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Many of our students have been through some sort of trauma, this is a big factor into some the behaviors we might be seeing.  -HG 

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Many of our students have been through some sort of trauma, this is a big factor into some the behaviors we might be seeing.  -HG 

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I love the Homeroom check-ins each week, its helped spark some conversations.  I also want to start surveying kids more often in my classes just to check the climate and make sure they are all feeling like they are comfortable in our learning community. If they have suggestions to make things more comfortable etc. - HG 

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I love the Homeroom check-ins each week, its helped spark some conversations.  I also want to start surveying kids more often in my classes just to check the climate and make sure they are all feeling like they are comfortable in our learning community. If they have suggestions to make things more comfortable etc. - HG 

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Teaching students how to handle emotions and in different ways prepares them for now and the future.  One class start in my room last week involved a short video with questions about how to handle stress.  We shared with various partners in the room in order to hear lots of ways to deal with it and be able to move forward.-BB

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Teaching students how to handle emotions and in different ways prepares them for now and the future.  One class start in my room last week involved a short video with questions about how to handle stress.  We shared with various partners in the room in order to hear lots of ways to deal with it and be able to move forward.-BB

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Limit Exclusionary Practices                  I found this paragraph interesting.  It has been in my toolbox of classroom management for years to ignore a student's behavior while teaching, if it doesn't disrupt the class.  One example in the article was a student is crumpling paper.  As long as it doesn't draw other student's attention, I would continue to teach.  Once students were working on a task, I would go to the student that was crumpling paper and have a side chat with him or her.  I used to throw temper tantrums and my mom would leave the room.  Once I noticed, I would follow her and continue.  After her leaving various rooms, I gave up on my tantrum and typically fell asleep.  My mom would come back in and talk about the situation.  I learned that I wouldn't receive her attention for such dramatic outbursts.  This idea of abandonment is an eye opener to me.  I will look at this one differently going forward.  It may be a new way for me to think about addressing it in a timely fashion. -BB

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Limit Exclusionary Practices                  I found this paragraph interesting.  It has been in my toolbox of classroom management for years to ignore a student's behavior while teaching, if it doesn't disrupt the class.  One example in the article was a student is crumpling paper.  As long as it doesn't draw other student's attention, I would continue to teach.  Once students were working on a task, I would go to the student that was crumpling paper and have a side chat with him or her.  I used to throw temper tantrums and my mom would leave the room.  Once I noticed, I would follow her and continue.  After her leaving various rooms, I gave up on my tantrum and typically fell asleep.  My mom would come back in and talk about the situation.  I learned that I wouldn't receive her attention for such dramatic outbursts.  This idea of abandonment is an eye opener to me.  I will look at this one differently going forward.  It may be a new way for me to think about addressing it in a timely fashion. -BB

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Providing those consistent routines is really important for to our students.  Having consistent expectations and routines make students and teachers more prepared and less stressed.  Providing a calming environment is also important for student success.  This can be done in so many ways including open discussion, playing music in class and showing that it's ok to make mistakes.  LB

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Providing those consistent routines is really important for to our students.  Having consistent expectations and routines make students and teachers more prepared and less stressed.  Providing a calming environment is also important for student success.  This can be done in so many ways including open discussion, playing music in class and showing that it's ok to make mistakes.  LB

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A couple of things in the article that I have tried this year are positive calls home and writing my plan on the board.  In the past, I've not called many parents for positive behaviors, but last week I called three.  Not only were the parents thrilled, but the students were really happy as well.  Honestly, I was most surprised with how good it made me feel.  I'm going to try to make it a daily goal to call one a day, and without a doubt, make a positive call after I've had to call for a negative reason.  The other, posting my schedule on the board, I have not done often in the past.  However, I think the kids like to see the plan for the day.  They know what to expect.  With COVID last year, we created the week at a glance.  I still post my week at a glance this year with links and resources for students.  We look at that at part of our daily routine, which helps if students have to stay home.  The article did discuss other interesting strategies.  I'm thinking about trying the two tickets strategy...one for effort and the other for behavior.  LB

