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- teacher need to address their own stress before they can help students with stress management
- be aware of secondary traumatic stress - it is from listening and working with students who lived though trauma
- fighting against burnout - common break times - build community, ...
- decision fatigue - from making too many decisions -> no grading papers during the weekend

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- show students that they make decisions every day without knowing it
- talk with student about values and priorities
- STRATEGIES - Guts Versus Heads, Debate - Four Corners

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Sigmund Freud-burnout and how it effects them mentally and emotionally, causing that to become physically effected as well

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Brofenbrenner’s-outside environmental factors can effect your decisions

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Nikola: I like that this chapter is concentrated on teachers and their feelings. The author showed some useful websites which can help teachers when someone from school bullies them. It is important to talk about this topic, and don't forget about it.
Abby: My favorite part of this chapter was how it went over burnout and the stresses that are put on teachers as well as students. It went over secondary traumatic stress, compassion fatigue, and decision fatigue. All these things effect teachers and the chapter goes over how to minimize the effects of these things in their own life.
Lauren: I really liked how they talked about the struggles not only in students but also for teachers. I like how it touches on the fact that teachers can have their own struggles just like students and that teacher burn-out is a thing that can be hard to navigate.

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Nikola: My favorite part about this chapter is emphasizing that every student has a story. So for some of our students may be easy to make decisions without thinking about any consequences. For others, it can be traumatizing and we have to try to understand and help.
Abby: My favorite part of this chapter was talking about the different types of decision making that can be taught. One type was the difference between quick or thoughtful decision making, and another was the five steps of decision making. This chapter also highlights that failure is a part of decisions and that teachers should embrace and reward failures, not just punishing it.
Lauren: I liked how this chapter touched on the importance of decision making and how it not only affects students, but teachers as well. A lot of factors go into decision making and it’s important to think about all of those factors so that you can feel comfortable with your decision.

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- teaming (small groups 2-5 people)
- "getting to know you" activity
- No Phone, New Friends Friday
- seating challenges
- assigning roles in groups

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- talking pencils
- think, pair, share
- new student in a group -> remind group members their norms and ask them to welcome the new member

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- trust matters
- breathing exercises
- rituals help destress students
- calming station/calming bottle
- brain break (movement for fun)

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Harlow-Attachment Theory (different relationships in the brain)

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Vygotsky’s sociocultural theory that stresses culture as an important tool to use for the development of mental ability, and provides the child with what to think and how to think (processes and tools to be able to act)

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Brofrebrenner-sociocultural systems theory based on outside events of a child’s life and the influence it has

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Nikola:The activity I liked most in this chapter was one that is appropriate for the beginning of the school year. Instead of the students finding a place to sit on their own, which can be stressful for a lot of them, the teacher assigns them how to sit for a few days. So on the first day they sit according to their date of birth, for example, and on the second day according to their height, and so on. Not only do the students get to know each other but the teacher also gets to know his students and builds a better relationship with them.
Abby: I like that this chapter explained how to set up groups in classrooms and how those groups can help students learn as well as feel more comfortable in the classroom. It also focused on showing all the different types of grouping that can be done in a classroom
Lauren: This chapter did a great job on talking about how different types of relationships affect our brains and our daily learning on how to socialize in different relationships.

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Nikola:This chapter was most interesting to me when the author showed a "game" for the students where they are divided into two groups based on, for example, their eye color. One group is the "better" one and the teacher is very nice to them, they get sweets and have more time to do their work. The other group gets nothing and is under pressure because they have less time. Students can better understand how their classmates feel when they don't have as many friends and can't fit in.
Abby: I liked that this chapter started with explaining different cultures and backgrounds are going to change everyone’s social awareness. I also like that the author tied in that you can teach social awareness by using emotion words that were discussed earlier, saying it is easier to teach social awareness when students already know the emotions they are feeling and can identify them.
Lauren: I thought that it was a good point for the author to talk about how diversity can impact social awareness. We need to be aware of other cultures and how to interact appropriately in social situations with anyone and everyone.

