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!
Happy Sunday! It's time for #1stchat. I'm Val from Michigan and I'm looking forward to discussing some helpful self-regulation considerations with guest-host @avivaloca.
Hello #1stchat. I am the Executive Director of Dr. @StuartShanker's @self_reg organization The MEHRIT Centre (https://t.co/WmiYBDFYk1). I am also a longtime educator and passionate about tonight's topic. Pleased to join in on your chat tonight for a little while.
Hello #1stchat. I am the Executive Director of Dr. @StuartShanker's @self_reg organization The MEHRIT Centre (https://t.co/WmiYBDFYk1). I am also a longtime educator and passionate about tonight's topic. Pleased to join in on your chat tonight for a little while.
A1 The first step is self-awareness. Ss know about themselves then they set a goal for improvement. Self-regulation is a process to achieve the goal. #1stchat
A1- To me, self-regulation is knowing how stress affects our body and brain- and learning ways in which to help return to calm and alert states- it looks different for everyone #1stchat
A1. At TMC (https://t.co/WmiYBDFYk1) we use the neurophysiological definition (ugh I know but it matters, that's why I mention). It's the brain-body understanding of the stress response system, the energy expended to respond to a stressor, then also to recover from it. #1stchat
I’m wondering if self-regulation has to do with managing emotions and self-control has to do with managing behaviors as a result of those emotions #1stchat
A1. At TMC (https://t.co/WmiYBDFYk1) we use the neurophysiological definition (ugh I know but it matters, that's why I mention). It's the brain-body understanding of the stress response system, the energy expended to respond to a stressor, then also to recover from it. #1stchat
A1- Self-control puts the onus on the person- assuming they 'can' control the behaviour, emotion, etc... it becomes a question of will or effort- or they're just not trying hard enough #1stchat
You are making me think... not sure... self-control sounds like a child is already in a stressful state and trying to react appropriately. Self-reg is ss know the signs and manage ahead of time?? #1stchat
It can also start looking like an inhibition or suppression of emotions or stress response- not something that will benefit a child in the long term #1stchat
Every parent and educator should watch this short video- The Core Story of Brain Development https://t.co/rR2qpXEvEb It is a standard in our division. #1stchat
A1. At TMC (https://t.co/WmiYBDFYk1) we use the neurophysiological definition (ugh I know but it matters, that's why I mention). It's the brain-body understanding of the stress response system, the energy expended to respond to a stressor, then also to recover from it. #1stchat
Hard to explain but it seems different to me, needing to control my impulse to yell out and having strategies to regulate my emotions from a stressor are not the same #1stchat
#1stchat there is a big difference between self-control and self-regulation. The problem is that there are so many definitions of self-regulation out there (we found 447) that it sometimes gets used as a synonym to SC when it's what makes SC possible. https://t.co/VwSMjJ88PX
A2: We read many mentor texts that talk about how to cope with many different feelings. I also try to do a think aloud (like Shared Reading). Model. Model. Model. #1stchat
A2 Some of my friends have personal mood meters that they use to communicate what their mood is and how adults can best respond to their needs. #1stchat
A2: One strategy I tend to use a quick check with my Ss. Thumbs up = good, Half way = ok, Thumbs down = I could do better. We use this during learning rounds & hallways. #1stchat
Exactly. You can't will / SC yourself out of a full on "red brain" stress state. Your brain-body has shifted you into a survival state. It changes your heart rate, your breathing, the sounds the muscles in your middle ear take in, and a lot more. #1stchat
A1- To me, self-regulation is knowing how stress affects our body and brain- and learning ways in which to help return to calm and alert states- it looks different for everyone #1stchat
A2: Mentor texts, role playing. I have a peace corner where they can go when they are feeling an emotion or need some space. So they can come to peace with themselves. #1stchat
A2 Often strategies are immediately accessible - coloring, using play-doh, going to get a drink, squeezing a ball, etc. Sometimes kids go to Calming Corner. #1stchat
A2 Often strategies are immediately accessible - coloring, using play-doh, going to get a drink, squeezing a ball, etc. Sometimes kids go to Calming Corner. #1stchat
Q3 - Thinking of Self-Reg and the belief that “kids do well if they can,” how would you differentiate between stress behaviour and misbehaviour? #1stchat
Yes! Brain breaks can make all the difference. Most of our young friends are more productive when they have the time, space an opportunity to move. #1stchat
Q3 - Thinking of Self-Reg and the belief that “kids do well if they can,” how would you differentiate between stress behaviour and misbehaviour? #1stchat
A2: I also try to give my students a brain choice 3 times a day. coloring, drawing, reading, talking, rock paper scissor. I do it at times they have been sitting for awhile. #1stchat
