#ksedchat Archive
Thank you for visiting #ksedchat. We welcome all educators to our chat that runs Mondays at 8 p.m. Central. Though many of our educators have their homes in Kansas, all teachers are welcome to pop in and join in on the learning.
Monday April 18, 2016
Welcome to ! Our topic is , which is centered around social-emotional learning and the brain!
Please give our guest moderator and guru a kind & warm welcome!
I am thrilled to be contributing to the regional discussion about building a trauma informed vision for schools.
I am currently a student at Avila University and would greatly appreciate the opportunity to be on this chat with you all.
Welcome! Glad you are here!
Welcome Beth! This is my first time in !
Please introduce yourself !! Let's start talking NOW. :) Invite or tag fellow edus. It's all abt connectedness and leadership!
Hello ! Thank you for bringing this topic to
We will be tweeting the Qs from the account!! Look to us if you need a Question refresh. :)
HI BETH! I am so excited and thankful that is leading us in an impt topic !
Hey all! Kara, 6th grade, Hutchinson
Tim Vesco, 5th Grade Teacher, Frontenac, Kansas.
I'm Rosy, I teach 5th gr in DE this yr but I'm originally from MO & did some work there!
Jason from Buhler, ELA teacher and coach. Inviting to join in!
Glad to be joining GREAT KS educators on this chat and this important topic!!
Hello everyone! Laura here from KC at ! I'm an instructional coach at THS after 20 years teaching kids Sci & SS!
Greg from Buhler HS, ELA teacher
Thanks! Sounds like a very interesting topic tonight.
Been looking forward to learning more about this topic for a couple weeks! Thanks for your expertise tonight!
April, Linn Elementary Dodge City!
Thanks! I'm very excited to talk here on It's something we should all be discussing!
Hi everyone! Brandi, instructional coach.
Eric from Frontenac! 7-12 technology education
Rosy Burke is here! I'm excited. I can't wait to hear your input on , Rosy! Thanks! https://t.co/fr3iO3yCCX
Welcome Beth! This is my first time in !
Brandon from Hesston MS, Principal. Looking forward to learning!
Q1 is coming up in about 1 minute!
Audrey. 6th grade social studies/word processing for . We have being moving towards this year.
Marah from MHK, lurking tonight!
Jeanette from Shawnee Mission schools. Glad to join in tonight.
Amanda, 3rd from Ness City! Love ending my with peeps! https://t.co/F7PuBz76nF
Please introduce yourself !! Let's start talking NOW. :) Invite or tag fellow edus. It's all abt connectedness and leadership!
Angie Boone sped Cheney Middle School
Hello Dr Watson!! Thnx for leading the way on . Means a lot that you're here as Commissioner alm every wk! https://t.co/mm3M0nG0XA
Glad to be joining GREAT KS educators on this chat and this important topic!!
Should have introduced myself...Randy, Commissioner of Education in KS!
Soon to be MMS principal!! :)
Jane K-1 teacher from Dodge City! So excited to hear more about Sensitizing schools!
Hell Jeannette!! So glad you're here! Love to see awesome educators here sharing. :)
Christy from Shawnee Mission
I'm glad to join you all tonight. I'm Brandi, HS Eng. teacher.
Kelley...elementary principal
Hi ! Kara, HS science teacher in SW KS. Late, but here! ;)
Julie, a Teacher Leader from KCK! Excited about tonights topic!
John McCarty, KC Garfield. A trauma sensitive school
Hello KARA!! Hope you had a great day. :)
Welcome ! I'm Sky from Phillipsburg
Shelly Hill, Title 1 from El Dorado joining in
A1: I have been reading about this from my PLN! It seems to be about finding emotional support for Ss.
A1: recognize students have suffered trauma and that trauma can disrupt learning and socialization.
A1 I think TSS is the movement of bringing awareness of trauma's impact on learning & behavior to schools so we can help our kids
A1: This topic is new to me. I'm interested in learning more.
Hi, ! My name is Heather James and I am a 1st grade teacher in Overland Park. Looking forward to a great discussion!
