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Students who have experienced trauma can have difficulty managing their emotions or self-soothing when stressed. When faced with a consistent flow of stress chemicals coursing through the body or reliving traumatic events, a child can fail to learn how to calm themselves down or regulate sadness or fear. These emotions can manifest into deeper or more long-term mental challenges such as depression, PTSD, self-hatred, guilt, or shame. Or, the emotions can burst outward into rage, anger, trembling, hyperactivity, or mood swings. “Having learned that the world is a dangerous place where even loved ones can’t be trusted to protect you, children are often vigilant and guarded in their interactions with others and are more likely to perceive situations as stressful or dangerous.  While this defensive posture is protective when an individual is under attack, it becomes problematic in situations that do not warrant such intense reactions” according to the National Child Traumatic Stress Network.

https://resilienteducator.com/classroom-resources/this-is-a-students-brain-on-trauma/

How to support students with trauma.

1. Communicate with counselors or social workers. Besides providing specific information about your students, these are great resources for more information about recognizing and understanding the impacts of trauma.

2. Provide structure and consistency. Write the agenda on the board. Use entry and exit routines. When a student knows what to expect, it can help her to feel safe.

3. Ease transitions. Give time warnings ahead of activity transitions (“3 minutes until we switch groups...”). Warn ahead of doing something unexpected, such as turning off the lights or making a loud sound. If possible, prepare students for fire drills.

4. Provide choice. People with trauma history experience a lack of control. Provide safe ways for students to exercise choice and control within an activity and within the environment (choice of seats, choice of book, etc).

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Trauma and stress can alter a young person's brain functions, impacting learning, causing behavioral problems, and igniting a cycle of violence. Poverty, violence, sexual abuse, food insecurity, and home instability are just a few factors causing brain-altering stress for our nation's kids. The National Survey of Children's Health (NSCH) reports that nearly 50 percent of the children in the United States have experienced "at least one or more types of serious childhood trauma." Understanding trauma and its impacts on young learners helps educators better serve the emotional needs of their students, and help trauma-survivors thrive in classrooms.

What is trauma?

The American Psychological Association defines trauma simply as "an emotional response to a terrible event," such as a car accident. A person's reaction could be short-term or long-term, like in the case of Post-Traumatic Stress Disorder. There is also Complex Trauma, which is trauma of a repetitive or continuous nature. This could include things like abuse, poverty, or hunger. For students, the effects of trauma go far deeper than behavior. People who have suffered emotional trauma can have lapses in their cognitive abilities. They may have trouble focusing on simple tasks. They may lose memory function, or forget how to write or say the alphabet. They may experience unexplained rage or terror. Trauma has real and lasting effects on the brain and in understanding this, we can better understand and help our students.

Your student's brain on trauma

Fight or flight + anxiety states

According to the Center for Early Childhood Mental Health Consultation, children who experience trauma can live in a near-constant state of fight or flight, with stress hormones like cortisol and adrenaline flowing, even with no real threat present. That means, a student may be triggered by something non-threatening (like a loud noise, or not understanding an assignment) and feel the intense emotions and fear associated with a truly frightening event. Therefore, a student may not be able to control their emotions or reactions when they're overwhelmed by stress chemicals. "Early traumatic experiences and development insults often involve fear and anxiety. Neurobiological findings show that trauma affects both the structure and chemistry of a child's developing brain. Fear and anxiety over time can alter a child's brain development. Children of trauma are at times "offline" and unavailable for learning due to symptoms they may experience such as intrusive thoughts, dissociation, flashbacks, or an under/over-active limbic system," says Patricia Olney Murphy, LICSW, MPA, a sexual abuse and trauma specialist in Rhode Island.

Memory function + learning

With fight or flight responses over-activated in the brains of students of trauma, the learning and memory centers of the brain are conversely turned down. When the primary function of a child's brain is to protect itself and process fear, normal brain development is affected. You might see students become forgetful, disengaged, or unable to concentrate. Over time, the effects can actually permanently alter the brain, making it increasingly difficult for a child of trauma to learn when it's constantly fighting for survival. "Experiencing traumatic events directly impairs the ability to learn, both immediately after the event and over time. Children are particularly vulnerable to these consequences as their brains are still developing," says Dr. Elizabeth Studwell, a New York City Clinical Psychologist, whose work centers around children and young adults. "Traumatic events cause the brain to enter a heightened state of awareness, activating our limbic system and flooding the brain with the stress hormone cortisol. Excess cortisol is toxic to the brain and primarily damages the hippocampus and prefrontal cortex. These areas of the brain are directly related to memory and executive functioning respectively. As a result, there becomes an overall decreased ability to process new information, objectively analyze complex data, and engage in memory consolidation."

Emotional regulation

Students who have experienced trauma can have difficulty managing their emotions or self-soothing when stressed. When faced with a consistent flow of stress chemicals coursing through the body or reliving traumatic events, a child can fail to learn how to calm themselves down or regulate sadness or fear. These emotions can manifest into deeper or more long-term mental challenges such as depression, PTSD, self-hatred, guilt, or shame. Or, the emotions can burst outward into rage, anger, trembling, hyperactivity, or mood swings. "Having learned that the world is a dangerous place where even loved ones can't be trusted to protect you, children are often vigilant and guarded in their interactions with others and are more likely to perceive situations as stressful or dangerous. While this defensive posture is protective when an individual is under attack, it becomes problematic in situations that do not warrant such intense reactions" according to the National Child Traumatic Stress Network.

