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Throughout this module, I learned the "typical" sexual development of a child from ages birth to 12 years old. This module contained many articles and websites that include supportive research and resources for families, parents, and teachers. Below I linked two resources that I find to be useful when I am a future teacher/parent. Being knowledgeable about sexual development is important because students will ask questions at school or may engage in certain behaviors. It is helpful to know why they might perform specific behaviors and how to support or discuss why they are doing this.

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During this model, I engaged in a learning journey of anti-bias through articles, journals, videos, and websites. Many children are hearing information from many sources and based on the people they are raised around have an influence on their lives/opinions. This is why it is important that they learn from an anti-bias source and a welcoming environment. I was able to explore information from many reliable sources about sexuality, race, religion, ability, and so much more. I linked three sources that I found to be beneficial for my future teaching. I hope to use these resources when planning lessons and sharing them with families.

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This article is short and simple by providing five tips for teachers and parents to use when teaching anti-bias to preschoolers. Children look to those that surround and care for them in their lives. The model you set for the children who look up to you is most likely going to have an influence over them. As a future teacher, I could post these in the classroom and share them with the families of my students. I know that not all families will think and support the same topics that I do. What I can do is create and foster the space in my classroom for ant-bias and room for growth.

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1. Be honest. Don't encourage children not to "see" color or tell children we are all the same. Rather, discuss differences openly and highlight diversity by choosing picture books, toys, games and videos that feature diverse characters in positive, non-stereotypical roles.

2. Embrace curiosity. Be careful not to ignore or discourage your youngster's questions about differences among people, even if the questions make you uncomfortable. Not being open to such questions sends the message that difference is negative.

3. Broaden choices. Be careful not to promote stereotypical gender roles, suggesting that there are certain games, sports or activities that only girls can do or only boys can do.

4. Foster pride. Talk to your child about your family heritage to encourage self-knowledge and a positive self-concept.

5. Lead by example. Widen your circle of friends and acquaintances to include people from different backgrounds, cultures and experiences.

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Teaching for Change is a website that is helping build social justice in the classroom. Many children use technology in today's world and are seeing posts, videos, and information from a large amount of sources. The classroom is one of many places where children can begin to learn about social justice from role models who understand or have some knowledge of it. As a future teacher, I will keep this website in mind when looking for materials and resources when planning lessons and discussing social justice.

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Teaching for Change and Rethinking Schools collaborate to bring people's history to the classroom.

A dedicated website to encourage and support teaching about Central American history.

The best selection of multicultural and social justice books for children, YA, and educators.

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Building social justice starting in the classroom.

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This article shares myths about Sex-Ed and why they are inaccurate. Children gossip and hear information from a crazy amount of sources. Knowing some of the common myths that many say about Sex-Ed is relevant for children's health if you(the teacher) are going to take on this lesson/task. As a teacher being able to provide resources and information to give to families about Sex-Ed is needed because it is highly controversial in school. Being able to support why and what you are teaching is necessary, and this article starts the conversation.

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Myths about Sex-Ed | Action Canada for Sexual Health and Rights

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Sadly, many people believe that to be true despite how scientifically inaccurate it is.

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During this module, I learned what child abuse can look like in many different forms: physical, emotional, and sexual. I was given the opportunity to complete an online Mandated Reporter Training, which gave me a ton of insight into my role as a future educator. After completing training and the discussions we have had in classes; I realize how big my role is as a mandated reporter. Some of the resources I picked to link below are resources for parents, the effects different types of trauma have on children, and definitions of child abuse and neglect. I found these all useful for reference in my future teachings and resources to share with other professionals and families.

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I found this resource to be beneficial for teachers and parents to understand what effects can take place because of trauma caused by child abuse. This is a great resource to hold onto and use if you learn or suspect a child might be going through something. This will allow a quick reference over the trauma effects they might be experiencing. For children, it is important that we keep and utilize informational resources for their benefit.

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The National Child Traumatic Stress Network

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Children whose families and homes do not provide consistent safety, comfort, and protection may develop ways of coping that allow them to survive and function day to day. For instance, they may be overly sensitive to the moods of others, always watching to figure out what the adults around them are feeling and how they will behave. They may withhold their own emotions from others, never letting them see when they are afraid, sad, or angry. These kinds of learned adaptations make sense when physical and/or emotional threats are ever-present. As a child grows up and encounters situations and relationships that are safe, these adaptations are no longer helpful, and may in fact be counterproductive and interfere with the capacity to live, love, and be loved.

Complex trauma can affect children in a multitude of ways. Here are some common effects.

Attachment and Relationships

The importance of a child's close relationship with a caregiver cannot be overestimated. Through relationships with important attachment figures, children learn to trust others, regulate their emotions, and interact with the world; they develop a sense of the world as safe or unsafe, and come to understand their own value as individuals. When those relationships are unstable or unpredictable, children learn that they cannot rely on others to help them. When primary caregivers exploit and abuse a child, the child learns that he or she is bad and the world is a terrible place.

The majority of abused or neglected children have difficulty developing a strong healthy attachment to a caregiver. Children who do not have healthy attachments have been shown to be more vulnerable to stress. They have trouble controlling and expressing emotions, and may react violently or inappropriately to situations. Our ability to develop healthy, supportive relationships with friends and significant others depends on our having first developed those kinds of relationships in our families. A child with a complex trauma history may have problems in romantic relationships, in friendships, and with authority figures, such as teachers or police officers.

Physical Health: Body and Brain

From infancy through adolescence, the body's biology develops. Normal biological function is partly determined by environment. When a child grows up afraid or under constant or extreme stress, the immune system and body's stress response systems may not develop normally. Later on, when the child or adult is exposed to even ordinary levels of stress, these systems may automatically respond as if the individual is under extreme stress. For example, an individual may experience significant physiological reactivity such as rapid breathing or heart pounding, or may "shut down" entirely when presented with stressful situations. These responses, while adaptive when faced with a significant threat, are out of proportion in the context of normal stress and are often perceived by others as "overreacting" or as unresponsive or detached.

Stress in an environment can impair the development of the brain and nervous system. An absence of mental stimulation in neglectful environments may limit the brain from developing to its full potential. Children with complex trauma histories may develop chronic or recurrent physical complaints, such as headaches or stomachaches. Adults with histories of trauma in childhood have been shown to have more chronic physical conditions and problems. They may engage in risky behaviors that compound these conditions (e.g., smoking, substance use, and diet and exercise habits that lead to obesity).

Complexly traumatized youth frequently suffer from body dysregulation, meaning they over-respond or under-respond to sensory stimuli. For example, they may be hypersensitive to sounds, smells, touch or light, or they may suffer from anesthesia and analgesia, in which they are unaware of pain, touch, or internal physical sensations. As a result, they may injure themselves without feeling pain, suffer from physical problems without being aware of them, or, the converse - they may complain of chronic pain in various body areas for which no physical cause can be found.

Emotional Responses

Children who have experienced complex trauma often have difficulty identifying, expressing, and managing emotions, and may have limited language for feeling states. They often internalize and/or externalize stress reactions and as a result may experience significant depression, anxiety, or anger. Their emotional responses may be unpredictable or explosive. A child may react to a reminder of a traumatic event with trembling, anger, sadness, or avoidance. For a child with a complex trauma history, reminders of various traumatic events may be everywhere in the environment. Such a child may react often, react powerfully, and have difficulty calming down when upset. Since the traumas are often of an interpersonal nature, even mildly stressful interactions with others may serve as trauma reminders and trigger intense emotional responses. 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. Alternately, many children also learn to "tune out" (emotional numbing) to threats in their environment, making them vulnerable to revictimization.

Difficulty managing emotions is pervasive and occurs in the absence of relationships as well. Having never learned how to calm themselves down once they are upset, many of these children become easily overwhelmed. For example, in school they may become so frustrated that they give up on even small tasks that present a challenge. Children who have experienced early and intense traumatic events also have an increased likelihood of being fearful all the time and in many situations. They are more likely to experience depression as well.

Dissociation

Dissociation is often seen in children with histories of complex trauma. When children encounter an overwhelming and terrifying experience, they may dissociate, or mentally separate themselves from the experience. They may perceive themselves as detached from their bodies, on the ceiling, or somewhere else in the room watching what is happening to their bodies. They may feel as if they are in a dream or some altered state that is not quite real or as if the experience is happening to someone else. Or they may lose all memories or sense of the experiences having happened to them, resulting in gaps in time or even gaps in their personal history. At its extreme, a child may cut off or lose touch with various aspects of the self.

