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When students are upset, approach from the front-side at an angle and get at student's level.

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Recess is important - movement during that time is crucial for all kids.
Providing choices for behavioral issues - different for every student
Classroom environment is important to feel safe and secure.

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Good reminders of keeping calm, using positive tones, and mood when dealing with behavior.

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Ask to touch students personal belongings

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Ask to touch students personal belongings

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I learned the 3 types of sensory systems: vestibular, proprioceptive and touch.

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Active supervision is important to diffusing situations before they arise. Your presence among the students is imperitive.

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The vestibular, proprioceptive, and touch systems are affected by trauma. Their reactions to these sensory experiences are different as a result of the trauma. Being aware of their reactions and teaching them strategies is key to helping them successfully participate in the learning.

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The vestibular, proprioceptive, and touch systems are affected by trauma. Their reactions to these sensory experiences are different as a result of the trauma. Being aware of their reactions and teaching them strategies is key to helping them successfully participate in the learning.

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Rest assured that you are doing something when you give wait time to students.  During this time, you are allowing them to solve problems and make choices more independently.  When students do make the right choice, you can reinforce their behavior, which will most likely encourage them to make good choices in the future with less need for wait time. (page 342)

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The use of break and help cards
Walking up to the student from the side not back or front.

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Providing choices to students is one of the best reactive behavioral techniques you can use in schools

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A timer can be very beneficial for students to see while they work.
Let students know about the daily schedule especially if something changes from your normal schedule.

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Providing choices for the student so they can make the decisions as to what happens next.

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I felt like chapter 11 was all about being proactive and was to intervene with student before things escalate out of control.  I liked the 3 suggestions of: continuously scanning, moving, and interacting with students.

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I felt like chapter 11 was all about being proactive and was to intervene with student before things escalate out of control.  I liked the 3 suggestions of: continuously scanning, moving, and interacting with students.

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There was a suggestion of doing and "if...then" chart. I have heard about these and I think it might be good to try with a few students. It would be a way for them to know quickly what the reward would be. It is just like real life where if I say I will get this much work done, then I can do something I enjoy for a break, then hop back to work.

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Get on the students level and not towering over them when you are talking to them and addressing situations. 

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Get on the students level and not towering over them when you are talking to them and addressing situations. 

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Keep routine posted on the board for all of them to see.  An individualized picture routine posted on a student desk may help a student struggling with routines and knowing what is coming up.  

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Keep routine posted on the board for all of them to see.  An individualized picture routine posted on a student desk may help a student struggling with routines and knowing what is coming up.  

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Movement Breaks  &  Recess Time to socialize and run off energy.

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Movement Breaks  &  Recess Time to socialize and run off energy.

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Get on your student's level/height

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Traumatic experience influences your sensory regulation.

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Traumatic experience influences your sensory regulation.

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Asking to enter students' space when touching their materials so as to avoid setting off an emotional trigger. 

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Asking to enter students' space when touching their materials so as to avoid setting off an emotional trigger. 

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Inner GPS, movement against resistance, & touch is powerhouse of sensory system

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We are always modeling for our students. 

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We are always modeling for our students. 

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Predictability helps overcome anxiety.

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Timers help students with predictability. Can help prevent a meltdown if they can know and see the time that they have left on something.

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I look forward to increasing trauma -informed practices in my work. This journey is so important.

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I look forward to increasing trauma -informed practices in my work. This journey is so important.

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A lot of what I read, I realized that we already do.

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A lot of what I read, I realized that we already do.

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Ask permission before touching students' materials 

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Ask permission before touching students' materials 

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students must be actively supervised and moving around the environment is a key piece of active supervision

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students must be actively supervised and moving around the environment is a key piece of active supervision

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Adding a "mindful minute" to transitions in our classroom routine.

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You can teach students appropriate ways to escape or get attention rather than just trying to prevent/punish escaping-taking into consideration that fight or flight response

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Taking a "mindful minute" during transitions

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Taking a "mindful minute" during transitions

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*Using breathing to refocus either for an individual student or as a class to refocus and to start the next
*To help them be in the present moment

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Visual scans, moving around, interacting
Timers can function like magic

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Active supervision is important for preventing behaviors.