Healthy relationships

After trauma, it can be trying for students to trust their peers and/or adults. If a trauma is experienced in which a caregiver breaks the child's trust, a child can begin to believe that many or all people are bad and should not be trusted. "When an individual undergoes trauma, they will often have an immediate and dramatic shift in how they experience the world around them. This is especially true for children with traumatic events undermining the development of early models of healthy relationships. If unaddressed, this trauma becomes the lens through which individuals view all interpersonal relationships, often stifling their ability to be vulnerable and fully trust in their interactions with others," says Dr. Janice Galizia, clinical psychologist. Therefore, a student with a trauma history may have difficulty trusting teachers, authority figures or peers. They may also isolate themselves or be drawn into unhealthy romantic relationships.

With even a basic understanding of what students with trauma experience, we can better serve their specific needs in the classroom, ensuring they learn, thrive, and strive. Says Olney Murphy, "It is important for educators to understand that kids want to do well if they can. They are highly motivated to do well and sometimes trauma symptoms interfere."

The good news

The good news is, there are many ways we can help by utilizing different strategies for managing trauma in the classroom and learning about trauma-informed transformations in education.
Jennifer L.M. Gunn spent 10 years in newspaper and magazine publishing before moving to public education. She is a curriculum designer, teaching coach, and high school educator in New York City. She is also cofounder of the annual EDxEDNYC Education Conference for teacher-led innovation, and regularly presents at conferences on the topics of adolescent literacy, leadership, and education innovation.

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Tags: Bullying and Bully Prevention, Trauma and Resilience

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How Adverse Childhood Trauma Affects a Student's Brain | Resilient Educator

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Trauma and stress can alter a young person's brain functions, impacting learning, causing behavioral problems, and igniting a cycle of violence. Poverty, violence, sexual abuse, food insecurity, and home instability are just a few factors causing brain-altering stress for our nation's kids.

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Neglect and psychological, physical, or sexual abuse

Natural disasters, terrorism, and community and school violence

Witnessing or experiencing intimate partner violence

Commercial sexual exploitation

Serious accidents, life-threatening illness, or sudden or violent loss of a loved one

Refugee and war experiences

Military family-related stressors, such as parental deployment, loss, or injury

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1- Parent Divorce
2- Bullying
3- Lost of parent or sibling

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Why Pet Loss Has a Major Impact On Kids:

In one study, researchers found that pet ownership was common: 87% of the children in the first sample owned a pet at some point in childhood, and 53% of children lost a pet in the first seven years of their lives.

Previous research has found that children form "deep emotional attachments" to pets, researchers wrote, and that "these attachments can resemble secure human attachment relationships in providing several key resources such as affection, protection, and reassurance."¹

Some possible symptoms:

Like anyone dealing with a loss, kids usually feel a variety of emotions besides sadness after the death of a pet. They might experience loneliness, anger if the pet was euthanized, frustration that the pet couldn't get better, or guilt about times that they were mean to or didn't care for the pet as promised.²

Some Strategies: (For parents, but can also apply to teachers)

Do not trivialize the death of a pet. Children need time and opportunity to mourn. They need their parents to validate their feelings and understand how much they miss their pet, and they may need to miss a day of school or a soccer game. “Grief is appropriate,” Segal says. “It’s how we heal from losses. Your child’s grief is an indicator that your child has learned to love.”

Suggest different ways to remember the pet. Your child may want to draw pictures of the pet, make a scrapbook, or create a memory box.

Read age-appropriate children’s books that deal with pet death. There are many options, including the classic Dog Heaven, by Cynthia Rylant; the tender and touching Murphy and Kate by Ellen Howard; and I’ll Always Love You, by Hans Wilhelm.

Let your child know it’s okay to talk about death and about the pet. If the mention of death makes you upset, your child may avoid the topic and hold his feelings in. Let your child know death is a part of life and that it’s okay to talk about it. Let him know he can talk about his beloved pet, and share your favorite happy memories of the pet with him.³

Other ways to help:

Answer questions as clearly and accurately as possible

Provide art, journal, music and dance activities

Make time for physical outlets, sports, games,
walks, etc.

Help the student around academic workload

Encourage the student to take a break and have some alone time

Allow for expression of feelings and emotions

Maintain routines and structure but allow for
flexibility

Give the student choices whenever possible

Let the student know you care and are thinking about her

Assign the student a buddy who can work with her

Create a “safe space” that a student can go to when needed.⁴

References

1.https://www.verywellmind.com/the-loss-of-a-pet-could-trigger-mental-health-issues-in-children-5082123

2. https://kidshealth.org/en/parents/pet-death.html

3. https://www.schoolfamily.com/school-family-articles/article/10851-helping-kids-cope-with-the-death-of-a-pet

4. https://chilliwackhospice.org/wp-content/uploads/2017/09/7-A-Helping-the-Grieving-Student.pdf

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Parent Divorce has a huge negative effect on kids, research has found that kids struggle the most during the first or two years after the divorce. Anger, anxiety, disbelief, and distress are all symptoms that kids may encounter.

But many kids seem to bounce back faster and adapt to the new situation. Others, however unlike other kids never really seem to go back to “normal.” This small percentage of children may experience ongoing—possibly even lifelong—problems after their parents’ divorce.

Parent Divorce symptoms

1- Emotional Impact of Divorce: Divorces create an emotional disturbance for a whole family, but for kids, the situation could be much more complicated as it can be confusing and frustrating.

