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I agree that we should focus on the emotions rather than the behavior. Kids are still learning how to be socially human, responding "correctly" to their emotions.

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5: de-clutter
7: transitional supports

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9: Awareness of student's feelings.
6: different communication styles

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I believe I am very well-regulated. I am still trying to get to the point where I can be the model for my students to learn how to regulate. I know I am reaching my breaking point when I want to leave the room.

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+Breakfast, snacks, and water breaks.
+Providing time limits and schedules
+Breathing
-Meditation
-Organization

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The importance of self confidence in both the teacher/admin AND the student.  Both individuals need to grow to reach the end goal.

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8 - individual interventions
7 - transitional supports

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5 - organization and de clutter - physical environment
9 - awareness of the students and parents feelings, listening

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7
I start to feel like I am losing control, situations take personal attacks, and I withdraw and pull my emotions back.
Deep breath, reset my own intentions, get in their shoes to understand

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+ calm and happy, start each day with clean slate, relationship building, routine and continuity - stick to schedule
- setting intentions, boundaries

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(+)calm lights, building relationships, small groups
(-)predictability and NOISE LEVEL

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I have been about a 4 for some time now. I resonated with someone saying that every new task feels like it weighs 1,000 pounds. I can tell that I am at a breaking point because I am letting so much slip through the cracks and have lacked caring lately. To regulate, I like to be outside and take walks.

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Just hearing Heather talk about this and model it helps take some of the "me" out of it.  When engaging with students who are dis-regulated, I often get sweaty palms and fear that  I fail with them.  I feel like I need to do something right.  Now I know I can just be with the student where they are and know that any movement up the emotional guideline scale is success.

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Just hearing Heather talk about this and model it helps take some of the "me" out of it.  When engaging with students who are dis-regulated, I often get sweaty palms and fear that  I fail with them.  I feel like I need to do something right.  Now I know I can just be with the student where they are and know that any movement up the emotional guideline scale is success.

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10 Teacher self-regulation and 11 Using "I" statements and modeling calming strategies.

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10 Teacher self-regulation and 11 Using "I" statements and modeling calming strategies.

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My well being has been low.  Each day I must meditate to even get to school.  Once there, I actually love working with kids, I just feel overwhelmed.  It all just feels like too much.   To cope, I try to stop and breath when I feel myself getting overwhelmed.  I smell a candle I keep in my room or just look out the window and remember my life is more than this place and I am more than how I am defined when I am in school. 

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My well being has been low.  Each day I must meditate to even get to school.  Once there, I actually love working with kids, I just feel overwhelmed.  It all just feels like too much.   To cope, I try to stop and breath when I feel myself getting overwhelmed.  I smell a candle I keep in my room or just look out the window and remember my life is more than this place and I am more than how I am defined when I am in school. 

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T

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I use calming music, have aroma therapy available and I use dim lighting. 

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I use calming music, have aroma therapy available and I use dim lighting. 

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Some thing that I have been keeping in mind from our first class that Heather said is that the "fun days" at school can often feel the most stressful for students. The change in schedule and routine impacts kids more than I realize and it's been helpful to keep in mind when things have felt overwhelming.

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8: consistent interventions
11: my own self regulation

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7: timers up on the board to let students know how much time is left until the next item, quiet time after recess
9: awareness of my student's feelings

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I often dread coming to work but I have a playlist of my favorite songs that can help perk me up and caffeine. I know I am reaching my breaking point when I could cry at any moment. I am working on recognizing that before I'm just crying. I try to create lists to help me cross things off, but often just creating the list feels daunting and overwhelming. To help regulate at school, I'll often just do something fun with my students to remind myself they're still just little kids. Outside of school, I love to do crafts, spend times with my friends and family, and snuggle my dog.

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+calming music, visual timers and schedule, calm down area, student pictures and work visible in multiple places
-organization, clarity of expectations

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I think the Emotional guidance scale will really help me to see growth in all students and meet students where they are. If I can identify a specific emotion in a student, I can use the scale to guide them to the next step and make sure my expectations/standards match that

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We need to meet students where they are in order to help them. If I am in the left brain and the student is in the right things will get worse not better. Validate the student and make them feel heard.

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9 - I wish i was better at noticing students that are about to be disregulated better
11 - using i statements and modeling how to calm and use the calm down corner.

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5 - physical environment with dimmed lights and calm corner
6 - using different communication styles and activities to engage students and give them voice on their learning

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I can tell I am reaching my breaking point when I just don't care anymore. I don't try and get my to do list done and I pretty much go through the motions. Normally I am very talkative and love to be around others but when I'm frustrated and drained I keep to myself. Things that have been helping me calm down and regulate are working out, having designated days I work on work at home and days I refuse to open my computer, and just doing things that make me happy like painting or going out to eat.

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+ Calm corner, predictable routines, timer for transitions, small group, lighting
- more of a family environment, job chart, acknowledging student concerns and frustrations, smoother transitions, more breaks to help regulate

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9: awareness of students emotions: it's easy to recognize when our Andys get dysregulated because their normal is feeling under control and regulated, I want to work on recognizing pattern's in Billys behaviors and approaching those situations calmly and with an open-mind

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5: Physical environment: alternate lights, calm corner, affirmations, student work, relatively organized :)
11: teacher self-regulation (working on being as consistent as possible with it)

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I know that getting enough sleep and taking the extra time in the morning will help me avoid getting to my breaking point. Coming to school early to feel prepared for the day helps me to avoid feeling overwhelmed. I know I'm getting close to my breaking point when I feel overwhelmed and anxious. Outside of school I like to take walks around my neighborhood, workout, and hang out with friends. At school, venting to teammates , eating a snack and sometimes just closing my door and laying down helps too :)

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+ predictable routines, a warm, welcoming, safe physical environment, transitions
- making closing circle or forgiveness friday a constant rather than only when something negative has happened, working to make transitions smoother and providing a calm down time before jumping right into a lesson (especially between specials and reading time for me)

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offering visuals!