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Active supervision is important for preventing behaviors.

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It is best to get to the students level and be in front/side of them when talking.
When waling around the room, do not go in a particular pattern.

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The usage and differentiation of break/help cards.

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The usage and differentiation of break/help cards.

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Movement breaks are important!

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How important it is to approach students from a front/angle perspective.

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How important it is to approach students from a front/angle perspective.

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Adding individual schedules to all student desks.

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It is so important that we have a well established routine. When we have that happening in our classroom, it gives the kids one less thing to worry/think about. They know what the routine is and what is coming next.
Giving them choices makes them feel like they have the power. If we are giving them choices, of things that we want to see, they get to feel like they have had the option to be in charge of themselves.

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How important it is to have those relationships built first with students.

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How important it is to have those relationships built first with students.

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Teach appropriate ways to seek attention.

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Teach appropriate ways to seek attention.

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asking to enter a student's space/touch their materials 

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asking to enter a student's space/touch their materials 

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Providing students choices can help them be more willing to start undesirable tasks. Giving them input or control is valuable.

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Making individual student checklists, especially for independent work times and rotations, to help them take ownership of their progress and learning and have a visual. 

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Making individual student checklists, especially for independent work times and rotations, to help them take ownership of their progress and learning and have a visual. 

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Ask a student before entering in their personal space or touching belongings. 

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Ask a student before entering in their personal space or touching belongings. 

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How to handle ability grouping when being aware of trauma?

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How to handle ability grouping when being aware of trauma?

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Allowing wait time is also very important for English Language Learners. 

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Allowing wait time is also very important for English Language Learners. 

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I know that it is good to teach students how to handle conflicts, they did have some new suggestions in the book though.

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Asking to enter the student's space or touch materials.

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Asking to enter the student's space or touch materials.

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Sensory tools can help students expand their window of tolerance.

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Sensory tools can help students expand their window of tolerance.

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Using timers to build predictability.

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The "stop and think" at the top of p. 138 - taking the time to stop and think about areas where we could each increase our active supervison.

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The importance of using vestibular and touch systems.  It is more than just fidgets.  They need to have the sensation of the push, pull, etc..

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The importance of using vestibular and touch systems.  It is more than just fidgets.  They need to have the sensation of the push, pull, etc..

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Thinking more about using short directions for students who have difficulty keeping it all in their head

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Providing choices and breaks are important to student success and motivation. 

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Providing choices and breaks are important to student success and motivation. 

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How important it is to model the behavior you want to see.

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How important it is to model the behavior you want to see.

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I like the idea of building “mindful minutes” into our transitions. (p. 351)

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Students need sensory output opportunities throughout their day... not just at recess time. Finding ways to incorporate movement break throughout the day.

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The use of “break” and “help” cards can help alleviate problems. (p. 355)

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Provide predictability so the students know what is coming. Warn ahead of time if there is a change of schedule whenever possible.

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Makes sense - but that students are able to tell adults where the "unsupervised" areas at school are.  I'd be curious to hear what our students would say.

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Makes sense - but that students are able to tell adults where the "unsupervised" areas at school are.  I'd be curious to hear what our students would say.

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How can we provide sensory breaks for students in a calm place?

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Incorporating sensory tools.

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Asking before entering space

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teach appropriate ways to escape or get attention

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teach appropriate ways to escape or get attention

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Counting for wait time allows students who process a little more slowly to successfully participate.

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Counting for wait time allows students who process a little more slowly to successfully participate.

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Providing wait time is hard to do, always trying to improve on that!

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Providing wait time is hard to do, always trying to improve on that!

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Being more mindful about teaching appropriate ways to escape or to get attention. If this is not taught, students will never change their ways from what is their automatic response to flee or act out in ways that are not appropriate.

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Desire to expand sensory opportunities in my practice.

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Desire to expand sensory opportunities in my practice.

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Remembering to intentionally providing choices can help students feel more comfortable and be more successful.

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Remembering to intentionally providing choices can help students feel more comfortable and be more successful.

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I knew that getting on the same level as students was important and tried to always do that but I never thought about my approach. It is interesting that we should approach a student at a front angle. Makes perfect sense.

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Adding in a mindful minute into each class.

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I should approach from the front more often.