Young children may find it hard to understand why they have to go between two homes. They may worry if their parents can stop loving them. Grade school children may worry that divorce could be their fault they misbehaved or may assume they did something wrong. Teenagers may become very angry about the divorce and the changes it creates. They may blame the parents and be angry with them

2- Divorce-Related Stress:  Divorce of parents creates less daily contact with one parent which is most often the father. Decreased contact affects the parent-child bond accordingly researchers have found that may feel less close to their father after divorce

The most difficult part about divorce for children is the change of their daily routines such as changing schools, moving to a new home, and living with a single parent instead of living as a whole family, besides if there is a financial hardship from one of the parents and the other parent is not very supportive, therefore this could affect the lifestyle of a child which harms his feelings.

3-Poor Performance in Academics: The sudden changes are very difficult for all members of the family. Children could be very sensitive due to being very confused and easily get distracted. Their attention and focus in school could be highly affected, since passing through all the experience between seeing the conflicts at home between their parents before they get a divorce is a huge mental stress on children. The more distracted children are, the more likely they are not able to focus on their school work. Divorce may increase the risk of mental health problems in children and adolescents and studies have shown depression and anxiety rates are higher in children from divorced parents.

4-Loss of Interest in social Activity: Children gets affected by the divorce socially, and their parents who are going through a divorce may have a harder time relating to others and tend to have less social contact. Children may feel insecure and wonder if they are the only family who is going through this experience.

5- ​​Behavior problems: Children may experience more conflict and problems with peers after divorce. They may experience more externalizing problems which means they have problems controlling emotions and impulses and express them with antisocial behavior that often violates the rights of others.

6- Anger/irritability: The stress that the Children encounter during the divorce of their parents, may affect how they respond to the situation of divorce, they may become easily angry and irritable. Children may display anger easily at their parents, themselves, their friends, and others.

Strategies and accommodations for children who are experiencing divorce. Below are some strategies for teachers.

The support of teachers for children who encounter parent divorce helps children feel safe and secure.

Teachers can be more flexible with children who are going through such an experience, develop an understanding of their reactions and be more open in understanding their feelings.

Carry private conversations with children when they wish, ask if they are ok, be a good listener, let children talk, and make them feel safe and reassured.

Developing an understanding of the type and effect of parents’ stress

To arrange one on one time with a teacher aide to help support the child emotionally and help them settle into the day.

The school provides an available time by meeting the parents and children to speak.

The school is to be understanding of the situation and develops friendships with children and families so they can feel safe and secure to talk.

To have an open communication channel, where the teacher updates the parents about their child’s situation in terms of how emotionally, socially, and academically at school he is.

Being consistent with school routines, rules, and expectations, especially that at this phase the child is already experiencing imbalance at home so having this at school will make him feel a bit secure.

Make sure the child is included in supportive friendship groups, both in the classroom and playground

Making activities and communication inclusive – for example, not always saying “tell mum” but instead saying “tell the person who packs your lunch” or “does your homework with you”

The teachers are more flexible in the expectations with the child’s school work and motivate him for his effort, good behavior, and good decisions.

Sources

https://www.verywellfamily.com/psychological-effects-of-divorce-on-kids-4140170#:~:text=Children%20from%20divorced%20families%20may,with%20peers%20after%20a%20divorce.

https://www.familymeans.org/effects-of-divorce-on-children.html#:~:text=Research%20has%20suggested%20divorce%20can,family%20that%20has%20gotten%20divorced.

https://theconversation.com/how-teachers-can-help-support-children-during-their-parents-divorce-102900

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Symptoms of Neglected:

Poor growth or weight gain or being overweight.

Poor hygiene.

Lack of clothing or supplies to meet physical needs.

Taking food or money without permission.

Hiding food for later.

Poor record of school attendance.

Response Strategies:

Report suspected child abuse immediately. As long as you have a sufficient reason to make a report, you are legally protected and cannot be sued. Be sure to give the person or agency you make the report to as much information as possible.

Do not act shocked or disgusted if a child reveals something about his or her abuse to you. Children are inclined to think that you are responding that way because of them, which can have a major impact on their healing and recovery.

Be supportive in your response and let the child know it is not his or her fault. Also remember that you can't promise not to tell since you're legally required to report any suspicion. The Crisis Manual for Early Childhood Teachers suggests the following response: 'I'm glad you told me. You did the right thing. I'm sorry this happened to you.'

Make sure children who are abused have plenty of ways to express themselves. Drawing, painting, and writing are all excellent creative outlets for children to express their thoughts and feelings about what happened to them.

Treat all children with kindness, respect, and empathy. This will help you build positive relationships with children and will also show abused children that a person does not have to use violence or humiliation in their interactions with others.

Resource:

Responding to child abuse and neglect. @kaplanco. (n.d.). Retrieved January 21, 2022, from https://www.kaplanco.com/ii/child-abuse-neglect

*Be mindful of the country you work in. Reporting any abuse in a public manner may put you in danger. Consider reporting the abuse anonymously but with evidence.

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This could be:
• Not given the appropriate social/emotional attention
• Malnutrition

• Poor growth or weight gain or being overweight.
• Poor hygiene
• Lack of clothing or supplies to meet physical needs
• Taking food or money without permission
• Hiding food for later.
• Poor record of school attendance.

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WBT Physical Classroom: Case Study #7

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Personal Learning Communities- PLC Group  1- Videos 

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Personal Learning Communities- PLC Group  1- Videos 

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Group Names:
Amina
Francisco
DK
Sybil
Please note that we initially thought that the recording will show the faces of all us, but unfortunately  it only view the person who talks. So please note in the Online case study , we had two students who were not behaving well . First Amina's role was interrupting the lesson and  Fransesco role was the student who keeps flipping his screen and distract the class . Hope you get the objective well from both videos

Video 1: Case Study #5 -Physical Classroom
https://drive.google.com/file/d/1e9eMvhyDasFinAqV8duOduRh9zqmGHAe/view?usp=sharing

Video 2: Case Study # 2- Online Classroom
https://drive.google.com/file/d/1hJKOExGIv1qh0gPLsVsbsoKdhaVGPzE9/view?usp=sharing

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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WBT Online Classroom: Case Study #4

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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We are following Second Step for our school program, every day before going home we read or perform a script for 10 minutes to support SEL.

