Since then we've started a before-school orientation to help with issues like this-it's critical that we develop this orientation more to be more personal, responsive, and inclusive to welcome students and help us to know what these children and their families need. In these cases, families were unable to provide needed supports such start-of-school-materials, attendance at early school year events, and timely drop-offs or pick-ups which left students feeling humiliated from the start. I needed to be super sensitive to what might cause public humiliation and result in flight, fright, freeze, or fight mode. For example, social neuroscience reminds us that relationships are the on-ramp to learning, meaning if a student doesn’t feel heard or seen, then it leads to. Neuroscience is giving us new findings every day that support why culturally responsive practices work. Looking back, I understand that I needed to give them more time to let me know who they were, what they needed-time to settle in, form relationships, relay information, and build trust. Culturally responsive teaching is grounded in social and cognitive neuroscience. As I think of a few children who felt unwelcome from day one in my classroom, I realize those children came to school with great socio-economic-emotional complexity. It is important to understand what students feel makes up a safe and welcoming environment, not just our own understanding of this. We cannot downplay a student's need to feel safe and valued in the classroom and school community.
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