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THE FULL STORY
About SELebrate Good Times
Social Emotional Learning was always the heartbeat of my classroom. And as more and more students came to me with varying needs, I became determined to find ways to support my students with Autism, ADD, ADHD, trauma, and everything in between. I wanted us to all speak the same language, I wanted all my students to show empathy towards one another, and I wanted them to go on to the next grade feeling confident and prepared. But then that dream grew beyond those walls, and it evolved into a mission to support educators, school sites, and school districts across the nation in real, actionable ways.
As that dream came to life, I realized that the problem isn't really the behavior that our educators are witnessing in their classrooms. The real problem is that people do not understand what the word, “social” in Social Emotional Learning actually means. It does not mean “friendships”, or “making friends”. It does not mean “being kind to others” or “showing kindness” around your classroom or the school. It doesn't come. from a lesson, or an activity, or a curriculum. The deeper meaning of the word social is how you understand the world around you, how you make sense of the world, and how you interact with people in different social situations, and social interactions, throughout the day and throughout your life.
Social Emotional Learning is about transitioning. It is about problem-solving. It is all things executive functioning, setting goals for ourselves, staying motivated, being flexible with our plans when a shift needs to happen, regulating our emotions during those transitions and shifts, and understanding ourselves and the intentions, motivations, and actions of others.
Social Emotional Learning is layered. And it's complicated.
It is not a one-size-fits-all. And for some children, and even adults, these skills will take a lifetime to learn.
I used to think that my mission was about getting this information out to as many educators as possible. It started in my four walls, started to spread across my district, and then a feeling in my soul told me that it needed to grow not just across the county or state, but across the country too. And as I started coaching, mentoring, and supporting educators and administrators across the nation, my mission changed again.
It was no longer about feeding adults the “stuff” they needed to transform their classrooms and schools. It truly became so much more.
Today, SELebrate Good Times is about mentoring educators in a safe space where they can connect, collaborate, and expand with one another every single day, and throughout their entire educational career. We uplift them and give them the energy boost that they need so that they can teach their students, and they can come home without feeling like they're pouring from an empty cup.
Yes, it’s about the information and the systems and the common language they need in their classroom to support their students' social and emotional learning, but it is more about connecting them with a community of like-minded and heart-centered educators who are committed to investing in themselves first.
We create a sense of hope that is missing in our schools and school districts across the United States. We provide them with consistent opportunities to collaborate and find solutions to the problems that they’re facing in their classrooms so that they do not feel like they are putting out fires all day long.
This community is the lifeboat that you have been waiting for and everything you've dreamt that teaching could be. You’re not meant to do this work alone. And this community will stand by you every single step of the way, all year long, so that you feel seen, supported, and SELebrated for being the incredible educator that you are and that you were destined to become.
Kim Gameroz
Founder
Kim Gameroz is a catalyst for nurturing a supportive community among educators nationwide, fostering collaboration and connection without competition. With a heartfelt dedication to teaching, Kim empowers educators of all backgrounds, from novice to seasoned veterans, encompassing general education, special education, and bilingual educators in both Spanish and English. Recognizing the importance of building a safe space for educators to thrive, Kim created The Bloom, an annual national event that unites educators, district leaders, and administrators from across the country to be acknowledged and SELebrated for being the heart-centered and intentional educators that they are. This event stands as a unique beacon in the field of education, filling a crucial void by providing a platform for educators to come together, share experiences, and uplift one another. Through her unwavering commitment, Kim is reshaping the educational landscape, ensuring that educators feel supported, valued, and connected on a national scale.
Beyond speaking engagements, Kim provides invaluable consultation services to districts and families in need of social and emotional support, leveraging her extensive background in psychology and education. She is a respected author and speaker, and sought-after guest on webinars and podcasts. Holding a Bachelors in Psychology, a Masters in Education, and a CA Multiple Subject Teaching Credential, Kim is based in Dallas, Texas, where she resides with her husband, Shaun, and son, Wyatt. Eager to broaden her impact, Kim looks forward to continuing to share her expertise in SEL and effective teaching methodologies with communities worldwide.
Kim Gameroz epitomizes the resilient BISON mentality, encouraging educators to confront challenges directly and embrace adversity with determination. Through this mindset, Kim is driving a significant shift in classrooms across the nation, positively impacting the lives of teachers, students, and families. By facing difficulties head-on and intentionally navigating through them, she empowers educators and students to cultivate their growth mindset and resiliency. Through her actions, Kim is reshaping teaching practices and fostering classrooms where every student's growth is SELebrated by the adults and children throughout the school year.
By embracing intentional action and investing in personal growth, she empowers educators to cultivate dynamic learning environments where students are set up for success and teachers fall in love with teaching again. Kim's approach underscores the importance of self-investment, highlighting that creating meaningful change in classrooms requires individuals to first invest in themselves. This philosophy extends beyond educational settings, encouraging all to recognize the power of personal development in shaping brighter futures for themselves and those they serve.
