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As a teacher neuroplasticity means that the brain is easily influenced and can change the response to learning experiences. Teachers can leverage this understanding. Their teaching methods can support diverse learners as well as create an environment that fosters continuous growth and development.

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In the education and as a teacher "therapeutic dose" refers in creating an environment and implementing practices that support students' overall well-being, emotional health, and positive learning experiences. Some examples that can be used in the classroom is to teach Social Emotional skills, provide emotional support, mindful practices and promote a growth mindset. As a foster Parent we use to utilize more Therapeutic homes in the area but now all homes are trained to therapeutically support kids.

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Neuroplasticity or the ability for the brain to change is important because as a teacher we spend a lot of time with our students and are one of the biggest influences in their lives. Students come to us with a variety of experiences and family situations. By showing students unconditional love and acceptance we can help reshape the way a child looks at people. We can help them learn to love, trust and realize that they are an amazing human capable of doing so many things.

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When someone experiences a traumatic event they don't want to be reliving it 24/7. Instead, people tend to talk about it in small bursts as something comes up or they feel comfortable enough with a person to share. Students often feel comfortable with their teachers and love them like family. This means that it is very possible that a student may choose to share bits and pieces of what they have gone through. Being that trusted person and listening to them can help them get through the traumatic event.

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What this means to me is we can provide that safe place, that relationship where we believe in the child. We can start to begin the healing of starting a new chapter, of making a child feel like they have a bright future. If all of us do this as teachers, our students will feel safe until they graduate.

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Making sure we aren't pressuring anyone to talk about their trauma and face it. They need time. So giving our students skills to help them self regulate and listening. Making sure we circle back to them and check in with them.

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I know I need to check in with certain students more often than others. My students also know that they can tell me that they need to talk to me "now" and I will stop and have a private conversation with them. They also know how to instant message me or email me in case they are embarassed to talk to me in class. I want all of my students to feel like I am a "safe" person for them to go to.

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In order for people to communicate both parties need to be regulated and feel safe. Once a person feels like they have a good relationship they will be open to reasoning and healing. This is important because often as teachers we try to reason with a child who is upset. Instead, they need to realize that at that moment the child is dysregulated and unable to communicate their feelings or what caused their stress.

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I want students to feel valued and safe in my room. Regularly we share things about our lives outside of school such as what we did over the weekend. This allows me to learn about what my students are like outside of school and for my students to learn a little about me. By doing this my students know that I care about them as a person not just a student and it helps to create a safe and caring environment.

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I think that it is so encouraging that small, positive relationships do matter. That trauma can be overcome slowly. Sometimes, I feel so overwhelmed by the hard things that kids have to go through. It's encouraging that me being my best self, with a great space for kids and safety can do a lot more than just be a "nice thing." It can really change lives.

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The part about the Therapeutic dose was a big "a-ha" moment for me. For years I've heard teachers say, "I'm not a psychologist. I don't have the training to handle this level of trauma. Why do we do SEL?" Teachers are perfect for therapeutic doses. Providing a safe environment for all kids is something I keep trying to learn more about. Even a lunchtime conversation with a couple of kids can make them feel safe and build bonds. It's good to know that a little goes a long way. As teachers, we always feel like we don't have enough to give. It's nice to hear that small moments make a big difference.

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This is something I have had to learn and keep working on. I grew up when teachers were firm and "meant business." You were supposed to respect them not for your relationship but because of their role. Finding a way to build relationships while keeping control and structure of the classroom is a constant learning curve for me. Strong classroom bonding goes a very long way for learning and enjoyment by all. Being aware that you are standing over a child, or calling them out instead of having quiet corrections is are important parts of the power differnece.

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I have been trying more to build bonding in our classroom with community circles, mindfulness practice, and lunch bunch times. I try to single out the quietest kids to quickly give them some extra attention and time. I think the stronger the classroom safety, the stronger the safety of the individual kids.

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Neuroplasticity demonstrates the malleability of the brain. As a counselor, it helps me know that even small positive interactions with students can have a huge impact on how the experience relationships.

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A therapeutic dose is a brief moment that feels rewarding, regulating and bonding. When a student is experiencing trauma, they need control in how they discuss this trauma with the people around them. Teachers can provide positive relationships and many therapeutic dosing moments that feel rewarding. By listening to a student and letting them be in control of their story without pushing for more will help them slowly process what happened to them.

