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Operation Respect is an anti-bullying program designed for elementary and middle school students that is centered around teaching students that being different is ok and can even be a good thing. The program includes resources for teachers to use to teach students about respect and how some students have emotions that are different from others so they might feel an emotion differently or more intense than another student.

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Operation Respect transforms schools, camps, and other youth organizations into safer, more respectful, bully-free environments.

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I plan to have students moving throughout the classroom during the day. It is important for me to have a very open floor plan in order to make accommodations for any students with disabilities that might be in my class. I also included the carpet to create a "family" time where we would sit in a circle and have any discussions, etc. There is a reading and writing area because those areas foster creative thinking and imagination which are key to the students creating successful work. Most math will be done at the student desks which I made sure to create cluster seating to promote collaboration during the day. The blue rug with the teddy bear is the "safe space" where a student may go if they are feeling overwhelmed or need some time to reflect or think about their actions.

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Conscious Discipline Methodology & Research

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Conscious Discipline Methodology & Research

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https://consciousdiscipline.com/methodology/
https://consciousdiscipline.com/methodology/research/

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https://consciousdiscipline.com/free-resources/shubert/shuberts-classroom/safe-place/

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The Safe Place is a center where children can go to change their inner state from upset to composed in order to optimize learning. It is the centerpiece of your self-regulation program.

A chair, beanbag, throw rug or pillow serves as a base for your Safe Place. Fill the Safe Place with tools and activities that lead children through the five steps of self-regulation: I Am, I Calm, I Feel, I Choose, I Solve. The I Am step involves the initial upset when the child becomes the emotion. "I am angry!" The I Am Smock is helpful for demonstrating this stage of upset. The I Calm step requires active calming, featuring the four main breathing techniques, access to a Friends and Family book, and other calming activities. The I Feel step includes identifying the feeling with the Feeling Buddies or a Feeling chart. The I Choose step requires the child to consciously choose additional calming activities utilizing the Brain Smart Choice Cubes, I Choose Self-Control Board and/or class-made choice boards. The I Solve step involves the child solving the original problem before returning to work or play, often through the use of the Time Machine.

Shubert is a S.T.A.R. teaches how to use the Safe Place and models the four main breathing exercises in Conscious Discipline: S.T.A.R., Drain, Pretzel and Balloon. Adults must teach and model relaxation techniques so children can learn how to calm themselves.

The Safe Place is discussed in detail, including activities and images, in Chapter 9 of Creating the School Family. There are many products that support the active calming process, such as the Safe Place Mat, Safe Place Poster Set, I Can Calm book and Calming Pillow Set. Helpful music for the Safe Place includes "Bye Bye Crankies" on Songs for I Love You Rituals Volume 2, "Snuggle Up" on Songs for I Love You Rituals Volume 1, "S.T.A.R. Song" on It Starts in the Heart, "You Can Relax Now" on Kindness Counts, and "Calm Your Brain" and "Safe and Calm" on Brain Boogie Boosters.

The CLASSROOM EDITION: Feeling Buddies Self-Regulation Toolkit offers a comprehensive, advanced approach that teaches not only active calming strategies, but also the essential messages our emotions carry and the constructive inner speech that is crucial to the self-regulation of difficult emotions.

Kindergarten and 1st Grade Examples
Information PDF
Kindergarten Standard: CCSS.ELA-LITERACY.W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

1st Grade Standard: CCSS.ELA-LITERACY.W.1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

(Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (insert specific content area if you are using only one) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010 For more information, please visit our pages for Developers & Publishers, Terms of Use, and Public License.)

Video Examples: Safe Place in Shubert's Classroom

Photo Examples: Safe Place in Shubert's Classroom

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The Safe Place is a center where children can go to change their inner state from upset to composed in order to optimize learning. It is the centerpiece of your self-regulation program. A chair, beanbag, throw rug or pillow serves as a base for your Safe Place.

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https://www.fcrr.org/

This website is appropriate for teachers to use to lesson plan in ELA.

