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I am wondering if a simpler questioning process would  be better for our age group:
1. What happened?
2. What do you take responsibility for?
3.  What are you willing to do to change or help problem?
4. Summarize...

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I loved that self efficacy was included in FRAMES. Changing how a student feels about their ability to do their work is one of the most powerful and complex things I've worked on in my classroom

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I noticed the OARS technique is similar to cognitive coaching. I like the idea that the primary goal is to take action and keep moving forward to prevent getting stuck on past events. Finally, keeping in mind that feedback should be fact based and not opinion based.

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Tip 15: Use data to disprove negative thinking. Writing is a common barrier for kids with anxiety, Minahan said. But one way to begin getting students past this hurdle is to ask them how hard a task will be before they start and again after they’ve completed it. Almost always the perception of the task is worse than the actual task. With several weeks of data you can show students the pattern in their responses.

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I agree with the article when it stated that all behavior has a purpose. For some students it is to receive attention so we need to make sure that positive attention in our rooms "competes better" than negative attention.

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I want to keep practicing those open-ended questions for students. I sometimes feel in a rush to get back to the class during my one-on-one conversations with kids and not giving enough time to get to the root of the student's concern or anxiety

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If students own the problem and solution they are more likely to put plan into action.

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I liked the acronyms to help a person remember the steps: OARS and FRAMES. I like that is involves and not just philosophy.

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The power of using open ended questions during MI. If you ask yes or no questions, you will run into road blocks and the progression of dialogue may stop.

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MI removes you from having to resolve the issue.  Instead it empowers the individual to determine what is/is not working.

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MI removes you from having to resolve the issue.  Instead it empowers the individual to determine what is/is not working.

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I agree with the importance of empathy/reflective listening in our conversations with students. I think a lot of the time they feel like adults don't understand them. I like how the video mentioned that when you acknowledge someone's issues/struggles, they are more likely to move forward with the conversation and you can think of solutions together.

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Reflective Listening ensures that there is no miscommunication throughout the process. 

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Reflective Listening ensures that there is no miscommunication throughout the process. 

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I agree that open ended questions are critical...they open up dialogue and don't allow the student to shut you down (avoid) by giving yes/no responses.

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I agree that open ended questions are critical...they open up dialogue and don't allow the student to shut you down (avoid) by giving yes/no responses.

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I like the idea of previewing the work for the day and then explaining to students how they will accomplish it.

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"25.1% of students have a diagnosed anxiety disorder". I've been thinking of my students from last year as I read this and I feel this is such a key point.

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I noticed the acronyms which helps me remember them easier and it inspired me to use them in the near future.

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I feel like Growth Mindset is a good way to try to change how students think about themselve and is helpful with

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Tip 2: Private or non-verbal praise is often better. 

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Tip 2: Private or non-verbal praise is often better. 

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I always praise out loud and didn't think about the students who might not like it.

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Anxiety is usually rooted in interference not ability. Teaching, modeling, and providing social emotional skills may be the best way to de-escalate anxious students.

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It's all about what motivates the student.  If they aren't motivated to change the behavior, a change in behaviors will no occur.  

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It's all about what motivates the student.  If they aren't motivated to change the behavior, a change in behaviors will no occur.  

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With new skills developed during remote learning, I think pushing out a preview of the days overarching theme may help some of our student with their anxiety

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I am concerned how many of our students/ staff will be coming back to school with anxiety about where we are currently. Strategies like previewing the schedule, guidelines, and expectations may really help ease their worries. Maybe even videos from our fearless leader and staff to show and discuss the process.

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Two things that stood out to me while reading the 20 Tips:
We are 50% of every interaction with a student, and we have control over how productive an interaction is.
Tip 16: Be kind randomly and often, not just when you see good behavior happening.

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Anxiety: it isn’t usually recognized as a learning disability and there is almost never a plan for how to address it in the classroom.

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Engaging in meaningful dialogue with the student on 

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Engaging in meaningful dialogue with the student on 

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1. What do you want?
2. What are you doing to get this?
2. How is it working for you?
3. Are you willing to try something different?

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I need to always remind myself, "Students' behavior is a form of communication..." and "All behavior has a function."

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I appreciated how MI's FRAMES focus on the students coming up with a solution and making sure that we are not getting stuck in what previously happened but finding a positive way to move forward (positive momentum).

