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The most impactful thing I learned that I feel is relevant with my students is insight and empathy. I am going to start explicitly modeling these practices with my students. Especially since my kids weren't always given empathy themselves. I feel that they may not know they can make things better by making better choices.

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I like the idea of teaching insight along with the power of pause.  Teach them to pause and think about their emotional state.  Then, try to think about the circumstances objectively.

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I like the idea of teaching insight along with the power of pause.  Teach them to pause and think about their emotional state.  Then, try to think about the circumstances objectively.

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I enjoyed learning about the "Yes" and "No" brain, resilience zones and how to detect them, and the significance of modeling empathy. I'd like to use the knowledge I gained to actively help my students day to day. I'd like to model empathy more frequently in my classroom. 

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I enjoyed learning about the "Yes" and "No" brain, resilience zones and how to detect them, and the significance of modeling empathy. I'd like to use the knowledge I gained to actively help my students day to day. I'd like to model empathy more frequently in my classroom. 

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Supporting a positive mindset through teaching resilience.

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Supporting a positive mindset through teaching resilience.

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I have reflected about how teaching students skills that promote resiliency can be more intentional, almost like an intervention with strategies.

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The power of being the spectator in your own game as well. The skill of seeing how you might sound or come off before you say something. I want to start having my kids ask themselves the question in their head first because they might answer it themselves

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The power of being the spectator in your own game as well. The skill of seeing how you might sound or come off before you say something. I want to start having my kids ask themselves the question in their head first because they might answer it themselves

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1. Taking a pause when you and your students need it to avoid entering the red zone.
2. Using SEL lessons and everyday interactions to discuss feelings and emotions, letting the students express themselves with reasoning

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I want to share the philosophy of the green zone with my students to have them reflect on how they are reacting and in control of their reactions and behaviors.

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I love the whole concept of the Yes Brain. This is something I can talk about with my students and remind them of when things are discouraging or tough.

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I liked the idea of giving students (especially younger students) a sentence frame to express their feeling and emotions in a constructive way.

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Make sure there is more communication between students about emotions and why we shouldn't be dismissive of them.

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Make sure there is more communication between students about emotions and why we shouldn't be dismissive of them.

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Model empathy & reduce the amount of times I say no.

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The most impactful piece for me was thinking about when to push students and when to cushion them in times of struggle or doubt. I am going to start really considering how I interact with my students in those times and really evaluate whether I should push them or comfort them.

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The most impactful piece for me was thinking about when to push students and when to cushion them in times of struggle or doubt. I am going to start really considering how I interact with my students in those times and really evaluate whether I should push them or comfort them.

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1. A piece of knowledge I felt had the most impact with me was the description of the brain as having a downstairs and an upstairs. Then the definition of upstairs as four fundamentals.

2. With my own students I want to work on resilience. My favorite strategy for this was to shower kids with the 4 S's.

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I really enjoyed learning about the "power the pause" for both my students and myself. Modeling strategies that we can use when feeling anxious.

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Model empathy for my students.

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I will continue to work on staying away from using "no". I will continue to give the students strategies to be resilience .

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1. Teachers must model/show a Yes Brain and present opportunities for students to successful with a little struggle. 2) continue to challenge my students and encourage them try different strategies for success 

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1. Teachers must model/show a Yes Brain and present opportunities for students to successful with a little struggle. 2) continue to challenge my students and encourage them try different strategies for success 

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2. I'm going to help my students feel safe to fail, by continuing to teach a growth mindset. Through problem solving and reflecting on areas of growth

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2. I'm going to help my students feel safe to fail, by continuing to teach a growth mindset. Through problem solving and reflecting on areas of growth

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Avoid the use of constant "no" responses and put yourself in children's shoes or use their viewpoint to process their needs.

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Avoid the use of constant "no" responses and put yourself in children's shoes or use their viewpoint to process their needs.

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1) The most impactful piece of knowledge I gained today was about the Resilience and the Insight strategies.
2) I want to try and incorporate more of the power of the pause with my students. I teach Kinder and a lot of them struggle with saying "I can't do it" for any new thing we start.

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I am going to start using the take a pause, then begin the self-regulation strategy. I really liked the changing the language for counting idea- it forces the student to stop, think and in a way redirect their mind.

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1. How to better activate the "Yes" brain and help students become more receptive, curious, and flexible.
2. I'm going to start using "I" more rather than the corrective "You." As I believe this will better help my students understand where I am coming from when I am attempting to help them navigate a difficult situation or issue.

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1) Take into account the child's temperament and when to "push."

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1) Take into account the child's temperament and when to "push."

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2) Model failure/mistakes in the classroom. Use terminology to show that it's OK to struggle and that struggling is not negative.

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I think the empathy diamond was something that really resonated with me. It's interesting that there are so many different components that need to develop before a person or child is fully empathetic. 

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I think the empathy diamond was something that really resonated with me. It's interesting that there are so many different components that need to develop before a person or child is fully empathetic. 

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1) I think the empathy diamond was something that really resonated with me. It's interesting that there are so many different components that need to develop before a person or child is fully empathetic.
2) I will be more conscientious about allowing for little breaks if I see that a student looks a little overwhelmed.

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Understanding that we can help kids widen their green zone

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Helping students see mistakes as a time to help them grow more than when they get everything correct.