A2: building relationships in the beginning so our Ss trust us and will share their feelings with us and feel safe. Together we can set goals and ways to notice when those feelings are beginning #1stchat
A2. We have a feelings chart posted for the entire class. I build in movement breaks and we have been using the mindfulness lessons from @GoNoodle to listen to our bodies. I also have flexible seating for students #1stchat
A2: building relationships in the beginning so our Ss trust us and will share their feelings with us and feel safe. Together we can set goals and ways to notice when those feelings are beginning #1stchat
A2: building relationships in the beginning so our Ss trust us and will share their feelings with us and feel safe. Together we can set goals and ways to notice when those feelings are beginning #1stchat
A3: As @Woods1stgrade said, relationship is key. Know our kids and their triggers. You begin to know the whys and help them to see what works for them. #1stchat
A2: I also try to give my students a brain choice 3 times a day. coloring, drawing, reading, talking, rock paper scissor. I do it at times they have been sitting for awhile. #1stchat
We've also seen that once children are regulated again (by this I mean their energy/tension is regulated, not the behavior), then the self-control we wanted them to demonstrate is no longer necessary. They have rebalanced again & able to manage what they need to manage. #1stchat
A2: building relationships in the beginning so our Ss trust us and will share their feelings with us and feel safe. Together we can set goals and ways to notice when those feelings are beginning #1stchat
Q3 They can appear or look very similar. We have to ask questions make personal connects with our students so we can determine what is really going on. #1stchat
Q3 - Thinking of Self-Reg and the belief that “kids do well if they can,” how would you differentiate between stress behaviour and misbehaviour? #1stchat
A2 STS need space and a sense of freedom to self reg. Without this heightened emotions can be difficult to self reg when they feel pressured or trapped, trusting relationships are so key #1stchat
A3- Misbehaviour is a child making a conscious decision to act in a certain way. During stress behaviour, this decision-making process is no longer 'online' - e.g. my 4 yr old son not looking someone in the eye is not misbehaving- it is a stress response #1stchat
Yes. Building it into my day has helped them not to need it other times but they know they are options if they need it. I also have 1 who rolls his eyes when he gets overwhelmed so I will check in with him to see if what he needs when I see that trigger. #1stchat
A3: As a first year teacher, I’ve had a difficult time with this. Trauma does play a big part in behavior and emotional status, but I do believe that students should also be held accountable for their actions. Love. Love. Love. #1stchat
Awesome response. The students must feel safe! That turns off the limbic alarms. Teachers can lend children their calm, that's coregulation and it's how children eventually learn to self-regulate too. #1stchat#RockYourRelationships
A2: building relationships in the beginning so our Ss trust us and will share their feelings with us and feel safe. Together we can set goals and ways to notice when those feelings are beginning #1stchat
A3.1 You have to get to know your students. Stress behaviors can mimic misbehavior. I usually have the S go to our break area(I have sensory bins with theraputty, stress balls, tangles, etc) Then I look at the environment. Was there too much input (visual, auditory) #1stchat
A3.2 Then I will conference with the S. Check in, often the break will be enough to help them get back on track. We also have class meetings about what we need to learn (quiet, movement) and we plan/tweak accordingly #1stchat
A3: Knowing our Ss circumstances helps with the difference. First question to determine would be "What happened to make you so upset?" "How can I help you?#1stchat
Q3 - Thinking of Self-Reg and the belief that “kids do well if they can,” how would you differentiate between stress behaviour and misbehaviour? #1stchat
A3: Start with building relationships and knowing our kids. When they are having difficultly because they don't know how to respond adaptively. I ask " I see you are having difficult with ________ (name behavior), what's up?" got it from the book Lost at School #1stchat
A3: Stress behaviour looks like fight, flight or freeze. Those students who are not moving or not responding to your questions....that could be a stress response! #1stchat
Q3 - Thinking of Self-Reg and the belief that “kids do well if they can,” how would you differentiate between stress behaviour and misbehaviour? #1stchat
A4: My students have a lot of time to share their thinking, I work a great deal on a "safe" emotional environment where all thinking/feelings are honored. We celebrate a lot. #1stchat Always willing to add new ideas.
A3: Start with building relationships and knowing our kids. When they are having difficultly because they don't know how to respond adaptively. I ask " I see you are having difficult with ________ (name behavior), what's up?" got it from the book Lost at School #1stchat
#1stchat understanding the science beneath the stress-response system allows us to view behavior and challenges with relationships, learning very differently.