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Tip 4: Leaving class doesn’t give the student a break from internal negative thoughts like “I’m fat,” or “I’m not smart enough,” which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the “all or nothing” thinking that’s so common with anxious students. 

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Tip 4: Leaving class doesn’t give the student a break from internal negative thoughts like “I’m fat,” or “I’m not smart enough,” which paralyze thinking. But a break paired with a cognitive distraction does offer respite from the “all or nothing” thinking that’s so common with anxious students. 

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So often teachers kick our most impacted students out of class thus causing them to be even more behind and disengaged.

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I like that you are not necessarily offering solutions for the individual. Instead you are actively listening and allowing them to come up with their own solution.

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The author talks about short term and long term goals, I think we need to help students understand that it is okay to fail, and if you can learn from the failure. Also that it is important to look at goals and change goals as you are working on the goals.

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how we can use teens socializing as a strength instead of weakness or how we can use it as a benefit instead of a deficit?

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Emphasized that we can't assume students know what to appropriately do when finished with a task. We must teach. Also, consider how transitions can decrease anxiety as compared to increasing.

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I noticed that their strategies were broad and general and they covered K to 12. I’m inspired by using them as a springboard to more middle school strategies, so we can fine tune our students’ skills.

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I wonder how many resistant behaviors are motivated by low executive functioning skills.

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By utilizing MI, you preserve the relationship with the student which has long term benefits.

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By utilizing MI, you preserve the relationship with the student which has long term benefits.

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I wonder about the increase of anxiety with the whole pandemic. I wonder how I can control my own anxiety so kids aren't picking up on it. I do think "mindfulness" is a huge key to success that we need to embrace.

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Another reason why transitions are so impactful for students. The way you end your class can have huge ramifications for the teachers and students next hour- If things are rushed and hurried, students scrambling in my class might (will) throw them off in their next class. I need to be better about saving time for a calm, reflective end to class

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For ESL kids I am very concerned about anixiety

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I wonder if we can compile our own list of strategies.

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Students are constantly trying to get something based on their basic needs.

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Students are constantly trying to get something based on their basic needs.

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1. Love/Belonging/Connection
2. Power/Significance/Competence
3. Freedom/Autonomy
4. Fun/Learning

How can these students get all of their basic needs met in the classroom?

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I will make a commit to learning what my students' triggers are and how I can help avoid those/work around those if they arise.

I will also make a commitment to helping anxious students because I think that with the pandemic, more than 25% of students will be feeling anxious!

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1) Practicing the pre-work polling "how hard do you think this will be?" and then a post-task reflection.
2) Keeping time at the end of class sacred for a smoother transition

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Really listening to students & staff to hear. To exhibit patience with students and give them due process.

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I commit to helping with SEL in the building this fall and working with Stephen and the counseling department.  

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I commit to helping with SEL in the building this fall and working with Stephen and the counseling department.  

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I commit to continuing to work to really "hear" what others are saying and not trying to "fix" it...just settle into the listening and being there for others.

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I commit to continuing to work to really "hear" what others are saying and not trying to "fix" it...just settle into the listening and being there for others.

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I commit to exploring mindfulness this summer so l jump into it with my students in August. I am committed to also presenting the science behind mindfulness so students see the benefits of it and not just think it is goofy practices - especially for the logical kids who are uncomfortable with those types of practices.

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I commit to posting a preview of the day's theme to help students with anxiety.
And
engaging in random kindness.

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I commit to communicating better with classroom teachers about how their ESL students and how they can help with Anxiety.

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I am going to commit to practicing OARS.

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Really thinking whole child, engaging them with strategies, identifying behaviors that need some help with student and allow them to find the solution.

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Ask more questions and give less directives.  Make students think!

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Ask more questions and give less directives.  Make students think!

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I will commit to...
1. Working to determine triggers and the root cause of behaviors and trying multiple strategies WITH the student to help alleviate stress and make learning a priority.
2. Being better at making sure I leave enough time to end class in a calm way.

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Active Listening and Open Ended Questioning

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Active Listening and Open Ended Questioning

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I will commit to getting a summarizing list of strategies for teachers and students.

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Focusing on relationships and understanding what learners needs are so I can support them through the good and the bad.