Although children may not be able to purposely dissociate, once they have learned to dissociate as a defense mechanism they may automatically dissociate during other stressful situations or when faced with trauma reminders. Dissociation can affect a child's ability to be fully present in activities of daily life and can significantly fracture a child's sense of time and continuity. As a result, it can have adverse effects on learning, classroom behavior, and social interactions. It is not always evident to others that a child is dissociating and at times it may appear as if the child is simply "spacing out," daydreaming, or not paying attention.

Behavior

A child with a complex trauma history may be easily triggered or "set off" and is more likely to react very intensely. The child may struggle with self-regulation (i.e., knowing how to calm down) and may lack impulse control or the ability to think through consequences before acting. As a result, complexly traumatized children may behave in ways that appear unpredictable, oppositional, volatile, and extreme. A child who feels powerless or who grew up fearing an abusive authority figure may react defensively and aggressively in response to perceived blame or attack, or alternately, may at times be overcontrolled, rigid, and unusually compliant with adults. If a child dissociates often, this will also affect behavior. Such a child may seem "spacey", detached, distant, or out of touch with reality. Complexly traumatized children are more likely to engage in high-risk behaviors, such as self-harm, unsafe sexual practices, and excessive risk-taking such as operating a vehicle at high speeds. They may also engage in illegal activities, such as alcohol and substance use, assaulting others, stealing, running away, and/or prostitution, thereby making it more likely that they will enter the juvenile justice system.

Cognition: Thinking and Learning

Children with complex trauma histories may have problems thinking clearly, reasoning, or problem solving. They may be unable to plan ahead, anticipate the future, and act accordingly. When children grow up under conditions of constant threat, all their internal resources go toward survival. When their bodies and minds have learned to be in chronic stress response mode, they may have trouble thinking a problem through calmly and considering multiple alternatives. They may find it hard to acquire new skills or take in new information. They may struggle with sustaining attention or curiosity or be distracted by reactions to trauma reminders. They may show deficits in language development and abstract reasoning skills. Many children who have experienced complex trauma have learning difficulties that may require support in the academic environment.

Self-Concept and Future Orientation

Children learn their self-worth from the reactions of others, particularly those closest to them. Caregivers have the greatest influence on a child's sense of self-worth and value. Abuse and neglect make a child feel worthless and despondent. A child who is abused will often blame him- or herself. It may feel safer to blame oneself than to recognize the parent as unreliable and dangerous. Shame, guilt, low self-esteem, and a poor self-image are common among children with complex trauma histories.

To plan for the future with a sense of hope and purpose, a child needs to value him- or herself. To plan for the future requires a sense of hope, control, and the ability to see one's own actions as having meaning and value. Children surrounded by violence in their homes and communities learn from an early age that they cannot trust, the world is not safe, and that they are powerless to change their circumstances. Beliefs about themselves, others, and the world diminish their sense of competency. Their negative expectations interfere with positive problem-solving, and foreclose on opportunities to make a difference in their own lives. A complexly traumatized child may view himself as powerless, "damaged," and may perceive the world as a meaningless place in which planning and positive action is futile. They have trouble feeling hopeful. Having learned to operate in "survival mode," the child lives from moment-to-moment without pausing to think about, plan for, or even dream about a future.

Long-Term Health Consequences

Traumatic experiences in childhood have been linked to increased medical conditions throughout the individuals' lives. The Adverse Childhood Experiences (ACE) Study is a longitudinal study that explores the long-lasting impact of childhood trauma into adulthood. The ACE Study includes over 17,000 participants ranging in age from 19 to 90. Researchers gathered medical histories over time while also collecting data on the subjects' childhood exposure to abuse, violence, and impaired caregivers. Results indicated that nearly 64% of participants experienced at least one exposure, and of those, 69% reported two or more incidents of childhood trauma. Results demonstrated the connection between childhood trauma exposure, high-risk behaviors (e.g., smoking, unprotected sex), chronic illness such as heart disease and cancer, and early death.

Economic Impact

The cumulative economic and social burden of complex trauma in childhood is extremely high. Based upon data from a variety of sources, a conservative annual cost of child abuse and neglect is an estimated $103.8 billion, or $284.3 million per day (in 2007 values). This number includes both direct costs-about $70.7 billion-which include the immediate needs of maltreated children (hospitalization, mental health care, child welfare systems, and law enforcement) and also indirect costs-about $33.1 billion-which are the secondary or long-term effects of child abuse and neglect (special education, juvenile delinquency, mental health and health care, adult criminal justice system, and lost productivity to society).

A recent study examining confirmed cases of child maltreatment in the United States found the estimated total lifetime costs associated with child maltreatment over a 12-month period to be $124 billion. In the 1,740 fatal cases of child maltreatment, the estimated cost per case was $1.3 million, including medical expenses and productivity loss. For the 579,000 non-fatal cases, the estimated average lifetime cost per victim of child maltreatment was $210,012, which includes costs relating to health care throughout the lifespan, productivity losses, child welfare, criminal justice, and special education. Costs for these nonfatal cases of child maltreatment are comparable to other high-cost health conditions (i.e., $159,846 for stroke victims and $181,000 to $253,000 for those with Type 2 diabetes).

In addition to these costs are the "intangible losses" of pain, sorrow, and reduced quality of life to victims and their families. Such immeasurable losses may be the most significant cost of child maltreatment.

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Children whose families and homes do not provide consistent safety, comfort, and protection may develop ways of coping that allow them to survive and function day to day.

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This resource says that it is specifically for parents but can be of use to an individual who cares for a youth. For children, having an adult who cares for them with the resources they need to be successful is very beneficial. As a teacher, I like having resources that are easy to use and navigate for parents. This is something I can keep on hand, and share the link during the school year in case any student is experiencing the topics on the list. Some of the topics include but are not limited to coping with trauma, being a nurturing parent, handling stress, children and domestic violence, and more.

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Resources For Parents - National Children's Advocacy Center

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Throughout this module on Mental Health, I learned about different types of mental health problems and how hardly ever is there a single diagnosis, there are overlapping elements. In addition, I learned about classroom management strategies that can be implemented for the whole class and positively impact all learners. Also, I learned that childhood trauma can cause significant health implications on a child that can physically affect them besides just their mental health. Overall, I know that mental health can have a negative stigma but it needs to be talked about more! In my classroom, I plan to use these resources to better help my students and give them skills to carry throughout their lives.

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This website is filled with heartwarming messages for parents and how to help handle an upset child. For children, one of the best ways to help calm them down is knowing the "right" thing to say. This article shares 10 phrases to use when talking with an upset child. As teachers, these phrases could be posted in the classroom. Also, teachers could adopt using these phrases in the classroom and teach other children to say them as well to an upset friend.

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Inside: An introduction to emotion-coaching for parents. Our words can hurt or heal when our kids are upset. These 10 soul-building phrases will guide your child through their big emotions. Positive phrases to use when your child is sad or upset.

Sometimes my son's emotions take me by surprise. Things that haven't caused a huge reaction before are suddenly very hard to handle.

Like when his Dad left for a business trip and saying goodbye was unexpectedly really, really rough. Or how for some reason falling down this time and in this place, even though he isn't hurt really bad, is just the last straw - when five minutes earlier he would have stood up and brushed himself off.

That wave of emotion comes out of him and it catches me off guard. Maybe it's because I expected something different from him or something more from him, that I expected him to be able to "handle it."
When our kids are upset, it can sometimes trigger us to be upset too and instead of responding to our kids, we react.
In these moments when my son's emotions are big and his reactions intense, I find myself being more dismissing of his emotions than I intend to be. I tell him; " you're okay" or "brush it off" or " calm down."

It seems like when our kids are upset and need us the most are the exact moments we aren't prepared for - the moments we ourselves are tired, stressed, sad, or triggered.

It's exactly those moments that I feel like my words fail me - I search for the right thing to say and it escapes me. It is also exactly at those moments when our children need us the most - to be able to lead them through the emotion, through the storm - to be their emotion-coach.
As one of my favorite authors says: "When little people are overwhelmed by big emotions, it's our job to share our calm, not join their chaos." - L.R. Knost
It's our job to be accepting of the emotion, while at the same time teaching them how to handle those emotions.

To coach our child through their feelings, from experiencing those feelings to expressing them.

Our words to our kids when they are upset can either break them down or build them up. These phrases will build your child's emotional intelligence - these are soul-building phrases.
Don't miss the free printable at the end of this post so you have it handy when you need it and so your words don't escape you next time your child's emotions are bigger than they are.
1. It's okay to be upset - it's good to let it out.

