33 times 27 891 at the very least 891 students that I have impacted in my 33
students that I have impacted in my 33
students that I have impacted in my 33 years of teaching I knew she cared about
years of teaching I knew she cared about
years of teaching I knew she cared about me those were the words spoken by a
me those were the words spoken by a
me those were the words spoken by a former student who was sharing why was
former student who was sharing why was
former student who was sharing why was his favorite teacher
his favorite teacher
his favorite teacher a decade ago 10 years and he still
a decade ago 10 years and he still
a decade ago 10 years and he still remembered that I cared caring for 25
remembered that I cared caring for 25
remembered that I cared caring for 25 plus students with different
plus students with different
plus students with different personalities is not easy teachers want
personalities is not easy teachers want
personalities is not easy teachers want to but they are overwhelmed and stressed
with that said should we ask them to
with that said should we ask them to care beyond academics is it fair to ask
care beyond academics is it fair to ask
care beyond academics is it fair to ask them to add a child’s emotional
them to add a child’s emotional
them to add a child’s emotional well-being to an already overflowing
well-being to an already overflowing
well-being to an already overflowing plate my answer of course scientific
plate my answer of course scientific
plate my answer of course scientific evidence has proven that social and
evidence has proven that social and
evidence has proven that social and emotional development must be part of
emotional development must be part of
emotional development must be part of the process in order to create an
the process in order to create an
the process in order to create an environment where learning takes place
my husband and I went to the taping of a
my husband and I went to the taping of a video show and Marco was the hype man he
video show and Marco was the hype man he
video show and Marco was the hype man he was pumping up the crowd he asked
was pumping up the crowd he asked
was pumping up the crowd he asked questions so that he could connect with
questions so that he could connect with
questions so that he could connect with the audience at one point he walked over
the audience at one point he walked over
the audience at one point he walked over complimented my husband’s beard started
complimented my husband’s beard started
complimented my husband’s beard started calling him the goatee guy all of a
calling him the goatee guy all of a
calling him the goatee guy all of a sudden music starts blaring and Marco
sudden music starts blaring and Marco
sudden music starts blaring and Marco shouts show us what you can do and my
shouts show us what you can do and my
shouts show us what you can do and my husband who I have to beg to dance at
husband who I have to beg to dance at
husband who I have to beg to dance at parties jumped up and started showing
parties jumped up and started showing
parties jumped up and started showing Marco where he took do you see Marco
Marco where he took do you see Marco
Marco where he took do you see Marco connected Marco cared so my husband took
connected Marco cared so my husband took
connected Marco cared so my husband took a risk
a risk
a risk educators we need to be like Marco we
educators we need to be like Marco we
educators we need to be like Marco we need to connect with our students so
need to connect with our students so
need to connect with our students so that they are willing to take a risk we
that they are willing to take a risk we
that they are willing to take a risk we need to connect with our students so
need to connect with our students so
need to connect with our students so that they can show us what they can do
too often we underestimate the power of
too often we underestimate the power of a touch that’s Maya a kind word a
a touch that’s Maya a kind word a
a touch that’s Maya a kind word a listening ear and an honest compliment
listening ear and an honest compliment
listening ear and an honest compliment all of which have the potential to turn
all of which have the potential to turn
all of which have the potential to turn a life around
a life around
a life around Leo busts Kalia a recent survey was
Leo busts Kalia a recent survey was
Leo busts Kalia a recent survey was taken by the collaborative for academic
taken by the collaborative for academic
taken by the collaborative for academic and social and emotional learning and
and social and emotional learning and
and social and emotional learning and virtually all principals agreed that if
virtually all principals agreed that if
virtually all principals agreed that if we stepped up the focus on social and
we stepped up the focus on social and
we stepped up the focus on social and emotional skills we could positively
emotional skills we could positively
emotional skills we could positively affect school climate bill citizenship
affect school climate bill citizenship
affect school climate bill citizenship improve student relationships with
improve student relationships with
improve student relationships with teachers and enhance academic
teachers and enhance academic
teachers and enhance academic achievement so what does that mean for
achievement so what does that mean for
achievement so what does that mean for me as a classroom teacher my mona mona
me as a classroom teacher my mona mona
me as a classroom teacher my mona mona was that loud our rolling neck snapping
was that loud our rolling neck snapping
was that loud our rolling neck snapping child that teachers either avoid or try
child that teachers either avoid or try
child that teachers either avoid or try to conquer I didn’t either I’ve
to conquer I didn’t either I’ve
to conquer I didn’t either I’ve developed a relationship with her
developed a relationship with her
developed a relationship with her I listened helped her when she struggled
I listened helped her when she struggled
I listened helped her when she struggled set expectations called her mom with
set expectations called her mom with
set expectations called her mom with positive news and always always avoided
positive news and always always avoided
positive news and always always avoided the power struggle she began to trust me
the power struggle she began to trust me
the power struggle she began to trust me she began to understand that her
she began to understand that her
she began to understand that her happiness her well-being her life beyond
happiness her well-being her life beyond
happiness her well-being her life beyond the classroom mattered to me at the end
the classroom mattered to me at the end
the classroom mattered to me at the end of the year Mona was not perfect but she
of the year Mona was not perfect but she
of the year Mona was not perfect but she was not the same child that entered my
was not the same child that entered my
was not the same child that entered my classroom
what does the caring teacher look like I
what does the caring teacher look like I asked my students and the common thread
asked my students and the common thread
asked my students and the common thread in their responses was less about what
in their responses was less about what
in their responses was less about what the teacher did for them and more about
the teacher did for them and more about
the teacher did for them and more about how the teacher made them feel the
how the teacher made them feel the
how the teacher made them feel the teacher in the classroom next door is a
teacher in the classroom next door is a
teacher in the classroom next door is a perfect example of an educator who
perfect example of an educator who
perfect example of an educator who intertwines emotional social and
intertwines emotional social and
intertwines emotional social and academics it’s evident in the hug she
academics it’s evident in the hug she
academics it’s evident in the hug she gets every day the way her students
gets every day the way her students
gets every day the way her students treat each other and their academic
treat each other and their academic
treat each other and their academic growth it is difficult for our students
growth it is difficult for our students
growth it is difficult for our students to care if we don’t Atlanta
to care if we don’t Atlanta
to care if we don’t Atlanta superintendent dr. Maria Joel
superintendent dr. Maria Joel
superintendent dr. Maria Joel Carstarphen said we need to think about
Carstarphen said we need to think about
Carstarphen said we need to think about what’s strong with our students not
what’s strong with our students not
what’s strong with our students not wrong what can we what can we all do to
wrong what can we what can we all do to
wrong what can we what can we all do to make this a reality for all of our
make this a reality for all of our
make this a reality for all of our students make a connection build a
students make a connection build a
students make a connection build a relationship embrace the whole child
relationship embrace the whole child
relationship embrace the whole child motivate inspire and encourage them I
motivate inspire and encourage them I
motivate inspire and encourage them I end this with a quote from Josh Shipp
end this with a quote from Josh Shipp
end this with a quote from Josh Shipp every kid is one caring adult away from
every kid is one caring adult away from
every kid is one caring adult away from being a success story be that caring
being a success story be that caring
being a success story be that caring adult thank you
adult thank you
adult thank you [Applause]
”
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