Task2.3.8.21.docx D168 Task 2 – Social and Emotional Learning Response WGU – D168

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Task2.3.8.21.docx D168 Task 2 – Social and Emotional Learning Response WGU – D168 Schools as Communities of Care A. Scenario Summary 13-year-old Maria comes from a multi-race fam... ily. Her father is African American, and her mother is Hispanic. Mid-year she moved with her family to a small rural town from a large city due to her fathering transferring for work. Marias homelife has become stressful because the move has caused her parents to fight a lot. Her new school, like the rural community, is predominately white and middle class. Marias family also is not being supportive to her when she talks to them about being bullied, instead they tell her that she is being too sensitive. B1. Action  Issue 1: Maria having dark thoughts of killing herself. -Action 1: I would get the school mental health professionals involved. I would include lessons in my classroom that teach about other cultures.  Issue 2: Maria cannot focus on lessons being taught in the classroom. -Action 2: I would make sure that my classroom is safe and inviting. I would also try to encourage and empower Maria, as well as my other students, B1a. Justification Action 1: With Maria having suicidal thoughts she needs more mental help than a teacher can give her by themselves. We, as teachers, can make sure that the classroom is a safe and supportive area, but mental health professionals can better help at risk students. School counselors try to promote safe learning environments as well. They also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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