#1stchat Archive
Weekly chat for excited 1st grade teachers who love to learn and share ideas. Participants are interested in a variety of topics including literacy, math, technology, play, inquiry, and being the best educators they can be!
Sunday September 25, 2016
Hello, everyone! Leka from Iowa here. So excited to welcome as a guest moderator tonight!
Happy Sunday! It's time for . I'm Val from Michigan and I'm excited to talk about Self-Regulation with guest-moderator
Hi everyone! Excited to chat about self-regulation and reframing behaviour. Currently teaching K, but glad to chime in on .
Very excited to be here tonight! Thanks Leka & !
Hello
Megan from Florida-1st grade
Laura from MN, I will be in an out of the conversation tonight.
Hi Megan. Glad you are here!
Good evening friends, Traci here from KS
Hello people of !! My name is Emily and I'm a student at Albright college working towards my pre-k to 4th very!!
Hi, Laura! How is your school year going?
Hi / ! Here representing /TMC team asked me to send his thanks for the… https://t.co/wx2CNMxcii
Hi everyone! Excited to chat about self-regulation and reframing behaviour. Currently teaching K, but glad to chime in on .
Q1 - What does self-regulation look like in your classroom?
Thanks for joining in when you can.
Renee White from NC. I will be in & out a bit tonight but attempting to chat.
Awesome! Thanks for being here.
Faige retired K teacher from Los Angeles but tweeting from Dallas. In & out as I get called away by my grandkids
A1 Many of my students need support in that area. Lots of stopping and teaching and reteaching.
First question was just posted. Excited for the discussion to begin.
Hi, Renee! Great to see you.
Hi everyone - Cassie here from MN
Hi everyone- Kelly from Kansas
A1: Ss in my classroom know the word metacognition! SS are constantly thinking about their own thinking!
Please make sure you follow so you can see the questions as they are tweeted.
Caryl from NH here, excited to chat while I have time!
Hi, Kelly! How are you tonight?
A1. Self regulation looks different at different times of the year. Right now there's a lot of modeling and teaching.
Hi! Checking in a few minutes late from Long Island, NY!
That's good to hear. How do you find that translates to self-regulation? https://t.co/jLhTSKmDyH
A1: Ss in my classroom know the word metacognition! SS are constantly thinking about their own thinking!
A1: Many of my Ss are still learning this. Need reteaching, reminders. Others are learning strategies & attempting to utilize them.
Hello everyone! Michelle from WI joining in a bit late.
A1 we talk about being "mindful" about choices that they make.
I agree! https://t.co/5Di0QvCeOf
A1. Self regulation looks different at different times of the year. Right now there's a lot of modeling and teaching.
Would love to know more about what's being modelled & taught. Same for everyone? https://t.co/6AWb00lC47
A1. Self regulation looks different at different times of the year. Right now there's a lot of modeling and teaching.
A1: We are just beginning to learn what it means to be in control of ourselves lots of direct teach and modeling
A1:To keep behaviors in check,we do yoga movements(deep breathing).Tattling is a big issue, ss worry about them self first.
This will be HUGE for me. Working so hard on these items.
Hi, Michelle! Long time no see!! Great to see you!
Can you expand a bit? Any specific strategies used? https://t.co/allUejrgcn
A1: Many of my Ss are still learning this. Need reteaching, reminders. Others are learning strategies & attempting to utilize them.
Hi everyone! Tracey from Texas a little late tonight.
I agree! https://t.co/kSqZPAnnUp
A1. Self regulation looks different at different times of the year. Right now there's a lot of modeling and teaching.
hi everyone Claire here from Vermont....just a little late.
A1 We also use the color zones to help students with self-regulation.
A1: Right now it looks like me modeling/facilitating for Ss and hoping that Ss will continue then on their own
A1: Evaluating at the end of lessons to ensure I am doing my best to reach all learners. Modeling, modeling and more modeling too
Do you find students need support with this? Anything specific you try that seems to work? https://t.co/ohEbtGkRku
A1 we talk about being "mindful" about choices that they make.