I did! Thanks, Laura! Hope you had a great Monday too! :D
Have been doing a lot of researching and reading about this topic. Began my new role as admin intern at 2 elem schools in Jan.
A1 (cont) I also think it helps define what exactly trauma is & that it can affect all of us in schools-Ss, Ts, etc
A1: New to me! I think it's realizing how Ss home life's have a direct effect on their actions at school.
Seems to me that even just acknowledging this "forces" us to approach students differently. https://t.co/YG5C3mW5MY
A1: recognize students have suffered trauma and that trauma can disrupt learning and socialization.
A1: recognizing that Ss could actually becoming to us with a form of PTSD. Learning how to help them cope and learn.
Cory Strathman, principal in SMSD
Perfect way to answer Q1 for me also, understanding that emotional development can stall at age of trauma https://t.co/q8qviOteDH
A1: recognize students have suffered trauma and that trauma can disrupt learning and socialization.
Hi friends, Shaelynn from Iowa. Ed service consultant at aea267. Great topic, here to learn
By creating we can learn how to take care of each other & recognize some best practices & create environ
https://t.co/aZA1DkXakG
Trauma Sensitive Schools are conscious of the high prevalence of trauma in our world and promote awareness.
Q2 is coming up in 1 minute!
A1: My assumption would be that TSS is the need to emotionally support Ss and provide them with a safe environment to learn.
Lisa, Dir of Tech joining a little late
When we say 'trauma', is it primarily acute, or does it include long-term or residual effects? https://t.co/1BUvPJolt0
A1: recognize students have suffered trauma and that trauma can disrupt learning and socialization.
A1: Trauma Sensitive 2 me is understanding the entire life story of Ss & meeting all needs. Ss can't always be read by the cover
biology teacher, track and cross country coach from Seaman High School in Topeka!
With many of my Ss you can see the impact of personal struggles on learning
https://t.co/frRUXo1CZm
Trauma Sensitive Schools are conscious of the high prevalence of trauma in our world and promote awareness.
A1: did some googling to prepare! A school where teachers understand some kids may come from trauma & have techniques to assist
A1: I don't know about the movement, but I do know all about trauma and ptsd. I try to be sensitive to that in others.
, principal at - a resilient, arts integrated charter school
So much trauma --it affects us--kids and teachers alike. How can we move fwd w/trauma in mind, positively? https://t.co/frRUXo1CZm
Trauma Sensitive Schools are conscious of the high prevalence of trauma in our world and promote awareness.
A2 For Ss the movement creates awareness that their behavior is not conduct. Trauma affects the brain; not a choice
A1: not necessary to know details of a student's trauma, as that info hard to keep confidential/may be difficult for kid to share
A1: TSS to me are places that are ready to handle a diverse amount of backgrounds and situations that can impact Maslows Hierarchy
A2: it seems as it would benefit parents as well?
A1: Schools with educators who are trained to work with students who have a high number of ACEs, many out of Ss control
A1: Would it be helpful for everyone on that chat to have a common def of trauma and resilient schools?
Excellent. Just want to know for sure as the convo develops.
A2 For Ts, it creates understanding of our kids & to better serve them as well as give permission to also take care of ourselves
A2:it's understanding what Ss have gone through/what they are dealing with. Helps us figure out how to reach them.
A2) It's important to acknowledge that we have to do something different when dealing with trauma. Helps Ts and Ss be successful
A2: By acknowledging that a different approach may need to be taken depending on the trauma, etc.
A1: TSS recognize that all kids have amazing strengths & w/ responsive, resilient practices we position children to b best selves
https://t.co/uzHqUESLe9
When we focus on the problem... it gets bigger. If we ignore it... it gets bigger. So we must be aware and invest in solutions
A1: Just started to explore this topic about a month ago with colleagues. Eager to learn more.
Q2 It helps us focus on the why - gives us more understanding about the child instead of focusing on the negative behavior.
A2:Ss have safe place at school,often the only safe place for them.T's learn to "step back"before reacting 2 outbursts,other prob.
Absolutely, it would. It's a win-win.
https://t.co/zaic4jloWF
A1: Just started to explore this topic about a month ago with colleagues. Eager to learn more.