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Helping students see mistakes as a time to help them grow more than when they get everything correct.

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1) The most impactful piece of knowledge I gained today was the Mindsight book because of all its strategies it has. 2) I will start using the power of pause more to pause myself and teach my students to do the same when they feel frustrated. I need to work on teaching them the empathy diamond so they can be more independently in control of their emotions.

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1. The most important piece of knowledge I gained today is "The 4 S's."  Students must feel safe, seen, soothed, and secure.

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1. The most important piece of knowledge I gained today is "The 4 S's."  Students must feel safe, seen, soothed, and secure.

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2. I am going to stop giving just no as a response to my students. If it has to be no, I'll make sure they understand why it has to be no so that they know they've been heard.

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I learned that I will need some work to do :) Will be more patient and careful with my own emotions at work and at home. 

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I learned that I will need some work to do :) Will be more patient and careful with my own emotions at work and at home. 

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The power of the pause can be an effective strategy to teach kids so they can gain a different insight of an obstacle or challenge. 

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The power of the pause can be an effective strategy to teach kids so they can gain a different insight of an obstacle or challenge. 

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understanding when to push my students and when to provide the ¨cushion¨

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(1) I enjoyed learning about empathy and some ideas on how to encourage it in my classroom. I would like to think on this some more since I think this is a problem area for some students. (2) I think I might invest in some of these books so I can consider the techniques and ideas described in this presentation.

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The different zone colors are something to be mindful of when we are dealing with our students and/or every day life situations/people.

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The different zone colors are something to be mindful of when we are dealing with our students and/or every day life situations/people.

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The most memorable thing I learned is the red state, green state concept and the strategies we can use to help students manage their behavior and self-regulate. With my own students, I'm going to supply my students with coping mechanisms and strategies to help them deal with their anger and anxiety. Those are the two biggest issues that I know my students face

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Many of the strategies we went over we do in the SEL curriculum. The up and downstairs examples were new. I liked being able to see the different levels a student or I could be on and finding base level.

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Remembering that not all students receive "pushes" or "cushions" differently.

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Remembering that not all students receive "pushes" or "cushions" differently.

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Key- Neuroplasticity- our good or bad choices/thinking process shapes the brain; therefore, determines your character & teaching methods in order for real growth to occur.

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What stood out to me was the idea of a blue zone, green zone, and red zone. I have been facing a lot of oppositional behaviors this year and what's surprising is often I find myself slipping into the blue zone and shutting down when I get stressed. It's been eye-opening for sure.

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I enjoyed that it reset my brain to look for the positives and not try to engage with the student when they are in red as it will not get us anywhere. I will work on the I vs. You statements.

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We have the power to make a difference. Sometimes, it's about recognizing behaviors, sometimes it's about reshaping what we know, and it's often about modeling (and being aware of what we're modeling).

I am going to try the "player and spectator". I can think of a handful of moments where I need to activate a better self or modeling technique.

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Understanding empathy and picking the right moments to have conversations with difficult students. Empathize and provide opportunities for discussion instead of direction.

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Understanding empathy and picking the right moments to have conversations with difficult students. Empathize and provide opportunities for discussion instead of direction.

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1. I believe that taking a "pause" is not only a good strategy for a student, but as a teacher we may need to take a pause.
2. I am going to start using "take a pause" as well as empathy strategies.

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(1) Children who display lack of empathy are do not always realize that how they are reacting is not appropriate.

(2) I'm going to help encourage students and use "yes" more in the class so they feel empowered.

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1. Understand whether your students need a "push" or a "cushion". Empathize where they are at personally 

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1. Understand whether your students need a "push" or a "cushion". Empathize where they are at personally 

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1. Take time before reacting to a negative behavior. As in, remove the kid from peers, take a moment, ask the student to take a deep breath, then have a talk.

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1. Take time before reacting to a negative behavior. As in, remove the kid from peers, take a moment, ask the student to take a deep breath, then have a talk.

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Do this instead of just react quickly.

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1. "Reframe the pain". I liked learning how I can reframe a student's outlook on a situation to take a more positive approach.

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1. "Reframe the pain". I liked learning how I can reframe a student's outlook on a situation to take a more positive approach.

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2. I can stop and empathize with students before responding, give them the space they need, and then speak the words they need.

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1. Avoid using NO

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I learned about the upstair and downstairs actions when it comes to the brain. I will use outsider vision to look at things from a different perspective.

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The power of pause.

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Avoid the "you" statements in favor of using the "I" statements

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Avoid the "you" statements in favor of using the "I" statements

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I will use this when dealing with a student who's struggling in the moment.

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Owning the Communication: Using “I” Statements - Diana Peterson-More

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“Words, words, words, I’m so sick of words . . .“ sang Eliza Doolittle in My Fair Lady. In that work of art, the use of words and enunciation consistent with the so-called “Kings English,” were used by Professor Henry Higgins to take what he called a “gutter snipe” and transform her into a lady…

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Owning the Communication: Using “I” Statements

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(1) Teachers and parents have to thoughtfully consider when it's time for "pushin" or time for "cushin" when they see a young person struggling.

(2) I'm going to apply the "Player and Spectator" strategy in my own life when I find myself in a stressful situation. Then I'll be intentional about helping my students and children develop this skill as well.