In the beginning we spend time observing kinders & then talk about their decision making in how&why they handled situations.
Hi! Its been a rough start:( We hired a first grade T a week and a half in so started w a sub.
Karen from Vancouver a Gr 1/2/3 combined teacher.
A1 In my room it's helping students become more aware of what they need to be calm and ready to learn.
Excited to learn more about how. So important for kids (& for adults too). https://t.co/1LR04IPln8
This will be HUGE for me. Working so hard on these items.
A1: breaks & discussions on problem solving & critical thinking through choices have been helpful.
A1 Often use disruptions and poor choices as opportunities for learning.
Then doing my best to show them strategies or tools, or work spaces, or... to help them achieve that. Helping them be aware .
Would be interesting to think of the "why" behind the tattling. What could different reasons be for kids? https://t.co/xQpBFZSijO
A1:To keep behaviors in check,we do yoga movements(deep breathing).Tattling is a big issue, ss worry about them self first.
Our cool down corner has been getting some use
I completely agree with this! https://t.co/ZzdRraDHPY
A1 In my room it's helping students become more aware of what they need to be calm and ready to learn.
A1 we practice some mindfulness. and lots of deep breathing. calm quiet moments throughout our day.
A1 Many tools or work environments available to anyone in the room. Fiddle toys, wobble stools, solo tent, noise reduction headsets.
Can you explain more? https://t.co/qKj0rVq1XH
A1 We also use the color zones to help students with self-regulation.
Q2 - How do you help children learn how to self-regulate?
Red Zone=Angry or disruptive and Green Zone=Where students should be-engaged, participating, alert, etc.
A1 helping students become aware of their own needs and what they need to be calm and able to learn.
Our too! We call it the "Quiet Place."
yes! Have many talks on is it big/little deal &is reporting or tattling. has great read on it
love this idea! https://t.co/485a4gbVN1
A1 Many tools or work environments available to anyone in the room. Fiddle toys, wobble stools, solo tent, noise reduction headsets.
A1 Right now lots of time spent reviewing and modeling expectations. Discussing choices that help students do their best learning
I find each students needs something different to be calm and ready to learn.
Mindful breathing is also common practice in our room. .
A2: Lots of practice and discussion/preparation beforehand
A2: class mtgs and discussing our feelings and how choose how we act, reading the energy bus for kids in mtgs
A2-This one is hard! Trial and error as we both figure out what works best for them. IF we discover a strategy that works, practice
I wonder about ways we can support students that struggle with these "good choices."Is part about reframing behaviour?
A2 We use "I messages" to help students communicate with peers in positive ways rather than being impulsive in negative ways.
Popping into to say hello! In and out tonight.
Often the impulsivity of actions doesn't allow time to think about "good choices"!
A2: I would think discussing things and helping them figure out how to process their feelings would help
Would love to know more about how you do this. https://t.co/hxmsc5Ei0v
A1 helping students become aware of their own needs and what they need to be calm and able to learn.
At least each year I add more to my bag of tricks and hope to find what works sooner
A2 Before kids need 2be self-aware. Often not the case. Kids r reactive & me first not necessarily looking at others
A2 Our Safe Place is often used by students to help them recover from setbacks and decompress.
Really connects with the SELF part of self-regulation. https://t.co/oCNsVFigMr
I find each students needs something different to be calm and ready to learn.
A2: Discussions, role playing, I messages, & great stories from our Social Thinking specialist to connect with.
What's the energy bus ? . https://t.co/DeuzqyPZ4b
A2: class mtgs and discussing our feelings and how choose how we act, reading the energy bus for kids in mtgs
Great idea to point out when Ss are in a calm state! Taking time to point out the right way will have a great impact
A2: Reference classroom rules, we make them into "I will" statements, instead of "I can" statements for daily work (subject area).