A2: Acknowledging a student has suffered trauma changes how you approach students. Instead of a problem child, a child w/problems.
A2: by being a Ts & admin understand what kids need.Relieves stress 4 both cuz of that understanding
hello princess. Here to learn more from you all
A2: For Ts it provides strategies to help Ss relax and adjust to a rigorous academic environment. We need ways to calm Ss.
Solutions. Support. The brain. https://t.co/PeTyTJW3Qk
When we focus on the problem... it gets bigger. If we ignore it... it gets bigger. So we must be aware and invest in solutions
A2: because ignoring that trauma is taking place, regardless as to what it may be, doesn't benefit Ss and their relationship w/ Ts
I think it works because it recognizes the nature of many of our students.
A2: Relationships are the pathway to learning. Ts understanding Ss and how to approach/handle certain backgrounds benefits all
It allows better buy in from students and serves to correct rather than punish
A2. All teachers work together to support the needs of all students. Strong relationships in a team, helping students feel safe
A1: sorry, I'm not really familiar but I'll try to pick up some good info!
Acknowledging a trauma is the first step and then creating a relationship with the student.
A2: in urban schools, such huge % of kids have experienced trauma, either personally or thru a family/friend. Dumb to ignore that
And it doesn't mean you have to solve anything, just being there can do remarkable things!
A2: Realizing each student is unique and brings different types of "baggage" into our classrooms allows us to help them uniquely
A2: in contrast most Ts have not experienced trauma & don't know how to relate/support trauma-stricken kids. Training helps.
completely agree! And right now we are ill equipped to handle it.
A2- our school stresses empathy, both for Ss and Ts
A2: Ts who are informed about trauma are better able to meet Ss where they are, designing plans to help them overcome and succeed
A2: for Ss, I think it provides them time to talk and de- stress in order to learn.
Dignity and honor. Like these words. Kids and Ts need these! https://t.co/RxVXKDC3YQ
kids benefit from being treated with dignity and teachers benefit by being honored with honest collaborative problem solving
A2: I think it all goes back to meeting basic needs-Maslow's Hierarchy
A2: More we know the better we can connect. Ss need to know we care before they care about what we know. Relationships are impt.
Q3: not building relationships can create problems/disruptions/breakdown of trust
yep & comes out in many diff ways that can be hard to predict...crying bc a teacher is absent, inability to trust adults
A3) Ss getting upset quickly, disrupting class, yelling. TSS instruction would work in helping be sensitive of how to address it
The discipline in white, middle class America is punitive in nature, as a deterrent. Urban kids could care less about that
A3: Apathy is infectious, and has a tendency to look 'cool'. TSS need to embrace empathy!
and as we get closer to the end of the year it gets worse.
A3: For me this year it is attention getting behavior and focusing behavior that I see the most!
trauma sensitive speaks more to their experience and helps build a better repoire for reflecting in their mistakes
A3: Behaviors from Ss feeling lack of self worth. Currently reading more about how TSS works. https://t.co/xKrx4ouco3
A3: Kids have a hard time being attentive. That is difficult if their minds are dealing with trauma.
Yes!!!!! Truth!!! You can't do worse than their trauma was. They just say "bring it" https://t.co/F11e8XhFC6
The discipline in white, middle class America is punitive in nature, as a deterrent. Urban kids could care less about that
mind you, you often have to put your foot down hard to start that reflective process.
It also prevents Ts from recognizing changes in a S/causes of S issues. https://t.co/tZ5mL2PdeR
Q3: not building relationships can create problems/disruptions/breakdown of trust
This environment seems to promote advocacy for kids as everyone's role
Def. agree but also keep in mind the unknown: Treat all & be empathetic, build relations regardless
A3: Outbursts, TSS could help Ts by being proactive and learning how to redirect and prevent the behavior.
Trauma is interesting word...makes me think of physical hurt. But it's more...it's inner and outer
Don't confuse it as warm and fuzzy. It's often tough love. It is a long process at its heart though.
A3: Inconsistency when addressing behaviors can cause problems. doesn't work if some aren't on board.