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Passeretti --The power differential refers to the unequal distribution of power between individuals or groups in a given situation. As a teacher it is very important we don't use our classroom control as a tool to intentionally or unintentionally hurt a child. I think this is important as a parent as well. It's important to be aware of how our actions, words, and authority can affect students, particularly those who may already feel marginalized or vulnerable.  

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Passeretti --The power differential refers to the unequal distribution of power between individuals or groups in a given situation. As a teacher it is very important we don't use our classroom control as a tool to intentionally or unintentionally hurt a child. I think this is important as a parent as well. It's important to be aware of how our actions, words, and authority can affect students, particularly those who may already feel marginalized or vulnerable.  

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Passeretti -Providing students with a safe environments where they can feel safe to talk and express their felling's. 

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Passeretti -Providing students with a safe environments where they can feel safe to talk and express their felling's. 

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To me, neuroplasticity gives us hope and a purpose. We know that through repetition, the brain can learn and heal. The ways in which we teach and love our students matter. All the big and small moments throughout the day matter, both academically and relationally.

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A therapeutic dose is a quick, relational moment with someone that is regulating. As a PE teacher, I feel like I operate daily in these quick, relational moments. I only see students for 45 minutes at a time. I don't have the same amount of time as classroom teachers to create strong, trusting relationships. It gives me peace of mind to know that the small moments or doses I'm allowed are actually beneficial and regulating for students. Year after year, these moments add up to a trusting, relational experience for me and my students.

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In our work with NME, we learned that the brain changes in adolescence more than any time other than the first 3 years. As a middle school teacher, this gives me great hope for my students. I have seen combative, defiant, and struggling students change their reactivity and sensitivity over 3 years. Students need stable, calm teachers to help guide them through the turbulence of adolescence. It is such a gift to witness neuroplasticity every day with our students.

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Each class each day can contain a small therapeutic dose of challenge and relationship. I may greet a student when they come in, gently redirect back on task, ask them how their day is going, give advice on a task in class, and each interaction provides a small dose. Repeated over the course of a school year, these interactions build up into a network of hopefully positive interactions.

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As adults in the school system, I think teachers often feel like we're close to the bottom of the power structure. We're on the front lines, with little control or authority of the whole school structure. But within the classroom, we are at the top of the power dynamic. This dichotomy between our status among our adult colleagues and students sometimes creates a distorted sense of our power in the classroom. But to our students, we have an enormous amount of power in their daily lives.

Every interaction with a student is an opportunity to build a positive relationship, but our power in the classroom means that negative interaction damages the relationship greatly. We must tread carefully with the children in our care and be very intentional about the relationships we form.

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Every class in my music room begins with some low stakes, relationship building questions. I try to ask each student a simple fun question to give a small dose of positive interaction that builds cooperation and engagement. This pays dividends later in the class and throughout the year as I increase the amount of challenge and commitment I ask from students as they build musical, social, and emotional skills.

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Neuroplasticity helps remind me that everyone who has had trauma in their life can heal and change. You are not forever broken because of your trauma, you can change your brain.

As a teacher, it helps remind me to continue to be patient with our students and give them a calm, structured, and loving environment.

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This chapter was very eye opening for me. The statement "the child who has only two months of really bad experiences does worse than the child with almost twelve years of bad experience, all because of timing of the experience" is just overwhelming for me. It brings a lot of clarity for me personally, for my students, and also my friends and family.

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Neuroplasticity gives us hope for students that have gone through trauma or hardship. The brain is affected by the traumatic experience, but we can add new pathways and experiences on top of that. The brain won't simply let go of what happened, but it can be rewired with time and positive connection. That is why it is so important for us to be patient and positive with our students.

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I've realized how important therapeutic dosing is for our students. They go through things beyond our control, and sometimes they don't want to discuss it. Being there for that student and listening when they do make comments about it can be regulating for them. I have a student who has lost a parent, and she makes comments about it sometimes. I used to ask questions and ask if she wanted to talk about it, and it would cause her to shut down. Now when she brings up her mom, I listen and make a short comment back to her. I can tell she feels heard and then moves on with her day.

