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Third-grade teacher and students describe classroom supports, expectations
Summary
In a brief recorded discussion, an unnamed third-grade teacher described classroom practices intended to build students' confidence and social skills; several third-grade students described feeling supported by the teacher's notes, snacks and calming routines.
An unnamed third-grade teacher described how she seeks to support students’ academic progress and social-emotional well-being, and several third-grade students described how those practices make them feel safe and ready to learn.
The teacher (unnamed), a third-grade teacher, said she wanted to have “that same positive impact on people that I came in contact with, whether they were, students in my class or students within a building,” and added, “I wanted to help them see their potential and help them to become the great people that they're destined to be.”
The teacher described setting high expectations for students and noted the emotional labor of teaching: “Teaching's really hard and so sometimes you're not a % . Sometimes you're gonna have days where you're not as positive as you would like to be. But in the end, knowing that I spend more time with my students than I do my own children, and that I am a role model in their life, that to me is why, you know, you set that high expectation even for yourself...”
Student speakers said classroom practices include brief calming exercises, encouragement notes and snacks. Student 3 (unnamed), a third-grade student, said, “It makes you feel great that your teacher cares about you and loves you.” Another student (unnamed) said, “She gives us snacks and, like, a note from her. Today, we got a note from her that, like, encourages us, and she just makes us feel ready to go.” A different student described a short routine to “calm down and take some deep breaths,” saying that is why most classmates feel welcome.
Students and the teacher linked expectations to personal growth. One student observed, “If we don't make mistakes, then that's not growing.” The teacher framed her role as both instructor and role model, saying her goal is that students “feel safe in here with me and they know that they've got somebody rooting for them.”
This discussion was a descriptive account of classroom practices and student perspectives; no policy action, vote or formal decision was discussed or recorded in the provided excerpt.