A3: Ss point sheets can be detrimental to success, they become a tool for Ts to vent about Ss behavior not a tool for Ss success
A3: Negative actions, trying to figure out if Ss is crying out for attention, or just being disruptive.
https://t.co/EVkBl5GC7J
One opportunity that comes with going deeper into this research base is being inspired and motivated to get creative with kids.
A3-I would think Ts taking behavior personally instead of as a reaction to circumstances could sabotage
Yes, but you must wait for them to de-escalate. Without that time, they don't hear a word you say https://t.co/4fxRqZL66r
mind you, you often have to put your foot down hard to start that reflective process.
A3: This time of year becomes even more difficult because they know they are leaving their school, their place of support.
A3: Disruption of Ss learning What is root of the behavior? Is instruction relevant? Engaging? Constant reflection is essential
A3: Maybe Ss sometimes r most comfortable @ school and they feel safe enough to act out....almost a cry for help.
I've had times as both child & adult when overwhelmed by experiences..."trauma." We need support/grace.
A3: attention-seeking behaviors when kids are inappropriate to get attention from peers or teachrs. Any discipline just encourages
or Ss are seeing how far they can push so we don't care or turn them away...looking for that boundary
Would like to know if anyone on here has a therapy dog at their school.
Great points. So many things for edus to ask. Ultimate guiding question..."What is best for kids?" https://t.co/RpwU54UEd2
A3: Disruption of Ss learning What is root of the behavior? Is instruction relevant? Engaging? Constant reflection is essential
One of the High Schools in KCKPS uses one in their ED room. The kids LOVE him!!
we can move past talking about children as behaviors and move towards rehumanizing ourselves and our kids.
A2: I think it comes down 2 relationships, which allows you 2 know their emotional needs to help master soc&academic skills.
A3: Kids who can't appropriately handle conflict or see EVERYTHING as conflict and make small problems into big ones
Would love to have one! https://t.co/4peGtgNd4Y
Would like to know if anyone on here has a therapy dog at their school.
That wait time, that calm, consistent response--kids need to know you're always there for them no matter what.
We had one at the alternative school where I worked. Amazing the immediate calm she brought to kids
Are most teachers currently trained appropriately to deal with trauma in students?
And so many times we just go straight to punishment without getting at the root cause.
Our district focus will be on next year. It's much needed.
YES! https://t.co/ZhBnmCPbg9
we can move past talking about children as behaviors and move towards rehumanizing ourselves and our kids.
I don't teachers are trained to handle trauma that our students are dealing with.
I would love to have one too!
My wife used one once when she ran an at-risk program. He was an excellent success
I think has a dog at school. Right?
Thanks! I will be reaching out to them to learn more.
Buhler HS has had one. I am not sure how much we utilize him outside of the SPED classrooms, however.
Yes, that time piece is essential. https://t.co/0nVjoHP4Zn
Yes, but you must wait for them to de-escalate. Without that time, they don't hear a word you say https://t.co/4fxRqZL66r
mind you, you often have to put your foot down hard to start that reflective process.
Lisa, what is needed to accomplish this for teachers, knowing how much is already on their plates?
A4 It needs to be real honest convo. I think a lot of Ts just want "answers" & ways to "fix" it; doesn't work that way
A4: Not sure, would love to learn. I'd imagine providing all staff with the skill set to better reach TSs
A4: Lots of training and awareness!
I think we need an awareness as well.
Beth talked at and Ts aha was focus on Teacher trauma and taking care of self! https://t.co/MtnhZgkECg
secret trauma has epic ripple effects. Teachers must be mindful of our own trauma and resilience
A4) When I was in Philly, we were trained to always look for signs and anticipate things. It was TSS, but dealing with trauma
A starting point is creating awareness for the dialogue and resources that can help.
A4: total shift in mindset for some. Learn to build relationships with kids, stop focusing on punitive
. amazing experience. simple w BIG impact. we had 3 dogs in our school at one point.