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SEL Curriculum for Preschool | Second Step

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Our early learning PreK SEL curriculum are easy for anyone to use and are designed to keep children engaged and enter kindergarten set up for success.

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Set timer for one activity and manage behaviour before they go to another. 

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Set timer for one activity and manage behaviour before they go to another. 

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Create a plan for the day to manage the SEL

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Create a plan for the day to manage the SEL

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Keeps students engaged (Students that are bored, checked out, high flyers that aren't engaged in their learning environment)

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Keeps students engaged (Students that are bored, checked out, high flyers that aren't engaged in their learning environment)

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Learning through mimicry and collaborative learning which increases rigor and complex thinking in students. They begin comparing, contrasting, synthesizing, analyzing and evaluating.

It is not a one dimensional way of learning. It is intentional - uses seeing, speaking, moving, hearing and reasoning to create memories

Students are engaged so brain can receive, process and retain info.

Source:
What is whole brain teaching? TeachHUB. (2020, September 11). Retrieved January 20, 2022, from https://www.teachhub.com/professional-development/2017/06/all-about-whole-brain-teaching-strategies/

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Walking down the hallways of my school, a smile breaks across my face as I hear "Oh Class, Oh Class" and a choral response of "Oh Yes, Oh Yes!" Students are engaged and they are ready to learn; the excitement is in their voices. To what do we contribute this level of participation? Whole brain teaching, of course!

What is Whole Brain Teaching?

Whole brain teaching is an instructional approach that is gaining momentum through the integration of social-emotional learning into a highly energetic, authentically engaged learning process. There is a basic lesson structure that each learning moment follows, giving students ownership of their learning through mimicry.

The whole brain teaching learning circle focuses on four main areas:

Attention-Getter

Brain Engager

Direct Instruction

Collaborative Learning

Attention-Getter

A teacher cannot teach if a student is not paying attention. In order to gain students' attention, the teacher begins with "Class-Yes". The teacher says, "Class" and the students are taught to respond with "Yes". Yes is more than a word that is spoken, though. The teacher explicitly teaches the expectations that come with a "Yes" response. They freeze what they are doing, turn and track the teacher, and fold their hands in front of them. If a student does not complete all three components, the teacher reviews and allows students to practice what should happen during the attention getter. Now that you have everyone's attention, it is time to engage students in the learning.

Brain Engager

"Mirror Words," shouts the teacher, reminding me of Mary Katherine Gallagher doing the "Superstar" skit on Saturday Night Live. Her hands fly up looking like rearview mirrors and the students do the same. Everyone participates because she has already gained their attention. She is having fun teaching and the students are sponges, excited and ready to engage in what the teacher has planned for them today.

Direct Instruction

One-minute lessons are facilitated for direct instruction. Planning for instruction includes gestures that go with each major concept and that word/concept keeps the same gesture throughout the entire lesson. Students then have an association of a word to a gesture and the information that is related to both. For example, when a teacher is teaching a noun, she puts her hands together in front of her indicating it is an object. Every time she says the word "noun", she makes the same motion with her hands.

In whole brain teaching, the teacher breaks up information into short chunks, using large hand gestures, varying the intonation of her voice by speaking loudly and then softly, quickly then slowly. The greater the variance, the more likely students are to recall and use the information. The teacher leads the students through one chunk and they repeat, doing the same motions and saying the same words. This mimicry allows for students to engage with the information kinesthetically, visually, and auditorily.

At the end of the minute, the teacher states to the class," Mirrors off!" and the students repeat.

Collaborative Learning

For this segment of the lesson, the teacher proclaims "Teach!" and the students respond with "Okay!" The students then face a partner and paraphrase the learning, which is a skill within its own right. Formative assessment is happening every minute as the teacher combs the room, listening for the paraphrase. When a student is not participating, the teacher whispers, "Bigger gestures, please."

Increasing rigor and complex thinking can happen in this phase of the learning. Students can collaborate to complete higher-order thinking tasks including comparing, contrasting, synthesizing, analyzing, and evaluating.

Once the cycle is complete, the teacher starts again by getting the students' attention and providing the next minute of instruction.

What are the Benefits of Whole Brain Teaching?

Neuroscience research shows that learning is not a one-dimensional process. Providing learning experiences that engage multiple areas of the brain allow students to engage in authentic learning where previous knowledge is activated and new information is integrated. Being intentional in the design of the instruction by incorporating the whole brain through hearing, seeing, speaking, moving, and reasoning allows students to create memories that are stored throughout the brain instead of in a single area.

Trauma and negativity affect the brain chemistry and, oftentimes, will block sensory pathways. We know our students do not always come from homes that are meeting all of their basic needs. If a child has experienced trauma before coming to school, engagement can be quite difficult, and nearly impossible, if the teacher does not do something to stimulate positive emotion in the student so learning can occur.

Whole brain teaching starts with positivity, and when students are not engaged, the teacher assumes the responsibility of providing more time to practice rather than scolding. When students are having fun in their learning, their brain can receive, process, and retain information, serving as a catalyst for learning; a benefit of whole brain teaching.

When and for Which Students is Whole Brain Teaching Most Appropriate?