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In a major initiative to empower educators, school leaders, families, and communities in their efforts to support reading, the Florida Center for Reading Research (FCRR) has introduced "The Academy" - a comprehensive platform offering support to use evidence-based tools and resources.

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https://youtu.be/dB9-fUs1sNs
https://youtu.be/WP1blVh1ZQM

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https://www.boredteachers.com/classroom-ideas/classroom-birthday-boards

This website has great ideas to have children's lives incorporated into the classroom bulletin boards around the room.

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During circle time, teacher will pick every students names, one by one, from a jar and welcome them into the class. This activity creates a family environment and gives every student attention and love at the beginning of the day.

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The curriculum also provides resources to help teach students to resolve conflicts positively instead of fighting or teasing back. All resources are music, video, and interactive based which is a great way to connect with students and have the information stick in their brains. One of the best aspects of this program is that it is free!

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Rebecca Jones - Classroom Procedure Template

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Students have needs that they may

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Maslow’s hierarchy of needs is a motivational theory in psychology comprising a five-tier model of human needs, often depicted as hierarchical levels within a pyramid.

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Sign Up for Our Newsletter

by Dr. Jane Nelsen and Dr. Kelly Gfroerer

The student who operates from the mistaken goal of assumed inadequacy (because of a mistaken belief about her capabilities) may not cause you many problems during the day, but may haunt you at night when you have time to think about how she seems to have given up. Unlike the student who says, "I can't," just to get you to pay attention, the child operating from assumed inadequacy really believes she can't.

With increased awareness about the mistaken belief, you might say to the student operating form undue attention, "I have faith in you to figure it out." However, for the student operating from the mistaken belief and goal of assumed inadequacy, you need to take time to show her a small step. Don't do all the steps. Having too much done for her could be what gave her the impression that she is inadequate. An example is to say, "I'll draw one half of the circle, and you can draw the other half," or, "I will do the first two steps of this algebra problem, and then you can do the next two."

Why is it important to identify the mistaken goal? It is helpful to know the mistaken goal (and belief) so that you can know the most effective action you can take to create a connection and use encouragement to help students achieve their true goal of belonging and significance.

Identifying the belief behind the behavior and the mistaken goal is not always easy, because a child may use the same behavior to achieve any of the four mistaken goals. For example, a student may refuse to do his homework in order to gain attention ("Look at me, look at me."), to show power ("You can't make me."), to seek revenge ("It hurts that my grades are more important to you than I am, so I will hurt you back."), or to express his sense of inadequacy ("I really can't"). Understanding the goal is important because effective intervention and encouragement will be different for each goal.

Note the word encouragement. This is very important since a "misbehaving child" is a discouraged child. The discouragement comes from beliefs and feelings of not belonging or not having significance. It does not matter whether the beliefs are based on facts or the student's perception of the situation. Behavior is based on what the student thinks is true, not what is true.

Mistaken Goal Detective

Sonja Sutcliffe, a teacher at the British International School of Jeddah in Saudi Arabia used the Mistaken Goal Detective form to discover how to encourage a student with the Mistaken Goal of Assumed Inadequacy.

Below are questions included in this activity and Sonja's responses which helped her gain insights:

Think of a challenge you are having with a child (or spouse, friend, or co-worker). Write it down, including the child's age:

Age of child 11- Child constantly saying they can't do something I am dumb etc

What do you do in response to the challenging behavior? Does it come close to any of the descriptions in the third column of the Mistaken Goal Chart?

Sometimes I have resorted to over helping.

What does the child (or other person) do in response to what you do? Does it come close to any of the descriptions in the fourth column of the Mistaken Goal Chart?

For sure the behavior does not change or little sign of improvement.

Based on the information you have written so far, what is the mistaken goal of your child (or the other person) as indicated in the first column?

What is the mistaken belief? (fifth column) I don't believe I can belong, so I'll convince others not to expect anything of me. I am helpless and unable:

It's no use trying because I won't do it right.