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These chapters have emphasized the importance of regulation and relationships. I have systems and structures that allow me to create genuine relationships with my students. I want them to know I care about them and I want them to feel safe in my classroom. The relationships I have with my students create that safe learning environment. Regulation is needed for learning, and there are points in the day when my students become dysregualted. I use calming strategies and purposeful transitions to get my students back to a regulated state. When I become dysregulated I try to give students a short break from curriculum so then I can also get a break. We have to be regulated in order to teach our students.

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As a middle school teacher I spend time teaching my students about neuroplasticity. I have a brain on the wall and we talk about how the pathways can change and are not set in stone. We also spend time talking about how positivity can have a positive change on these pathways vs a negative attitude. When one tells themselves over and over again that they are no good at something, it makes it really difficult for these new pathways to form. When one tells themselves that they are capable, working hard, trying, etc, then these pathways have more opportunities to build! I also provide routines and structures to the day that allow students a safe and stable environment so their basic needs in the lower parts of their brains are being met, allowing more opportunities for neuroplasticity to take place.

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In this example of a therapeutic dose after the child witnessed their mother die, it was being able to tell a person, "my mom died". The person the child spoke to was not someone that they were close to, just a "chance moment". For whatever reason the person felt comfortable to the child and they were able to say what they were feeling in the moment and move on. These therapeutic doses, I see as opportunities for our students because they are with us daily. We work so hard to provide safe and comfortable environments that hopefully students are comfortable sharing what they need to share and when they need to share it. As a teacher (and parent) the reminder for me is to be present and to listen. Not to question, not to push, but just to be there and to remind students that I am there and that I care.

As a parent, this one hit hard because I know there were many times were I would push when my own kids would start to open up because I had a hard time accepting that a one liner was all that they needed to say...there had to be more! Lessons learned.

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For me, power differential is recognizing in the classroom that there is a natural differential, teacher vs student. But this differential can be reduced over time by having teachers take the time to interact with students day to day at their "level". When I worked with kindergartners I would sit with them on the floor, so as not to "over power" them. Working with my middle school students, I pull up a chair and sit beside them. In doing this it helps to lessen the power differential and to show students that I am working with them, not trying to over power them. In the example of this chapter, Dr. Perry worked to lessen the power differential by playing with the child, and allowed the child to come and go as they were comfortable, allowing the child to view Dr. Perry as a safe person. He was also introduced as a friend of the parent. I am not buddy buddy with my students, but I work hard to let them know that I am here to support them and that I believe in them. I have no interest in "controlling" them.

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I believe a classroom practice that connects to these chapters, is that of regulation. Allowing students to get up as needed and to pace in the back of the classroom in order to self regulate, having music on at the start of class, breathing exercises, etc. I think all of these practices help students to regulate and feel safe. In addition, I try hard to have regular daily routines, so students know what to expect when they come into the classroom. I greet students at the door as they come in and try and "read" everyone as they are coming in. I also make sure I send off every student with a have a good day, I am glad you were here today, etc. I think in taking the time to do these things, opportunities for students to share information in the form of therapeutic doses, and lessening the power differential take place.

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The power differential helps people to calculate if the feel safe in an interaction with another person. If a person feels that the other person is dominant they will feel vulnerable. The sequence of engagement helps reduce the power differential by slowly creating safety and connection with someone. As a counselor, I am often using the sequence of engagement with students. Some elementary students come to school dysregulated. When I am meeting with a student that does not want to go to class in the morning, I take time for the student to get used to me and give them some wait time before I help the student get to class.

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As a counselor, I have more flexibility to create connections with students individually. The beginning of the year, I work on establishing connections through classroom lessons and being at lunch and recess. I also have time and flexibility to be with students for as long as they need when they are dysregulated.

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A therapeutic dose is a small moment of regulation for someone. Literally seconds. It is a safe environment where students are comfortable expressing their trauma. As teachers we provide the environments by listening and being there for our students. Even if it is in the smallest way.

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Power differential to me is the power imbalance that exists between two people. One's power is usually perceived as dominant. This shows up in my work because as the teacher, I am usually perceived as dominant by students. It's my job to also be perceived as respectful, loving and a safe space. Sequence of engagement to me is a response to someone else's stress response system or dysregulation. This shows up in my work daily. Students are often dysregulated in the gym, and I constantly remind myself that I must help them regulate first, then relate, and then the student can reason or make meaning with me. Relationships and learning can't take place when students are functioning in their lower brain.