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A couple of things in the article that I have tried this year are positive calls home and writing my plan on the board.  In the past, I've not called many parents for positive behaviors, but last week I called three.  Not only were the parents thrilled, but the students were really happy as well.  Honestly, I was most surprised with how good it made me feel.  I'm going to try to make it a daily goal to call one a day, and without a doubt, make a positive call after I've had to call for a negative reason.  The other, posting my schedule on the board, I have not done often in the past.  However, I think the kids like to see the plan for the day.  They know what to expect.  With COVID last year, we created the week at a glance.  I still post my week at a glance this year with links and resources for students.  We look at that at part of our daily routine, which helps if students have to stay home.  The article did discuss other interesting strategies.  I'm thinking about trying the two tickets strategy...one for effort and the other for behavior.  LB

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We've probably all done these things so they may not be new. I've tried post-it notes. I write the note in advance to a student that I know will likely be struggling with a specific, reoccurring behavior. Sometimes it's a reminder of the expectation. Sometimes it's encouragement. Sometimes it's just a "note." I also use signals, if possible, instead of words. For example, my reminder for masks worn incorrectly, is to tap my nose. While not non-verbal, I try and walk over to the student, lean down, and remind them quietly of what I need them to do so no one else hears it. CN

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Self-awareness and being able to name your feelings is crucial to well-being. Naming is the first step to knowing/understanding. CN

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As the teacher, I think we should model how to deal with difficult emotions. I think it's okay to express frustration/anger/unbridled joy/grief/sadness and model and talk about how you, as the teacher, are dealing with it. As an example:
Name it - I am feeling anxious. Describe it - My stomach is a little upset and I'm feeling warm and having trouble focusing. What am I doing about it - I'm reminding myself to breathe and I'm going to close my eyes for a couple seconds. Reflect on it - I'm going to try and push through my anxious feelings by doing what I planned on doing even though I still feel some of the anxiety. The breathing helped and I do feel more calm and I want to do what I had planned. CN

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I would like to try the waterfall effect where you ask for 2-3 things with high probability of compliance before making the low probability of compliance request. Student is more likely to comply after being on a "compliance streak". JO

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So many of our students (& teachers) have experienced trauma.  When under stress it's natural to revert to olds ways.  Like a fire drill, we need to teach our students coping skills, and practice with them regularly. That way when stress hits, they can go to their "toolbox" rather than fall into old habits.  A tool mentioned in the video was deep breathing, which is pretty easy to start with. JO

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This was a great reminder for me.  "In a classroom of twenty plus students, defiant and non-compliant behaviors are inevitable. How often this happens, how it happens, and how quickly it stops are the parts that you have control over." EH

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This was a great reminder for me.  "In a classroom of twenty plus students, defiant and non-compliant behaviors are inevitable. How often this happens, how it happens, and how quickly it stops are the parts that you have control over." EH

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I took a course on trauma several years ago to help me understand my students and my own children better.  Trauma doesn’t look the same in every child or family.  I love the section of the video that talks about having different lenses for different students.  I have always tried to avoid showing strong emotions, which is somewhat easy for me because I do not enjoy talking or sharing about how I feel.  Emotional responses can be triggering.  When students insult you, test you, or deliberately act out, it is so hard to not express some sort of emotional response.  I try to slowly develop connections with them even if it means taking some time out of class.  It may take weeks or months, but the results are worth it.  I also love that the video mentioned we are preparing students for what they may face in the future.  “Schools themselves can be healing places.”  MM

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I want to keep adding calming items to my classroom. I have many digital items I have found that other educators use that really seem to help me students. I want to find more SEL items to incorporate into brain breaks and such for my students. I want them to always be able to keep participating in my classroom, but I want them to be prepared to learn as well. The part of the video when it talks about their brains not being ready/prepared to learn is something I always try to remember every day I walk into my classroom. MM

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Set firm, but flexible boundaries.
Be there and present for them.
Listen when they talk, even if they are yelling.
Change our views of success.
Positive notes or calls home.
Give grace.
Rehearse transitions!
MM

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Many of our students have dealt with or are dealing with trauma. The video talked about how important it is to build relationships and trust. This is something I try and do on day 1. It also mentioned the importance of SEL which is something we do every week in homeroom. Further, we are constantly doing this in our daily activities. LR

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I know I need to step back at times and refocus my "lens" as she calls is. Think why is this action happening or where is this coming from? Did another student or myself say or do something that led to this. I need to also work on ways to recover in my classroom. Sometimes I feel like it escalates so quickly, you do not have a chance. This would be a great training in-service. - AS