A3 The emotional environment is also important. Students want an emotionally safe environment. Sometimes teachers focus too much on compliance and the students is wanting a little more control over the environment. #1stchat
A4: a classroom That Ss are responsible for, feels loving and safe. Displays their work and personalities a place they and me as their T want to be #1stchat
A4 we try to build the growth mindset in our classroom and that includes me modeling my thinking when I make mistakes. I try to foster a class family style feel in our room that involves unconditional love #1stchat
#1stchat understanding the science beneath the stress-response system allows us to view behavior and challenges with relationships, learning very differently.
Not sure I’d look at it to such an extreme as “punish”. Consequences don’t equate punish. I’d always want to understand what happened when the St is calm and ready to talk about the situation. #1stchat
A4 Setting a safe and trusting environment is so key in being proactive against possible issues. But also needs to be considered to allow best place for self reg. Space, understanding and trust are so important #1stchat
#1stchat understanding the science beneath the stress-response system allows us to view behavior and challenges with relationships, learning very differently.
In the middle of making enchiladas for tomorrow’s dinner, but wanted to see if anyone was interested in doing a GHO or @zoom_us#guessmynumber this week? #1stchat
Q4 Understanding that each child responds differently to environmental stimuli - some love music while writing, it irritates others. Some kids thrive in colorful, stimulating environments while others appreciate more neutral settings. #1stchat
A4- Many different spaces/places in which to work; we start each day with a morning meeting so we can greet one another by name; we end each day by sharing our gratitude for one another- we leave with relationships intact even after trying days #1stchat
A4: Calming corner, flex seating, lots of movement, choice, choice and more choices throughout the day. Morning meeting are super valuable to help teach self reg! #1stchat
#1stchat understanding the science beneath the stress-response system allows us to view behavior and challenges with relationships, learning very differently.
A4: Calming corner, flex seating, lots of movement, choice, choice and more choices throughout the day. Morning meeting are super valuable to help teach self reg! #1stchat
Yes making mistakes makes us smarter and the power of yet! I love when my Ss support each other and say remember you can’t do it yet but you can preserve 😀 happy teacher dance #1stchat
Yes making mistakes makes us smarter and the power of yet! I love when my Ss support each other and say remember you can’t do it yet but you can preserve 😀 happy teacher dance #1stchat
A4. Environment is a 3rd teacher. Look at stressors in the biological, emotion, cognitive, social, prosocial domains & reduce the ones that aren't helpful to learning or wellbeing. Declutter, remove visual noise, routines, a sense of belonging for all, noise, lighting. #1stchat
A4 We "take a break" all the time. It's not a "time-out" my ss know they just have to refocus by walking away and come back when they are ready. It prevents emotions from getting too high. #1stchat
A4: Calming corner, flex seating, lots of movement, choice, choice and more choices throughout the day. Morning meeting are super valuable to help teach self reg! #1stchat
A4.1 I don’t have a lot of things on my walls- we do have S work, but there is blank space. That cuts down on visually overstimulating Ss. There is a lot of machine noise in my room (dehumidifier, etc) I ID each sound-my daughter can’t function with unknown sounds) #1stchat
Love this. It's what we adults do - take a moment when we need one -- and teaching children that this is not just okay but healthy is so positive. #1stchat
A4 Giving students choices is always helpful. Give the student 2 choices (but make sure they are choice you, the teacher, can live with). Ex. "You may sit on your spot or next to me. What is your choice?" #1stchat
Recognizing that each child just might need something a little different from the environment. Helping them and us understand that, hopefully empowers them to feel safe in their room. Sharing my poem from an old post #1stchat
A4.2 I have taken a lot of what I have learned with my daughter and incorporated it into my room. We have flexible seating- yoga balls, buckets, and quiet areas. Ss are allowed to ask for a break whenever they need it. But we always conference after a break #1stchat
For me, it comes down to knowing the child. Read the signs from the child.Often I find it’s more often stress behaviour than misbehaviour. I tend to default to that. If I’m wrong & I saw stress behaviour as misbehaviour, my response could actually trigger more problems. #1stchat
A4 Giving students choices is always helpful. Give the student 2 choices (but make sure they are choice you, the teacher, can live with). Ex. "You may sit on your spot or next to me. What is your choice?" #1stchat
A4: Little pockets of space for working with friends, places that encourage talk and some that encourage quiet, areas that inspire and promote creativity. #1stchat
