If you are new to Twitter chats, you might try using @participate to join: https://t.co/MhSCpBQMlg This site allows you to pause the chat if it starts going by too fast. :-) #IDedchat
Our chat tonight revolves around "trauma." Many of our students are experiencing, or have experienced trauma. Many times that can manifest in different ways in our classrooms. #IDedchat
Ha. It was 64 on Sunday. Take wind chill into effect, it was a 100 degree swing from Wednesday to Sunday. It’s been 45-50 most of the week. Severe weather for tomorrow and 25 degrees for Friday. Snow forecast for next week. #IDedchat
A1 To me trauma is any event, physical, mental or both that had the potential to change a person’s life because the damage is substantial and can impact the person in the future for an indeterminable amount of time. #IDedchat
A2: A person's response to the event determines whether or not it's trauma - so whether a person perceives a threat or perceives a situation as dangerous really matters. #IDedchat
R2: this is the mental aspect of trauma. What one person perceived as a normal event might be trauma to another. It is nonspecific and levels of events can vary. What one person may perceive as normal talk, another may perceive as bullying. #IDedchat
And think of what this means for teachers. We bring our own perceptions about what we would consider "traumatic" -- and maybe that affects how we interact with students who are facing adversity. #IDedchat
R2: this is the mental aspect of trauma. What one person perceived as a normal event might be trauma to another. It is nonspecific and levels of events can vary. What one person may perceive as normal talk, another may perceive as bullying. #IDedchat
A3: This is a great question. Lots of us might assume living in poverty is traumatic. It certainly leads to other circumstances that might be considered traumatic. #IDedchat
I was thinking about this from an admin’s perspective in dealing with discipline. I also was thinking about this from a teachers perspective in how I address students, call on them, etc. A lot of times, teachers have no clue about their impact on students. #IDEdchat
And think of what this means for teachers. We bring our own perceptions about what we would consider "traumatic" -- and maybe that affects how we interact with students who are facing adversity. #IDedchat
R2: this is the mental aspect of trauma. What one person perceived as a normal event might be trauma to another. It is nonspecific and levels of events can vary. What one person may perceive as normal talk, another may perceive as bullying. #IDedchat
I was thinking about this from an admin’s perspective in dealing with discipline. I also was thinking about this from a teachers perspective in how I address students, call on them, etc. A lot of times, teachers have no clue about their impact on students. #IDEdchat
And think of what this means for teachers. We bring our own perceptions about what we would consider "traumatic" -- and maybe that affects how we interact with students who are facing adversity. #IDedchat
R2: this is the mental aspect of trauma. What one person perceived as a normal event might be trauma to another. It is nonspecific and levels of events can vary. What one person may perceive as normal talk, another may perceive as bullying. #IDedchat
This is a wondering...In some of Eric Jensen's research, he shares that poverty can cause chronic stress - which can have the same effect on the brain as trauma - goes back to "ability to cope." #IDedchat
R3: this is a double edge here. Some Ss might see this as traumatic if they are thrust into poverty. Others might see this as normal because they have always experienced it. Poverty doesn’t mean traumatic. Having money doesn’t mean not traumatic. #IDedchat
That's a good question, too. There's a lot of new research coming out looking at that, at historical trauma, and at generational trauma. Fascinating stuff. Keep your eyeballs peeled. #IDedchat
A4 Working with Ss who have experienced trauma requires a less punitive approach. Maybe all students could benefit from a less punitive approach. #IDedchat
A4: Educators need an understanding of trauma in order to support students - to meet them where they are. This may mean putting aside our own "perception" #IDedchat
A4: Because "trauma" responses vary from kid to kid, teachers are critical in creating environments that are safe, predictable, and consistent for ALL students - whether they've experienced trauma or not. #IDedchat
R4: we have to be knowledgeable on signs and symptoms. Again, it’s nondescriptive on whom it affects. The outcomes can be extremely detrimental to learning. #IDedchat
When dealing with Ss who are affected by trauma instead of saying "Why did you do that? try sincerely asking "What happened to you?" Helps Ss move from the Fight or Flight mode to a thinking mode. (Thanks Kristy Brinkerhoff) #IDedchat
This is a great point I had not considered. While not all of our students have experienced trauma...they all need a safe and consistent learning environment. #IDedchat
