These days, I am constantly reminded by the elementary-aged kiddos whom I counsel (now via Zoom), each week that they want to show me their world (including their real and imaginary pets), they want me to meet them with curiosity, to connect, and they want my full presence. In the words of one of my 3rd graders, “Ms. Pam, I feel like you’re the only one who really listens to me, like, you get me”.
Often the focus of the concept “Social-Emotional Learning” is geared towards our students. Most educators have acknowledged the fact that students have a challenging time learning to the best of their capacity when their social-emotional needs are not being met. What about the educators themselves? When do the educators get to process the secondary trauma that is often occurring throughout the day?
When educators make over 1,500 decisions on a daily basis, how do we ensure that these choices are consistently oriented toward the holistic development of each of our students? This is the question that our team at Detroit Prep and Detroit Achievement Academy sets out to answer each school year as we develop our annual goals.
In the era of initiative fatigue, the last thing most teachers need is another program that promises to improve teacher wellbeing, reduce stress, and benefit classroom management. So let’s not have that conversation. Instead, let’s talk about real, sustainable, systemic change for the better.