Whole brain teaching is not a typical classroom. This approach is loud and animated. The teacher is an interactive facilitator of learning who has intricately prepared to provide words and gestures that will solidify content for students through foundational learning.

While this approach is awesome for students who have traumatic backgrounds, there are groups of students that would find this learning approach overwhelming. If you have a student that is shy, quiet, or has sensory processing issues, this may not be the strategy for them. However, research has shown that there are high rates of learning in African-American males and students with ADHD due to the multi-sensory approach, high energy, high engagement strategies that are used. Knowing your students can help determine if whole brain teaching is a valid method of instruction for your students.

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What is Whole Brain Teaching? - TeachHUB

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When students get moving in class, they're more apt to remember your instruction. Learn more about whole brain teaching and how to use it in your classroom.

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Stimulates learning, especially when there is trauma

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Stimulates learning, especially when there is trauma

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Trauma and negativity affect the brain chemistry and, oftentimes, will block sensory pathways. We know students do not always come from homes that are meeting all of their basic needs. If a child has experienced trauma before coming to school, engagement can be quite difficult, and nearly impossible, if the teacher does not do something to stimulate positive emotion in the student so learning can occur.

Whole brain teaching starts with positivity, and when students are not engaged, the teacher assumes the responsibility of providing more time to practice rather than scolding. When students are having fun in their learning, their brain can receive, process, and retain information, serving as a catalyst for learning; a benefit of whole brain teaching.

Source: What is whole brain teaching? TeachHUB. (2020, September 11). Retrieved January 20, 2022, from https://www.teachhub.com/professional-development/2017/06/all-about-whole-brain-teaching-strategies/

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Positive results in students that have behavioral issues

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Positive results in students that have behavioral issues

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Integration of social emotional learning into highly energetic, engaged process

"Most challenging kids genuinely want to be a part of the classroom environment. This is why they work so hard to continuously get everyone's attention. When a students whole brain is involved in learning, there isn't any mental area left for challenging behavior."

Source: How whole brain teaching engages students. (n.d.). Retrieved January 20, 2022, from https://www.edtechlens.com/blog/educator%20blog/how-whole-brain-teaching-engages-students

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How Whole Brain Teaching Engages Students

Nancy Stoltenberg discovered Whole Brain Teaching (WBT) by accident. "I was trying to prepare for a huge class - 38 kids - coming up in the fall and was researching ways to manage the classroom," she says. "I saw videos of teachers using Whole Brain Teaching, and I was really encouraged to see how engaged the students were in the activities".

She began the school year using WBT and the method allowed her to create a classroom environment that fostered learning better than anything she had tried before. "It was really fun," she says. "WBT is quick and energetic, which keeps kids interested. I've been to so many trainings where I bring back a notebook that sits on my shelf, but WBT is simple and easy and it just works. I say, 'class!', they say, 'yes!' and all eyes are on me. The first time I said, "Class!" to my students, I witnessed change, and as the days passed, I became even more drawn to the energy and positive atmosphere WBT created in my classroom. My students had a new twinkle in their eyes. Challenging students began to 'twinkle', too."

According to Chris Biffle, founder of WBT, "the teaching system incorporates all learning styles simultaneously: visual, auditory, oral, kinesthetic, and it adds an extra jolt of ongoing Funtricity!" The result is an environment where discipline problems are reduced and learning is an appealing activity for children.

Cooperative Learning and Instant Feedback

Whole Brain Teaching centers on the use of active learning and rituals in the classroom where students become the teachers, and teachers are the facilitators of learning. Learning is broken down into brief segments of direct interactive instruction before the teacher turns the lesson over to students, who re-teach to each other in pairs, collaborative learning. As students use gestures and their own words to educate each other, the teacher observes how well they've learned to determine whether to review or advance to the next lesson.

Support for Kids with Special Needs

Stoltenberg says the approach makes lessons more engaging, which reduces disciplinary issues. Quoting Biffle, she says, "If a student's whole brain is involved in learning, there isn't any mental area left over for challenging behavior." A teacher in a Title I school, Stoltenberg's classroom was where children were mainstreamed from special day classes for subjects identified on their Individual Education Plans (IEPs). Students in her room reached and often surpassed the educational and social goals on their IEPs.

"It's OK to make a mistake in WBT," she says. One of the rituals of the program is a classroom chorus of 'you're still cool' when another student offers an incorrect answer. "If students get confused, they say, 'help me!', and the class helps. That kind of team spirit creates a safe, no failure, learning environment that encourages students to participate at higher levels. This environment is especially important for our learning challenged kids."

Presentation of the lessons in small chunks and the movement and engagement throughout also helped Stoltenberg's students with ADD and ADHD. "And I had many English learners, some who had never been to school before coming to my classroom. WBT has made a huge difference for all these children," she says. According to Chris Biffle, "it does not matter what style learner, the more brain areas activated in kids' classroom activities, the more they learn."

In her role as director of Whole Brain Teaching certification, Stoltenberg has worked directly with hundreds of teachers, including homeschool educators. She says the flexible approach and ample free materials make it easy for any educator to try WBT with their own students.

Many of the downloads available on WholeBrainTeaching.com can be used across a wide variety of grade levels and subject areas. Powerpoint lessons on the site guide teachers through specific topics. "Anyone can register for free on the site and download what they need," she says. Specific WBT videos of Chris Biffle and other teachers demonstrating Whole Brain Teaching are accessible here and here.

Learning and using "The Core Four" is how she recommends educators start. Below is a brief description of each and links to a full explanation on the Whole Brain Teaching website.