Write down the coded message that lets you know what your child (or other person) needs to feel encouraged (sixth column).

Don't give up on me, show me a small step.

Now find something you would like to try (from the seventh column) the next time you encounter the challenging behavior. Try it out. Then write about what you tried and what happened?

1) to set up opportunities for success and,

2) take time to train. I also built on his interests. By using his interests of nature and animals I was able to set up the opportunity for shared reading in a positive environment. This resulted in more reading, willingly, and the start of developing more self-confidence when reading for expression. Prior to this was 'I can't. I am rubbish at reading.' Now he enjoys a sense of belonging and capability and keeps improving daily.

Tool Tips

1.The following examples are encouraging ways to use the coded message to help change the child's belief and behavior:

"Try a small step. I'll be here to help."

"I'll do one math problem, and you can do the next one."

"It's okay to make mistakes. That's how we learn."

"Remember how hard it was when you first tried? Now you have mastered it."

2.Sometimes it is best to forget about academic achievement until a student feels a strong sense of belonging and significance.

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A Positive Discipline Teacher Tool Card by Dr. Jane Nelsen and Dr. Kelly Gfroerer The student who operates from the mistaken goal of assumed inadequacy (because of a mistaken belief about her capabilities) may not cause you many problems during the day, but may haunt you at night when you have time to think about how she seems to have given up.

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Supporting Students with Traumatic Experiences

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Supporting Students with Traumatic Experiences

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Trauma impacts children's ability to stay calm and focus. It disrupts normal developmental growth and makes learning hard. Parents and teachers can use these 10 trauma sensitive tools to have a calmer classroom (and home):

Model Emotional Self-Regulation by naming and responding to intense feelings.

Clear, Assertive, Comfortable Communication establishes trust and structure.

Use Suggestion Boxes and allow students to express needs and have a voice in their world.

Use "Two-By-Ten" to challenge students for 10 minutes two times a day to build connections.

Use Calming Corners filled with sensory items and thinking puzzles.

Consider Classroom Design to organize, label, and give clear directions.

School Discipline Policies can be communicated clearly and allow students to ask questions to increase ownership and empowerment.

Say "Ouch/Oops" to model social emotional learning skills and manage hurt feelings and conflicts in the classroom.

Take "Brain Breaks" throughout the day to stay grounded, prevent dissociation, and keep present focused.

Use Culturally Responsive and Faith-Based activities to allow the child to feel safe and comfortable and bridge trauma tools used in the home.

These are just a few of the trauma-informed tools and tips you can use when you take our free course at TraumaToolbox.com or contact Ron about holding a trauma-informed workshop at your school or agency. Email Ron at rehuxley@gmail.com or call 805-709-2023 today.

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The Calm Classroom: 10 Trauma Sensitive Tools

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Trauma impacts children's ability to stay calm and focus. It disrupts normal developmental growth and makes learning hard. Parents and teachers can use these 10 trauma sensitive tools to have a calmer classroom (and home): Click here to get the Calm Classroom PDF here! Model Emotional Self-Regulation by naming and responding to intense feelings.

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Working with trauma-affected students is a difficult balancing act.

We acknowledge the harmful impacts of the past, and hold out hope for a future of healing. We create a safe environment for students to share their lives, yet maintain professional boundaries. We provide our caring and our help to others, but have to pay attention to our own well-being, too. We work in our classrooms but depend on the support of our community.

These were the clear takeaways for teachers who participated in Edutopia's recent Twitter chat on the topic of trauma and social and emotional learning (SEL). Two parallel ideas emerged in the back and forth. First, as teachers we need to focus on the individual student and the strong, one-to-one relationships that support our trauma-affected kids. And second, creating these bonds requires a broader cultural adjustment and reprioritization, where the whole community works together to cultivate a space in which students, educators, and staff members thrive.