As your child's emotion-coach, the first thing you want to teach them is that emotions are meant to be experienced, in fact, that their emotions need to be felt.

By doing this you are both acknowledging how they feel, validating that feeling, and showing that the emotion itself, even negative emotions, are not something to be feared or avoided.
It seems like you are mad, it's okay to be mad. It's good to let that anger come out. Your face/body looks sad. It's okay to feel sad. It is sad to say goodbye.
2. I hear you - I'm here for you - I'll stay with you.

The best gift you can give to another human is to stay with them in their emotion. To hold that emotion with them. That is something we must give to our children as well.

To simply be with them in that emotional space. To be there.

You are upset. Let's sit here for a moment. I'm with you, I'll stay with you - it's okay to feel _______. I won't leave you.

The key to holding space is being able to separate your child's emotions from their behavior (here is how to do that)- we see the behavior we want to change and inadvertently dismiss their emotions.
Related Reading: Handle Your Child's Big Emotions With Love: How to Hold Space for Your Child's Impulses and Emotions
3. It's okay to feel how you feel. It is not okay to _________."

Sometimes it is necessary to use a clear limit in how our child expresses their emotions. It isn't the emotion that needs to change, but rather how they express it.

You look like you are really, really angry. It is okay to be angry. It is not okay to hit. I will not let you hit. Let's go over here together, and you can be angry.

This is a very clear statement - hitting is not okay. As your parent, I won't allow you to hit. I will help you regulate your anger. Being angry is okay, and hitting is not okay.

Taking a break when we are angry, and walking away for a moment, is actually a good way of regulating anger.

You are teaching your child to give themselves a little space to breathe and time to gain perspective.

During this time-in, you can coach your child through their anger and help them figure out a better way to solve their issue/frustration. Find more ways to help your child handle emotions here: The Heartfelt Way to Handle Tantrums and Meltdowns: Two-Step Mindful Emotions System.

4. How you feel right now won't last forever. It's okay to feel how you are feeling. It will pass, and you will feel better again soon.

In-the-moment your child feels (and acts) as if their entire world is ending. Their emotions are big and overpowering, and they feel that they will never feel better again - which only compounds how they feel.

How many times has your child said, This is the worse day ever!

Ironically, 5 minutes later, they will be happy-go-lucky skipping by you while you are completely emotionally wrung out and wondering how you'll get through the rest of the day. It's as if that massive meltdown of epic proportions never even happened.

It is much harder for us as parents to be able to let it go - but remembering that their emotions will pass will help.

And reminding them that their emotions will pass will help them, too, potentially lessening the intensity of those emotions in the first place!

5. Let's take a breath, take a break, sit down, and pause for a minute...

It is a hard thing to do to sit with an emotion. To just feel it - live in it. But if we allow ourselves to be in the moment with our emotions, we can let them go easier.

They don't fester deep inside until they get so big they explode out of us again.

I love this quote from Mister Rodgers when he spoke to a group of parents about grief:

There is one thought that I feel can be helpful to grown-ups and children alike: Sadness isn't forever. I'm not suggesting
that we remind ourselves of this in order to lessen our grief. On the contrary. The knowledge that time does bring relief
from sadness and that sooner or later there will be days when we are happy again may allow us to grieve more fully and
deeply when we need to.
Mister Rodgers

A key part of being your child's emotion coach is simply teaching them that experiencing and feeling the emotion helps us to let it go. It may return - over and over - but if we allow ourselves and teach our children to notice it, acknowledge it, feel it, then we are releasing it instead of shoving it deep down inside where it will continue to hurt.

We can teach our kids that when emotions are big, it's okay to sit with them for a minute. You can sit quietly, or you can ask them how they feel.

Or, perhaps even better, you can describe how feelings feel to you, thereby building their own emotional intelligence. They may relate or change what you say with their own descriptions as you talk.

When I feel that upset, I feel like I can't catch my breath, so I try to breathe slowly. Sometimes I feel a little embarrassed too, and a little hurt. I feel like my heart is a bit bruised. After a few minutes, my heart feels better, and I feel like I can go on with my day.

For younger children especially, using tools that will help them identify their emotions is powerful. Emotions are abstract, and children, even adults, find it hard to describe them. This printable toolkit has several tools to help children identify emotions and a set of regulation cards to help them work through big emotions.

6. You are good and kind.

Being dysregulated is not being bad. Being angry or frustrated is not being bad. Yet, sometimes, when we are emotional, we don't always make the best choices.

Our kids may make mistakes or bad choices, but that is how they act, not who they are. This is such an important message when we emotion-coach our kids.
You were angry. You didn't mean those unkind words about your brother. Sometimes we say things we don't mean when we are mad. You are a kind boy. What do you think would make your brother feel better?
Research shows that telling children they are kind leads to more generosity. We want our kids to know that no matter how they are feeling, they are good and kind.

This also helps our children with their friendships. Young children like categories and labels - it's part of how they think.

They may label another child as "bad" because of something that child did - maybe it was impulsive - maybe they didn't think before acting - maybe they were emotional and made a bad choice - but they are not "bad."

This is an important distinction to learn in early childhood.

7. I'll be over here when you need me.

I am all for validating and acknowledging children's emotions, but sometimes kids escalate their emotions for attention. This is a big clue-in for parents that your child needs some one-on-one time. But not right now, later when things are calm again.

How do you know when it is an escalation? When your child refuses a hug or comfort and cries harder. Or when all the tactics that usually work fall flat.

Giving unending validation and acknowledgment at times like this can backfire, potentially even enabling the tantrum or escalation of emotion. This is when the classic time-in can be ineffective. That is why I recommend the flexible "Feeling Break," which is a variation of time-in, but also works when emotions escalate with comfort - or when you need a break - parents have emotions too!

You can still acknowledge your child's emotions while giving them a chance to regulate themselves. "I can see you are really upset about this. It's okay to be upset. It doesn't seem like what I am saying is helping. You remember what to do when you're upset, and you remember how to calm down. I'll be over here when you need me."

You aren't abandoning your child with their emotions, you are trusting them to put some of the strategies in place that you have taught them.

You also make a note that they need attention, you make sure to do that later that day - have some quality one-on-one time and reconnect. But right, now, it's okay to give them space to regulate.

They may ask for you to come back and that's fine. After a short while, you might check on them and ask if they need a hug. Or, they may just need a little time on their own - we all do sometimes!!

Related Reading: Time-out vs. Time-In: Is There a Better Way? Why You Need the Flexibility of a Feeling-Break

8. Let's have a Do-over!

Oh, how I love do-overs !!
Whoa!!! This is not the fun we had planned for today! This is not fun for anyone. That was not the way to handle that situation, was it? She didn't mean to hit you in the eye with her coat sleeve, and you know it's not okay to hit ever. Let's have a do-over!! Let's try it all again!! How can we do it better this time??
Here's the scene: You've planned a fun activity. You are so excited!! You are trying to get everyone out the door - emotion and excitement are high. Something happens - now your husband is upset - your child has acted out - the kids are fighting, and you are so disappointed. ):

Sometimes everyone needs a chance to reset.

Sometimes kids know they have messed up and they want to save face, they want a chance to do it better.

A do-over is not always appropriate, for example, if feelings have been deeply hurt a do-over can be dismissive of the person with hurt feelings.

But, so many situations are little tiffs that we let get under our skin that pile-up and become more and more frustrating.

Give your family a chance to do it over and start out on a good - no on a great note!

9. What can we learn from this? What is the lesson in this?
That it is through our mistakes that we grow.
Teaching our children that there is a lesson when we struggle is so important. That there is a lesson in our pain, disappointment, anger. That problems that are hard to solve lead to opportunities.

This is not just true for academic situations or achievements. It is true for relationships, for friendships, for dealing with hard social situations.

It is true of things that make us feel sad, things that make us doubt ourselves.

What is the emotion trying to tell us? Maybe that we handled a situation wrong. Maybe to try again and not give up. Maybe not everyone is a good friend. Maybe that we haven't been a good friend and that we need to apologize.

Emotions are not just random things that happen to us - emotions are lessons - emotions are the fabric that connects to the ones we love.

10. You'll Remember Next Time.

When your child does something they shouldn't do and you correct their behavior- say this. Or when you've worked through a tantrum and taught them better ways to express their emotion, before they go onto the next thing say, "You'll remember next time."

That one simple phrase communicates so much to children. It tells them that their failure today isn't a permanent failure and that they can change.

It gives them something positive to focus on, "You'll remember next time to use your words."