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I always allow students to take a break on the wall before we talk about any issue that comes up in the gym. I find this break allows our talks to be much more productive because students have some time to dysregulate before we chat. I try to always sit on the floor next to them, so that hopefully they see this as a conversation rather than me talking at them. This is usually well received.

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As teachers we do have a level of power in the classroom. We are responsible for the students in front of us, and their perception of us can impact that differential. I have had students who have sensitized stress responses, and it becomes a safety issue in the classroom. Before NME, I tried to reason with the student and have them clean up or complete a task before they were regulated. I didn't realize that they need time to regulate and work their way back to the cortex of their brain before they were ready to reason. NME has taught me the importance of this first step and it has eliminated some of the power differential with students.

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To me this means every positive/kind interaction, no matter how short or how long has an impact on my students. 

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To me this means every positive/kind interaction, no matter how short or how long has an impact on my students. 

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A therapeutic dose happens when and where the students feels like talking about the trauma. Teachers can touch on trauma without a deep dive in a safe and welcoming environment.  

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A therapeutic dose happens when and where the students feels like talking about the trauma. Teachers can touch on trauma without a deep dive in a safe and welcoming environment.  

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The power differential is an important point for teachers to consider as they navigate each student and their big T Trauma and little t trauma. If students feel comfortable, welcome and safe the power differential, while still there may feel more comfortable. 

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The power differential is an important point for teachers to consider as they navigate each student and their big T Trauma and little t trauma. If students feel comfortable, welcome and safe the power differential, while still there may feel more comfortable. 

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I have calm corner in my classroom where students can go if they are dysregulated. I always offer a hug if they want it and I ask if they want to talk about it when the timer goes off in the calm corner. If they say no, I ask if they want to talk to Ms. Markway. Usually one of us gets to meet with the student and work out what is going on. 

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I have calm corner in my classroom where students can go if they are dysregulated. I always offer a hug if they want it and I ask if they want to talk about it when the timer goes off in the calm corner. If they say no, I ask if they want to talk to Ms. Markway. Usually one of us gets to meet with the student and work out what is going on. 

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This chapter further confirmed the importance of creating a trusting and loving relationship with our students. If this is non-existent, then we will not be able to help regulate our students, and in turn teach them. Figure 11 on page 146/147 really helps me understand the importance of regulation and getting to the cortex of our brain. If our students are not regulated, we can not force a reflective conversation with them because they will not have access to their cortex. Of course this is true with all of our relationships, not just our students.

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Making sure to build trusting relationships with our students, especially those who show signs of frequent dysregulation. Only when those relationships are in place will you be able to reach those students and support them both socially but academically.

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The story of Jesse really broke my heart, and it was a sobering reminder of the role that adults play in enabling and perpetuating abuse. Sometimes, overworked and exhausted adults find it easier to ignore or deny there is a problem than to open a can of worms, with devastating effects for the child. That our brains have neuroplasticity is good news, but I do wonder about its limits, since some traumas can affect us for life. I think the onus is on teachers to help students make new neural connections through safe and loving relationships and interactions. This may take a lot of time and consistency, but it's of crucial importance for the child.

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I thought the concept of a "therapeutic dose" was very interesting and important. A therapeutic dose is the right amount of attention / focus on the trauma without overdoing it. The dad's instinct to try to force his kid to process and speak about what happened was well-meant, and I think that's instinctual for many people, especially for those who grew up in a generation where the effects of trauma were more openly understand and discussed. As teachers, this has been one of the best things I've learned regarding classroom management, that there is a time and a place to resolve conflicts and it's not when the child is agitated or upset. I think if you give them time and space to process their feelings, when they finally address it, it becomes much more productive for everyone. It can be difficult to do that in the heat of the moment, but experience is the best teacher.

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I think a lot of people think being an adult means that they have the power when it comes to working with children, that children should always do what their elders tell them to do; if they don't, something is wrong. However, I think that this chapter is an important reminder that this is not and should not always be true. Just as Dr. Perry often lowered himself onto the floor to color or interact, he was able to successfully do his job by consciously not being bigger / more powerful / more authoritative. This is a good lesson for all; we need to approach students, especially traumatized students, with humility, sensitivity, and deference.