A4: entire staff is trained to work with Ss who have experienced trauma focus on meeting kids where they are building on successes
Indiv Plans of Study& Emotional Well Being as focuses we should focus on relationship building as the core
I think Ts understanding twill take a lot off their plate.Ts who are struggling don't have the knowledge/skills
Everyone can benefit from a self care plan! One that addresses before during & after experiencing trauma
Beth--I'd love some Brain resources!! I'm fascinated and I want to study/learn/book studies. Any books? https://t.co/XjCqfMQ0g3
It depends. we leverage the collaborative nature of the arts and the project approach. It must be grounded in the brain
What is the difference between an ED student and a student in trauma?
Clear Creek in De Soto SD has one too
A4: current-there's lots of newer rsrch in this area.Also highly reflective, not all situations are the same,need to know our kids
We had the good fortune to have to speak to us at Garfield. I would like more examples of dealing with students
https://t.co/kps1rZWDOA
teacher team becomes engaged scholarly cohort of collaborative problem-solving/ facilitating intergenerational connection
Amen! https://t.co/Yn8W2PZMyT
A4: total shift in mindset for some. Learn to build relationships with kids, stop focusing on punitive
A4: PD might include training in a behavior management system at the start. Boystown, Restorative Justice, etc.
Amen! Focus is kids, relnship, coaching, changing to + behaviors...& it takes time, patience, intention. https://t.co/XZDMdp61PQ
And so many times we just go straight to punishment without getting at the root cause.
Often time spent not understanding how to handle=more on plates than to get Ts good PD or Support
A4: I would think you must get all staff on board to make it work! Also calming areas for those that need it?
A4: inquiry based, teacher/student centered, time 2 celebrate success while reflecting on how we can improve, action orientated
Relationships! https://t.co/d9KHJoFdhb
#1 lesson learned from all of the consulting work that I have done... trust is key to creating the safety required to build TSS
Tell us more! Did you work with Beth?
Need to recognize that any S can experience trauma. Need to know our Ss biographies.
ED can be part of their chemical make up and part trauma.
A4: Ultimately everyone should have a chance to share and collaborate to problem solve so no student trauma is overlooked.
Interested in thoughts on behavior management systems that work. Resource? https://t.co/zcFuXMsYzT
A4: PD might include training in a behavior management system at the start. Boystown, Restorative Justice, etc.
I'd like to revisit training with a workshop attitude now that we have a couple of years behind us
A4: 1st step - Helping Ts understand what trauma is & to identify the signs. Doesn't have to be one major event; poverty is one.
Agreed and this goes to developing relationships and helping students find and reach goals
We did work with TMC. I was on the TSS district committee
LOVE this, Mandy!! https://t.co/pDa56W0eFy
Usually trauma on the outside heals. Trauma on the inside...not so much.
We deal w/trauma on outside -nurse/dr. Trauma on the inside...that's the thing we must honor, help heal
It's important to have a balance of understanding with accountability where it won't hold them back. Can still be successful
In our Trauma Smart training poverty was identified as the #1 trauma in young Ss https://t.co/YIPx5Cxo0p
A4: 1st step - Helping Ts understand what trauma is & to identify the signs. Doesn't have to be one major event; poverty is one.
A4: I think Ts in urban schools def need more PD about the effects of trauma. I know very little about how it can affect Ss
Agree. Helping Ss have HOPE is important.
Holy smokes...you are welcome welcome every single week. Great to see you. Educators are INclusive!
It all come down to building trust. Are schools organized to develop deep trust with Ts and Ss?
Can't be afraid to have some accountability - they need boundaries and know you will hold them to those boundaries.
Absolutely! Poverty can be very traumatic for Ss!
. yes!Poverty training, then trauma and then why positive behavior programs help is needed.The pieces fit together
That's where can help w/how to support yet guide/coach. Boundaries, safety, growth https://t.co/eVu4PSKG3t
Can't be afraid to have some accountability - they need boundaries and know you will hold them to those boundaries.
