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recognizing that everyone presents a different version of themselves at different times of the day

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recognizing that everyone presents a different version of themselves at different times of the day

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the fact that reactions are linked to right or left brain processing

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the fact that reactions are linked to right or left brain processing

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Responses go beyond fight/flight/freeze. 

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Responses go beyond fight/flight/freeze. 

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the differences between the left and right side of the brain.

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the differences between the left and right side of the brain.

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The brain is pretty complex. We have to differentiate throughout the school day.

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Both sides of the brain accept information yet they process it differently.

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remembering to be sure the children's basic needs are all met BEFORE they become dysregulated

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We are different versions of ourselves depending on where we are in our day

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We are different versions of ourselves depending on where we are in our day

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Different kinds of organization

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How to help your students basic needs be met

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How to help your students basic needs be met

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How we talk to parents about this subject

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How we talk to parents about this subject

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Understanding of how the brain reacts, functions, understands and the ways that this relates back to the children.

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I thought the left side of the brain was the "creative" side, but the way this was displayed, the left is more analytical in processing, and the right is more free flowing.

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I thought the left side of the brain was the "creative" side, but the way this was displayed, the left is more analytical in processing, and the right is more free flowing.

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how minimal the info I've had until this point has been regarding the brain and how it works

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how minimal the info I've had until this point has been regarding the brain and how it works

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how to cope with a children who can't listen because they're so upset

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how to cope with a children who can't listen because they're so upset

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fight/flight has expanded to fight flight freeze

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fight/flight has expanded to fight flight freeze

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Every child is different. What works for Child A, might not work for Child B

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In the moment tips/tricks to help students having strong emotions.

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Share neurobiological info with parents to explain behavior at home and school--AND which strategies we are using in the classroom

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When we open a conversation with parents, we are only talking about one or two or three
of the "selves" that we see of a child during the day. It may not match the self that the parent sees at home.

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all behavior is purposeful - remember this at all. times

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all behavior is purposeful - remember this at all. times

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Very interesting the learning about the palm of your hand and the different "touch"
zones

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Ask for information from the parents, give the parents information and share new information regarding development.

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That right and left brain do the same things but in different ways

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Finding ways to stimulate both sides of the brain is a worthy goal.

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Finding ways to stimulate both sides of the brain is a worthy goal.

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The facts we hold about the brain are often oversimplified

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the diversity in how we are all unique in how we experience our senses

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the diversity in how we are all unique in how we experience our senses

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the neurons that fire together are wired together

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Don’t be fearful of sharing

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why and how memory is affected by stimuli or trauma

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why and how memory is affected by stimuli or trauma

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Parent communication is crucial. The child may be a different version of themselves at home versus at school.

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the importance of repitition using many senses

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the importance of repitition using many senses

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What are the best words/language to use when talking to kids about emotional regulation? 

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What are the best words/language to use when talking to kids about emotional regulation? 

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I used to think I needed to control the narrative with my students, I now experience the difference in empowering my students to learn their own way, I am wondering how I can continue to support all of the needs while maintaining standards in education

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I used to think I needed to control the narrative with my students, I now experience the difference in empowering my students to learn their own way, I am wondering how I can continue to support all of the needs while maintaining standards in education

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Remembering that a child between 18-36 months is just learning how to communicate. It is not truly terrible 2's, but rather frustration in not being able to express verbally what the child wants to express. As the adult/parent/teacher, we should listen and help the child learn to express the communication they are trying to communicate.

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Find reason behind the hitting

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Seeing a child’s behavior in terms of lagging skills or development. Addressing their behaviors holistically. Get to the why rather than dealing with the what.

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hitting/grabbing etc. cannot be solved without finding the root of the action

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hitting/grabbing etc. cannot be solved without finding the root of the action

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look for root causes instead of just reacting

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Love the point thst was made about the difference between upper and lower brain. Thidea that they can not hear you when they are in a tantrum.

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Love the point thst was made about the difference between upper and lower brain. Thidea that they can not hear you when they are in a tantrum.

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Loved the part about upstairs and downstairs brain - can't expect them to respond to traditional "discipline" when their brains can't even process it

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Loved the part about upstairs and downstairs brain - can't expect them to respond to traditional "discipline" when their brains can't even process it

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Address the communication, not the behavior. What is happening in the child's brain to cause this reaction...the question is how do we wade through and figure out what's bothering the child?