What about classrooms without a lot of trauma? It's risky to assume that our students haven't experienced trauma-according to a seminal study from the Centers for Disease Control and Prevention, childhood trauma is far more pervasive than previously believed and is often invisible. And chat participants asserted that trauma-informed and SEL practices benefit all children, building critical skills like self-awareness, self-regulation, empathy, and an openness to teamwork and cooperation. Adopt a "universal approach," suggested the nonprofit Zero to Three, and "assume all children are trauma-affected and need social and emotional learning instruction and support."

An emerging body of research backs that stance. A 2017 metastudy of over 97,000 K-12 students, for example, found that SEL practices boost academic success, decrease disruptive behavior, and reduce emotional distress in the long term.

So how do we balance the individual focus with a community commitment to trauma-informed SEL? Luckily, our Twitter chat participants had some great advice to share.

Know Your Students

To support students who have experienced trauma, start by flipping the traditional classroom paradigm: Relationships have to come before content, insisted dozens of educators.

It's a simple enough rule, but it runs against the grain and needs to be constantly reinforced: "If you're not addressing the trauma, and the students are distracted, checked out, and falling increasingly behind, even the best curriculum won't matter," explained Wendy Clark, reflecting on the order of events that drive real learning. If that point wasn't a settled matter by the end of the thread, Bill Waychunas cut straight to the heart of the issue by inverting the original proposition entirely: "Better question," he wrote, turning Edutopia's opening salvo around: "How do you teach academics WITHOUT having SEL embedded throughout your teaching and classroom?"

Excellent question. Wish we'd thought of it.

Still, if teachers agreed that one-to-one relationships were the critical building blocks of good SEL-and good trauma-informed practice-how can that effort be scaled to 20 or 30 unique students, each of whom experiences trauma differently? The good news is that it's not all on the individual teacher; system-wide supports are required to distribute the work and create a broader culture of belonging and mutual support (more on that below). Within that context, though, all educators need to row in the same direction: The trick, according to Mathew Portell, principal of the trauma-informed school Fall-Hamilton Elementary in Nashville, is to never lose sight of the individual student: "Trauma affects children in so many different ways. Some kids are reactive while others are reserved. It is key to know the students' stories in order to know how to support them."

With so much pain in the classroom, educators should be mindful that traumatic life experiences can sometimes emerge as behaviors that we might otherwise label as challenging. "Trauma can manifest in so many behaviors! Hypervigilance can masquerade as hyperactivity," offered Sarah MacLaughlin, recasting a child's nervous disposition as a possible response to a difficult home environment. "Fear can look like aggression: flight, freeze, or fight."

And it's not just very young children whose behavior may mask an underlying challenge. Math teacher Kareem Farah sees a connection between anger and trauma in his high school kids: "Students in poverty have been conditioned to suppress their pain. It often manifests as anger. It is critical to recognize that frustrated students are often those that have experienced the highest levels of trauma and need the most loving attention."

The Whole School Model

So relationship-building in the classroom is essential-the one-to-one with students is indispensable-but the impact of the work is amplified and reinforced only when it occurs within the broader contexts of the school and community.

Many teachers in the chat highlighted the need for a consistent, team-based approach. As Carmen Zeisler put it, "Being trauma-informed is not a checklist, but a mindset change. It is critical that everyone in the building is working towards being trauma-informed." Other educators agreed, adding that administration and school board support is needed to sustain these changes.

Teachers recommended ways to develop staff buy-in: Sarah Giddings shared that colleagues at her school meet in small groups to stay accountable to one another, and that extends to support staff like computer technicians. Lindsey Mattingly's school, Valor Collegiate in Nashville, engages all staff in restorative circles so teachers get firsthand experience of the social and emotional skills required of students in that model-with powerful results: "When teachers fully understand trauma and its manifestations, the mindset will shift from one more thing to do to THE thing we must do."