It also helps them resolve their current feelings ( I feel bad now, but next time I can do better) and gives them a sense of relief and a desire to try next time.

If they do remember next time they might even point it out to you "I remembered Mama! I used my words!" with their eyes shining with pride. And you'll respond with a "Yes, you did remember! You used your words!" just as excited as they are.

When they do that you know it happened - they were empowered to change their behavior from within.

About Ashley Soderlund Ph.D.

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10 Emotion-Coaching Phrases to Use When Your Child is Upset

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Our words can hurt or heal when our kids are upset. These 10 emotion-coaching parent phrases will guide your child through their big emotions.

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This is a great strategy for both children and teachers to know when talking about their "big" feelings and emotions. The idea of the Hand Model of the brain is something that can be put in simple terms for younger children to grasp and use in the classroom. As teachers, we can promote the idea of the Hand Model, and acknowledge when students decide to "flip their lid".

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Being knowledgeable about children's mental health is extremely important because then we as individuals can help them through their challenges. In addition, mental health is a big topic and one that many children might not fully understand depending on their age. As teachers, this resource is of value to get an understanding of different types of mental health, behaviors, and ways to help/support.

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Throughout this module, I learned about children’s nutritional needs. I believe that this is a very important and often overlooked area of child development. As teachers, we can do our part in making sure our students get balanced meals and snacks while at school under our watch. This module highlighted recommended calorie intake, stigmas associated with nutrition, resources to obtain balanced meals, how to address nutritional needs, and what is considered healthy and balanced. The resources I included are many that I have been privileged to see before but that is not the same for all. I included these because hopefully in my teaching career, I will be able to use these resources and share them with my students and their families.

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This is a great resource for explaining all the benefits of family-style meals and where to start if you already have it. For children, this is a great way to teach them to control their portions and eat balanced. In addition, there are other benefits such as: enhancing the development of motor, language, and social skills, building self-esteem, and developing independence as children learn new skills. As a teacher, this is something to think about and could potentially be used in my classroom depending on resources and grade level.

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Family style meals at daycare, preschool encourage healthy eating | Jump IN for Healthy Kids

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Eating family style meals and snacks is recognized as a best practice in child care settings of all types—large, small, in-home, preschool, daycare, etc. Family style is all about children and supervising adults sharing a meal together, with children encouraged to serve food themselves.

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This government website shares multiple links to other websites that provide money and materials for children's meals for schools, daycares, afterschool programs, etc. This is important for children because not all schools can provide nutrients based on funding. As a teacher, knowing that there are resources out there to get food and nutrients for your school and students is important.

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Learn about programs that offer food and nutrition assistance for children, including the School Breakfast Program and National School Lunch Program.

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This website reviews the five food groups that should be represented on your plate during every meal. A balanced meal is important especially for children so they can be healthy and grow into strong adults. As well as healthy and balanced meals will lead to better daily energy. As a teacher, I can share this resource with parents/guardians. Along with that idea, I can post this diagram in my classroom and bring it up in conversation when possible with students. Many schools I have shadowed in or visited have this plate image posted near the cafeteria or kitchen.

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Find easy, low-cost recipes

View delicious recipes in our very own MyPlate Kitchen! Search by ingredient to use what you already have or browse by category to find something new. Save your favorites, make personalized cookbooks, and more!
Go to MyPlate Kitchen

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MyPlate | U.S. Department of Agriculture

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View delicious recipes in our very own MyPlate Kitchen! Search by ingredient to use what you already have or browse by category to find something new. Save your favorites, make personalized cookbooks, and more! Go to MyPlate Kitchen

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This link will take you to a website that can be a useful resource for parents/guardians of children in your classroom. There are charts on this website that share the amount of calories different age groups need daily, as well as charts about the amounts of each food group different ages need. These are things to keep in mind when working with children because depending on where I end up teaching, not all children will get the nutrients they need to be healthy. With this being said, the most I can do as a teacher is provide resources and hope that parents/guardians take them and learn from them.

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Ever wonder how many calories your child really needs? While children should not be on calorie-restricted diets unless recommended by a doctor, it's good to be aware of your child's calorie needs so you can help them maintain energy balance .

Step 1: The chart below can give you a general idea of how many calories your child needs per day based on his or her age range, gender, and physical activity level. Walking to school is an example of being moderately active. Playing a game of basketball is an example of being vigorously active.

Step 2: After you find out how many calories your child needs, use the chart below to help you plan how much food from each to serve each day.

Keep in mind that if your child consumes extra calories beyond what is needed, the calories need to be burned off with extra physical activity. Extra calories can quickly add up depending on what your children eat or drink.

For example, if your child eats or drinks an extra 100 calories each day but does not burn them off, that's an extra 700 calories each week, an extra 2, 800 each month (4 weeks), or an extra 36,500 calories each year.

Step 3: Ask your child's doctor if you have any questions. Remember, these 2 charts are only a guide and each child's needs are different.

Additional Information:

Energy In Energy Out: Finding the Right Balance for Your Children (Copyright © 2014 American Academy of Pediatrics)

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calories and kids~ how many calories do kids need~ helping kids eat healthy~ physical activity and kids~ kids and diets~ serving sizes for kids~ energy balance~

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Energy In: Recommended Food & Drink Amounts for Children

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Ever wonder how many calories your child really needs? Use these charts to get an idea of how many calories your child needs per day and how much food from each food group to serve each day.

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In Module 9, we learned about Movement Health and Learning.  All the videos and links in the module shared useful information for teachers on ways to help engage students in movement inside the classroom, resources to use, and information about the appropriate amount of activity needed. Movement and exercise in schools are important for all of the following reasons: to develop habits that support cardiovascular fitness, improved memory, and learning, mindfulness, and stress management. In addition, Dr. John Ratey demonstrates the value of physical activity for not only physical health benefits but also for regulating mood, positive behavior management, and preparing the brain for learning. Lastly, I learned that "the kinesthetic classroom is a teaching methodology that utilizes standing tables, motion chairs, and numerous simple movements that allow teachers to provide a classroom experience that is more conducive to learning” (Module 9, 2023).

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This link takes you to a webpage that explains the importance of physical activity and the amount of time different age groups of children should be active. This webpage discusses what moderate to vigorous activity means and what determines the level of intensity. As a teacher, this can be a helpful reminder to look at when lesson planning for the week. In addition, a handout that could be given to parents/guardians of the students.

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Centers for Disease Control and Prevention

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The amount of physical activity children need depends on their age. Children ages 3 through 5 years need to be active throughout the day. Children and adolescents ages 6 through 17 need to be active for 60 minutes every day.

This may sound like a lot, but don't worry! Children may already be meeting the recommended physical activity levels. You can also see ways to encourage children to participate in activities that are age-appropriate, enjoyable, and offer variety.
Recommendations for Children Ages 3 Through 5 Years

Be physically active throughout the day for growth and development.

Adult caregivers should encourage children to be active when they play.

Recommendations for Children and Adolescents Ages 6 Through 17 Years

60 minutes or more of moderate-to-vigorous intensity physical activity each day.

Aerobic activity: Most of the daily 60 minutes should include activities like walking, running, or anything that makes their hearts beat faster. At least 3 days a week should include vigorous-intensity activities.

Muscle-strengthening: Includes activities like climbing or doing push-ups, at least 3 days per week.

Bone-strengthening: Includes activities such as jumping or running, at least 3 days per week.

Want examples of what counts? Check out the aerobic, muscle-strengthening, and bone-strengthening activity for children and adolescents.

Also, school-based physical activity can help children meet the recommended 60 minutes of daily physical activity.

On a scale of 0 to 10, where sitting is a 0 and the highest level of activity is a 10, moderate-intensity activity is a 5 or 6. When children do moderate-intensity activity, their heart beats faster, and they breathe much harder than when they are at rest or sitting. Vigorous-intensity activity is a level 7 or 8. When children do vigorous-intensity activity, their heart beats much faster than normal, and they breathe much harder than normal.

Another example is when children walk to school with friends each morning, they're probably doing moderate-intensity aerobic activity. But when children run, or chase others while playing tag during recess, they're probably doing vigorous-intensity activity.

Some physical activity is better-suited for children than adolescents. For example, younger children usually strengthen their muscles when they do gymnastics, play on a jungle gym, or climb trees. Children do not usually need formal muscle-strengthening programs, such as lifting weights. As children grow older and become adolescents, they may start structured weight lifting programs. They may do these types of programs along with their sports team practices.

How can you help children get the recommended amount of physical activity? Find out here.

Connect with Nutrition, Physical Activity, and Obesity

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How much physical activity do children need?