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I think for me the lesson is to become okay with ceding control to a dysregulated student in terms of letting them have control over when they talk about their feelings and how they want to approach difficult conversations. When I was a classroom teacher I had a shoebox where students could leave notes, either anonymously or signed, to talk about something private that they wanted to address, e.g. "I'm upset that you said we could have a party but then we didn't get to have one." or "Jensy has been bothering me but I'm afraid to tell you out loud." This could be helpful for a lot of kids to be able to talk about their needs/feelings but in a way that feels safe.

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Neuroplasticity is the brain's ability to change. For teachers, understanding neuroplasticity means that we have to recognize that our students are still capable of learning and developing new skills even if they have had events in their past that have altered how they handle circumstances. If we provide consistent reinforcements, feedback and opportunities for growth we can help modify behaviors in a positive direction.

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Power differential is a persons understanding of how they feel in situation. If a person is having an interaction with someone who might appear to have more power than the person will feel more guarded and intimated. It's the imbalance of power between two people. It is incredibly important for teachers to understand that building a trusting relationship with students will help with that perceived power difference. When we have a strong relationship with our students we can recognize when they are dysregulated and what our next steps might be.

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I try to build strong relationships with my students so they know that if I am redirecting them it is not from a place of power. SEL games has been a huge relationship builder for me because the students get to see me in a different setting. It creates a fun, safe environment.

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I believe that we can positively change the lives of our students with the help of trauma-informed systems and providing time, opportunity, and feedback to support students. This could be done more on the educational front as well. I believe we need to provide teachers with additional training and standards of practice to support our learners. If this were to happen. We would need to prioritize this practice in many ways, including, collecting data on our learners about their mental health and developing them as humans.

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A therapeutic dose is defined as a positive interaction that's "nuturing, rewarding, regulating and bonding." These doses limited in time (less than 3 minutes) and the person who is receiving the therapy is the one who drives the timing. When they are ready to back off, the session is ended, and then circled back upon when they feel comfortable to do so.

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A therapeutic dose is all about timing. As teachers we would love to be available for those times when a student needs to talk because we know this is essential for healing. We also know we can't always give a student the exact dose when needed. Therefore we set up other supports for students. We have a calm corner, or regulating activities, ways to communicate when the teacher is busy (Clever, Class Dojo, e-mail, mailbox, etc.). And schools also understand the limitations of teachers when dosing, so there are counselors and other professionals who work tirelessly to meet those needs with teachers. Even though we have all been in that situation of feeling like we failed in a moment of duress for a student, we now have understanding that we didn't have before. We can still respond in healthy ways that lead a child to healing.

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This chapter really helped me to think about the power differential in a way I'd never considered. When in college, I often heard, "You are not to be a child's friend. You are their teacher. Don't confuse the two." That always gave me this idea that teachers are supposed to be scary. My teachers were scary back in the 70's. I would NEVER have felt safe talking to a teacher about problems at home. And in the 80's when I finally opened up to a kind and concerned high school principal, she called my mom and told on me. As a teacher I value my bonds and relationships with my students. This chapter really reinforced my core view that I can value children and respect them, without losing their respect of me as their teacher. I love that students feel safe, valued, and loved under my care. I think this lessens that power differential and increases students' comfort levels in the classroom.

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I love that in out professional development we have been sharing our classroom applications. Hearing how others in my grade level work to achieve regulation has helped me to streamline my own responses. That way when a student in my ELD class shows a need, I know that he/she can expect some continuity in my reaction. For example, my teammate started a mindfulness club. She shares what the students learn about solving their problems and ways to regulate. Then I apply that in my own classroom. When I saw a student sharing the "glitter bottle" when upset, I understood its use and value and allowed her to help other students with it. I'm so proud of our students for really trying to use those strategies in their own lives as well as in their peers.

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Dr. Perry's statement, "GIVEN LOVE, THE UNLOVED CAN BECOME LOVING," underscores the profound impact of neuroplasticity, the brain's ability to reorganize itself by forming new neural connections. For coaches and teachers, this concept holds significant implications.

Neuroplasticity suggests that with the right environment and experiences, individuals, especially children, can develop new skills and change behaviors, regardless of their past experiences or current abilities. This is particularly empowering for educators and mentors, as it emphasizes the potential for growth and change in every child. Here are some key points to consider:

1. Creating a Supportive Environment: Providing a nurturing and supportive environment can help foster positive changes in the brain. Love, encouragement, and positive reinforcement are essential in helping children feel safe and valued, which in turn promotes learning and behavioral change.

