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Jamila Lyiscott TED talk video: I was so struck by the wrapup Ms. Lyiscott did, from about 3:30 to the end of the video that I transcribed it on to paper.  The subject was more or less about the problem of acknowledging diversity through a lens of assimilation. Her eloquence is profound.

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Jamila Lyiscott TED talk video: I was so struck by the wrapup Ms. Lyiscott did, from about 3:30 to the end of the video that I transcribed it on to paper.  The subject was more or less about the problem of acknowledging diversity through a lens of assimilation. Her eloquence is profound.

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It has always been important to strive for balance. Now it is critical if we are going to continue to thrive as humans and educators. How that balance looks for each person will be different but I know for myself it will be by setting boundaries. It is okay to say no when your plate is already full. Give yourself that student/colleague free lunch if you need it. Take that walk, listen to music, take time for you whatever that may look like.

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Schools need to take a lens approach to look at where their school can improve in supporting the four principles. For example: specials teachers have less opportunities to apply the principles because we have so many students and less instruction time with our students. 

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Schools need to take a lens approach to look at where their school can improve in supporting the four principles. For example: specials teachers have less opportunities to apply the principles because we have so many students and less instruction time with our students. 

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Use unconditional positive regard to find the right balance between emotional and academic support especially for the students who are struggling with learning expectations.
I liked watching Alex Shevrin's video defining unconditional positive regard. It is inspiring. I also liked using her blog to think about concrete ways to find the balance of academic and emotional support.

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Alex Shevrin: Unconditional Positive Regard

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"One of the universal supports we can offer students to make school feel more predictable is getting on the same page as adults. To provide predictable responses to students, we also need to make sure that as adults we stay regulated and do not become emotionally volatile in the face of student challenges. Predictable responses from adults help kids stay safe." - Alex Sevrin Venet

Staying regulated as adults/mentors and making sure that we are communicating so that environments and responses are consistent and predictable.

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Some people who are dealing with trauma have issues with the space they are in.  For example... the sound of fans in bathrooms.  A number of our bathrooms have fans connected to the light and no natural light in order not to turn on the fan.  I've had children who can not go to the bathroom because they can't turn the light on without the fan coming on.

Lighting- we have a number of bright fluorescent lights in classrooms.  In my experience, I have noticed that lots of unnatural bright light increases negative behaviors.  Simply by dimming the lights I've seen this decrease.  Is there a way to offer this in classroom spaces?

Space itself: I've noticed increased negative behaviors in spaces that are small and confined with a high student number.  Allowing ample space so each individual has enough space in their personal bubble seems to help diminish this problem.

When we're talking trauma, I think it's important to consider our environment and consider the things that we can change in order to help those triggered by Fight or Flight response to feel less triggers while in school.

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Continue to be there for my students and support them where they are. Each of them is unique and each of them needs something different. I want to continue to be their constant!

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I used to keep a note on my desk from a quote I found and loved..."They're not giving you a hard time, they're having a hard time"

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I used to keep a note on my desk from a quote I found and loved..."They're not giving you a hard time, they're having a hard time"

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Never showing favoritism, but pure love for all my students is as important to myself, as it is to my students. Trying to give specific feedback to all students has always been one of my biggest goals and it will continue to always be.

I try to getting my students to feed off my positive energy by bringing fun/humor to my lessons, as it helps to narrow in their focus, but at the same time hold high expectations as well. It's a constant balance.

Connecting with each student specifically is important, but I do understand that it doesn't always has to be with me. When I notice when a child is feeling upset/sad, angry or worried; I try to check in with them. I always give them the option of talking w/ myself or another available trusted adult (which I am always humbly grateful of their support) or if they just need their own space.

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"If a student comes into class, clearly upset, and can’t seem to focus or get started on her work – be a human. What would you do if you saw a coworker or friend in that situation? You probably wouldn’t repeatedly prompt them to complete their work. Ask your student if they’re OK, encourage them to take a break, give them some space. Acknowledge that their emotions are valid and you care about them. And then – this is the key – follow up."

This is important and true. Often students have more on their plate than we realize and we would probably be surprised at how much baggage they carry.

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"You don't need to rush" is my mantra lately. This applies to lessons, transitions, conversations with students about behavior, units, my morning routine. In schools, it's SO hard not to feel like you are struggling to pack a zillion things into a very small amount of time. When I get hung up on this, I get dysregulated, which in turn, negatively impacts my students. It's been empowering for me to accept that it is simply impossible to complete all the tasks I've been given as a teacher, so I shouldn't expect to. For example, it's okay if giving the class their scheduled afternoon movement break means we don't have time to write a reading response today- we can always do it tomorrow.