Great Point! Not always about the consequence. https://t.co/jpHoU12kcm
A4: total shift in mindset for some. Learn to build relationships with kids, stop focusing on punitive
https://t.co/Lx78BXmWSZ
we must become a community of practice & recognize to build the skillfulness to self-regulate and guide others to do so is art
Indiv Plans of Study are a start, but I think this is something we need support to develop a plan
Totally agree accountability & boundaries are huge! Set high expectations and Ss will meet them
A4: also specific behavior management techniques for kids that have experienced trauma, something else I have few of
I think by generalizing&saying ALL Ts wrk 2gether leaves little rm 2 acknowledge shortcomings 2 grow&learn https://t.co/A7mhb7fJ95
A2. All teachers work together to support the needs of all students. Strong relationships in a team, helping students feel safe
w/big investment at the beginning of the year & continued effort, it can be done
As a staff, Ts must work and talk, talk to achieve this balance for kids. It is a challenge we are up to! https://t.co/FDGxE2WOms
It's important to have a balance of understanding with accountability where it won't hold them back. Can still be successful
I have a couple of short brain videos that do a good job explaining effects of trauma
Have to continually support & revisit or failure rate will be high
I signed up & will attend. Wanted to take some of my Ts but it filled up quickly. Hoping they will offer another one.
things I use for TSS are individual behavior plans taped to desks. Numerous breaks using GoNoodle, morning meetings, lots of talk
A5: modeling resilience when we experience trauma ourselves, motivating and inspiring, creating safe classrooms or safe areas.
Yes- the boundaries, safety & empathy bring the consistency for them to grow! Less chaos than outside school.
A4:PD can't be SOLELY focused on pedagogy. Meeting the essential/basic needs of a child will always be a prerequisite to learning.
A5 - Allowing our students to set their goals and support these goals. Teach 4C's and support inquiry in our classes
we can't forget bc a childs day doesnt begin in classrm affects All https://t.co/lcGfSFpTtl
A2: by being a Ts & admin understand what kids need.Relieves stress 4 both cuz of that understanding
A5: Ts empower Ss by creating a mindset of "not yet" instead of "I either have it or I don't " https://t.co/pujXZypqCH
A5: Approach all learning in the growth vs. fixed mindset. Give Ss the opportunity to struggle and overcome learning obstacles.
https://t.co/IvH9YKPeFW
Strengths Discovery and hunting for/ leveraging what is meaningful to students; guides learning to be more relevant and effective.
Q5: Teach Ss it's ok to take risks, lead by example
Please jump in!! You rock!
A5: give opportunities to practice resilience in learning. Let folks feel why resilience matters and nurture that mindset.
Providing a caring and nurturing environment for the Ss. Will take time, but need to keep at it.
A5: teaching about failure is important, that it's a part of life & you can & will overcome it
We as teachers have to take a risk and teach outside the box - make learning "real world" and meaningful for all ss
We started the training with parents and staff. Learning together so we can help our children grow! https://t.co/4s4pscDz9p
we can't forget bc a childs day doesnt begin in classrm affects All https://t.co/lcGfSFpTtl
A2: by being a Ts & admin understand what kids need.Relieves stress 4 both cuz of that understanding
Do students with severe trauma need therapy for long periods of time and more than just support in the classroom and school?
Yes. I am quite inspired by this discussion. https://t.co/hfGqV9XLOm
I agree. I think this is an artfully done discussion. Instead of complaining about the stu discuss needs.
Teach & support-they can attain goal independently-build self-awareness and worth!
A5: it's not taught with a worksheet!
A5: Support Ss when they make mistakes. No better place to make mistake than in MS. Safe and supportive....
A5: Growth mindset is huge in teaching resilience, Ss have to be ok with failure and be able to go back at the problem again
. I believe we must work all together
I think every child is different in how they respond/cope with trauma and what they have for support system
A5) PBL is a great approach. Make learning meaningful with a purpose, but still have some productive struggle to gain resiliency
Character/resiliance education is its own curriculum item. Especially early in the year, teach it often. Revisit and renew too
A5: ways to teach about failure: tell your own stories, coding, project-based learning, teamwork, test retakes, be supportive
Hey , jump over to Mondays at 8pm. This week we're talking -- right now actually!
A5: too often we are timid to spend time examining a rough situation. Let students spend some time on it then guide forward
I have students working on Google 20%, speak at GAFE Summits, blogging, setting goals. https://t.co/81uIYoghaD
A5: it's not taught with a worksheet!
Brandi, it has to be thoughtful discussion and action. This is hard, important work!