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The amount of physical activity children need depends on their age. See recommendations for ages 3 through 17.

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This is the start of many links to apps and web pages filled with activities and videos of movement/brain breaks for children. I will link the other videos/webpages below. With many of the children that I babysit, I use some of these and others when it's a rainy day or they need to be inside and get their wiggles out. As a teacher, these are important because such resources can help make transitions easier, allow controlled movement within the classroom, and do something simple that does not involve planning or creating. I plan to use these and many more that I know or discover in my future classroom.

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"kids yoga" "yoga for kids" "yoga for children yoga story for kids" "children's yoga" "yoga adventure for kids" "kindergarten yoga" "preschool yoga" "kids me...

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YOGA | MINDFULNESS | RELAXATION FOR KIDS! Screentime that gives kids SUPERPOWERS! ⬇️ D O W N L O A D T H E C O S M I C K I D S A P P ⬇️ 🍏Apple: https://apps.apple.com/us/app/cosmic-kids/ 🛍️Android: https://play.google.com/store/apps/details?id=com.cosmickids 🖥️ Desktop (great for teachers!): https://app.cosmickids.com/ 📺 Roku: https://rb.gy/44r8d -------------------------------------------------------------------- Why watch on the App?

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Minds in Motion Maze Overview - MIMLearning.com

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Classroom Music For Kids | Distraction-Free Instrumental Covers Playlist | 2 Hours

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This website is all about a kinesthetic classroom with links to active classroom desks, flexible seating, action-based learning labs, ABL active hallways, math immersion labs, books and manuals, active math mats and learning walls, youth fitness equipment, pediatric rehab and sensory development, and challenge courses/climbing walls. This is a great resource for teachers because they can purchase materials for their classroom to help students with the wiggles and who need movement. In addition, if the teacher/district is unable to afford these materials; at least this gives an idea of what could be made/implemented into the classroom.

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ABL is changing the future for all children, by increasing their health, wellness, and education through movement! Active Classroom Furniture, Alternative, Flexible Seating for K12 schools, teacher workshops, Professional Development, staff training, cardio kids fitness equipment, and kinesthetic teaching strategies.

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In Module 8, I have learned about preventing and managing Communicable Diseases; and these are the most common illnesses in children. There are four routes of transmission for Communicable Diseases such as: respiratory, bloodborne, dermatologic, and gastrointestinal. As teachers, we can do our part by knowing protocols for different types of illnesses such as when to visit the school nurse, if the student should go home, what to tell parents, and how to best educate students while keeping their health in mind. Some of the Communicable Diseases that I learned about are lice, hepatitis B, Pink Eye, ringworm, scabies, pinworm, etc. As well as, a discussion about Covid-19 and vaccines.

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Communicable Diseases are the most common illness among children and can spread rapidly through various forms. As a teacher, this resource is beneficial for a quick glance at different types of communicable diseases, their causes, how they spread, and ways to take action in preventing and treating them.

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Vaccines are preventative measures that parents can get for their children to help protect against Communicable Diseases. As an educator, this website is good to know about because then if parents have questions about vaccines for their child, teachers can pass along this site and information.

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What are vaccines?

Vaccines are injections (shots), liquids, pills, or nasal sprays that you take to teach the immune system to recognize and defend against harmful germs. The germs could be viruses or bacteria.

Some types of vaccines contain germs that cause disease. But the germs have been killed or weakened enough that they won't make your child sick. Some vaccines only contain a part of a germ. Other types of vaccines include instructions for your cells to make a protein of the germ.

These different vaccine types all spark an immune response, which helps the body fight off the germs. Your child's immune system will also remember the germ and attack it if that germ ever invades again. This protection against a certain disease is called immunity.

Why do I need to vaccinate my child?

Babies are born with immune systems that can fight most germs, but there are some serious diseases they can't handle. That's why they need vaccines to strengthen their immune system.

These diseases once killed or harmed many infants, children, and adults. But now with vaccines, your child can get immunity from these diseases without having to get sick. And for a few vaccines, getting vaccinated can actually give you a better immune response than getting the disease would.

Vaccinating your child also protects others. Normally, germs can travel quickly through a community and make a lot of people sick. If enough people get sick, it can lead to an outbreak. But when enough people are vaccinated against a certain disease, it's harder for that disease to spread to others. This means that the entire community is less likely to get the disease.

Community immunity is especially important for the people who can't get certain vaccines. For example, they may not be able to get a vaccine because they have weakened immune systems. Others may be allergic to certain vaccine ingredients. And newborn babies are too young to get some vaccines. Community immunity can help to protect them all.

Are vaccines safe for children?

Vaccines are safe. They must go through extensive safety testing and evaluation before they are approved in the United States.

Some people worry that childhood vaccines could cause autism spectrum disorder (ASD). But many scientific studies have looked at this and have found no link between vaccines and autism.

Can vaccines overload my child's immune system?

No, vaccines do not overload the immune system. Every day, a healthy child's immune system successfully fights off thousands of germs. When your child gets vaccines, they are getting weakened or dead germs. So even if they get several vaccines in one day, they are being exposed to a tiny amount of germs compared to what they encounter every day in their environment.

When do I need to vaccinate my child?

Your child will get vaccines during well-child visits. They will be given according to the vaccine schedule. This schedule lists which vaccines are recommended for children. It includes who should get the vaccines, how many doses they need, and at what age they should get them. In the United States, the Centers for Disease Control and Prevention (CDC) publishes the vaccine schedule.

Following the vaccine schedule allows your child to get protection from the diseases at exactly the right time. It gives his or her body the chance to build up immunity before being exposed to these very serious diseases.

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Vaccines for Children | Childhood Immunization | MedlinePlus

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Childhood vaccines, or immunizations, protect your children from many serious or even deadly diseases. Learn about why and when you should vaccinate your children.

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COVID-19 is a newer concept because of the recent pandemic and still what is still lingering today. As children, they are more susceptible to illnesses. As an educator, having the CDC as a resource can be helpful when navigating spikes in illness and the best practices to use in the classroom.

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Centers for Disease Control and Prevention

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See ongoing mitigation guidance and prevention and support for administrators, teachers, staff, and parents in schools and child care programs.

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The past two weeks of learning about Chronic Illness has been eye-opening, to say the least. Many chronic illnesses I have heard of before or some common knowledge but was unaware of how relevant they can be in the school setting. In the modules, I learned about Cystic Fibrosis, Asthma, Celiac Disease, seizure disorder, Crohn’s Disease, Diabetes, Encopresis, childhood Cancer, Hemophilia, and more. As a preservice teacher, it is important to know how to address chronic illness in the classroom; a few ways to do so: "Collaborate with student, parent, health care provider, and school team to develop an action plan to keep the student healthy, safe, and included. Prepare themselves with peer-reviewed, research-based, best-practice sources of information. Partner with parents for ongoing, transparent, clear communication and possibly changing needs of the student. Provide opportunities for the student to learn, socialize with peers, and experience success" (Module 6, 2023). Below are many resources that go into different types of chronic illness teachers can see in their classrooms but not limited to.

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A 504 Plan is a document for how school staff will give students with disabilities an equal opportunity for school, and remove barriers to learning. This is important for teachers to know about because they might have to write one for a student or help with the process of creating one.

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A 504 plan is a blueprint for how the school will support a student with a disability and remove barriers to learning. The goal is to give the student equal access at school.

504 plans are formal plans that schools develop to give kids with disabilities the support they need. That covers any condition that limits daily activities in a major way.

504 plans often include accommodations. These can include:

Changes to the environment (like taking tests in a quiet space)

Changes to instruction (like checking in frequently on key concepts)

Changes to how curriculum is presented (like getting outlines of lessons)

Accommodations don't change what kids learn, just how they learn it. The goal is to remove barriers and give kids access to learning.

While it's rare, 504 plans can provide modifications. Unlike accommodations, modifications do change what a student is taught or is expected to learn. Students might get fewer homework assignments, for instance. Or they may be graded in a different way than their classmates.

The process for getting a 504 plan is different, and simpler, than the process for getting an IEP. But it varies from school district to school district

With 504 plans, schools look at information about a student from a few different sources. One source might be a medical diagnosis. Schools might also look at the student's grades, test scores, and teacher recommendations.

Families or schools can request a 504 plan through the school district's 504 coordinator. This person may also be the IEP coordinator. (Ask the principal if you're not sure who to contact.) The request must be in writing. The school will then hold a meeting to decide if the child qualifies and what supports are appropriate.