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Flexibility:
Continue to focus on what the students need as learners. Reflecting and planning with team. The Wednesday afternoons are working to help the elementary team to check in, have work time, to bring data, and strengthen our plans for instruction and intervention. This is a very different year, and I absolutely need the time, to think deeply, to work. We are really, truly, walking together through unexplored paths.

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Can be hard to have these two co-exist. Right now for students the predictability is that many of their classmates will derail the class period, and teachers bend over backwards to try to be flexible and responsive but it is an insurmountable task. The needs are too great for the resources available.

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I think both of these principles are important in the classroom. Recently, I have implemented celebrations into classroom routines. Sometimes these are small or big celebrations. I want students to be able to connect with me and with their peers. This allows for flexibility and connection in my lesson plans. They understand when there is work to be done but they feel happy when they can celebrate what they have done! It is a great balance especially for my Middle School students.

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Balancing academics and emotional support

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Balancing academics and emotional support

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Being flexible I think is key. If students are not available to learn at a particular time a change in strategy is necessary. Giving them the space they need to process or acknowledge their needs or emotions will help. Not lowering the expectations but, coming up with another way to achieve the learning goals is a good strategy as well.

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It's time to remember that creating joyful spaces and opportunities is how we can build community through times that hardly ever seem joyful. Finding chances for people to come together in small ways will help us  connect through hard times.

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Reviewing the four principles:
Predictability
-Create consistent routines
-Post plans for the day where students can see it
Flexibility
-make room for varying climate of the day, respond to each and allow students time to process change
Connection
-build in time at the beginning of class to connect with where students are at in the moment and try to connect with students when they indicate stress
Empowerment
-use corrective measures to empower

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Yes we need to be flexible in school and with students, but I feel that we often forget to be flexible with ourselves. Remembering that setting boundaries and saying "no" sometimes is what is best in a situation. Even if it's not seen that way at first.

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It is important sometimes to allow students several choices in the learning phase, especially when the end result would get them to where they need to be.

This will create more ownership in their own learning, help foster them to use their strengths and create more engagement.

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'Saying no to coworkers or administrators can sound like:

“No, I can’t take that on right now.”

“My current role focuses on _____. I don’t have room on my  plate for that.” '

Taking care of self and own responsibilities before taking others on.

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Principle 1: Predictability:  Agenda posted on Class Website in easy to follow 4 simplified Steps.
Principle 2: Flexibility: To work on... allowing myself the space not to complete the agenda if needed.  Add in deep breathing work as needed for students and myself. Add in relaxing music to relax the mind, stress, and anxiety for students and self.
Principle 3: Connection: Use the posted agenda item "#4 workshop time" to connect with students.
Principle 4: Empowerment: Allow students the space to choose from a Choice Board of items they would like to work on during class.

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"Approach challenges with curiosity and empathy. Place a priority on autonomy and self-direction."

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"Approach challenges with curiosity and empathy. Place a priority on autonomy and self-direction."

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As an instructional coach this stood out to me. With the many unique challenges this year has posed, I want to work from this mindset when collaborating with colleagues to ensure teachers are valued, heard, and lead their path forward as we grow and learn together.

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Take time to have real conversations with students. Showing that you care will build trust. Students are looking for an adult that they can trust and will show empathy towards the situation they're in. It's important for teachers to be a grounded individuals, who are good at listening and have a good sense of humor.

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I really appreciate the article on strategies for setting boundaries and saying no. It takes practice. Saying no doesn't require a long list of excuses and reasons why. You don't always need to justify saying no. It has taken me a long time to figure this out.

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I believe that this has to be looked at through the lense of what is happening to our teachers before or at the same time we are looking at these principles for students. Some times there is mixed messaging that is killing the joy.

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Continue to provide flexible options for projects that allow students to explore their passions, show their strengths and build confidence.

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Flexibility while still holding high expectations

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Flexibility while still holding high expectations

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Checking in with the student as a human being first, then their expectation. It provides the why to them after showing them you validate their feelings while also still expect them to learn when they are ready.

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Those students that are "misbehaving" are the ones that need it the most- "Those that are the hardest to love are the ones that need it the most"

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Meet students where they are academically. We also need to ensure that students are emotionally ready and supported everyday. Students cannot learn if they are emotionally fragile. Build those positive relationships and the academics will come.