Understandably, there's bound to be pushback. Acknowledging that there is sometimes skepticism about broad, new programs is helpful-teachers and administrators won't all jump onboard enthusiastically. Several educators recommended connecting trauma-informed practices to the existing compassion and empathy among teachers: "You show them what they are already doing. Then they realize they are already partly there," says English teacher Alison Killy. And Joe LaCasse agreed that the foundations of trauma-informed practices were already embedded in many classrooms, and it was really a matter of emphasis: "Deep down, all teachers care about kids. So, this really gets at the core of being a teacher. It's not just something 'extra.'"

What About Me?

Well exactly. What about you?

The teaching profession is intellectually and emotionally challenging. Many educators in the chat recognized that the social and emotional work has to start with themselves. Educators who see the value of a practice in their own lives are more likely to be passionate advocates, and the learning ecosystem is only truly healthy when all members of the community are thriving. In other words, helping teachers feel emotionally grounded and supported is helping students, too. "Don't forget that teachers have SEL needs! Concentrate on teacher well-being and empower them to address their own needs," suggested the organization Move This World. In a school culture that focuses on wellness for all, teachers can practice and then model positive social and emotional skills for their students more authentically.

Social and emotional support for teachers also helps buffer the effects of secondary traumatic stress and vicarious trauma-when teachers experience symptoms similar to post-traumatic stress disorder because of the stress of bearing witness to others' trauma. Supportive peer connections are an important part of that prevention: "Don't let teachers with struggling students feel alone," recommended Rosa Derricott. "It should be a school-wide approach where everyone's supporting each other."

In the end, of course, we can't rely on our schools alone to address systemic issues of poverty, violence, or drug addiction. The net of responsibility must be cast more widely. "A trauma-informed approach to social emotional learning requires partnership between counselors, teachers, parents, and other trusted adults to help guide students through short and long-term challenge," suggested the chat participant Mom of All Capes. Not to put too fine a point on it, but perhaps it was user Belinda Talonia who said it all most succinctly: "SEL belongs to all of us."

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The How and Why of Trauma-Informed Teaching

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In an extraordinary Twitter chat, educators discuss building trauma-informed social and emotional learning environments.

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An ABC Observation tool can help teachers and other school resource employees observe student behaviors and learn how to best help them.

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Antecedent-Behavior-Consequence (ABC) Chart

How is the Antecedent-Behavior-Consequence (ABC) Chart used?

An ABC Chart is a direct observation tool that can be used to collect information about the events that are occurring within a student's environment. "A" refers to the antecedent, or the event or activity that immediately precedes a problem behavior. The "B" refers to observed behavior, and "C" refers to the consequence, or the event that immediately follows a response.

For example, a student who is drawing pictures instead of working on his class assignment may react by cursing or throwing his pencil when his teacher tells him to finish the task. The teacher may discover verbal requests to work and other demands are antecedents that trigger problem behavior. Common antecedents include critical feedback from others, absence of attention, and specific tasks or activities. The consequence may be that the teacher sends the student to the office every time he curses and throws his pencil. Over several observation sessions, it may become clear that the student is engaging in problem behavior to escape from his class assignment.

An ABC Chart is used to organize information over several observation sessions by recording the types of behaviors observed and the events that precede and follow the behavior. Observing and recording ABC data assists the team in forming a hypothesis statement and gathering evidence that the function maintaining a problem behavior has been identified.

Click here for an example of a completed ABC Chart.

Click here for a blank ABC Chart.

An ABC Chart can also be used to identify antecedent events that are associated with the nonoccurrence of problem behavior. Some intervention strategies involve modifying a student's environment by introducing antecedents and consequences that are associated with desirable behavior in other situations. For instance, a student may raise his hand and participate in class discussions when his teacher frequently reminds students to raise their hands and provides high levels of positive attention throughout the class (antecedent events). This teacher provides positive feedback for hand raising and participation (consequence).

