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If you can’t take care of yourself you can’t take care of your students.

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I like the take from the book where it states that we need to remember that we tend to to get more of the behaviors that we give attention to. A lot of our kids are needing attention because they don’t get any at home so if the only way we pay attention to a student is when they are doing something wrong they will keep at it. The Husky Pride Award is good for this however those kids who are always well behaved are over looked which causes another issue.

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To be aware of your own stress level. Walk away, take a breath.

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To be aware of your own stress level. Walk away, take a breath.

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If you can’t take care of yourself you cannot take care of your students.

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Really talk to students when there is an issue. Try to find the "WHY" behind the action and not jump to what I think is going on. Taking time to stop and give myself, and the student, time to think before we discuss.

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You need to build relationships with the kids before they will trust and respect you! Also you need to take care of yourself!

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Separating the deed from the doer. Finding something positive about the behavior.

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Establishing positive relationships and getting to know your students will help with student behaviors.

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Establishing positive relationships and getting to know your students will help with student behaviors.

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I feel like I am a pretty wordy person. The book talks about how in the moment, you need to be calm and give straight-forward statements. Giving lengthy rationales do not always work in the moment because the kids are not ready to be in a state of listening.

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I need to take care of myself to be able to best support my students.

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Building your own calm and doing self care is just as important. If you do not take care of yourself you cannot take care of your students.

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Lend your calm

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The book taught me great behavioral interventions.  As a teacher, we often know academic interventions, but having new behavioral interventions to try was great!

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The book taught me great behavioral interventions.  As a teacher, we often know academic interventions, but having new behavioral interventions to try was great!

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Trauma can show it's self in different ways with different students. They don't all behave the same!

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Knowing that any strategies from the book that I try to implement will be much more effective if I have a good relationship with the student. 

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Knowing that any strategies from the book that I try to implement will be much more effective if I have a good relationship with the student. 

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To continue the practice of building those relationships with our kids. To be thoughtful and reflective, when for a student, it could be an impactful learning moment 

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To continue the practice of building those relationships with our kids. To be thoughtful and reflective, when for a student, it could be an impactful learning moment 

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We need to continue to advocate, slow down listen and purposefully and intentionally respond to each students situation if it is bothering the student it is there reality no matter how big or little we may think it is

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We need to continue to advocate, slow down listen and purposefully and intentionally respond to each students situation if it is bothering the student it is there reality no matter how big or little we may think it is

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Teach kids strategies to help them cope when situations become difficult for them.

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Teach kids strategies to help them cope when situations become difficult for them.

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Learn student triggers and be proactive.

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Building a relationship with a student is the first step before anything else. If they do not trust you and feel safe with you, there will be no progress socially, emotionally, or academically.

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Relationships and knowing our students are key. 

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Relationships and knowing our students are key. 

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It's all about forming true relationships not only with the kids in our care but the families we service too!

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It's all about forming true relationships not only with the kids in our care but the families we service too!

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Continue building relationships to help conversations with the child when "issues" arise.

Triggers are definitely real - are we doing everything we can in our process at HM to know ?

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Take time for self care so that I can be the best version of myself for my students

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Now that we realize the number of our students who have faced or are facing traumatic experiences, are there next steps that we need to take as a building?

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Now that we realize the number of our students who have faced or are facing traumatic experiences, are there next steps that we need to take as a building?

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I need to make sure that I have myself under control and not reactive to a situation.  I want to make sure that I am paying attention to triggers that any future student may have. Then, I can identify some reactions before they may occur and help them deescalate. 

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I need to make sure that I have myself under control and not reactive to a situation.  I want to make sure that I am paying attention to triggers that any future student may have. Then, I can identify some reactions before they may occur and help them deescalate. 

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Start teaching students to ask for what they need and hopefully to self advocate.

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Start teaching students to ask for what they need and hopefully to self advocate.

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Our families are doing the best that they can so we need to find ways to help support them so we can create the best environment possible for them and their students.

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Know our students and be aware of situations and topics that could trigger behaviors.

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We must advocate for our students.  Their trauma is real.  How we react to them, when they are reacting, can make a huge difference for them.  We must also help them, in whatever way we can, understand that there are different ways of coping.  We cannot shy away from getting them help, even if it means bucking the system a bit.  For many we may be their only hope.

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We must advocate for our students.  Their trauma is real.  How we react to them, when they are reacting, can make a huge difference for them.  We must also help them, in whatever way we can, understand that there are different ways of coping.  We cannot shy away from getting them help, even if it means bucking the system a bit.  For many we may be their only hope.

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Be aware of topics that could be triggers for students in trauma and make careful assignment choices.

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Be aware of topics that could be triggers for students in trauma and make careful assignment choices.

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I think the most important overall theme is that we HAVE to remember to consider what else is going on in a child's life outside of the time we have them at school.  Those outside influences are the biggest factor in how that child's day goes, what his behavior is like, and how he will respond to our interactions/interventions with him.

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Very difficult concept, particularly when "frequent flyers" are involved!

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Building relationships is key.  We have to establish a trust with our kids before any other thing can take place.  Providing a safe environment that is open and honest will be the key to a successful school year.

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Next year, I would like to really focus on having more private conversations with kids. The book, especially at the end, gave on a strong focus on not reprimanding in front of the class because it has the opposite effect to encourage those behaviors. Sometimes things have to be taken care of right away in front of the class, but I would like to give a strong focus next year on doing more to talk privately with students.

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HM can function as an island of safety in a chaotic world.

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Avoid no, don't, stop.

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A student can be triggered by something as simple as hair color or perfume. Knowing your students, their triggers, and their behaviors can help us help the students before the escalate.

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A student can be triggered by something as simple as hair color or perfume. Knowing your students, their triggers, and their behaviors can help us help the students before the escalate.