A2: Discussing differences between good choices & bad choices in the classroom is a repeated conversation to help Ss self-regulate
A2 lots of modeling, videos that show ways for Ss to practice, books with scenarios to help illustrate ways to self regulate.
Before what? Would love to hear more. https://t.co/tbCdmlmThX
A2: Lots of practice and discussion/preparation beforehand
it's a book - there's one for adults and one for kids. Our whole school is using it in our class mtgs this year
I have an individual meeting w Ss who need extra support. Daily check-in in the morning. Set a goal & plan strategy.
I rely a lot on my amazing OT--she always has something new to try and is willing to help all Ss.
Books to build self-reg https://t.co/dRoIdxeIL3
A3: We recommend "The Feeling Book" by Todd Parr and "The Way I Feel" by Janan Cain as great stories to help teach self-regulation
Oh gosh I'm late! So excited you're sharing ideas about my favorite subject! Just getting this started in my school!
Thanks Traci! . https://t.co/oBhmJyx1Gx
it's a book - there's one for adults and one for kids. Our whole school is using it in our class mtgs this year
Lesson well learned: any discussion w/out of control child futile & sets up oppositional behavior https://t.co/aF0G5w4YOC
Great idea to point out when Ss are in a calm state! Taking time to point out the right way will have a great impact
I wonder about those "negative ways" though. Are they purposeful? Could more be at play? https://t.co/w4Lv9Z2ypG
A2 We use "I messages" to help students communicate with peers in positive ways rather than being impulsive in negative ways.
A2 We have a Classroom Promise that we recite each day. Just another way of embracing/encouraging positive words and actions.
our grade team is spending a lot of time helping kids learn about the brain. They are loving it.
What are some way to soothe the limbic brain??
But if we can figure out triggers, would this change future behaviours? https://t.co/wsHaAN6Z0A
Often the impulsivity of actions doesn't allow time to think about "good choices"!
We may not find the perfect strategy but most work for a little while. Some Ss require a new strategy every few weeks.
I agree! Close observation to pinpoint pattern of their action & plan some strategies.
Lots of conversation and suggestions. Eg, do you find it easier to work in a quiet space.
Q3 - How do you determine the difference between stress behaviour and misbehaviour?
I also rely on my colleagues, especially my OT and teachers who have worked with S in the past.
Am using the Zones of Regulation book for Ss choosing their readiness to learn stage & lists of ideas to use for self-regulations.
Yes, I think more is at play. Just starting to discover some of the underlying issues.
Each individual student can be different too. There's a huge SELF component to self-regulation.
Also honouring where they are as learners. Some need more time to warm up, and letting them know I"m okay with that.
We use the Zones of Reg, too. They really help students self-monitor.
On a side note, I have been doing Ss lead conferences. It has been a huge success! Nice to see Ss talking about gains and goals.
But are all bad choices in student's control? Would self-regulation help reduce the # of them? https://t.co/JxJhvST6FD
A2: Discussing differences between good choices & bad choices in the classroom is a repeated conversation to help Ss self-regulate
Absolutely! The regulation needs to come from within to be "self" regulation. .
Question 3 is on deck. https://t.co/dIcRGe3881
Q3 - How do you determine the difference between stress behaviour and misbehaviour?
A3: Great question,believe mt misbehavior is based on some type of stress,been trying to learn as much as I can about Ss to prevent
Getting to know your students and connecting with them helps. Learning what their triggers are takes a bit of time.
A3-Tough one, as the stress behavior of one S looks like the misbehavior of another S. You need to know your Ss!!
A3: This is a hard one. Getting to know your Ss is important to understand the difference.
No child behaves poorly on purpose. My job is to find the "why" behind a behaviour.
Like how you phrase these in ?s to get students to help choose. https://t.co/cufYcSANP0
Lots of conversation and suggestions. Eg, do you find it easier to work in a quiet space.