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I like Heather's idea of doing  weekly check-ins in all of our classes, not just homeroom. I think I will try this in mine. I also need to find and incorporate more coping mechanisms for classroom. I have a puzzle set up and a giant poster for coloring on when they need to step away for a few minutes but I think they are embarrassed to do this in front of the others. I think I will try these from the article Classroom Management,  with a few of my regular students:  counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie/ song. The key for me is I need to catch it sooner. 🤬

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I like Heather's idea of doing  weekly check-ins in all of our classes, not just homeroom. I think I will try this in mine. I also need to find and incorporate more coping mechanisms for classroom. I have a puzzle set up and a giant poster for coloring on when they need to step away for a few minutes but I think they are embarrassed to do this in front of the others. I think I will try these from the article Classroom Management,  with a few of my regular students:  counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie/ song. The key for me is I need to catch it sooner. 🤬

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I agree with MM that we have to be firm but flexible. At my previous schools I  have always liked to leave post it notes in lockers at the end of the school day so they find it the next morning.  I can't really do this as easily here with lockers everywhere and no names on outside of lockers. So I am still trying to figure out a way to make this work. I know I could send an email, but I feel writing a note is so much more personal. Any suggestions from anyone on this?- AS 

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I agree with MM that we have to be firm but flexible. At my previous schools I  have always liked to leave post it notes in lockers at the end of the school day so they find it the next morning.  I can't really do this as easily here with lockers everywhere and no names on outside of lockers. So I am still trying to figure out a way to make this work. I know I could send an email, but I feel writing a note is so much more personal. Any suggestions from anyone on this?- AS 

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I try to set the week up for my students by explaining it on Mondays but perhaps writing it on the whiteboard will help them feel more prepared for the things they dislike or don't enjoy doing. NP

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I try to set the week up for my students by explaining it on Mondays but perhaps writing it on the whiteboard will help them feel more prepared for the things they dislike or don't enjoy doing. NP

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The part of the video that talked about schools being a place where students can form many different kinds of relationships stuck out to me most. One thing I enjoy about being in the library is that I can build different types of relationships with students than I could as a classroom teacher. I always want students to feel welcome in the library. I try to give them time to relax and be stress free when they are here because I know how stressful their lives can be. I want our students to know that I am a person that will help and support them no matter what.-RR

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One of the strategies I would really like to try is to build content related anticipation. Many students struggle with reading and don't enjoy it so coming to the library may cause anxiety and bad behavior. I always try to be positive and enthusiastic, but building some anticipation for what cool new thing we'll do when I see them may help make students look forward to coming into the library.-RR

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You can teach students now how to handle future situations. Not every student is affected by trauma now, but we can prepare them for the future. -BW

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I feel like I'm pretty good at telling students what they should be doing instead of what they should NOT be doing. I try not to say "NO" or "NOT". I'd like to try the waterfall strategy. I just have to think of 2 or 3 things I know they will comply with before I ask something that they may not want to do. -BW

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Helping all students to be able to name and claim their emotions will then enable them to discuss strategies for dealing with these emotions. Even if a student has not experienced trauma yet, we all experience it at some point in time. They need tools to help themselves when it does happen. The video also reinforced the need for reliable routines and emotionally balanced classroom environments.
KJ

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Trauma can look different to each student- we need to be caring and be ready to listen to the students. They will find a way to let us know how they are feeling. We need to make those SEL connections. I find that these lessons are important and wish we had more time in Homeroom to help students through some of the situations. BL

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Trauma can look different to each student- we need to be caring and be ready to listen to the students. They will find a way to let us know how they are feeling. We need to make those SEL connections. I find that these lessons are important and wish we had more time in Homeroom to help students through some of the situations. BL

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I love having the students fill out the Check In survey on Mondays. I wish we had time to read and address each one before they leave our class. I do not get a chance to read them until Period 3 - I take notes and make sure to find the student if it can not wait until Tuesday to talk to them. Making connections is so very important- I am so glad that we have the chance to be in person this year. BL