A5: Definitely model resilience ourselves,share other stories. Also, avoid labeling while building upon strengths.
And let them know it is okay to fail, reflect and redirect!
friends--Jump into ...any state chat! We're better together!
it's a struggle to include TSS training with other curriculum demands, but well worth the time in class efficiency when you do.
Share our stories with students so they see we are "real" people as well. We have overcome obstacles.
. we do wrap around meetings. Parents/mental health providers/teachers/relevant school staff to help child
When you say own curriculum item, do you have a curriculum you use in the classrooms? https://t.co/gPZU9J14Nm
Character/resiliance education is its own curriculum item. Especially early in the year, teach it often. Revisit and renew too
Organizations like can help bring in community members to help Ss that are experiencing trauma.
Andrea---of course I'm game!! :) :) Hit me up on . It's a gamechanger. https://t.co/piUGQVd5NL
I've been down w/a kidney stone but I'll be ready to when you're free this week. Still game?
That is a great question. Our social workers help our families with outside resources available.
A6: knowing that there's a reason behind a behavior can make it less frustrating & easier to deal with calmly.
Parents & families can benefit from bc trauma affects All family members different https://t.co/N8sFKPh523
A1: recognize students have suffered trauma and that trauma can disrupt learning and socialization.
I really like that, Kara!!
If we don't have this honest conversation... ed reform won't be successful
. Nice! Glad to hear that ScreenBeam is helping you setup wireless presentations wherever you go!
Some items from TSS, some from our character ed, things I pull off the Internet or just create. Not refined yet
Yes. Yes. Yes Not taking behaviors personally was something I had to learn early on in my career! https://t.co/MVsnoo6mwe
A6: knowing that there's a reason behind a behavior can make it less frustrating & easier to deal with calmly.
great! glad to join2 I'm a mom w/kids in public schools & founder of :) https://t.co/IKZNsCIYKu
I'm glad to join you all tonight. I'm Brandi, HS Eng. teacher.
a most impt topic abt supporting inner learner, inner soul of every one of us.
A6 It helps you realize that this is a human response to stress. It's instinct not a choice
Will definitely look to learn more about this resource.
A6: Understanding that sometimes Ss have less control over their behavior than we thought.
A6) Helps you better understand. When know the bigger picture or someone. Know what not to do to push a button. Build on strengths
A6: knowing the reason behind the behavior and also knowing the escalation path can help with recognizing triggers.
A6; it's helps to remember it's usually not personal, which helps us be empathetic and strategic
. sadly, yes on both thoughts. I think Elem Ts have more time w/child to see the bigger issues.
brain function is important. Students can't learn in an emotional state. I use calm, assertive energy & paradoxical statements
a5 learning must be challenging and allow Ss 2 take risks & grow ability 2 ask great questions
A6: can help avoid shaming Ss and staff, causing retraumatization, also helps to not cast them away when negative behaviors occur
Completely agree! Dealing with 20-30 kids vs 150-200 a day makes a HUGE difference
Yes! And help with redirecting/ refocusing behaviors.
A6: understanding the brain gives you a perspective that causes you to ask why that might be happening vs. demanding it to stop
A6: Absolutely. If I know why the brain acts a certain way, I can use that information to help me control my behaviors/emotions.
Elem--more of a focus on whole child. As we hit MS & HS, not so much. Time to talk, act.
A hearty round of applause to for leading us in conversation around ! says THANK YOU!
Another system issue we must address, if we are to be successful with all kids.
I need to remember that staff can go through trauma and how I approach needs to be sensitive to that. https://t.co/lvCo29rBnW
Yes. 1 benefit of Elem vs sec is that Ss in elem have more time with their Ts than sec teachers. https://t.co/sVi4Hb41ug
Aren't some kids in trauma and we don't really know it? Elem seem to do a better job here than sec schools. Thoughts?
A lot of times we have to teach the appropriate behaviors we want from our Ss. https://t.co/49PBka6AdO
Yes! And help with redirecting/ refocusing behaviors.
A6: My response isn't based on emotion or isn't a knee-jerk response, but has the end goal in mind - relationships & growth.