A3: Get to know S & what is going on in their life. Get others, parents, counsellors, admin involved. Keep a behavior log/journal.
Building trust and connection with students is so important. I'm working on collecting my students now.
I think it does take a while to do so. https://t.co/TUplqlGhxX
Yes, I think more is at play. Just starting to discover some of the underlying issues.
Agreed,this has been the biggest thing, plus battling negative factors/self esteem from last year
I agree. Also need the classmates to see that too.
Love how you honour the student. Relationships first. https://t.co/6bMJ8xWH1n
Also honouring where they are as learners. Some need more time to warm up, and letting them know I"m okay with that.
Having a team approach makes a huge difference. And keeping track will help to see patterns--I need to do this more!
A3: When S’s understand and make choice, misbehave rather than impulsively react from stress, stress behaviour.
A3 sometimes it's the time of day that determines the difference. Beg. of day they brought it with them.......after recess stress
A3 Have conversations when Ss are calm. Find out what they are thinking.
Knowing your student a must! Misbehavior looks gleeful & intentional.Stress-behavior, frenetic disruptive w/out gleeful response
Agreed! I think waiting until they are calm is key. https://t.co/KPtEbDZZOu
A3 Have conversations when Ss are calm. Find out what they are thinking.
Well said! Some have so much trauma to deal with, for a 1st grader, amazes me how they can function sometimes
Eg, "Do you think a noise reduction headset might help?" or "Would being in a tent make it easier to concentrate?
And maybe viewing this behaviour as stress behaviour also changes our response to it. https://t.co/dYgT6KEBau
A3: Great question,believe mt misbehavior is based on some type of stress,been trying to learn as much as I can about Ss to prevent
I agree. I notice more issues in the afternoon when they start to get more tired and frustrated. https://t.co/kgwVXQvMMJ
A3 sometimes it's the time of day that determines the difference. Beg. of day they brought it with them.......after recess stress
A3 getting to know your students, lots of observation, building relationships with them
A3 - Thinking more on Q3, sometimes it is a misbehavior for attention. Why do they need the atten, how can you give positive atten?
Also P conversations can give you a whole new perspective!
True ... I wonder though if some of what we view as misbehaviour is actually stress behaviour. Thoughts? https://t.co/wZ8uY0ytRP
A3-Tough one, as the stress behavior of one S looks like the misbehavior of another S. You need to know your Ss!!
A3: As educators, I believe we would do our Ss a disservice if we did not get to know them for all that they are, not just a S
Absolutely! I work w/ many children with high sensory needs. It's important that we respect everyone needs as learners.
Q4 - How do you respond to students when you notice challenging behaviour?
Many children don’t truly know what calm feels like.
I agree! It reduces a lot of frustrations in both Ts and Ss.
I've started a 5 minute quiet time after recess and it has cut down on behaviors. Time to process on their own, or with me.
Yes!! "Why this child? Why now?" Helps with reframing behaviour. https://t.co/ofWoZSzCFc
No child behaves poorly on purpose. My job is to find the "why" behind a behaviour.
I agree, had to rethink my whole math block to make it the most engaging/easiest to understand
A3: I also believe it is important to take notes and reach out to the right staff from the first warning sign or concern to help Ss
What are they doing during this time? https://t.co/cYvlCS5ce7
I've started a 5 minute quiet time after recess and it has cut down on behaviors. Time to process on their own, or with me.
And sometimes they are just lacking a skill that needs to be taught.
I think giving them some positive attention upfront is helpful. Making sure they know we really like them.
Like the idea of connecting with many different people and building relationships first. https://t.co/awYwVSkGlg
A3: Get to know S & what is going on in their life. Get others, parents, counsellors, admin involved. Keep a behavior log/journal.
yes and creating a community that understands that we all have different needs and responses.