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Trauma-informed work is about relationships, and relationships thrive in a healthy community where everyone has a sense of belonging and worth.

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Trauma-informed work is about relationships, and relationships thrive in a healthy community where everyone has a sense of belonging and worth.

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Advocating for students that our screeners may be doing more damage than the data is worth. With our focus on SEL this year, we have not gotten through the "typical" amount of academics. This means that mid-year screeners are full of information we haven't covered yet, causing stress, anxiety, and feelings of worthlessness. The mental health of our students is not worth the data we get from these screeners

**CLARIFICATION I am thinking with a math teacher hat on.....so thinking about the HLAs

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Remembering ~ even during our busy schedules that, "transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms". A.S. Venet ~ Relationships matter!

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"A sense of chaos can worsen children’s sense perceptions of the world being an unsafe place"- This highlights the importance of a (mostly) calm classroom environment. Loud, chaotic classrooms can be very stressful on students.

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The line about not withholding relationships as a response to student behavior stuck out to me. I don't think many teachers deliberately do this as a "punishment", but it is inherently natural for us to gravitate less toward building and reinforcing relationships with those students who make our jobs more difficult. This, in turn, reinforces the thought patterns in that student's mind that they don't have anyone on their side and disincentivizes them to engage in a positive manner. I am making it a goal to remain objective in my practice by not taking student behaviors personally and pursuing relationships with all of my students, regardless of their past actions.

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"Teachers are a great source of predictability when we can remain grounded and regulated throughout a school day. Teachers should consider what coping and mindfulness strategies they can use during stressful moments." My students are very much in sync with my energy and the energy of the entire room. Just the other day I had a student suggest we all meet at the rug for a quick mindful Tibetan bell ringing/breathing session (their favorite) when some of the kids started arguing with each other.  All instruction stopped and we gathered. It was amazingly effective!

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"Teachers are a great source of predictability when we can remain grounded and regulated throughout a school day. Teachers should consider what coping and mindfulness strategies they can use during stressful moments." My students are very much in sync with my energy and the energy of the entire room. Just the other day I had a student suggest we all meet at the rug for a quick mindful Tibetan bell ringing/breathing session (their favorite) when some of the kids started arguing with each other.  All instruction stopped and we gathered. It was amazingly effective!

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Rather than using connection time as rewards, have a predictable time for each student to connect with an adult they have (or want to have) a relationship with. Reminding myself that I don't have to (nor can I) be the strong connection for every kid.

Continue bringing joy and silliness into every day (whether we are in person or remote!)

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Make those connections especially with students who are showing difficult behaviors. Build those connections early so that if you have a student start to have problems you have the connection and relationship to support them.

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Make those connections especially with students who are showing difficult behaviors. Build those connections early so that if you have a student start to have problems you have the connection and relationship to support them.

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MAKING CONNECTIONS For me, this year has been so erratic given multiple classroom closures, both for my students and my own children. I think I need to pause and take time some time to reconnect with my students when I return to being in person with them. A conversation, a game, something for us to reset our relationship.   

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MAKING CONNECTIONS For me, this year has been so erratic given multiple classroom closures, both for my students and my own children. I think I need to pause and take time some time to reconnect with my students when I return to being in person with them. A conversation, a game, something for us to reset our relationship.   

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Slowing down and not feeling like I'm rushing a child and letting go of having to meet a specific goal within a specific time. Focus on the fun of learning-using games, music and being flexible to the need at hand-especially the emotional need. Enjoying the process and rewards of developing relationships that are genuine, kind and give meaning to both child and teacher makes each day matter! Meet each child where they are with love...

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Continue to focus on what the students need as learners and not stress about getting through the units.
Reminding myself (and my teammates) that it is ok to spend extra time to ensure the students are comfortable and confident with the content/skill.

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Don't lower academic expectations for students that are struggling. Rather, meet them where they are at and support them as they continue towards the goal. They cannot do it on their own when they might already feel alone.

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Reviewing behavior plans and PBIS structures to ensure that they are equity centered and that they allow children to still have positive connections. Also adding flexibility in positive and negative consequences for behaviors.

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Making sure that relationships students have with adults are consistent and not based on whether or not they have a good day. Looking at student behavior plans is one way to take this step. Looking at what positive and negative consequences are within PBIS. 

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Making sure that relationships students have with adults are consistent and not based on whether or not they have a good day. Looking at student behavior plans is one way to take this step. Looking at what positive and negative consequences are within PBIS. 

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THE KEY TO OVERCOME TRAUMA - Dr Joe Dispenza | London Real