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I love having the students fill out the Check In survey on Mondays. I wish we had time to read and address each one before they leave our class. I do not get a chance to read them until Period 3 - I take notes and make sure to find the student if it can not wait until Tuesday to talk to them. Making connections is so very important- I am so glad that we have the chance to be in person this year. BL

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Every Monday I go over what we are doing for the week, but I am going to start posting it on google classroom too. I feel that I am clear and positive. If I am positive and excited about a lesson, this creates my students to have the same emotion. I am finding myself using different strategies, such as giving options when a student needs redirected after warnings and immediately making a connection upon his/her arrival. LR

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I use Kagan Collaboration structures in my classroom. These structures explicitly teach students how to have a conversation, how to actively listen, how to disagree respectfully and how important it is to compliment and say thank you. Using these strategies helps students to confidence and to actively participate in every single lesson. MJ

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I use Kagan Collaboration structures in my classroom. These structures explicitly teach students how to have a conversation, how to actively listen, how to disagree respectfully and how important it is to compliment and say thank you. Using these strategies helps students to confidence and to actively participate in every single lesson. MJ

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I think the Monday Check-Ins have been very helpful for several of our students. It has been providing them with a safe place to share things that they might otherwise not feel comfortable discussing.

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It's true that student backgrounds and experiences vary so much! I see it come through in behaviors every day and I still find myself needing to stop and remember that they might have varied needs even from day to day or hour to hour. -EB

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Learning why a student behaves a certain way often helps us deal with their behavior,, MW

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I love the strategy of creating islands of confidence. In the an emotional/behavioral classroom I think my students probably feel inadequate a lot. I really liked the idea of hyping the students up or giving them little jobs that they will succeed at to celebrate their strengths. EB

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Building relationships with our students is number one. They need a consistent adult who is always there. the academics will come if the relationship is the solid foundation. When students are working through trauma they are constantly using a different art of their brain. When this is happening they are always on the defensive. They tend to stay in the fight flight or freeze stage unless we can bring them out of that part of their brain to trust us. LK

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Standing at the door, making eye contact, using the students names, laughing with them, taking interest in their lives beyond school work, the use of a calm corner, mood check in's are many of the things I do in my classroom! Mainly just be understanding and not judgemental helps a lot too! LK

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The video made me reflect on whether students are naming their emotions and aware of copying strategies. -JB

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I like the idea of throwing some fun and humorous questions in the mix of what you do each day. These remind me of commercials.

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Students in the past have appreciated seeing the tasks for the day on the board. I agree positive and personal notes have a big impact. My experience is many students thrive on things being predictable.

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Being out of the classroom for so many years and then returning, it has been so wonderful to coteach a few classes. Simple strategies she uses I had forgotten about and are easily used in all my classes. MW

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Because your brain shuts down due to trauma. it is critical that students feel trust in the classroom in order to move beyond their trauma. Building those relationships with them is necessary so that they can build that trust with you. JY

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It is important to know the whole child. Many students are in survival mode and their actions are displayed in schools. We often view it as disrespectful and defiant however they are reaching for help due to trauma and severe emotions. When they misbehave... that is many times a call for help.AC

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I would like to begin our days with Music as the kids are waiting to go to class. Music touches people in so many ways and often is uplifting. Perhaps this would help with motivation and getting the students excited for the day. AC

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I would like to begin our days with Music as the kids are waiting to go to class. Music touches people in so many ways and often is uplifting. Perhaps this would help with motivation and getting the students excited for the day. AC

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I have my room set up by 5 tables. At the start of the period, each table earns a tally for having all students there(they also earn one if an absent student emails me. This way, I can communicate to them what they need to do when they’re gone). They also earn tallies for when their table group is following directions throughout the class period. This is a great way to have peers helping each other to stay on task. At the end of the week, the table with the most tallies has lunch with me. JY

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Students cannot learn OR focus on the classroom task when affected by trauma.  Until we form relationships and connect with students... well....umm...  CC

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Students cannot learn OR focus on the classroom task when affected by trauma.  Until we form relationships and connect with students... well....umm...  CC

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I love that she said it is not so much about if students are doing the wrong thing or the right thing...but more about where is that behavior coming from? For me, I try to remember this both here at school and in parenting. I have learned from my daughter's counselor and from several of my own "screw-ups" as a mom that how I react to their behavior will have SO much impact on how the child will choose to handle a similar situation in the future. - JMc

