We at St. Edmund Campion, we truly pride ourselves on developing a relationship with our students. We made a conscious effort of ensuring that we look at the whole child, and we look at their mental health and well-being. That being said though, it’s important that not only students are in a good place but the staff are in a good place as well. We empower staff to have the resources in place so they can respond to students’ needs and make the appropriate referrals when need be. As Catholic leaders and as a school community, we make a point of always ensuring that we are setting the example for our students on a faith-based education. We always ensure that we include our gospel values and our Catholic graduate expectations in all that we do. They’re at the forefront in who we are as a school community. We make a point of ensuring that, when students present themselves in class, that they’re in a good place and that we’re responding to their needs accordingly. It’s important that, as Catholic educators, we make a point of not only focusing on the curriculum and meeting the expectations, but we also look at where the student is at and how can we respond to their individual needs. I’m sure as Teresa will articulate shortly, we ensure that, although we have curriculum at the forefront and we’re presenting it from the perspective of our faith-based education, we look to see how best we can support the student in meeting their goals and we look from a growth mindset perspective, we look to see how best we can focus on their efforts as opposed to the outcome of a product.
So Teresa, how would you elaborate on that piece in terms of student approach in you wanting to complete or looking at the process of completing a math task?
As a classroom teacher, we try to do as many questions as possible together, taking risks, putting that effort in is really important for students in order to be successful, creating that safe environment regardless if they got the questions correct or not. We try to work it through and just show as much care as we possibly can for all our students.
And again, you’re right, because when we look at some of the evidence for our students in terms of some of the anecdotal comments made, they make reference to how they’re wanting to not necessarily make the teacher happy, but they want to demonstrate their success and attribute it to the great work that their teachers are doing, because their teachers care and they almost don’t want to let them down. It’s kind of interesting how it’s almost like a parent-child relationship. And again, there’s something to be said about students feeling safe and welcomed in the classroom environment. They’re wanting to take those risks and wanting to pose those questions, and we truly believe that in the event when a student makes a mistake we’re fine with that because it’s all a part of the process of learning. If you’re not making mistakes, you’re not learning. And again I thank you because when I look at those comments from our students time and time again, I’m talking about the math department and the staff abroad here at the Campion community. It’s all about caring and developing those relationships with our students, and that’s wonderful.
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