Even reactions to understanding and ,making a negative choice is still stress behaviour. Why this kid and… https://t.co/keAh7QEFEL
A3: When S’s understand and make choice, misbehave rather than impulsively react from stress, stress behaviour.
A4: STAY CALM! Give choice, then give time for them to choose
So how have you been doing this? https://t.co/X5Nwjdsahd
Agreed,this has been the biggest thing, plus battling negative factors/self esteem from last year
Question 4 is on deck! https://t.co/RpPyykpygt
Q4 - How do you respond to students when you notice challenging behaviour?
Sometimes they just need to know they are still loved when they are dealing with stress or trauma and that will calm them down
Resting their heads, drawing a picture, writing, or reading. It is their time, their choice.
Could stress happen in the middle of the day too? What are some possible stressors? https://t.co/5sy13dNoQr
A3 sometimes it's the time of day that determines the difference. Beg. of day they brought it with them.......after recess stress
A4 Are you asking re their own or the behaviour of others?
Absolutely !our response is key!
Can't believe I am finally on been a crazy start of the school year for me! Flooding In Louisiana, but that is ok. Hey y'all! 😄🎉
Whether mis or stress behavior student in search of self regulation to find equilibrium
Lots of growth mindset discussions, lots of compliments, finding anything and everything positive that they are doing
A4 Respond very calmly…Ask if they are okay, ask what you can do to help them. Don't take their behavior personally.
A4: Start by viewing S’s as capable, then ask why they are reacting as they are. When we are calm they become/are calm.
Love this answer . talks about limbic resonance and how "calm begets calm". https://t.co/v6ZsLnd70j
A4: STAY CALM! Give choice, then give time for them to choose
A4: Do not (over)react, calmly redirect. I often move closer to S or have S move to me. I will talk to them after.
Glad you are here, Natalie! Hope all is well with the flooding.
Great to hear that this has made a difference. https://t.co/BXjJGsoBc9
I've started a 5 minute quiet time after recess and it has cut down on behaviors. Time to process on their own, or with me.
I just started this year, it has made a huge difference!
A4: I speak calmly, have them take a deep breath and ask them to think about their decisions they are making before we discuss
A4: Give a reminder & chance for a better choice. I usually ask "What's going on today? Why are you choosing this?"
I love this idea also! Our crazy time is after lunch. We usually do a quick yoga, but love the choice.
A3 Give choices to help redirect them, one on one conversations to help them learn and practice a more appropriate behavior
Hi Gail! Love that you brought in the view of the child as capable . https://t.co/Rc7tHrjxp4
A4: Start by viewing S’s as capable, then ask why they are reacting as they are. When we are calm they become/are calm.
A4 Your the adult don't get into "it" with the student. Battles r counterproductive. U think u win but not in the long run
I agree, then when I talk to S I hold both hands and calmly talk about how things can change......it help… https://t.co/R40t0D6hFg
A4: Do not (over)react, calmly redirect. I often move closer to S or have S move to me. I will talk to them after.
And showing them that we care is so important. https://t.co/ku4A1bJWBv
Sometimes they just need to know they are still loved when they are dealing with stress or trauma and that will calm them down
A4: Remain calm & determine the best way of handling the Ss. Don't react without thinking to ensure the class is not in disarray
Do you ever notice that they just can't do this in some particular moments? https://t.co/PlrREGlJpH
A4: I speak calmly, have them take a deep breath and ask them to think about their decisions they are making before we discuss
Q5 - How does your response impact on student behaviour, & how does this determine future responses?
A4 I often pull them aside and tell them what I've noticed, then ask them if they need my help.
Question 5 is on deck! https://t.co/9oOoo7uxdm
Q5 - How does your response impact on student behaviour, & how does this determine future responses?
yes, we take a break if needed until calm
I guess it could be either. Just curious to hear about different adult responses.
I was thinking from teh students perspective vs adult's.
our voice tone/level is really powerful! effect you can have by talking *under* a screaming student
A4 Not react right away. See what happens after a minute or two. Check in later when he/she is ready.
