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By Request: Regulation & Targeted Strategies

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By Request: Regulation & Targeted Strategies

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Request Form

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Regulation and Targeted Strategies in the classroom-Request version

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Conscious Discipline: 5 steps of regulation

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Conscious Discipline: 5 steps of regulation

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Conscious Discipline: 5 Steps of Self-Regulation - Retrieved March 2023

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Call 211 or

Text your zip code to 898211.

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Need help with food, housing, or paying utility bills? Need help with a community disaster? Just call, text, or search online to find help.

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Calhoun County Resources Mental Health/ Youth

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Calhoun County Resources Mental Health/ Youth

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Read: Chapters 5 & 6

Presentation

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Regulation and Targeted Strategies in the classroom

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Regulation and Targeted Strategies in the classroom Helping ourselves and our students be ready to teach and learn https://docs.google.com/document/d/1atKkNqV3ejCToR-R2XzXoxvH84PiBZ_Ia1NhOVVd6S4/edit#

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Although it feels like we just started the new school year, winter is coming soon. For many, the chilly temperatures will cause us to hunker down. Playing outside, taking a bike ride, or just going for a walk becomes increasingly difficult when weather dictates we stay inside. If we have learned anything from this year, we know staying still can create restlessness, and for many of our children with Autism Spectrum Disorder (ASD), this can greatly impact mental health, socialization opportunities, and the presence of challenging behavior. How do we combat this?

Physical activity has many benefits, including reducing stress, improving physical health, and creating an opportunity to communicate and socialize with others. In fact, exercise and movement is an intervention backed by research evidence for children, youth, and adults with ASD for improving their social, motor, and cognitive outcomes (Steinbrenner et al., 2020). Research also suggests that getting children and teens with ASD moving can increase attention and reduce challenging behaviors across a variety of settings. This finding is especially important in learning environments (Neely et al., 2015, Nicholson et al., 2010) whether that is at school or during remote learning at home.

Even small exercise breaks throughout the day can make a difference. One study found that giving students two 20-minute breaks during the morning as well as 1 to 5-minute breaks every hour significantly reduced problem behavior in the classroom (Cannella-Malone et al., 2011). These students were given many options for mini workouts, including walking, yoga poses, jumping rope, and simple strength exercises. The teachers discovered that in addition to increasing engagement following the physical activity break, the students truly enjoyed the physical activity! Another study found that giving students with ASD 12-minute jogging/walking breaks around the school gym three times a week was effective in improving academic engagement upon returning to class (Nicholson et al., 2010). Running is not for everyone, but exercise can be fun when kids are allowed to choose from options.

A key to success with this evidence-based practice is to proactively and regularly schedule physical activity breaks, rather than just providing them when we think students need a break from academic instruction. While taking short exercise breaks throughout the day may seem like it takes away from instructional time, teachers will be earning that time back when the students are fully engaged and participating following the brief exercise period.

We see the value of exercise for individuals with ASD, but the next challenge is getting creative with options. There are many resources online that can help you create and plan fun physical activity breaks. You can use visual supports for activities, find age-appropriate YouTube exercise videos, make videos of exercises, or download iPad apps. Keep it simple with a quick walk, yoga poses, stretches, or dance break; this may be all you need to get your student(s) refocused and ready to learn. These exercise breaks don't have to be long or require extensive equipment to have a meaningful impact. If adults do the exercises along with the students, it can reduce their stress and improve their focus too!

Written by: Amy Matthews, Ph.D., BCBA - Project Director and Samantha Howell, School Psychology Graduate Student
Exercise Resources References:
Cannella-Malone, H.I., Tullis, C.A., & Kazee, A.R. (2011). Using antecedent exercise to decrease challenging behavior in boys with developmental disabilities and an emotional disorder. Journal of Positive Behavior Interventions, 13(4), 230-239.

Lang, R., Koegel, L. K., Ashbaugh, K., Regester, A., Ence, W., & Smith, W. (2010). Physical exercise and individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 4(4), 565-576.

Neely, L., Rispoli, M., Gerow, S., & Ninci, J. (2015). Effects of antecedent exercise on academic engagement and stereotype during instruction. Behavior Modification, 39(1), 98-116.

Nicholson, H., Kehle, T.J., Bray, M.A., & Van Heest, J. (2010). The effects of antecedent physical activity on the academic engagement of children with Autism Spectrum Disorder. Psychology in the Schools, 48(2), 198-213.

Shane K H Miramontez, & Schwartz, I. S. (2016). The effects of physical activity on the on-task behavior of young children with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 405-418.

Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.
START Connecting Homepage

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Get Moving: Exercise is an Evidence-Based Practice

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Although it feels like we just started the new school year, winter is coming soon. For many, the chilly temperatures will cause us to hunker down. Playing outside, taking a bike ride, or just going for a walk becomes increasingly difficult when weather dictates we stay inside.

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What causes you to stress out?
We each have unique triggers that cause stress but according to Dr. Sonia Lupien, the director of the , all stressors have something in common. Scientific research has shown that for a situation to be stressful it must contain one or more of the following characteristics:

N - novelty; something new

U - unpredictability; no way of knowing it could occur

T - threat to the ego; feeling your competence is questioned

S - sense of control; feeling you have little or no control in a situation

Don't go N.U.T.S. with Stress!

Age Matters

People of all ages experience stress when they encounter N.U.T.S., but how old you are does influence why some situations are more stressful than others. For example, school age children are particularly sensitive to what happens at home. Any family conflict, struggle with poverty or parental anxiety amplifies a stress trigger when you are young. On the other hand, adolescents (12-18 years), while still affected by what is happening at home, are also highly sensitive to situations connected with friendships and popularity.

Parent's stress is contagious

In her research, Dr. Lupien found a spillover effect of parental stress on children. The more parents are stressed, the more their child will produce high levels of stress hormones. Why? Because when a parent loses control of their emotions and behaviour they become the factor of unpredictability in their children's lives. Children as young as one year of age show this stress response. Even though they are not conscious of their parents' stress, their brain mounts the stress response. It's a survival system. The good news is that when parents act in a way that decreases the novelty and unpredictability in their child's life they increase their sense of control - and reduce stress.

Using N.U.T.S. to De-Stress

1. Recognize when you (or your child) are stressed and identify what is driving you N.U.T.S. (which of the 4 N.U.T.S. characteristics is causing your stress?)

2. Take steps to prevent and cope with stress.

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What causes you to stress out? We each have unique triggers that cause stress but according to Dr. Sonia Lupien, the director of the , all stressors have something in common.

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Center on the Developing Child at Harvard University

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Learn about toxic stress response; how it differs from two other stress responses, positive and tolerable; and how it can be prevented or even reversed.

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Overlapping Characteristics of Mental Health Diagnosis

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Overlapping Characteristics of Mental Health Diagnosis

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Overlapping Behavioral Characteristics & Related Mental Health Diagnoses in Children

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Read: Chapters 3 & 4

Presentation

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Regulation and Targeted Strategies in the classroom

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Regulation and Targeted Strategies in the classroom Helping ourselves and our students be ready to teach and learn https://docs.google.com/document/d/1atKkNqV3ejCToR-R2XzXoxvH84PiBZ_Ia1NhOVVd6S4/edit#

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Read: Introduction, Chapters 1 & 2

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Talking with Families

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"I believe in two things.

I believe in the idea that you are exactly where you need to be. No matter how painful. No matter how wonderful. But wherever you are, you need to be there.

I believe that everyone has a “story” and it is this story that guides your relationships. Understanding your own story can help you make sense of where you’ve come from and in the writing of all future chapters that await.

For a long time, I thought “helping people” meant fixing things—it was my “job” in my family. Slowly, along the way, I have learned that it is not about having the answer. It’s not about fixing. If you can connect, however, and truly understand someone’s story—that’s where the power lies. In the relationship."

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I believe in the idea that you are exactly where you need to be. No matter how painful. No matter how wonderful. But wherever you are, you need to be there.

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Editor's Note: Schools with consistent referral procedures end up with reliable data to make more informed decisions that benefit students. This is the third article in our series exploring the basics of school discipline systems. We'll look for ways to enhance the things you already do in ways you never thought to do them before. Check out the first article about bending a referral process without breaking it , and the second article about defining subjective behaviors .

I get hangry. It's a special state that happens when I've been hungry for so long that now I'm mad about it. When I'm hangry, I have very little patience for anything other than food. I'm not at my best when I'm hangry; my decisions aren't their best either. Once, recognizing I was in the middle of such a state, my husband asked me what I'd like to eat and I actually started crying. Now, he just hands me a granola bar and we're all better for it. It goes something like this:

Moments like these happen in classrooms, too, and I'm not just talking about your students' emotional states.