A4: @KristinKsouers and I call this environment a "Culture of Safety." This is what all students need in order to be learning-ready. And we don't need to know their stories - just that they need us to be there for them. #IDedchat
A5 Holy moly, mindset plays a role in everything we do. The little voice in our heads determines our thoughts, our actions. We must cultivate a strength-oriented, growth-oriented mindset in order to support each and every child! #IDedchat
A4: @KristinKsouers and I call this environment a "Culture of Safety." This is what all students need in order to be learning-ready. And we don't need to know their stories - just that they need us to be there for them. #IDedchat
R5: having a knowledge of “symptoms” of trauma can help lead to informed decisions that will help the Ss with increasing their success in your class. It also helps provide referral information to counselors and mental health professionals affiliated with the school #IDedchat
A5 Mindset plays an integral role in what we do every day. Having an informed mindset and utilizing strategies can help all learners. Is it easy? No but mindset must be right to support all students. #IDedchat
A5: Thinking about mindset - it's our beliefs, our impressions, our values, our vision...all this has to be oriented towards student success (however we define it). Safe, predictable, consistent. Our mindset builds that "nest" for kids. #IDedchat#TraumaInvested
Nice follow-up, Janet. We must pay attention to what our students' strengths & goals are, when they experience success - and emphasize those. Keep it positive, no matter what. "Life is rough enough without another adult on my case." We can all use someone in our corner. #IDedchat
A6: A #TraumaInvested classroom is a nest. It's a safe place for kids (physically and emotionally) where they can be OK with their "not-OK" ... so they can get on with the business of learning. #IDedchat
YES! I love this video - we always need to remember that the people we meet are going through things of which we have no idea. We can build up or tear down with every interaction. #IDedchat
True - and we don't need to know the story in order to create that safe, predictable, consistent environment. Since we know everyone has a hidden story, we can set up the "nest" accordingly - for ALL kids. #IDedchat
Keeping things positive can be hard at times - but I think it is important in the "Culture of Safety" that we model acknowledging our mistakes and saying sorry when we have a "bad" day. #IDedchat
A6: It is a welcoming, safe environment for anyone/everyone to come to. It is relaxed and nonjudgmental place for people to share and have conversations. #idedchat
Unfortunately, so many of our Ss have not had success and when they do it can be a traumatic experience for them as well. Sometimes not making a big deal about their success is a good idea. It doesn’t mean we don’t recognize it, but maybe not making it a huge thing. #IDEdchat
Also: A #TraumaInvested school has safe spaces for ADULTS who need a short-term time-out (self-selected for their own regulation). We mustn't forget our adults' needs too! #IDedchat
Unfortunately, so many of our Ss have not had success and when they do it can be a traumatic experience for them as well. Sometimes not making a big deal about their success is a good idea. It doesn’t mean we don’t recognize it, but maybe not making it a huge thing. #IDEdchat
A6: Many have said it is welcoming and safe - I would add consistent. Students know what to expect when things go well - and that it is OK for them to make mistakes, errors, etc. #IDedchat
One of the most powerful actions we can take as adults/professionals is to legitimately apologize when we mess up. And we all make mistakes. When you mess up, fess up. Own it, apologize, and mean it. #IDedchat
Keeping things positive can be hard at times - but I think it is important in the "Culture of Safety" that we model acknowledging our mistakes and saying sorry when we have a "bad" day. #IDedchat
This is key - because we are "human" we all need to be aware when we need to walk away - if there isn't a space to go, taking a break becomes difficult. #IDedchat
A7: Universal #TraumaInvested strategies:
*Meet kids at the door
*Give students our attention
*Have jobs in the classroom
*Create routines & rituals together
*Establish a safe place in the room
*Offer snacks for hungry kids
#IDedchat
A7 #TraumaInvested strategies include greeting students by names, meeting them where they are, listening before talking, and encouraging students all day, every day. #IDedchat
R6: @averyteach, what does welcoming & safe “look” like? I’m not being negative, but I believe that this would be what is welcoming and safe from the Ss perspective. I realize that there could be a S or two who doesn’t think my room is. From my perspective it is. #IDedchat
I like that these universal strategies have space in them for student voice. Another way to create that safe space is to create "belonging" - voice can do that. #IDedchat
A7: Universal #TraumaInvested strategies:
*Meet kids at the door
*Give students our attention
*Have jobs in the classroom
*Create routines & rituals together
*Establish a safe place in the room
