teachpps #3. ReLatable

#teachpos. Bq. All of the above

Good evening, peaches #teachpos