2. Personalized Learning: Understanding that each child's brain develops uniquely allows educators to tailor their teaching methods to individual needs. Recognizing and adapting to different learning styles and paces can maximize a child's potential for growth.

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Neuroplasticity means to me, the brain's ability to change. Reading this book has been very eye opening for me. One of my part time jobs is working with students online who struggle with processing speed, ADD/ADHD, memory issues and other things similar to that. It has been so cool to see how these clients have grown and changed over the course of their programs. One thing that was required for clients was 4 sessions a week for 50 minutes each. Clients who did not follow this did not have as much growth. I had never heard of neuroplasticity until I took that job a few years ago. I think it is important that we stay consistent in order to help others be successful.

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The example that was provided was very eye opening for me. I think that this is where we can bring in other things. For example, a child might not want to talk, but instead may want to just draw or journal for a few minutes. I can remember a 4th grader I had and instead of telling me what was wrong, she would go journal. I never read what she wrote but a few years ago, I found the journal that she used. In time, she started talking to me, but it was helpful for her to have the time to just journal because it was what she could control.

As far as being a parent... this is really helpful. I always ask my son how school was and he always says, "fine" I started asking what was the best part and the worst part of the day to get more insight, but sometimes, he doesn't even want to share that and he seems upset. The more I push the angrier he gets...now I will make sure to stop when he says he is fine.

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The power imbalance is between 2 people to me, the teacher and student normally. The relationship is between these two is really important and we should try to balance it by developing an environment of respect, love, and safety.

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I used to have every day for morning meeting do a quick check in with students. On google classroom they would send me a quick answer to a question I asked or they could tell me something unrelated to the question. I still do this with my ELD class, it's a question of the day. Sometimes it is academic and other times it is a way to connect with them and get to know them better. I am the only one who reads it so students can say something knowing others won't see it.

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As teachers, neuroplasticity means showing up for our students in whatever way they need. Even the smallest, positive interaction can make the biggest difference, especially when it's repetative. This gives me a lot of hope as a teacher. That even our toughest students can be impacted the most by a little bit of love.

-Jordan Miller

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Teachers are in the best position for "A therapeutic dose" for students. We are with our students for nearly 8 hours a day. That gives us ample time to have various interactions where we can implement a "therapeutic dose." The more doses were able to give our students, the more beneficial it will be for them.

-Jordan Miller

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You cannot help regulate a child when you, yourself are unregulated. I am a firm believer in connection over correction and I think that fits nicely in this chapter. You cannot shame a child into being "good." It might take some time to get used to, but I think it is best to let the child get regulated before trying to have that hard conversation. -Jordan Miller

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I have really tried to implement the idea of "therapuetic doses" in my classroom. Now that we are at the end of the school year, I have been able to really see how impactful building relationships with not only my students, but a lot of the second grade students as well, as been. -Jordan Miller

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By integrating therapeutic doses into their daily interactions, coaches and teachers play a crucial role in the healing and development process of children, particularly those who have experienced trauma. Their unique positions allow them to offer consistent, meaningful support that can significantly impact a child's ability to cope, learn, and thrive.

Schools and sports settings can serve as safe havens for children, providing predictable routines and structured environments where they can feel secure and valued.

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Dr. Perry's discussion of the power differential emphasizes the importance of approaching children with care and respect, especially in the context of trauma. By understanding and addressing the power differential and following the sequence of engagement, educators and coaches can create supportive environments that foster healing, growth, and positive development.Addressing the power differential involves empowering children by giving them a sense of control and agency. This can be achieved by offering choices, involving them in decision-making processes, and validating their feelings and experiences.

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I've prided myself on having a very welcoming classroom but also having high expectations when it comes to behavior. I've have several students moved into my room who were struggling with behavior and engagement in their previous room. Within a week or so, their behaviors have changed for the better and we're able to focus on the teaching/learning.

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Often we are these children's safe spaces; where they know their is structure, love, and respect. When I notice a student who is struggling, I usually have them come to my table during independent work time so we can talk quietly. If they're willing to talk then, I listen, and if not, I just offer a warm hug, softly remind them that they are loved, and that I'm here to listen when/if they're ready.

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I've had former students drop by and tell me just how much it meant to them that I took the time to listen.

I worked at the same school for 18 years and really valued that I could be a constant for these students long after they left the building.