Legal rights under 504 plans

The 504 process has fewer protections than the special education process. But families can still play an important role by staying involved and making sure kids with disabilities get the same education as kids who don't.

Key takeaways

504 plans are designed to help kids with disabilities learn alongside their peers.

A 504 plan isn't the same as an IEP.

There are fewer safeguards in the 504 plan process than in the IEP process, so it's important to be proactive.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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What is a 504 plan? Get a definition of 504 plans and learn about Section 504 services for students in this guide.

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Encopresis, also known as soiling, is having small amounts of bowel movements on their underclothes or themselves. Some students do this unconsciously because they may be constipated. This link shares what Encopresis is and how to address it in a school setting, as a plan of action for treatment.

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Children with encopresis, also called soiling, have bowel movements or leak a small amount of stool in their underclothes or on themselves.

Soiling is very common, occurring in at least two out of 100 children.

Causes of Encopresis

Soiling is often the result of constipation. Constipation often begins when children hold back, or "with-hold," their bowel movements.

Children will tighten their bottoms, cry, scream, hide in corners, cross their legs, shake, get red in the face or dance around to try and hold in their poop. Parents often will confuse these behaviors for trying to pass poop when actually children are trying to hold in the poop. Some reasons that children start holding bowel movements include:

Pain before, during or after pooping

Illnesses

Hot weather

Changes in diet, not drinking enough fluids

Travel

Diaper rashes that cause pain when the child has a bowel movement.

Having to use bathrooms that offer less privacy than children are used to using.

Not taking the time out during play or other activities to go to the bathroom when children feel the urge to poop.

When children hold in their poop, the lower colon fills up. Over time this can stretch the lower colon out of its normal shape. The more a child holds in poop, the more the colon stretches and the poop gets larger and harder. This makes pooping even more painful. When this happens over and over again, the colon becomes so stretched and floppy that the muscles children use to help push out poop, do not work well. Hard poop can get stuck and only liquid can pass around the hard poop. The stretched nerves become less sensitive and the child does not feel the leaking poop.

Children who have emotional or behavioral issues can have trouble with soiling. There are more serious medical problems that children are born with that can cause encopresis, but these are rare. Your healthcare team can talk with you more about these causes.

About Encopresis

Some children will hold their poop in for many days then pass a very large, hard stool. This poop can be so large that it clogs the toilet, but children will also leak liquid poop at the same time. Often parents of children who soil will share that the children use a lot of toilet paper trying to clean themselves. Some children will refuse to poop in the toilet at all.

Other things you can see in children who soil:

They may hide their soiled underwear or clothes.

Children who have trouble with soiling often cannot feel or even smell that they have soiled.

They may also have trouble with bedwetting or have urine accidents.

Children may get teased causing them not wanting to go to school or to play with friends. This can lead to other problems with behavior.

Diagnosis of Encopresis

A doctor or nurse practitioner will examine your child and obtain a medical history. Testing is usually not required but might include:

Abdominal X-ray - a test to evaluate the amount of stool in the large intestine

Contrast enema - a test that checks the intestine for blockage, narrow areas and other abnormalities

Treatment of Encopresis

Treatment for soiling will be guided by the child's healthcare team with you and your child's input.

Treatment includes:

Cleaning the hard stool out of the lower colon

Keeping bowel movements soft so the stool will pass easily

Toilet sitting at least twice a day (if age appropriate)

Retraining the intestine and rectum to gain control over bowel movements

It is very important that you develop a routine and stick to it. Long-term success depends on how well you can follow the care plan. This treatment will take many months of hard work for you and your child. There is no quick fix for this.

Your child's doctor or nurse practitioner will often order medications to help keep your child's bowel movements soft. This will help your child not to hold in the poop and over time will allow the colon to return to its normal shape and function. Please do not give your child stool softeners without the approval of a doctor or nurse practitioner.

Diet and Exercise Changes

Diet

There are certain dietary changes to consider when helping a child with constipation and / or soiling.

Adding more fruits and vegetables

Adding more whole grain cereals and breads

Encourage your child to drink more fluids, especially water

Limit fast foods and junk foods that are usually high in fats and sugars, and offer more well-balanced meals and snacks

Limit drinks with caffeine, such as cola drinks and tea

Limit whole milk to 16 ounces a day for the child over 2 years of age

Diets high in fiber usually help but sometimes can worsen constipation if your child does not drink enough water with a high fiber diet. Check with your healthcare provider about how much fiber and liquids your child may need every day.

Plan to serve your child's meals on a regular schedule. Often, eating a meal will cause children to feel the urge to poop. Serve breakfast early so your child does not have to rush off to school and miss the opportunity to poop.

Exercise

Increasing the amount of exercise children get can also help. Exercise aids digestion by helping the normal movements the intestines make to push food forward as it is digested. Encourage your child to go outside and play rather than watch TV or play video games.

Proper Bowel Habits

Encourage your child to sit on the toilet at least twice a day for three to five minutes, preferably 15-30 minutes after a meal. Make this time pleasant; do not scold or criticize the child if they are unable to poop.

Giving stickers or other small rewards and making posters that chart your child's progress can help motivate and encourage him / her.

Until the lower colon regains muscle tone, children may still soil. Pre-school children may be able to wear a disposable training pant until they regain bowel control.

Taking a change of underwear and / or pants to school can help decrease your child's embarrassment and improve his / her self-esteem as bowel control improves.

Talk to school teachers about your child's need to be able to go to the bathroom at any time. Many children prefer privacy in bathrooms and will avoid going to the bathroom at school.

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Encopresis in Children | Causes, Diagnosis & Treatment

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Encopresis occurs when a child leaks a small amount of stool on themselves or their underwear. Learn about causes, symptoms, diagnosis and treatments.

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Cystic Fibrosis is a life-threatening genetic disease that makes children’s lives difficult, and the last thing they need is stress when at school. This document is made for teachers and parents to review in order to make the best plan of care for a school setting.

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Children who are hearing impaired are able to be in general classrooms but they may need additional support or different teaching strategies based on impairment. This resource is beneficial to teachers because it lists strategies to use in the classroom if there is a student with a hearing impairment.

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Here's a statistic that might surprise you: according to the CDC, as many as 15% of school age children have significant hearing loss in at least one ear. Hearing loss in children can vary from mild, where a child might have difficulty hearing over background noise, to severe, rendering a child completely deaf. Students who are deaf/hard of hearing (DHH) face special challenges in the classroom, but given the right accommodations, they can succeed academically. Here's what teachers need to know.

Know the signs of potential hearing loss in kids.

Severe hearing loss is usually identified before a child enters school. However, mild to moderate hearing loss may not be recognized until a child is older. Hearing loss due to injury, illness, or disease can begin later in life too. Teachers should know what signs of hearing loss to look for in their classroom and recommend a hearing screening as needed.

Kids are often reluctant to speak up when they can't hear well, so watch for patterns of behavior including the signs shown above. If a student regularly asks you to repeat instructions, misunderstands questions, or doesn't hear when you call their name, check in privately to ask if they're having trouble hearing. Even if they say they're not, continue to watch for signs and don't hesitate to talk with their parents.

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Recognize the challenges children who are deaf/hard of hearing face in the classroom.

Most teachers no longer use a traditional teaching style, facing the class while they lecture from the front. This is terrific for accommodating a variety of learning styles, but makes life in the classroom much harder for children who are deaf/hard of hearing, as they often cannot see the teacher's lips or hear them well when they move around the classroom. Here are some other ways hearing loss causes challenges in school.

Background Noise. For kids with mild to moderate hearing loss, background noise can be their biggest enemy. Since many classrooms are now a hum of busy activity all day long, it's much more likely these kids will miss or have difficulty hearing instructions or feedback.

Acoustics. When a teacher stays in one place, children who are deaf/hard of hearing can be placed close to them. But they still may not hear other students across the room, or pinpoint where a sound is coming from.

Back-lighting. For students who lip-read or work with a sign language interpreter, sitting facing a window or other strong light source makes it hard or impossible to see what's being said.

Note-taking. Taking notes while a teacher talks is a nearly futile task for children who are deaf/hard of hearing.

Difficulty Collaborating. Group work is common and helpful in most classrooms. But students who are deaf/hard of hearing find this difficult, as they often can't understand others. If they aren't comfortable asking for help, they're likely to be left out.

Social Concerns. Those same problems apply to social situations like lunch or recess. Kids with hearing loss can become isolated and have difficulty making friends.

Find more information about challenges facing students who are deaf/hard of hearing here.
Adjust your classroom and teaching style to help lip readers.