Seems like this would really be responding to what your students need.
A5: A calm response can cut down on future behaviors-no reaction is no fun. Also you become a safe person for the S.
I like to say, What can We do to help you get back under control, or ready to learn?
I just started R&R this week. A few quiet minutes with soft music to calm and prepare self. https://t.co/pNuH1Y3hYx
I've started a 5 minute quiet time after recess and it has cut down on behaviors. Time to process on their own, or with me.
Q5: Be consistent with all ss... but keep in mind that all ss have different needs & what is fair is not always equal for all.
A4. I take the "I notice...what's up?" approach and try to be calm. Offer a helping hand. Depends on the child and situation.
So important to view the child’s stress from all 5 domains! How is this affecting them? Reframe! https://t.co/V3ugfuriO4
A3. If a child is having stress response their PFC (prefrontal cortex / learning brain) is largely offline. This is… https://t.co/SfL4xrGQqV
And sometimes they are just lacking a skill that needs to be taught.
A5 When I tell myself their behavior is not about me (the teacher) that helps me to stay calm. Sometimes I take a deep breath.
Think that "calm" is key. Need to see how kids respond to proximity. Could see some get into fight or flight.
Absolutely! It is an important class conversation to talk about how we all have different needs. https://t.co/5HVcfenpDC
Q5: Be consistent with all ss... but keep in mind that all ss have different needs & what is fair is not always equal for all.
A5:Sometimes it can make or break it. Like:desire reaction&get none, expect anger&get sadness&concern.Shows Ss how feel about them.
A5: Ss knows that I will be consistent on response and that has helped greatly w their response.
A5 Never engage in power struggles. Some Ss need a little more wiggle room, so to speak.
A5 A calm response is non-threatening and helps to build relationships. You become a safe adult who can help.
Great point! We can't take it personally & we have to stay calm.
Great modeling technique!
Ok need to attend to some school work. Thanks for a great chat! 😊
Great ideas tonight! I'm exhausted so turning in early. See you next week!
A5 Sts don't need both out of control (you & then) Learn you're safe one & in their corner. That relationship that says "I care"
This is the dyad at work! https://t.co/5mmlsl0tqx
A5 A calm response is non-threatening and helps to build relationships. You become a safe adult who can help.
A5 Give them a chance to explain. They need to be heard. Let them know we are here for them.
A5 W/ trust and calmness I share how the behav is unsafe and/or effecting learning of others. It helps the student see it too.
A5. Build S self-reg and emotional Lang to have more options when overwhelmed next time - it's a skill, needs teaching&practice
Grandkids bed time. Time for me to read to them. Gr8 chat
Yes, their voice needs to be heard, too. https://t.co/Nr5AdOyLLH
A5 Give them a chance to explain. They need to be heard. Let them know we are here for them.
A5 When students are connected and invested in their classmates they naturally want to do their best for success.
A5: Imperative to note each child is different with diff. needs/behaviors. It's not personal & needs to be appropriately addressed
I definitely think differences come into play here. https://t.co/Pc83DccbKC
Q5: Be consistent with all ss... but keep in mind that all ss have different needs & what is fair is not always equal for all.
yes after PE, I have meditation music on and lights off for a few mins.
From children point I would honour their ability to recognize things aren't so great with them or around them.
Don't assume you know why they behaved the way they did https://t.co/QhSxfxIAfo
A5 Give them a chance to explain. They need to be heard. Let them know we are here for them.
A5: Need to be consistent with each child, but also let it be known to all that specific behaviors will not be tolerated as a whole
I'd try to help them find a solution for themselves or their friend.
The learning brain is offline and can’t hear. Modelling rather than metacognition. https://t.co/c7yW5VTZNc
A5 W/ trust and calmness I share how the behav is unsafe and/or effecting learning of others. It helps the student see it too.