The first of the four is "Class - Yes", a call-and-response-type ritual in which the teacher says, "Class!" and the students reply, "Yes!" As Jeff Battle explains in this post, students "have to say it the way I said it. If I say 'Classity-class-class!' they have to say 'Yessity-yes-yes!'. If I say it loudly, they have to respond loudly. If I whisper, they respond in a whisper. They have to match my tone and intensity."

Second is saying the word, " Mirror," to signal to students that they should mirror your words and gestures. This is an easy way to engage multiple modalities in the lesson. WBT's site recommends you "use 'mirror' when telling a story, giving directions, describing the steps in a procedure, demonstrating a process ... anytime you want your class locked into what you are saying." Teaching with gestures makes it instantly clear who's engaged in the lesson.

The third element of the Core Four is " Teach! OK!," in which the teacher says, "teach!" and the class responds "OK!" before each student turns to his or her partner to take turns teaching the lesson.

The fourth is "Hands and Eyes". This signals to students that they put their hands together, look at the teacher and repeat, "Hands and eyes!" This is used much less often than "Class - Yes," and reserved for times when you need the class's close attention to make a Really Big Point.

"An Education Reform Movement, Not a Program"

Whole Brain Teaching does have its detractors. Some point out that it's scientifically unproven, but Stoltenberg points to the rapidly growing number of teachers around the world who continue to adopt the approach. "Teachers who have used Whole Brain Teaching are very devoted to it because they have seen that it works," she says. "This organization operates because of a large group of committed volunteers. All the materials are free and the conferences are free. We all just want to see kids personally engaged in learning, not only core knowledge but in thinking more critically and in reasoning as they problem solve," she says.

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How Whole Brain Teaching Engages Students

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How Whole Brain Teaching Engages Students Nancy Stoltenberg discovered Whole Brain Teaching (WBT) by accident. "I was trying to prepare for a huge class - 38 kids - coming up in the fall and was researching ways to manage the classroom," she says.

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The death of a beloved family pet.

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Some basic facts:

Definition: violence against children includes all forms of violence against people under 18 years old, whether perpetrated by parents or other caregivers, peers, romantic partners, or strangers.

Globally, it is estimated that up to 1 billion children aged 2–17 years, have experienced physical, sexual, or emotional violence or neglect in the past year (Source WHO June 2020)

Experiencing violence in childhood impacts lifelong health and well-being.

Target 16.2 of the 2030 Agenda for Sustainable Development is to “end abuse, exploitation, trafficking and all forms of violence against, and torture of, children”.

Evidence from around the world shows that violence against children can be prevented.

Types of violence against children

Most violence against children involves at least one of six main types of interpersonal violence that tend to occur at different stages in a child’s development.

Maltreatment (including violent punishment) involves physical, sexual and psychological/emotional violence; and neglect of infants, children and adolescents by parents, caregivers and other authority figures, most often in the home but also in settings such as schools and orphanages.

Bullying (including cyber-bullying) is unwanted aggressive behaviour by another child or group of children who are neither siblings nor in a romantic relationship with the victim. It involves repeated physical, psychological or social harm, and often takes place in schools and other settings where children gather, and online.

Youth violence is concentrated among children and young adults aged 10–29 years, occurs most often in community settings between acquaintances and strangers, includes bullying and physical assault with or without weapons (such as guns and knives), and may involve gang violence.

Domestic violence involves physical, sexual and emotional violence by an intimate partner or ex-partner. Although males can also be victims, intimate partner violence disproportionately affects females. It commonly occurs against girls within child marriages and early/forced marriages. Among romantically involved but unmarried adolescents it is sometimes called “dating violence”.

Sexual violence includes non-consensual completed or attempted sexual contact and acts of a sexual nature not involving contact (such as voyeurism or sexual harassment); acts of sexual trafficking committed against someone who is unable to consent or refuse; and online exploitation.

Emotional or psychological violence includes restricting a child’s movements, denigration, ridicule, threats and intimidation, discrimination, rejection and other non-physical forms of hostile treatment.

When directed against girls or boys because of their biological sex or gender identity, any of these types of violence can also constitute gender-based violence.

Impact of violence

Violence against children has lifelong impacts on health and well-being of children, families, communities, and nations. Violence against children can:

Result in death. Homicide, which often involves weapons such as knives and firearms, is among the top four causes of death in adolescents, with boys comprising over 80% of victims and perpetrators.

Lead to severe injuries. For every homicide, there are hundreds of predominantly male victims of youth violence who sustain injuries because of physical fighting and assault.

Impair brain and nervous system development. Exposure to violence at an early age can impair brain development and damage other parts of the nervous system, as well as the endocrine, circulatory, musculoskeletal, reproductive, respiratory and immune systems, with lifelong consequences. As such, violence against children can negatively affect cognitive development and results in educational and vocational under-achievement.

Result in negative coping and health risk behaviours. Children exposed to violence and other adversities are substantially more likely to smoke, misuse alcohol and drugs, and engage in high-risk sexual behaviour. They also have higher rates of anxiety, depression, other mental health problems and suicide.

Lead to unintended pregnancies, induced abortions, gynaecological problems, and sexually transmitted infections, including HIV.

Contribute to a wide range of non-communicable diseases as children grow older. The increased risk for cardiovascular disease, cancer, diabetes, and other health conditions is largely due to the negative coping and health risk behaviours associated with violence.

Impact opportunities and future generations. Children exposed to violence and other adversities are more likely to drop out of school, have difficulty finding and keeping a job, and are at heightened risk for later victimization and/or perpetration of interpersonal and self-directed violence, by which violence against children can affect the next generation.

Prevention and response

Violence against children can be prevented. Preventing and responding to violence against children requires that efforts systematically address risk and protective factors at all four interrelated levels of risk (individual, relationship, community, society).