Children with any level of hearing loss may use lip-reading to get by. But lip-reading is not only a difficult skill to acquire; it also relies heavily on guesswork. In fact, it's estimated that only about 30-60% of words are seen clearly by lip readers. For the rest, it's like putting together a puzzle without having all the pieces. But teachers can make it easier for lip readers in the classroom.

Make eye contact, speak clearly and normally, but don't shout.

Always be sure you have the lip readers' attention. Ask if it's okay to touch their arm if you need them to look at you. Form your words clearly, and if you're a fast talker, make an effort to slow down just a bit. (All your students will benefit from this.) Talk in a normal tone of voice; shouting can actually distort your mouth.

Arrange seats in a horseshoe or circle.

Lip readers should be able to see all the faces in the classroom during discussions. When possible, a circle or horseshoe is ideal. If not possible, place them close to the front of the room in a seat of their choice, and always repeat any questions or comments from students they may not be able to see.

Reduce back-lighting concerns.

When a teacher or other students are lit from behind, their faces are much harder to see. Close curtains and use overhead lights to ensure everyone is equally well-lit during class.

Give hearing-impaired students a moment to identify who is speaking.

During discussions, new speakers should allow a moment for those who are deaf/hard of hearing to turn their way before talking. Avoid talking over one another so they can focus on one person at a time.

Learn to work with a sign language interpreter.

One way to accommodate kids who are deaf/hard of hearing is the use of a sign language interpreter during class. These interpreters are skilled experts who can make things better for both teacher and student, but you'll need to work closely with them to get the most benefit.

Seat the student close to and facing both the teacher and the interpreter.

Make sure the student can see both of you, and that you're both properly lit. (See concerns about back-lighting above.)

Speak clearly and use specifics.

Sign language interpreters can keep pace with most speakers, but they'll appreciate it if you talk clearly and at a regular pace. Make sure to use specifics when giving directions (for instance, say "put your name in the top left corner" instead of "put your name here".)

Provide vocabulary lists in advance when possible.

In classes like science, kids are always learning new vocabulary words. Sign language interpreters might have to learn them too, if the subject isn't one that's familiar to them. Provide them a list in advance of words relevant to the current topic, so they can see if corresponding signs exist and teach them to their student. When signs don't exist, interpreters will need to use fingerspelling, and they may need assistance with more complicated terms and subject jargon.

Talk directly to the student during class, not the interpreter.

Always interact directly with the student when asking or responding to questions or comments. You don't need to acknowledge the interpreter each time they speak for the student. Let them do their job while you do yours.

Make additional accommodations for children who are deaf/hard of hearing.

Along with lip-reading and interpreters, students may use technology like hearing aids, assistive listening devices, and captioning or transcription. With or without this technology, teachers can also make a variety of accommodations to help these students learn. In many cases, an IEP will detail the adaptations needed.

Face students when speaking, and be sure you have their attention.

This is a good tip for all teachers, in every class. Make eye contact with students so you know you have their attention. Avoid giving instructions while passing out papers or moving around the room. Speak clearly and at a normal speed. For students who are deaf/hard of hearing, ask how they'd like you to get their attention before speaking.

Provide study guides and pre-written notes.

Taking notes while listening to a lecture isn't an ideal way to learn for kids who are deaf/hard of hearing, even if they lip read or have an interpreter. Providing a general outline or pre-written notes, preferably in advance, is better. This allows them to pay attention and interact in class.

Allow time for students to review slides or handouts before speaking.

Slideshows are a great way to help all students follow along in a lecture. When you flip to a new slide, allow a minute for everyone to read what's there before talking. Students who are deaf/hard of hearing can't read a whiteboard at the same time they're trying to lip-read or look at their interpreter. The same goes for handouts or other visual aids.

Check frequently for understanding and questions.

Students who are deaf/hard of hearing might be unwilling to interrupt when they don't understand. Give them more opportunities by pausing more frequently to check for understanding (something else your whole class can benefit from). Additionally, make it very clear when you're about to change topics and move on to something else, and allow some time for final notes or processing.

Use technology to help you out.

We live in a brave new world! Take advantage of speech-to-text technology. Use detailed slideshows and chat/messaging programs. Show streaming movies with closed captioning turned on. Always be on the lookout for new ways technology can improve learning.

Teach other students to communicate with those who are deaf/hard of hearing.

One of the major drawbacks for children who are deaf/hard of hearing is that they can suffer socially. Open up a better, brighter world for them by encouraging your other students to learn how to best interact with them. Teach your class basics signs and fingerspelling. Help them learn the best ways to talk to a lip-reader. Seek out playground games that don't involve hearing. Pair a kid who is deaf/hard of hearing with a friendly buddy classmate who can assist them as needed. Plan field trips that all your students can enjoy. Above all, don't let a student who is deaf/hard of hearing feel isolated and avoid singling them out whenever you can. They really just want to be "normal" kids, so help them feel that way when you're able.

Resources
Books: Online: How do you help students who are deaf/hard of hearing succeed? Come share on the WeAreTeachers HELPLINE Facebook page. Vision loss can also cause students to suffer academically. Learn the 9 signs that could mean your student has a vision problem here.

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A Teacher's Guide to Hearing Impairment in Children

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Know how to recognize and accommodate children who are deaf/hard of hearing in your classroom. Learn how to work with lip readers, interpreters, and more.

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Knowing how to teach children who are blind or visually impaired is very important because they can not do anything to address their chronic illness. This is something that many children are born with or acquire over time. As a teacher make sure to speak all thoughts, gestures, and writing aloud for children who are blind or visually impaired. In addition, there are more teaching tips for teachers if they have a student who is hard to see.

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The average classroom is designed for fully sighted students. But according to the CDC, nearly 3 percent of children under the age of 18 are blind or visually impaired. Some of these children attend schools specifically for teaching blind students, but others enroll in their local public or private schools. As a teacher, you may wonder how to accommodate these students to give them the best chance to succeed. That's why we've asked some experts to offer practical tips you can use every day.

What does it mean to be blind or visually impaired?

When you hear the term "blind," you likely think of someone who has no vision at all. But that's just one part of the visual spectrum. Here are some other terms you should know.

Partially sighted: A person who is partially sighted has some vision in one or both eyes. This term is frequently used in educational settings.

Low vision: This term describes a person with poor vision that cannot be fully corrected with glasses or contacts. In some cases, the person can see things up close but not at a distance, or vice versa. Others have poor visual acuity across the entire spectrum.

Legally blind: A legally blind person has vision that cannot be corrected to better than 20/200 in at least one eye. It also refers to those who have a field of sight of 20 degrees or less.

Totally blind: One who is blind has total loss of sight.

Students may fall anywhere along this spectrum, so it's important to know more about their specific level of impairment. They may have an IEP or 504 on file, so study it carefully to learn what you can do to help them do well in your classroom.

Source: USA Today

A Note About Language

The debate continues about "person-first" vs. "identify-first" language, and the correct terms to use to describe those who are differently abled. Some organizations and people prefer the terms "blind person" or "visually impaired person." Others encourage the use of "person who is blind" or "person with visual impairment." In this article, we've used both forms, since you're likely to encounter them both in the real world. We recommend asking affected students in your classroom if they have a preference, and follow their lead.

Meet the Experts

Charlene Laferrera, MEd, is a Certified Teacher of the Visually Impaired (TVI). She's spent 30+ years working in various school systems, including the Perkins School for the Blind, with students ranging in age from birth to 22 years of age.

Magali Gueths, MEd, has been a Certified Orientation and Mobility Specialist (COMS) for 20+ years, working in various locations and school districts. Magali has a fully blind son, so she innately understands the needs of blind and visually impaired students.

10 Practical Tips for Teaching Blind or Visually Impaired Students

Source: Perkins School for the Blind

Charlene and Magali assembled this list of tips for teachers who work with students who are blind or visually impaired. Overall, they stressed the importance of ensuring these students always have access to COMS or certified TVIs in their schools. They also offer these day-to-day actions for helping blind or visually impaired students succeed.

1. Always use names

Always use a visually impaired student's first name when addressing them. This way they will know you are talking to them and not someone else. When passing them in hallways, instead of saying, "Hi," have people announce their names, as blind or visually impaired students may not be able to recognize faces. For example: "Hi Sara, it's Mrs. Murphy. How are you today?" Prompt fellow students to do the same because this fosters connection in the school community.

2. It's OK to use words that reference sight

Don't avoid words like "see" and "look." Just like their sighted peers, these words should be part of a blind or visually impaired student's vocabulary to connote how they see, whether by touch, bringing things close, or in normal conversation, like saying "see you later!"