For me, it comes down to knowing the child. Read the signs from the child.Often I find it’s more often stress behaviour than misbehaviour. I tend to default to that. If I’m wrong & I saw stress behaviour as misbehaviour, my response could actually trigger more problems. #1stchat
Recognizing that each child just might need something a little different from the environment. Helping them and us understand that, hopefully empowers them to feel safe in their room. Sharing my poem from an old post #1stchat
A5- We work really hard on this. I eat my breakfast in the hall outside my class so I can see students as soon as they arrive. Just last week, the first thing one said to me was, "I had a really rough night." Me being there gave us the time to chat about it #1stchat
Q5 When you are supporting a child during an emotional moment, bend down to their level so that you are eye to eye, take a moment and give them the time they want and need. #1stchat
Morning meetings are a large part of relationship building but just talking with Ss, listening, acknowledging, letting them know you care unconditionally. Have fun with your Ss. #1stchat
If I see it as misbehaviour, I may be looking for a consequence, & responding in this way may dysregulate students more and increase behaviour. If I see it as a stress response, I often offer a hug. Calms kids almost every time, & most seek it out. #1stchat
A5 Be real, listen and try to connect with what Sts value. This is how I build trust with my Sts, difficult to connect with than someone who isn't real, doesn't listen or empathetic to your situation #1stchat
A5: A5: Relationships are 100% the key. If I didn’t have a relationship with my students...who knows what would occur within my classroom or outside of it? We meet every morning (Family style) for a morning meeting. I eat lunch lunch with them. We play outside together. #1stchat
A5 My students love when I do a lunch bunch. Invite 5 kids at a time to have lunch in the classroom with you. Totally optional, but everyone gets an invite. #1stchat
A5 (cont) I mail my students letters. Each and EVERY day I make sure my students know they are loved and appreciated it. You have to verbalize it! Having positive relationships and communication with parents also does wonders! #1stchat
A5 I try to listen to them before the morning meeting & snack time. I actually try not to join the conversations. I can learn a lot from that. Also sharing time in the morning meeting tells me a lot about the ss. #1stchat
A5: I ask tons of questions and we share all things we love in our first class meetings and through the first few weeks. #1stchat surveys about books they want in our class library, working with music or not, etc #1stchat
A5 strategies I use to build relationships include greeting them each morning at door, lots of conversation and listening during calm moments, morning meeting, attending events to cheer them on outside of school, getting to know their families, etc #1stchat
A5 Send notes home regarding moments of great behavior, leadership, acts of kindness, etc. Parents love to celebrate these moments with their children. #1stchat
A5- I notice the impact of relationships by how students can be completely different for other teachers and adults. Sometimes it's the time of day/situation, but other times it's truly the lack of connection or relationship #1stchat
An important point @FirstAtBat. It points to the problem with trying to get a tool or a strategy to build relationships. Real relationships don't work like that. We are the strategy. Genuine curiosity & interest in getting to know a child, connecting even in little ways. #1stchat
A5: I find when I am on the playground with my students at recess, it's a nice time to have a chat or play a game. Students see you in a different light. #1stchat
A5 Let them know i am available to talk. Also I write them a letter every week about their reading from the free choice book they read to me every week. #1stchat
A5 We use Responsive Classroom and have Morning Meeting every day. Bc of the time we spend at the beginning of the year building relationships my Ss trust me. I get to really know them and bc of this most misbehavior can be head off before it happens. #1stchat
A5 We use Responsive Classroom and have Morning Meeting every day. Bc of the time we spend at the beginning of the year building relationships my Ss trust me. I get to really know them and bc of this most misbehavior can be head off before it happens. #1stchat
Mic 🎤 drop Looking for a program that teaches you to build relationships is fool hardy. It’s built in to teachers’ DNA that love, caring and understanding what these little ones need from us (and not so little ones) #1stchat
I stop and reflect before communicating about passions. I listen. I work hard to not react (not always easy for me either). I avoid negative and drawn to positive. #1stchat
A6- I am getting better at recognizing when I am dysregulated and how that is affecting my class. I try to get outside at lunchtime and exercise and that makes a huge difference. I'm also OK with asking someone to watch my class for a minute if I need a breather #1stchat
A6: As a teacher, it is SO important that we can self regulate. That’s how we are sure we can be at our best for our students. It’s okay to verbalize this to them and to talk it through with them too. #1stchat
A6 We can't control what our students will do but we can control our own responses to what they do. We have to use a calm approach and avoid power struggles. #1stchat