Under the leadership of WHO, a group of 10 international agencies have developed and endorsed an evidence-based technical package called INSPIRE: Seven strategies for ending violence against children. The package aims to help countries and communities achieve SDG Target 16.2 on ending violence against children. Each letter of the word INSPIRE stands for one of the strategies, and most have been shown to have preventive effects across several different types of violence, as well as benefits in areas such as mental health, education and crime reduction.

INSPIRE: Seven strategies for ending violence against children

The seven strategies are:

Implementation and enforcement of laws (for example, banning violent discipline and restricting access to alcohol and firearms);

Norms and values change (for example, altering norms that condone the sexual abuse of girls or aggressive behaviour among boys);

Safe environments (such as identifying neighbourhood “hot spots” for violence and then addressing the local causes through problem-oriented policing and other interventions);

Parental and caregiver support (for example, providing parent training to young, first time parents);

Income and economic strengthening (such as microfinance and gender equity training);

Response services provision (for example, ensuring that children who are exposed to violence can access effective emergency care and receive appropriate psychosocial support); and

Education and life skills (such as ensuring that children attend school, and providing life and social skills training).

Source: Global prevalence of past-year violence against children: a systematic review and minimum estimates. Hillis S, Mercy J, Amobi A, Kress H. Pediatrics 2016;.

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Create collaborative environment, engaging teachers and students

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Create collaborative environment, engaging teachers and students

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Professional learning community (PLC) starts from the idea that students learn more when their teachers work together. A professional learning community focuses on learning rather than teaching, work collaboratively, and hold yourself accountable for results. If managed well, the teams can help teachers innovate in the classroom and improve student outcomes.
These basic four questions are essential:
1) What do we want all students to know and and be able to do?
2) How will we know if they learn it?
3) How will we respond when some students do not learn?
4) How will we extent the learning for students who are already proficient?
This is the basic for PERSONALIZED LEARNING.

Source: Personalized learning in a PLC at work. Student agency through the four critical questions. Timothy Stuart, Sascha Heckmann, Mike Mattos, Austin Buffum. Solution Tree 2018.

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Build stronger relationships between team members.

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Build stronger relationships between team members.

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Schedule a planning meeting to calibrate the focus and collectively establish learning and teaming parameters.

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I've attached a document above that includes the following related to child abuse.

-What it is
-Who is most likely to be impacted
-What you should do as an educator
-Physical symptoms
-Indicators of adults abusing children
-Behavioural problems in the child

Please also find a website that includes - the four critical actions for schools to take.

www.education.vic.gov.au/Documents/about/programs/health/protect/FourCriticalActions_ChildAbuse.pdf

Sources used:
Identifying and responding to all forms of abuse in ... (n.d.). Retrieved January 16, 2022, from https://www.education.vic.gov.au/Documents/about/programs/health/protect/ChildSafeStandard5_SchoolsGuide.pdf

Four critical actions for schools responding to incidents ... (n.d.). Retrieved January 16, 2022, from https://www.education.vic.gov.au/Documents/about/programs/health/protect/FourCriticalActions_ChildAbuse.pdf

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Loss of a parent or sibling.

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Being abused

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Being more self aware of ones emotions, thoughts and values and how they influence one's behaviour.

Learning how to manage one's self through goal setting, being disciplined and motivating one's self.

Becoming more socially aware and able to identify and show empathy and compassion toward others.

Being able to effectively establish, maintain and support relationships.

Learning and being able to evaluate one's decisions so as to see the benefits and consequences of each.  Improving one's karma.

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When students are having fun in their learning, their brain can receive, process, and retain information, serving as a catalyst for learning

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Collaborative Learning ensures they focus on English in ESL

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Collaborative Learning ensures they focus on English in ESL

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The fact that the students are to "teach" (repeat specific words and gestures from teacher to each other) ensures they speak English being taught, and not their native language.

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-Students have to be ready quick changes and be ready to participate in the next thing

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Helps shy and disengaged students participate

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Helps shy and disengaged students participate

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quick peer collaboration, mimicking teacher helps shy students understand and forces them to participate in classroom discussions

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Students will be engaged in attention grabbers, collaborating with peers

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-Curious of what they can do
-Lost focus because of interest in technology

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possible reasons: seeks attention, bored,

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Changing the lens of zoom so that the face changes to dog or cat during the class, playing with the mute/unmute, changing the background to get reactions or showing toys on the screen.  Could be the result of boredom, trying to show off or not being clear on routines and expectations in the online environment.

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1- Students not closing their mic . The reason that they are not following rules and may be confused of how to use zoom features.
2- Students interrupting without having the hands up sign. Some students may forgot to do so and some students don't follow the rules.
3- Students sitting in a appropriate spots. taking the class is important to avoid any distractions happening around them. This may be that the teacher need to mention in the r

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Student moves around and makes it unable to see him/her in center of webcam. Reason: (boredom, wants attention, possible adhd)

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Possible reason:
Some students bring fancy stationery and share

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Possible reason:
-Seeking attention
-Wanting other students to laugh

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Loses interest and checks out during math lesson

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Loses interest and checks out during math lesson

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Possible reasons: lacks confidence

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Students changing backgrounds, or faces.

Reason: Bored, attention

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1- Students talking while teacher teaching . The reason  teacher being incontrol
2- Students interrupting the teacher without permission. The reason may be for the student forgetting the rules and teacher might need to remind as well as sometimes the students like to grab attention and turn to be trouble makers.
3- students leaving their seats . The reason for that they are  trouble makers and sometimes they are ADHD so they interrupt the flow of the class.
4-students not following instructions said by the teacher and this due that the student is not focusing well

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Possible reasons: Unable to learn lesson, boredom, wants attention.

