A place to return to and meeting life needs are the last two elements of the Quality Eight. Camp Wabanaki is my place to return to as it has become my second home. I never want to leave when its time to say goodbye and it is a place that is special every time I go. Students spend so much of their lives at school, it should be a place they want to return to and look forward to going to every day. Embedding all the other aspects of the Quality Eight into a classroom will increase students interest in wanting to come to school. It is important each student feels special and it is a place they can be themselves, wanting to return to.
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Lastly, ensuring and meeting life needs. This includes having emotional support from peers and adults at school. Students should feel recognized and valued in order to feel emotionally support. Teachers should be aware of students clothing. For example, is there a student showing up in the same clothes everyday or not dressing appropriately for winter? Additionally, some students may not have as much access to food as others. Implementing programs in your schools that allow students to have snacks or ensure they have a lunch is important because students will not focus if they are hungry. Teachers should be cognizant of students outbursts if they are typical or not. There may be many underlying reasons a child is acting out. They could be tired and not have gotten sleep that night, hungry or may not receive the emotional support at home. Every child has an invisible backpack with a different upbringing and it is important students basic life needs are met as best as possible at school. Positive emotional bank accounts are crucial for meeting life needs of a student to ensure they feel like they belong. The Third Path written by Tranter, Carson and Boland, 2018 discusses many strategies for educators to develop student achievement and well-being ensuring to check-in with their children. The Third Path fosters many key ideas that the Quality Eight entails.
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