Day 7 - Reflection

In today’s session, I have gained available insights on how to approach changing behaviour. The Common Factors Theory helped me understand that students’ motivation has a lot of influences such as emotional state, family, connections, or individual experiences.

The Willing, Able, Ready decision-making framework reminded me of meeting the students where they are and not where we think they should be.

Using the Look, Listen, Assess, Respons protocol is a way to understand behavior deeply. Recognizing that each action we take has an impact on our students we need to ensure that our responses promote respect and growth.

Day 7 - Daily Peace Action: Practicing Positive Affirmations

Today, I started my morning with positive affirmations: “I am calm’’, I will be patient’’, ‘’I am capable’’, “I am responsible and respectful’’. Repeating this helped me feel calm and confident as I began the day.

Starting the day with this positive and peaceful mindset, allowed me to approach challenges with patience and focus. In our classroom, I am planning to be consistent with our “Positive Affirmation” moment with my students and make it part of our daily morning routine. They can create or repeat affirmations like “I am kind” or “I am capable.” This practice will help them build self-esteem and start their day with positivity and intention.

Day 6 - Reflection

 

Learning about the Arousal - Relaxation Cycle and trust-security attachment made me see how essential it is to respond to the underlying needs behind students’ behaviour. If we focus on what the students may need at that moment, a quiet moment to self-regulate, a listening ear, or reassurance we can help to create an environment where students feel safe to express themself and encouraged to deal with challenges.  

The application of the activity ‘’Essential Connections’’ made me reflect on my own responses and actions in times when I lost connections. In mind with that, I understand that our role as educators is to acknowledge each child's values and perspectives and help them have a sense of belonging in our class and school community. On top of that, one of our most important roles as educators in some situations is to help students untie any lost connections and refind a sense of purpose and meaning. 

Day 6 - Daily Action: Practicing Self-Care

Today, I chose a peace action focused on self-care by taking 10 minutes to engage in an activity that nourishes my well-being. I decided to go for a walk outside to reset and recharge. I left my phone at home and allowed myself to take in the surroundings. This quiet time helped me to let go of any stress from the day. By the time I returned home, I felt more relaxed and prepared to approach the evening with a clear mind. 

By taking the time to care for my well-being, I’m better equipped to approach my teaching with patience, presence, and empathy. Teaching students the importance of self-care can empower them to manage their emotions and actions more peacefully.

I’d like to introduce a "quiet time" in the classroom, where students can choose a calming activity like reading, drawing, or practicing meditation. It will help them develop emotional awareness and coping skills, supporting a peaceful classroom atmosphere. 

Today’s self-care action reminded me that peace begins within. Taking these moments for myself nurtures my own sense of peace and helps me to model and promote a peaceful environment for my students. This is definitely something I want to keep practicing, for my own balance and for my students’ growth.

Day 5 - Reflection

Reflecting on today’s learning I am more aware of the role that supportive relationships have in helping children to deal with any challenges that they may face and build resilience. Positive experiences and nurturing relationships within the school environment help students overcome academic and personal challenges. Everybody from the school staff can have an impact on how students build their self-confidence, adapt to changes, and overcome difficulties. As educators, we can make a difference in children’s lives if we approach them with care and build a trusting relationship. The Positive Interaction Cycle class discussion made me reflect on how small actions like active listening, encouraging words, or calm responses can help build a sense of safety.

This module also helped me reflect on my personal and professional boundaries. Having clear and established boundaries represents a key point in relationships, including family, friends, and the school community. I believe that when we respect each other and understand the role that we play in others’ lives including our students is a healthy way towards meaningful relationships without crossing any borders and keeping the professional aspect. In practice, I plan to keep in mind ‘’ the essential connections’’ when it comes to building our classroom environment. The class needs to be a place where students are allowed to make mistakes, ask for support, take risks, and try again if they face any obstacles. 

Day 5- Daily Peace Action: Express Gratitude - Thankful Thursday

For this week’s Thankful Thursday, I wrote gratitude notes to my colleagues Ingy, Cedric, and Imrat. Each of them has been a wonderful presence in my professional life, and I want to acknowledge their kindness and support. Ingy has been an amazing buddy during many courses, and we’ve grown into wonderful friends. Cedric often offers me rides and is a great source of inspiration with his positive attitude. Imrat’s humor and thoughtfulness always bring joy to the workplace. These small acts of recognition can foster a positive environment, reflecting the core values of peace education—building connections, kindness, and mutual respect. This daily peace action aligns with the goals of peace education by promoting gratitude and positive relationships. Expressing thanks builds a sense of community, fosters mutual respect, and cultivates a supportive and inclusive atmosphere. By recognizing the good in others, we encourage empathy and help reduce conflict, key elements in creating a peaceful, harmonious learning and working environment. As a teacher, incorporating this practice of gratitude into my daily routine encourages mindfulness and emotional intelligence, which can also be extended to students. Encouraging them to express gratitude for one another would foster a classroom atmosphere rooted in respect and kindness.

Day 4 - Reflection

Reflecting on today’s activities has made me understand the role of developing emotional competence as an educator to create an inclusive and supporting learning environment. Understanding our role as educators and paying attention to how we approach and respond to children in our daily interactions with them play a crucial role in building a caring classroom, school, and community. I realize that being aware of my emotional responses and seeing situations from different perspectives can help me understand and support my students better. 

The Social Identities Awareness Activity was a nice way to apply reflective practice, analyze my own identity, and assumptions, and think of how these influence my teaching approach and relationships with family, friends, and within my work environment. 

The 6 Principles that we have discussed were mind-opening, as I didn't fully consider the impact that everyday events such as family issues, emotional state, moving to another country, city, or school as well as academic pressure can have on students. Understanding trauma‘s effect on learning and students’ progress highlights the importance of creating a class environment that supports students and helps them overcome those challenges. Other important points are the relationship-based environment where students feel safe, valued, and understood as well as the family’s involvement in the learning process. Connecting students to their cultural backgrounds as well as exposing them to different cultures and values provides opportunities to cultivate respect, acceptance, and understanding.  

Moving forward, I plan to practice meaningful and intentional relationship-building and approach interactions with a trauma-sensitive mindset, as well as incorporate activities that provide students with opportunities to show their strengths and explore their identities.