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Address the communication, not the behavior. What is happening in the child's brain to cause this reaction...the question is how do we wade through and figure out what's bothering the child?

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I have so many questions about why this child behaves the way he does.

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I used to think a child hitting was based mainly off of aggression and not understanding, but now I think it can come from a number of different domains. I still wonder what the best solutions is for a child who hits if an “upstairs” solution won’t solve it, what is the “downstairs” solution?

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I'm wondering if we've been tackling the outbursts of our students in the manner that is best for their developmental level. Thinking about the gaps in expectations and level of development

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I'm wondering if we've been tackling the outbursts of our students in the manner that is best for their developmental level. Thinking about the gaps in expectations and level of development

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Engaging all the senses and how this can be used for emotional regulation.

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Engaging all the senses and how this can be used for emotional regulation.

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Children probably can't communicate when they are in the base brain, but they can hear the tone of your voice.

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Children probably can't communicate when they are in the base brain, but they can hear the tone of your voice.

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There is a reason that children act the way that they act- there are reasons that we may not always grasp the reasoning or the wiring, but its there. They need our patience, acceptance, and love.

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There is a reason that children act the way that they act- there are reasons that we may not always grasp the reasoning or the wiring, but its there. They need our patience, acceptance, and love.

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Exploring the “why” behind behaviors.

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I love this idea of thinking about the space between the behavior and the reason for the behavior.

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Do children ever just grow out of behaviours?

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Do children ever just grow out of behaviours?

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You can’t help someone regulate feelings if your own are out of control.

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I wonder how to coordinate parental responses with our response and how do you account for the differing ways we react to a child who is in crisis

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I wonder how to coordinate parental responses with our response and how do you account for the differing ways we react to a child who is in crisis

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It's okay to step away from a situation,  provided I explain why.

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It's okay to step away from a situation,  provided I explain why.

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helping the child to breathe when upset

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Reframing how you think about a child and why they may be acting out can drastically help you and them; it will help you to help them better.

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Reframing how you think about a child and why they may be acting out can drastically help you and them; it will help you to help them better.

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So important not to expect better behavior than a child is capable of and for teachers to manage our expectations

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Ask parents if the kid has similar behavior/situation at home. And how they deal with it. Try to cooperate and find a consistent way to help the kid. 

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Ask parents if the kid has similar behavior/situation at home. And how they deal with it. Try to cooperate and find a consistent way to help the kid. 

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Give the child an opportunity to leave the room with you to regulate if needed

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Being conscious when co regulation is needed.

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Need to honor that parents are our partners AND they are the experts on their child. We may perceive something different than they do because we see their child in a different environment.

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Role play is a great way of modeling feelings and how to cope with them

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demonstrating how i am regulating my own emotions

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zones of regulation-Does the size of the reaction match the size of the problem? I love this! We read the books all the time. The kids love them. It really seems to help the children understand when they are having a "Big" reaction.

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zones of regulation-Does the size of the reaction match the size of the problem? I love this! We read the books all the time. The kids love them. It really seems to help the children understand when they are having a "Big" reaction.

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Show more of my emotions and regulation tools

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Show more of my emotions and regulation tools

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Being able to understand that each child is different and therefore will react differently to certain stressful situations.

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coregulation--focusing on breathing

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use the chart provided to look at each child individually for where theyre at

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I used to think that I needed to stay calm and self-regulate on my own to keep the classroom calm.  Now I realize how helpful it would be to show my emotions and how I regulate them throughout the day

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I used to think that I needed to stay calm and self-regulate on my own to keep the classroom calm.  Now I realize how helpful it would be to show my emotions and how I regulate them throughout the day

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Yoga and breathing techniques are sooooo useful for regulation growth in preschool and elementary aged children

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deescalating a situation through deep breating is a tool I will use in my classroom.

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deescalating a situation through deep breating is a tool I will use in my classroom.

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I would love having kids and teachers go on a visit to the ER (Emotional Regulating Center) with a bunch of these resources —— yoga cards, music from Tom Chapin, breathing ball, etc. Even specialists to have these, not just classroom teachers. Photograph emotions throughout the day and not use clip art….

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Read/watch Non Violent Communication by Marshall Rosenberg PhD if communicating with parents is difficult. 

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Read/watch Non Violent Communication by Marshall Rosenberg PhD if communicating with parents is difficult. 

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The breathing exercises are great and to turn off the light makes such a difference