# data[].attributes.headline
Houser - Ashby, JacindaCox, JulieHavener, JaniceMay, JulianMcKinnis, DavidWoods, Kenneth•         Change 'what's wrong with you?' to "what happened?' or "are you having a bad day?'; using facial expressions instead of words; give them opportunities to be vulnerable (obviously takes trust!)•         Aggressive behavior-outwardly 'bigger & tougher' ; a tendency to immediately see conversation from a teacher as a threat;  always defensive•         Giving chances to take 5 second 'breaks' during confrontation; yoga; breathing; 

# data[].attributes.subject
Houser - Ashby, JacindaCox, JulieHavener, JaniceMay, JulianMcKinnis, DavidWoods, Kenneth•         Change 'what's wrong with you?' to "what happened?' or "are you having a bad day?'; using facial expressions instead of words; give them opportunities to be vulnerable (obviously takes trust!)•         Aggressive behavior-outwardly 'bigger & tougher' ; a tendency to immediately see conversation from a teacher as a threat;  always defensive•         Giving chances to take 5 second 'breaks' during confrontation; yoga; breathing; 

# data[].attributes.headline
Peters, Brehm, Dellinger, Geist, B. Miller, R. Miller, Redding

# data[].attributes.subject
Peters, Brehm, Dellinger, Geist, B. Miller, R. Miller, Redding

# data[].attributes.body
1. What messages from Dr. Desautel resonate with your teaching/personal experience?
- The school system needs to realize that there needs to re-evaluate what our (as a teacher) looks like so that we can be on our A-game with our students.
- Teachers feel the pressure of all the additional work that we are faced with every year that hurt us being on our A-game for our students.
- Students do better when there is consistency by adults, meaning that our co-teachers are in class with us every day... especially with some of our kids who connect with the co-teacher over the curriculum teacher.

2. Share one behavior from your students that illustrates a traumatized brain.
- A phone message can destroy a student during class and make them explode, has nothing to do with the class.
- If you take away their privileges, such as listening to music, they will explode.
- Students come in, sit down, want to be left alone, but then runs out crying.
- Students take our energy away when there are multiple kids coming in with their issues.
- Some are emotional and thrive on emotions.
- Issue is when 8 come in to the class with different issues coming in, and we can not intervene.

3. How could you see yourself using breathing, Brain-Breaks, or Movement in your classroom?
- During stressful moments, having students do a five minute meditation or breathing exercise to calm the room and let students know they got this.
- Station rotations.
- Stretching after assessment.

# data[].attributes.body
Sarah Busch
Chase Wire
Josh Ziegler
Mark Young
Debi Sackett
Alyssa Schimenti

1. What messages from Dr. Desautel resonate with your teaching/personal experience?

Nice to see the connection with everyday living in the classroom for both the students and the teachers.
Parts of the brain more in control of the situation.
Brain breaks are a nice addition in class and will increase in class instruction.

2. Share one behavior from your students that illustrates a traumatized brain.

Student won't redirect, is disengaged.
Students who won't work, but will switch and work at times.

Student doesn't want to work and a class clown not sure what the underlying cause may be.

3. How could you see yourself using breathing, Brain-Breaks, or Movement in your classroom?
Stand up yes/no and turn.

4 corners answers in each corner can be multiple choice or yes/no etc.

Silent throw ball.

Ball as a talking stick

Administration giving a brain break during day.

Everlasting Gobstopper. Gob is a slang for talking mouth.

Riddle pages in classes or quick game.

Stand up and breathing.

# data[].attributes.headline
Booker, Bontempo, Cockrell, Gray, Henry, Hadaway, Nash

# data[].attributes.subject
Booker, Bontempo, Cockrell, Gray, Henry, Hadaway, Nash

# data[].attributes.body
1.  What messages from Dr. Desautel resonate with your teaching/personal experience?

It's not personal ... Our students' brains have not fully developed.

2. Share one behavior from your  students that illustrates a traumatized brain.

Heads down on the desk ... lying/exaggerating about medication/work schedule ....
argumentative ... confrontational attitudes ...

3.  How could you see yourself using breathing, Brain-Breaks, or Movement in your classroom?

Using the stand up and stretch technique to grab attention.

