Poverty

I do not face poverty day to day personally or professionally, but on occasion a student that enters our school is from an incredibly low income household or even homeless. I’m thinking of a specific child I taught, that lived between homes and a car. He and others in similar situations seemed distracted and often misplaced work. He frequently arrived without shoes or a jacket. He was in survival mode, which meant that schoolwork was not a priority. I spent much of my time nurturing him with kindness and trying to inspire him to aim for his goals. I was resourceful in gathering supplies, clothing, and food items to provide him while he was with me. (One year, he even spent Christmas Eve with my family, because he and never had a visit from Santa before).  I just tried to make school a fun, engaging, and safe place to be.

Another major concern for children like him is the quality or lack of health care they receive. The few poverty-stricken students I've had in my class were all facing health issues that needed to be dealt with. One was facing obvious diabetic issues, and have had many others with chronic asthma. This was very hard for me to stand by and watch and not be able to help. 

Professionalism

I believe I am a professional, because I respect the rules, leaders, and routines at my school. I try to model going above and beyond to my peers along with maintaining boundaries to take care of myself. I believe that when I am doing my best, acting out of kindness, and keeping the child’s best interest in the forefront, I am acting professionally. I often seek advice and feedback from my peers and school leaders to better myself and grow.

Unprofessional Behavior

I have witnessed a staff member acting unprofessionally by listening to her gossip and vent about another staff person. Initially, I listened and said nothing to avoid a conflict. Afterward, it was weighing on me, and I eventually suggested that she solve the problem in person. Since then, I have supported our school in a plan of “Courageous Conversations” and a “No Venting Zone”. In this environment, we neither listen nor participate in negative conversations about people or our school. It helps us to focus on solutions and the fact that we are here for the children. This is such a more comfortable and positive circumstance to work. 

Bullying

As a child I experienced bullying as a victim, bully, and witness. I was part of a trio of girlfriends that often excluded one another and other girls. Along with excluding, my "friends" gossiped and hurt the girls on the outside of our group. In hindsight, when I chose to participate in this behavior, I assume it was due to fear of my own exclusion from the group, which occurred from time to time. This experience has helped me spot this scenario in the classroom and empower bystanders and group members to challenge the bully. It has also helped me be proactive and speak to girls about insecurities and maintaining positive, healthy friendships. At our school, I support the discipline policy which strictly enforces no gossiping or insulting, because I know that bullying starts with those smaller acts. I “survived” the situation by eventually moving out of those friendships, but now I feel like I can support and prevent girls from entering into those relationships. 

Semester 2 Goals

This semester my goals are to continue to do my best, stay on track with assignments and job responsibilities, and continue to grow and learn. With the stress of school and work, I am striving to keep my attitude positive and implement positive self-talk and affirmations for my students. I am lucky to be supported by my Cadre leader that is readily available to answer questions and offer advice. This is just the kind of support I need: a great “Go-to Person”.