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Straightening one's legs and clapping shoes together disrupting the class.

Repeating/mimicking what the teacher says in a nasty way.

Tattle telling on others.

Wondering around the room without permission.

I gotta go, I gotta go - students all jumping on the bathroom call to go out of the classroom.

Refusing to speak in the right language.

Any type of aggressiveness toward another student.

Asking about things that are irrelevant.

Making fun of another student.

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Possible reason:

-Seeking attention

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Not participating, focusing on other things such as reading during lessons

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Not participating, focusing on other things such as reading during lessons

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Possible reasons: ADHD diagnosis

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Possible reasons:

-Boredom
-The need for physical stimulus to focus

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Bullying, also known as peer victimization, is a deliberate and unsolicited action that occurs with the intent of inflicting social, emotional, physical, and/or psychological harm to someone who often is perceived as being less powerful. Bullying typically happens repeatedly and is a form of aggression and harassment that prevents someone from enjoying a safe, stress-free living, learning, or working environment. The harmful effects of bullying may be exacerbated by the frequency, pervasiveness, and severity of the behavior, as well as the power differential between the perpetrator and the target. Bullying can be physical (hitting, tripping, kicking, etc.), verbal (name calling, teasing, taunting, threatening, and sexual comments), and social (spreading rumors, embarrassing someone in public, being purposefully exclusive). Cyber-bullying includes sending negative, harmful, and/or false content electronically via text messages or email, as well as posting mean text or hurtful pictures online through social media, blogs, etc.

Being bullied can severely affect a child’s or teen's self-image, social interactions, or school performance, and can lead to mental health problems such as depression, anxiety, and substance use, and even suicidal thoughts and behaviors.

Signs that a child is being bulled may be physical, emotional, behavioral, social, or academic.

Short- and long-term effects of bullying may include:

Stress, anxiety, and depression
Anger or frustration
Loneliness and isolation
Feelings of rejection, or poor self-esteem
Changes in sleep and eating patterns
Health complaints
Poor relational skills
School avoidance, including missing or dropping out of school
Poor academic performance
Separation anxiety
Self-injury
Eating disorders
Suicidal or homicidal ideas or actions

Bullying and Trauma

Children or teens who have been exposed to trauma and violence may be more likely to:

Bully others

Be more distressed by bullying or appear desensitized to bullying

Be the targets of bullying themselves

The relationship between trauma and bullying is complex. Being bullied can lead to traumatic stress reactions including Post-traumatic Stress Disorder. For example, a 2012 study (Idsoe, Dyregov, & Idsoe, 2012) found that for all students who experienced bullying, 27.6% of boys and 40.5% of girls had PTSD scores within the clinical range. Symptoms were even worse for those students who both bullied others and had been the targets of bullying themselves.

Children who have experienced trauma are more likely to be bullied and to engage in bullying behavior. In some cases, children who experience trauma may develop social or interpersonal difficulties, making them more likely to become targets of bullying. Studies of Adverse Childhood Experiences, or ACEs, have found that children who report more ACEs are also more likely to exhibit bullying behavior

School Response Strategy: Students with social/ emotional/ behavioral issues may receive individual or small group counseling support. A behavior plan is created. Accommodations are made to help address and support behaviors of concern.

1. Students identified with S/E/B needs may receive individual or small group counseling support, a behavior plan, or accommodations to help address and support behaviors of concern.  Accommodations do not change what the student is expected to learn, but how they access the learning. Examples include preferential seating, check-ins with the teacher, a behavior chart, short term counseling, or a behavior plan that outlines target vs. replacement behaviors.

2. Parents are a crucial part of supporting students at school.  They often provide valuable insight into behaviors and how students act at home.  They can also provide additional home support with using tools and materials that we provide that help reinforce skills and tools that the students need to succeed.

3. Implement a tier 2 behavior plans that provides structured and intensive support in a variety of behavior, social and emotional needs.

Source: Peterson, S. (2020, July 14). Bullying. The National Child Traumatic Stress Network. Retrieved January 19, 2022, from https://www.nctsn.org/what-is-child-trauma/trauma-types/bullying

Lauderdale, K. (2021, December 9). Special education process. Padlet. Retrieved December 9, 2021, from https://padlet.com/kristinalauderdale/xd4e1ertrloxvri0

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The National Child Traumatic Stress Network

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Bullying, also known as peer victimization, is a deliberate and unsolicited action that occurs with the intent of inflicting social, emotional, physical, and/or psychological harm to someone who often is perceived as being less powerful. Bullying typically happens repeatedly and is a form of aggression and harassment that prevents someone from enjoying a safe, stress-free living, learning, or working environment. The harmful effects of bullying may be exacerbated by the frequency, pervasiveness, and severity of the behavior, as well as the power differential between the perpetrator and the target. Bullying can be physical (hitting, tripping, kicking, etc.), verbal (name calling, teasing, taunting, threatening, and sexual comments), and social (spreading rumors, embarrasing someone in public, being purposefully exclusive). Cyberbullying includes sending negative, harmful, and/or false content electronically via text messages or email, as well as posting mean text or hurtful pictures online through social media, blogs, etc.

Bullying can severely affect a child's or teen's self-image, social interactions, or school performance, and can lead to mental health problems.

The following resources on Bullying were developed by the NCTSN.

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Bullying is a deliberate and unsolicited action that occurs with the intent of inflicting social, emotional, physical, and/or psychological harm to someone who often is perceived as being less powerful.