# data[].attributes.body
Bubp, Maszkiewicz, Roebuck, Stassen, Steele, Wallace

1. What messages from Dr. Desautel resonate with your teaching/personal experience?
-Brain plasticity. Trauma creates damage to brain, and that's something we see in our students.
-Developmental deficits bc of environment/experience.
-"Novelty" to activate brain: have students flip paper over and draw with non-dominant hand to activate brain.

2.  Share one behavior from your students that illustrates a traumatized brain.
-One student urinated on herself in class when given missing work from her suspension time, also working on prepping for a test.
-One male student who has an immediate fight response to adverse situations.
-Several students getting upset/irritable because of loud classes or situations.
-Student pulled knife in anger because her seat was taken.
-When called on, certain students freeze... shut down, won't talk, no eye contact.

3.  How could you see yourself using breathing, Brain-Breaks, or Movement in your classroom?
-Before tests: deep breaths
-When they get upset: deep breaths
-Every ten minutes: brain breaks (stand up, stretch, go get a drink, walk in circles)
-Use a tall table or stool for kids who need to stand/wander/change location to focus.
-Silly movements while taking notes.

# data[].attributes.headline
Tarr, Gaskill, Jones, Ross, Simons, Smith, Ibholm

# data[].attributes.subject
Tarr, Gaskill, Jones, Ross, Simons, Smith, Ibholm

# data[].attributes.body
1) What messages from Dr. Desautel resonate with your teaching/personal experience?
-it's not too late to make a difference/to change the brain or re-map thinking
-fight, flight, freeze is perpetual from constant stress
-not knowing exact student experiences makes it difficult sometimes
-very important for teachers to be conscious of our reactions
-we need to help ourselves so we can stay regulated
-Don't take it personally!
-"you can't save a patient if you become a patient"

2) Share one behavior from your students that illustrates a traumatized brain.
-ignoring instructions
-blowing up at a simple question or request
-resisting support, help or explanation for a task
-low threshold for stress
-hood up and head on desk
-same behaviors happening over and over

3) How could you see yourself using breathing, Brain-Breaks, or Movement in your classroom?

-Incorporating movement during transitions
-Activities that involve movement around the room
-If we notice stress levels in the room are getting high, take a 30 second breathing break
-have a self-regulation checklist posted (list of things to do to calm down)- teach students how to self-regulate
-have discussions with students about being self-aware of mood
-have a signal for students to let you know when they need a break (or a signal to give them when they've gone too far)

[sorry, forgot to take a picture]

# data[].attributes.headline
Brevard - Acosta, Carla; Jinks, Isaac; Kelble, Kim; Koch, Aaron; Moore, Derrick; Rehrer, Aaron; Welch, Jason

# data[].attributes.subject
Brevard - Acosta, Carla; Jinks, Isaac; Kelble, Kim; Koch, Aaron; Moore, Derrick; Rehrer, Aaron; Welch, Jason

# data[].attributes.body
1.  What messages from Dr. Desautel resonate with your teaching/personal experience?
-Frontal lobe in the brain still developing.
-Bottom-up judgment calls even without trauma situations
-Sometimes, we over simplify our explanations both in and out of the classroom.
-It's natural to get involved emotionally with the responses with the students (ie: frustration)

2.  Share one behavior from your students that illustrates a traumatized brain.
-A student sprayed another student with a Gatorade bottle and chased that student around the room. (trauma behavior?)
-Some students need directions repeated Every. Single. Day.
-Is it a trauma-brain or just a high-school-teenager brain?  Should we respond differently?
-No trust, total shut down, not applying logic.
-Students complain about EVERYTHING!  How can they handle work once they leave the classroom?

3.  How could you see yourself using breathing, Brain-Breaks, or Movement in your classroom?
-Switching Hand-Signs
-Hand-rubbing and slow breathing
-Instead of asking students "what's wrong" have them do a relaxing activity.
-It helps if it's a different adult who can deescalate the situation
-Guiding students through the consequences of their actions from an emotional standpoint. (ie: How will you feel if XYZ happens?)
-Round-robin (to discuss strategies, etc)
-Stand-up and students can sit down when they answer a question
-"Pay to Play" If you want to do X, you need to do Y first.
-When is it appropriate to implement these strategies?

# data[].attributes.body
1. In the bottom right corner of the screen, click on the pink plus sign.
2. In the title section record your circle member names.
3. Where it says write something - Record your groups main talking points
- Feel free to add a team picture to your post if you are feeling fun and creative! -