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I love that she said it is not so much about if students are doing the wrong thing or the right thing...but more about where is that behavior coming from? For me, I try to remember this both here at school and in parenting. I have learned from my daughter's counselor and from several of my own "screw-ups" as a mom that how I react to their behavior will have SO much impact on how the child will choose to handle a similar situation in the future. - JMc

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My best strategy to share is to remind yourself that when kids are acting out, most of the time, they are not doing it TO you or AT you. As my daughter's therapist lovingly told me once...."Not every behavior or choice is about you. She isn't doing these things TO YOU."  Yikes. While that was a hard pill to swallow, those words have stuck with me over the years and have helped me through many tough situations both at home and at school. I think building relationships is definitely my strongest area as a teacher. I work hard to get to know my students and find ways to let them know I "see" them and that I am here for them. I like to leave little sticky notes on desks when I see someone going the extra degree or really pushing through a tough spot. - JMc

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My best strategy to share is to remind yourself that when kids are acting out, most of the time, they are not doing it TO you or AT you. As my daughter's therapist lovingly told me once...."Not every behavior or choice is about you. She isn't doing these things TO YOU."  Yikes. While that was a hard pill to swallow, those words have stuck with me over the years and have helped me through many tough situations both at home and at school. I think building relationships is definitely my strongest area as a teacher. I work hard to get to know my students and find ways to let them know I "see" them and that I am here for them. I like to leave little sticky notes on desks when I see someone going the extra degree or really pushing through a tough spot. - JMc

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It is important to see more than just the student who is disruptive, defiant and failing. We need to build the relationship before we can educate. Coming from a trauma background it is hard to trust adults when they have let you down your entire life.

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A consistent routine can help with reducing stress on students. -DC

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Calling home about positive behaviors, but also helpful tips or suggestions on how the student can improve on their instrument. Rather it is an extra lesson during recess or before/after school. -DC

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I would like to employ more the change the channel activities in order to take a brain break and break the cycle when a behavior is getting repetitive. KJ

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A strategy that I learned from others here at Lombard to promote positive classroom behaviors & participation is using playing cards to pass out to students who are doing the right thing. At the end of class I draw a couple of cards & call out numbers or suits & they can earn small rewards. Not everyone wins everytime, but they love to collect as many as they can in order to earn more chances. I get so much more participation when using this strategy. KJ

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In years past, the word, "trauma" was not used at all. Students were considered hyper, angry, and, maybe they "lashed out" causing students to be considered trouble-makers. In recent years in the rise of mental health conversations students with these behaviors prompted teachers to build positive relationships with those students. It hasn't been until recently that "trauma" has been utilized in a number of conversations about negative behaviors. I truly think it is because most adults did not even consider trauma as the root cause of their own behaviors. As teachers become more educated about trauma it can be mostly considered the real source of students' behaviors. WJS

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I like to use a lot of choice language and then give the student the time they need to comply. I don't tower over them and they are given the chance to make a decision on their own. This year I have began to give out post-its with positive language. Not only did that give the child positive feedback and find out that someone has noticed them, but it has also changed my demeanor by thinking more positive.

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One of the things that stood out to me in the video is that people (students and, I would argue, adults) who have undergone trauma typically have an uneven development of foundational skills "like self-regulation, and executive function, or relationship skills." They have found something that allows them to survive, but might not help them thrive. It is important to take deliberate time for mental, emotional, and relational health. This is important for the students' pasts as well as futures. -SB

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One thing that has been important for me is to remember Q-Tip--quit taking it personally. Blatantly disrespectful noncompliance is something that will get my blood pressure up, but I have to keep in mind that this is something that could be happening for multiple reasons and most of them have nothing to do with me. Instead, focusing on a healthy relationship rather than on taking it personally helps in the long run. That doesn't mean that all behaviors are acceptable--but it does mean that I can function better when it comes to helping students navigate strong emotions and ingrained coping mechanisms that have helped them make it through in other settings.

A tip I picked up from SEL PD a couple of years ago has been helpful. The presenter said that sometimes it helps to simply (calmly) ask a student what response they are hoping to get from me by doing what they are doing. Illuminating conversations have come from that, though it isn't my go-to in every situation as different students might not react well to that line of inquiry until later on. -SB