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  1. The Benefits of courage: Children develop courage and resiliency when they are given real opportunities to be courageous and take healthy risks. It helps them to become stronger, both physically and mentally. Courage builds confidence to overcome one of life’s many challenges or accomplish something they may consider difficult.

  2. How do we make sure our children feel a sense of belonging at home? (For example: Making sure the child feels loved and valued; having regular routines so the child knows what to expect; basic rules so the child feels safe.) 2. What else can we do to help them feel they really belong? 3. What small tasks or skills have our children already ...

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  3. Using a Circle of Courage metaphor, many of today's youngsters have "broken circles." Instead of Belonging, fractured families, unfriendly schools, and rejecting peers can cause a sense of alienation. Children alienated from positive adults and peers are emotionally and morally adrift.

  4. tacharactered.weebly.com › 1886658 › what_is_courage_k-6What is Courage? - Weebly

    Why Should Children View This Program? Asked to define courage, children most often say it is risking your life in a dangerous situation to save someone, or standing

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  5. Children should be encouraged to make decisions, solve problems, be confident, assertive and exhibit personal responsibility (Schoolhouse daycare, n.d.). Teacher’s foster student’s independence, student’s build confidence, self-esteem, intrinsic motivation and self-reliance. Photo by Paige Cody on Unsplash.

  6. As far as ground level strategies for change in the classroom, the Circle of Courage aligns neatly with the tenets of Reclaiming strategies, originally designed for at-risk youth and pioneered by Dr. Janusz Korczak. Reclaiming is composed of four essential elements:

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  8. LEARNING OBJECTIVE. Students will: • Define courage. • Reflect on others’ courageous behavior. • Consider why courage is important. ADDITIONAL SUPPORTS. • Making Practices Culturally Responsive. • Adapting Practices for Students with Special Needs. • Making a Practice Trauma-Informed.

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