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validating student voice and feelings, encouraging questions and self-advocacy in and outside of the classroom
allowing students to express and experience all emotions
offering breaks

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(+) incorporating regulating strategies that focus on the mind and body
(-) I wish that I could find a magic wand solution to making my role have a more predictable routine and schedule, particularly with students. Much of that feels out of my control and I get stuck trying to find solutions

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I would rank myself right in the middle. Somedays it feels more like a 7, other days it feels like a 3. I feel so overwhelmed with so many things on my to do list that I don't feel like I'm able to do anything truly well at this point. When I'm having a rough day, I try to seek out positive interactions with students just for a quick hug or hello that I know will cheer me up. There are a few friends (adults and kids) who know me well enough that they're able to read my face and know exactly what I need in that moment. When I'm home, I like to give myself time to practice yoga and enjoy peace and quiet.

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Another  Ah-ha was when Heather said "kids would rather be the bad kid than the dumb kid" wow!

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I loved the point she made about growth is a success on the scale. A student working through the scale is progress. It is a slow progression at times, but it is improvement.

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6: using visuals, Incorporating regulatory strategies that focus on the mind
9: monitoring students' well-being with emotional check-ins

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6: Varies communication styles and learning activities, gives students voice/encourages questions

9: Noticing students who begin to dysregulated, validating students and using open responses

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My current well-being is 6. Some days I walk in at a 0%, but I have to pretend that I am at 100%. There are days when I walk in to hype myself up, teach my lessons, love my students, be compassionate, and also be patient with students. This is difficult on days that I feel as though I am pouring from an empty cup.
Things I do to regulate in a work day is getting to work early to have some quiet work time to prepare for the day. Outside of school, I have been trying to get in a walk around my neighborhood after school to clear my mind.

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offer more individual interventions

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varied learning activities, student voice - questions encouraged,

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1=Amazing; 10=Breaking Point

My health is suffering. I am feeling stressed and exhausted. Every change and extra surprise task at school feels like it weighs 1,000 pounds. I do not have the mental or physical energy for the activities I used to love or for my loved ones. I feel like every moment I have to choose between doing my job well or being a good teacher. These should be the same thing, but they are not. I feel like I'm doing a pretty good job with my response to my "Billys."
At school, I eat my lunch alone with the lights off to regulate. At home, when I find the motivation, I paint.

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+predictable routines, sounds for transitions, incorporate movement, a lot of 1:1 and small group interaction during independent work          -student pictures/presence around the room

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"addressing the heart" really stood out to me. Remembering this when students are dysregulated and I feel pulled in or stressed by the situation as well should really help.

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+ predictable routines/schedule; pleasing sound signals-using a door bell to grab their attention to listen for directions or soft music during independent time
- sensory surprises-noises that are coming from the neighborhood area, maintenance etc. Acknowledging it instead of dusting it under the rug to keep the lesson going.

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Any positive growth on the scale is good. Don't expect them to jump right to the top.

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Give students permission to have feelings and emotions...

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Breaks before transitions.

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Teacher Self-Regulation, offering a variety of individual interventions

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"Address the heart not the behavior" stood out for me. I often say your response will always dictate the behavior or how the rest of the conversation will go.

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provides support before the transition, notices students who begin to get dysregulated

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I'm pretty much at a 5 all the time. I was glad someone else said they dread coming to work...me too. My signs are high anxiety, tense, heart racing. What helps is deep breaths, taking a break, venting/talking to others.

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+ predictable routines/schedules, gives students their voice/encourage questions, circulates among students
- sensory surprises (I'm at a loss on how to work on this one when there are no walls and central hallways surrounding my space, incorporate regulatory strategies (need to work on teaching these)

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I'm at a 4 right now. Most days, I dread coming to work. Often frustrated and short fused. I find peace in reading ( Bible or anything Angie Thomas writes) and prayer.

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Take them seriously, not personally! This is sometimes difficult but necessary to create positive relationships.

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The Emotional Guidance Scale helped me understand the "right brain to right brain" movement! I like how Heather said "addressing their heart and not their behavior". Her friendly reminder of this takes time, it is a process is helpful for me to hear! A student will make small movement on the scale - not jumps like we think they should

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(+) use of pleasing sounds, chunking student work or directions. Especially a student who is avoiding task completion (-) managing sensory surprise. When other unregulated students enter my space or other activities/meetings are occurring in my space

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I am feeling a 5 right now. When I feel like I am about to reach my breaking point, I feel tense, my mind is not clear, face feels flushed, loss of control of emotions. Typically bringing out my favorite drink at work (ginger ale) calms me down or at least makes me happy and/or finding a quiet space

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Component 9: validates students responses

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Component 8: offers breaks and use of calm corner and movement through sensory circuit

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Domain 11 - model use of feelings through "I" statements