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Nikola:What I liked most about this chapter is how the author emphasizes that trust between teacher and students is important and children may not have enough trust at home, so we should focus on showing children that they can trust us. Giving them the opportunity to come to our office and maybe just stay silent, don't put pressure on them and wait for them to tell us their problem.
Abby: I liked how the chapter focused on trust to create self management as well as giving examples other then delayed gratification to teach the student how to self manage themselves. I also liked how it explained self management can be taught, but students stress levels can be different so it is easy to slip into toxic stress for students who deal with more stress at home.
Lauren: My favorite part of this chapter was how it talked about how much of an effect that relationships have on our self-management. We learn behaviors from others and it’s important for us to be able to regulate emotions accordingly.

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Piaget-Cognitive Developmental Theory-4 stages of Cognitive Development, behaviors are learned by imitating and observing models

Erikson-Developmental Theorist-Psychosocial theory based on 8 stages of crisis (all)

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- an emotional vocabulary-wall
- attendance charts with magnets as emoji icons ("I wish my teacher knew..."
- drawing/journaling
- understanding their emotions and try to identify them

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- Use questions like: "Can you help me understand how you see this?"
- Face-to-face conversation
- A Kindness Wall
- Anti-bullying activities - brown paper bag, red paper heart

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Vigotsky-Zone of Proximal Developement, and Scaffolding

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- Display Vulnerability
- Greet Students at the Door
- Be a Name-caller
- 2x10 strategy - 2 minutes per day for 10 consecutive days with an at-risk student

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Erikson-Developmental Theorist, psychosocial theory based on 8 stages of crisis (stages 3, 5)

Lieberman-Developmental Theorist, a hierarchy of needs based on relationships and safety needs are first

Bronfenbrenner-sociocultural systems theory based on  outside events of a child’s life and the influence it has

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Nikola: I think the most important are strategies for teaching self-awareness. Even for adults it is sometimes hard to know how and why they actually feel. So it is important to lead kids to know how to name their emotions.
Abby: I believe this chapter showed so many different ways to make students self aware, but my favorite quote from this chapter was “everyone enters a room in a different mental, emotional, and physical state” and she goes on to explain how that effects learning and how to help students be able to change that state by themselves.
Lauren: I believe that check-ins with students are important. In this chapter, she talks talks about emotional check-ins which can help students identify themselves and understand others. There are many ways to do this like journaling, one-to-one talks, and even partner talks.

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Nikola: I like she offers the universal sentence when one of our students is going through a difficult situation - "I am sorry I know this hurts". I think it can be really useful when we don't know what to say.
Abby: I think the most important part of this chapter was the highlight of three different types of Empathy (Cognitive, Emotional, and Compassionate), as well as knowing that self assessments are important for teachers
Lauren: I felt that having a teacher self-assessment is important for empathy as well because if we are not doing the best we can to show empathy, we cannot expect our students to show empathy.

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Nikola: I like about this chapter that she says - never give up with methods you are trying to do, it takes time but it is worth it.
Abby: I loved that she stressed that the most important part, and what needs to happen before anything else is that you need to have a relationship with the students.
Lauren: I really liked that she stressed that even a single relationship with an adult can change the student’s life/outlook on school. Having a relationship with a student will help them feel more comfortable and confident in the classroom.

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- for the second meeting - first 3 chapters
- for the third meeting - another 3 chapters
- for the fourth meeting - the last 2 chapters

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N-Concept Mapper
A-Connector
L-Theorist

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- Puberty and the stages
- Teaching kids before kindergarten

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- behavioral development/big stages
-age development
-environmental stresses/stressors

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Stress Management

Social Skills

Transitional Phases

Early Risk Factors and How They Grow/Change

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Social-Emotional Learning and the Brain: Strategies to Help Your Students Thrive