*Offer snacks for hungry kids
#IDedchat
A7: Building relationships with the students. Greeting them at the door and taking a vested interest in them beyond the curriculum. Let them know up front that it's a safe space. #idedchat
Great point - why not get feedback from the students to help you assess it? Ask them to give you examples of when they felt safe and when they didn't. Could open some great conversations! #IDedchat
R6: @averyteach, what does welcoming & safe “look” like? I’m not being negative, but I believe that this would be what is welcoming and safe from the Ss perspective. I realize that there could be a S or two who doesn’t think my room is. From my perspective it is. #IDedchat
WOW! That would help students be mindful of how they are "feeling" - when they feel they are going to "blow" they have permission to take a break. Empowering for students. #IDedchat
A8: Students who have experienced trauma tend to have one of four key unmet needs:
1. Physical/Basic
2. Relational
3. Control
4. Emotional
#IDedchat#TraumaInvested
R8: as I get to know the kids, I can tell when things are ok and when they aren’t. I can pull kids aside and let them know that I care about them and they can come to me whenever. #IDedchat
A8: Addressing their needs is our challenge:
1. Provide snacks/resting spot
2. Take an interest in the "whole" child
3. Create consistent opportunities for students to be involved and to have choice
4. Infuse self-regulation strategies
#IDedchat#TraumaInvested
A8: Students who have experienced trauma tend to have one of four key unmet needs:
1. Physical/Basic
2. Relational
3. Control
4. Emotional
#IDedchat#TraumaInvested
A8: Make it personal. As you build the relationship you will best be able to identify and figure out what works best for that student to be able to help them. No "one size fits all" #idedchat
Yes! And the prerequisite there is that you CARE. You genuinely, authentically CARE. Without that, the rest is lip-service and kids see right through it.
#IDedchat
R8: as I get to know the kids, I can tell when things are ok and when they aren’t. I can pull kids aside and let them know that I care about them and they can come to me whenever. #IDedchat
Right on, Dan! In my experience I have not found it difficult to find something "special" about every student I encounter - when we acknowledge that, our connection strengthens. #IDedchat
A8: Make it personal. As you build the relationship you will best be able to identify and figure out what works best for that student to be able to help them. No "one size fits all" #idedchat
Agreed. Students are so welcoming and open (most of the time) that it is easy to build that relationship. Even some of the hard ones let you peek into their lives at times to build that relationship. #IDedchat
Some self-regulation strategies:
*Get a drink of water
*Engage the core
*Go for a short walk
*Interact with a tactile object
The key is selecting a strategy that helps students regulate is ownership: they've got to know why they're doing it (and it can't trigger you!) #IDedchat
And even the "hard ones" let you peek - because you have been open to let the relationship form. #IDedchat We need to let Ss know we will wait for them.
A9 Start small. Drinks of water, a short walk, change of scenery, break cards, fidgets. Students can support their own needs once they understand and are taught the tools to do so with. #IDedchat
A9: Relationship-based interventions help students to feel capable and competent (positive self-talk), self-reliant (expanding the amount of time between check-ins), delaying response to stimuli (role-plays to practice non-response)... #IDedchat
A9: Also, building Responsibility:
Classroom jobs, consistent roles (feeding the class fish, turning on/off the lights, keeping track of the teacher's wait-time, etc.) can help build that sense of self-control. Control isn't just a power-struggle. #IDedchat
Does everyone know that Calm (meditation app) is free for teachers? One counselor friend uses it with students who need support to approach calm... #IDedchat
R9: I have a couple of Ss currently that are challenging from a self control standpoint. I have seen their behavior in the hallway for two years. I could have been negative to them. I haven’t. They are silly. But I have expectations. They know that & are rising. #IDedchat
That is what worked for me as a Ss experiencing trauma (house fire). A T trusted me to be a student aid and gave me extra responsibility, when everyone else was doing the opposite. #IDedchat
Thanks #idedchat for a great conversation on trauma. This is going to play a major role in our upcoming PD days as we continue our district training on it. Everyone have a good rest of your week!
R9: I have a couple of Ss currently that are challenging from a self control standpoint. I have seen their behavior in the hallway for two years. I could have been negative to them. I haven’t. They are silly. But I have expectations. They know that & are rising. #IDedchat
Yes! It's magical. I just sent them a message online and they asked a few questions. Thanked me for being a teacher and provided a link to a free subscription. #IDedchat