However, in another setting, the teacher does not respond to the student when he raises his hand and provides low levels of positive attention to the student throughout the class period (antecedent events). In this class, the student does not raise his hand, yells his teacher's name out loud when he needs assistance, and wanders out of his seat, all of which attract the teacher's attention. He or she then reprimands the student for misbehaving (consequence). Understanding the antecedent events that are associated with both the occurrence and nonoccurrence of problem behavior can help you modify the characteristics of a difficult situation. The antecedent events that trigger positive behaviors can be introduced into another setting associated with disruptive behavior.

What role does the ABC Chart play in a functional assessment?

The ABC Chart is a direct observation tool that provides information about what is really happening in the student's environment. The information gathered in the functional assessment interviews are compared to information from observations occurring in the environment. Confidence in a hypothesis statement increases when evidence for the function maintaining a behavior shows up across a number of functional assessment tools. Direct observation is especially important since it is less subjective than interview strategies that rely on memory and a person's perceptions.

What are the advantages and disadvantages of the ABC Chart?

The ABC Chart allows an observer to record descriptive information about a student in a systematic and organized way. This recording format is easier to use than other observation forms that collect both scatter plot and ABC data such as the Functional Assessment Observation Tool included in this module. The data gathered provides a lot of descriptive information about the student's behavior and the environment.

A major disadvantage for using the ABC Chart is that it can be more difficult to see patterns quickly, and the data may need to be summarized to look for patterns related to antecedents and consequences. If a student engages in multiple problem behaviors, if there are several antecedents events, or if the student's behavior is being maintained by multiple functions, the ABC Chart may take more time to summarize compared to the Functional Assessment Observation Tool.

ABC Chart data is only correlational which means the causal relation cannot be confirmed. Strategies that systematically manipulate environmental antecedents and consequences, referred to as a functional analysis, are often used in research. However, in many cases, direct observations that include information about behavior, environmental events preceding and following the behavior, and time of occurrence are sufficient to provide confidence in the team's hypothesis statement.

When should the ABC Chart be used?

The ABC Chart is often completed after initial interviews and record reviews are conducted, but these activities may occur concurrently. Functional assessment interviews can provide information about when and where observation sessions will be conducted.

How do you know when you have collected enough observational data?

Each functional assessment is different, just as each student is unique and engages in different types of behavior. Direct observational data should be collected until the team members are confident about the function or functions maintaining a student's behavior. In simple situations, this may occur within 3-5 sessions. In more complicated cases, direct observation data may be needed across a number of settings and for longer periods. If your team remains unsure that the hypothesis statement(s) are accurate, find a professional with a background in applied behavior analysis or positive behavior support who can assist with the functional assessment. This professional may recommend different data collection methods or could assist in conducting a functional analysis.

Where can I find out more about the ABC Chart?

Alberto, P. C., & Troutman, A. C. (1999). Applied behavior analysis for

teachers (5th ed.). Columbus, OH: Merrill.

Bijou, S., Peterson, R. F., & Ault, M. H. (1968). A method to integrate

description and experimental field studies at the level of data and empirical
concepts. Journal of Applied Behavior Analysis, 1, 175-191.

Maag, J. W. (1995). Behavior management: Theoretical implications and

practical applications. Lincoln, NE.

O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., &

Newton, J. S. (1997). Functional assessment and program development for
problem behavior: A practical handbook (2nd ed.). Pacific Grove, CA:
Brooks.

Additional References

Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support

plans. Washington DC: American Association on Mental Retardation:
Research to Practice Series.

Rehabilitation Research and Training Center Product (1999). Facilitator's

guide on positive behavior support. The Positive Behavioral Support
Project, Department of Child and Family Studies of the Louis de la Parte
Institute of the University of South Florida.

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Antecedent-Behavior-Consequence (ABC) Chart How is the Antecedent-Behavior-Consequence (ABC) Chart used? An ABC Chart is a direct observation tool that can be used to collect information about the events that are occurring within a student's environment. "A" refers to the antecedent, or the event or activity that immediately precedes a problem behavior.

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Please view my personal Website for additional information!

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