3. Don't gesture, always verbalize

When writing on the board, always verbalize what you are writing so the student has access to that information and can follow along. Use positional and directional concepts like above/under, on top, behind/in front of, left/right, etc., and use descriptive sentences like "The ball is next to the door" instead of "The ball is over there." Avoid words and phrases like "here," "there," "over here," "over there," and gestures that provide direction, e.g., pointing to a location without verbalizing what is being pointed to because visually impaired students cannot see that.

4. Avoid asking if a student can see something

Don't ask a student, "Can you see this?" They often can see it, but that does not mean that they can access it or read it. Instead ask, "Can you find X?" or "Can you identify all the words and numbers without guessing?" or "Can you see some parts of the board better than others?"

5. Correct seating is crucial

Always favor the stronger side of the student's vision due to visual field deficits. For example, if the student only uses his left eye, they would need to sit on the right side of the classroom away from the windows. Seating facing a light source (sun, windows) should ideally be at their back.

6. Contrast, contrast, contrast!

When teaching visually impaired or blind students, use contrast for everything. Think, "bold, big, and simple!" Use bright balls in contrast with the floor at the gym. Stairs should have at least the first and last steps taped with a contrasting color (typically yellow) at the edge of the step.

7. Follow the leader

When in line, direct their attention to the child in front of them using color of clothing or hair and have them model/follow what that child is doing (stopping, walking straight, turning, etc.), always moving slowly for safety.

8. Be a confident sighted guide

If you need to be a sighted guide for a preschooler, offer two fingers or your wrist for them to hold. You are not holding them unless it is for their safety. For older students, they hold just above your elbow with their dominant hand.

9. Safety first

Students need to understand the "rules of the road" and always use the right-hand side of hallways or the right railing. Use boundaries like cones in the gym, lines on the pavement to follow from school to the playground, etc. If there are changes to the classroom, walk the student through alone so they know where things are.

10. Examine your own beliefs

Be aware of your own acceptance and your beliefs surrounding what a student who is blind or visually impaired can do both in your classroom and as a professional. Your acceptance of a student who has a visual impairment will serve as an example to all the students in your class.

What practical tips do you have to offer those who are teaching visually impaired or blind students? Come share your thoughts and ask for advice in the WeAreTeachers HELPLINE group on Facebook.

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10 Tips for Teaching Blind or Visually Impaired Students

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When teaching visually impaired or blind students, these simple suggestions from experts in the field can make a world of difference.

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Asthma is a chronic illness that can occur anywhere at any time, and some children may need help figuring out what to do when having an asthma attack. As a teacher, it is important to know what may trigger a student's asthma and where their inhaler is located. This resource goes over triggers, what asthma is, how to help a child having an asthma attack, and laws about asthma.

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Allergies are very common for many people, especially children. In a school, it is important to be aware of children's allergies because there are so many things they are exposed to throughout the school day. If allergies are made aware to teachers and administrators, then preventative measures can take place to help prevent an allergic reaction. In addition to being prepared if a child were to react to something, knowing what to do is important. This document outlines common allergies and ways to care for children with allergies.

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One thing about Children is they love to explore the world and touch everything, which means they easily can pick up bugs, germs, bacteria, etc. As teachers, discussing ways to keep ourselves clean and healthy with younger students is important. As well as, discussing what happens when you lick your hand and touch someone else or something similar. This website shares types of skin rashes that commonly occur and treatment options.

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In the Emergency Care & First Aid module, I learned about tourniquets, types of Epi-Pens, other types of injectors of medicine, concussions, and how to handle a choking child. There were many helpful articles, websites, and videos that gave real-world examples and checklists/information for the classroom. Additionally, I learned about the three levels of prevention concerning safety: primary, secondary, and tertiary. A few other key things to note about emergency care and first aid are to have a plan of action, a set of rules to follow, learn how to monitor for risk identification and plan supervision according to the age of students. In part two of Emergency Care & First Aid, I learned even more information such as ALICE, Stop the Bleed, and how to deal with vomiting, wound packing, loose teeth, nosebleeds, sprains/fractures, burns, fevers, earaches, and ticks. This second half of the week was more information that potentially will be more common with students and occur frequently.

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This document outlines many types of emergency situations that could occur in the school setting. This is useful for teachers because if something happens, they could flip to a section in this text to get a quick overview of the response of action. Of course, having time to read about a situation is hard when in the moment. As teachers, we could always review this resource prior to each school year as a reminder of how to react if something happens.

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This is a Center for Disease Control Prevention website that highlights and breaks down what are types of head injuries, how to identify, what to do, and how to document a head injury. These types of injuries can be common because young children do not always take notice of their surroundings and head injuries could occur in the classroom, in the lunchroom, at recess, in gym class, and many other places. This website allows for teachers to print off checklists and infographics of information to post in the classroom for when head injuries occur.

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The fact sheet for teachers, counselors, and school professionals can serve as a quick reference guide in the classroom. The magnet can be placed in any number of locations, from a school filing cabinet to the refrigerator in the staff lounge, the cafeteria, or wherever you think it might be most visible. We encourage you to include the laminated card in your first aid kits or take it on field trips.

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HEADS UP to Schools: Teachers, Counselors, and School Professionals

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The fact sheet for teachers, counselors, and school professionals can serve as a quick reference guide in the classroom. The magnet can be placed in any number of locations, from a school filing cabinet to the refrigerator in the staff lounge, the cafeteria, or wherever you think it might be most visible.

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This video is of a police officer going through different real life situations at a level for elementary school students to understand. The different situations being fire drill, tornado drill, lock down, leaving the classroom, leaving the building, and stranger danger. I think this is important for me as a future teacher because I can reference this when needing to talk about these situations with my students. These are all drills that I will have to practice and discuss with my students multiple times a year.

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In this module, I learned the 4 domains of child development, development milestones, and understanding issues related to hearing and vision for children. The four domains of child development are cognitive, language, social emotional, and physical. Additionally, discussion about what developmental screening and developmental monitoring is. From the past module I wanted to include: The Zones of Regulation are a proactive, skills based approach. A way to introduce and teach self-regulation to children. This is a common language that can be broken down into “zones” for young minds to grasp.

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This chart helps break down the social emotional milestones for infants. I thought this might be good to have incase of working in an early childcare facility or even babysitting/nannying.

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Linking this PDF too because as an educator there is never a known group of students you will be working with. One of many possibilities is working with a student who is hearing impaired or deaf. This is just a starting point in learning what to do or where to start with a student.

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This pdf shares tips for educators to use if they have a student who is blind or visually impaired in their classroom. This resource will be beneficial if/when there is a student with visual impairments.

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Vocabulary is a tool that young children learn to expect throughout elementary school and later on in learning. Children understand words have meaning and when learning new words they are building their vocabulary. This is a good reference for teachers when discussing The Zones of Regulation. Teachers can take this list and shape it into activities or make a word wall when discussing this topic.

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This chart of The Zones of Regulation is colorful and includes images and words that elementary students would be able to understand. Posting this in the classroom or creating your own as a teacher could be helpful when working with students. The teacher could ask the student what zone they are in and talk about ways to move into another zone.

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I found this resource to be beneficial for review down the road when I have my own classroom. I have a trusted document of definitions to look back on and reflect on if I notice a child going through something in my classroom. This is beneficial for my students because they have a teacher who cares and wants to be informed. As a teacher, the best I can do is stay up to date and have resources to help my judgment if a call needs to be made.

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Knowing about Sexual Development and Behavior is important for children's health because you can help advocate best practices. In addition, being able to answer most of the curious questions children will ask. As a teacher, it is good to know books and resources that are acceptable to use in the classroom and share with parents. For many parents, this will be their first kid in their classroom, and they will be clueless/unsure of what to do to assist their child through sexual development.

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10 NCTSN  Sexual Development and Behavior in Children

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Learning for Justice is another website similar to the one above. This is another resourceful site for teachers and families to use when discussing race & ethnicity, religion, ability, class, immigration, gender & sexual identity, bullying and bias, and rights and activism. I plan to keep this link on hand for myself and others to use as a planning resource. This is another way to add to children's knowledge of social justice and understanding of anti-bias.

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Teach the topics that shape our students' lives. Whether you're looking for a text, a webinar or a grab-and-go lesson, these resources will help your students explore identity and diversity, recognize injustice and learn to take action.

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Teach the topics that shape our students' lives. Whether you're looking for a text, a webinar or a grab-and-go lesson, these resources will help your students explore identity and diversity, recognize injustice and learn to take action.