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Hearing: You can't regulate a child if you yourself are disregulated.

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Focusing more on skill building than just consequences

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The podcast talked about lowering expectations to meet students where they are. But the district keeps pushing forward as if there was no pandemic.

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less about will, more about skill

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How are we bridging the gap between expectations and developmental appropriateness?

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How are we bridging the gap between expectations and developmental appropriateness?

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use of behavior charts...how to build the skill 

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use of behavior charts...how to build the skill 

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focusing on compliance does not necessarily build skills

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I always find myself thinking whats the difference between true disregulated behavior and behavior that is for a reason.

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System is dysregulated....it's challenging to make progress when broader systems don't match up with needs

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The discussion talked about developmental expectations that kind of stopped meeting because of covid.

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How is PBIS unintentionally emphasizing compliance

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Where in my day do I hold kids to higher expectations than is appropriate - especially with students with disabilities?

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Where in my day do I hold kids to higher expectations than is appropriate - especially with students with disabilities?

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I'm feeling like we need to build in some ways for kids and adults to relax and recenter. Could they be community-based (done at the same time). 

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I'm feeling like we need to build in some ways for kids and adults to relax and recenter. Could they be community-based (done at the same time). 

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At what point will do we think about what we learned from the pandemic and apply those things to current teaching expectations rather than loading on more and more?

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I want to know more.

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when a kid makes us feel like we are not in control of the situation, we lash out and push for control. Students feel the same way when we take control from them

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"If you give a dog a name, eventually they will answer to it" (both positive and negative) My child was an average math student and he had a teacher that told him from the start of the year that he was a mathematician.. and he ended indeed ended us as one and ahead of grade level by the end of the year.

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"If you give a dog a name, eventually they will answer to it" (both positive and negative) My child was an average math student and he had a teacher that told him from the start of the year that he was a mathematician.. and he ended indeed ended us as one and ahead of grade level by the end of the year.

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If you give a dog a name, he will eventually answer to it. 

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If you give a dog a name, he will eventually answer to it. 

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I believe that we shape who kids are, even when we don't mean to - whether it's good and bad, and if we aren't CONSCIOUS and intentional about it, we have the potential to create more trouble for those kids and for our relationships with them.

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Wondering about how we as a school can better address and support student needs of kids that struggle every day.  

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Wondering about how we as a school can better address and support student needs of kids that struggle every day.  

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Matching expectations with skill level. Some students may appear higher than they really are. Making sure teachers understand their true ability level

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What is the goal for when kids leave the room to regulate? What's reasonable for responders and how are responses differentiated for each kiddo's needs? But also systematized? Bridget