A deep breath & a step away from the problem at the time often helps me out too. https://t.co/CrtidUQmxA
A5 When I tell myself their behavior is not about me (the teacher) that helps me to stay calm. Sometimes I take a deep breath.
getting better! Should have sheet rock back up this week! So excited for walls! 13 in of water in the house is not fun!
so true! Once I found out one was upset because I helped him! Who knew??
What does consistent mean in this case? https://t.co/gtqLvAmwV9
A5: Ss knows that I will be consistent on response and that has helped greatly w their response.
Sorry to hear that, Natalie. Glad to see you tonight:)
Q6 - By asking, "why this child and why now," how might your responses to behaviour change?
Thanks for joining in! Have a great week.
Yikes! 13 inches of water? So glad you and your family are safe! Thank goodness for walls:)
I played on it today! Stories and lessons to build some traits. They had some on respect and empathy and self control.
Question 6 is on deck! https://t.co/DBaGAEknSO
Q6 - By asking, "why this child and why now," how might your responses to behaviour change?
yes ma'am! 20 in outside! All good though. My hubby and I are very blessed. Celebrating 1 year of marriage in October
Love how you honour the child.
Depends on the Ss involved,if choose to do a behavior, there will be a consistent response by me to help them improve
A6: Taking the time to ask 'why' will make you think about your response and can meet the S needs and situation
No 2 children need the same response. What works with 1 usually doesn't work with other. . https://t.co/zlvK76W8It
What does consistent mean in this case? https://t.co/gtqLvAmwV9
A5: Ss knows that I will be consistent on response and that has helped greatly w their response.
A6 you see the child instead of the behaviour
Yes, I met them at ! So friendly and great mission.
Is the level good for first graders, not too over their head?
Great that you are there to support them!
A6: Do I need to look at my instruction? Is there something that just triggered this behavior? What can I do to avoid this?
Thanks for participating!
A6: Agree with what all the rest of you are saying for this one.
kid friendly stories with characters. Don't think so. different lessons for grade levels. K-3 you pick the grade
A6 Definitely gives me time to take a deep breath and not react right away. Focus on why rather than what they did.
It's hard to do this, but I have been also asking these ?'s, REFLECTION is HUGE!
Thank you for a great chat tonight! Need to exit early. It was wonderful connecting with fellow 1st grade educators 😊
A6 Those questions helps you to view students as individuals with various needs and helps you determine how to respond.
Wonder if it can also help us view behaviour differently. https://t.co/mX3Fo1qnHS
A6: Taking the time to ask 'why' will make you think about your response and can meet the S needs and situation
I like this ... Wonder if this results in a calmer response. https://t.co/iYWTOAMPVw
A6 you see the child instead of the behaviour
"stress detectives"! I need to keep adding to my list of responsibilities. This is an important one.
Wow! The hour has come and gone. Thanks for moderating this amazing chat tonight!
Good for self-reflection. Wonder if it can also help us look more closely at the child. https://t.co/x8KiybdUjG
A6: Do I need to look at my instruction? Is there something that just triggered this behavior? What can I do to avoid this?
One of my first mentors always said "Ignore the behavior, not the child" it's stuck with me, many, many years later.
you are all such wonderful people, I found myself just reading your responses and thinking what lucky ss you have
Agree! I just want to make sure I am not the cause of the stressor! Reflection is good for both of us!
Maybe see things differently ... https://t.co/QbpMEukK9S
A6 Definitely gives me time to take a deep breath and not react right away. Focus on why rather than what they did.
Thanks everyone for your participation and sharing your wisdom and knowledge tonight! Have an amazing week!
Love that! https://t.co/40PVOrWy6R
One of my first mentors always said "Ignore the behavior, not the child" it's stuck with me, many, many years later.
That makes you a stress detective!
Thanks for a thought provoking chat. Have a great night and a great week! Off to finish up some plans and rest up.