I came across Angela Watson's podcast, Truth for Teachers, while on a search for some of our 2019 favorite things [It's that time of year!]. Angela is a National Board Certified Teacher with a master's degree in Curriculum and Instruction who now spends her time as an instructional coach. Her podcast is a blend of realism (how classrooms actually are) and optimism (how classrooms could be). Last week, I listened to her episode called "How to act (rather than react) and stop wasting class time when kids are off-task." Angela describes a time in her a teaching career when her goal around student behavior was to eliminate all behavioral issues. When a group of students was off task, she'd stop her instruction to give everyone a 30-second lecture about paying attention. One student could give her some attitude. The minute-long standoff between the two of them would derail the entire class and likely end with the student sent to the office. While she was busy putting out every disruptive fire, she unintentionally became part of the problem.

Then one day, something happened to change her whole mindset.

When the goal is to eliminate interruptions, you feel like you have to address every single one of them every single time...But when the goal is to maximize learning time, it feels more comfortable to set your ego aside for the greater purpose of keeping the majority of the class on task.

She was in the middle of giving another lecture after someone disrupted a lesson when she heard another student whisper, "C'mon, I just want to learn this." Angela realized, this student wasn't missing out on learning because of another student's behavior; this student was missing out because of her behavior.

Angela decided to shift her approach from eliminating problem behaviors to maximizing learning time. Student disruptions were going to happen regardless of her attempts to get rid of them. So, why not plan for them? Here's how she describes it:

"The goal most of us have is to eliminate behavioral issues - to have no interruptions or distractions at all. That's what we want, right? That's an impossible goal. We're never going to reach that..Shifting the goal from getting rid of off-task behavior to instead maximizing learning time is very different. Now the focus is on something realistic and something you can control. Disruptions are expected, anticipated, and planned for. They don't throw you off your course - because they are part of the course. You only have to respond in a way that helps you make the most of your instructional time. When the goal is to eliminate interruptions, you feel like you have to address every single one of them every single time - really belabor the point and instill fear in kids so they won't dare to be disruptive again. But when the goal is to maximize learning time, it feels more comfortable to set your ego aside for the greater purpose of keeping the majority of the class on task." [6:24-7:37]

The stories and strategies Angela describes in this episode align with the research on how we tend to lean on our instincts instead of reacting deliberately in specific situations.

A Dual-Process Decision-Making Model

Research on judgement decision making has evolved over time.[1] Early work focused on predicting the decisions we'd make based on a given set of options. Eventually, researchers moved on to study our processes and why we end up making the decisions we make. A model emerged describing two basic decision-making processes: the deliberate vs. the intuitive. When we make deliberate decisions, we play an active, conscious role. We use data. We weigh pros and cons. We look at alternatives and choose the best option. Intuitive processes are more instinctual. They're our automatic, knee-jerk responses based on our experience in previous situations. Cognitive psychologist, Gary Klein, described it this way:

"Intuition is the way we translate our experiences into judgments and decisions. It's the ability to make decisions using patterns to recognize what's going on in a situation and to recognize the typical action scripts with which to react. Once...intuitive decision makers see a pattern, any decision they have to make is usually obvious." [2]

Intuitive responses are your mind's efficient way of taking in lots of information, recognizing you've been in a similar situation before, and applying that experience to the current context. It's the way I can see a wine glass on a coffee table, hear a loud 4-year-old running down the hallway, and know I better move that glass before I have a brand new red wine stain on my rug.

Here's another example to feel the efficiency of your brain's intuitive decision making. Look at the set of words below. Say out loud the color of each word as quickly and as accurately as you can. Note how long it takes you.

Did you do it? Now, let's do the same thing again. Say the color of each word as quickly as you can and note how long it takes you.

Which one took longer?

I read the first set in 9.5 seconds - I even felt like I sped up toward the end. The second set took me a painful 26 seconds. I was slower by the end and got frustrated at how long it took me to finish. My brain naturally looked for patterns. The first round's pattern was clear: The word 'blue' was always colored blue; yellows were yellow, pinks were pink. The second set had no pattern, but my brain kept trying to revert to one. More than once I saw the word 'green' and said 'green' out loud, even though it the word was clearly colored orange or red. Using a pattern (when it exists) helps us breeze through a situation and keeps wine glasses out of a toddler's unpredictable running path. Looking for a pattern where there isn't one trips up our intuitive reactions.

Easy

Something she'd seen other teachers do

Made her feel in charge

During classroom instruction, you don't have the time to stop what you're doing, assess the student's primary motivation, determine alternative responses, and select the most appropriate action. When student's act out, you're most likely to lean on your previous experiences and go with the easiest - and sometimes the most satisfying - response. The way Angela Watson describes it in her podcast she reverted to yelling across the room to lecture an off-task student because it was:

To break the habit, Angela needed to turn her intuitive response into a deliberate one.

Vulnerable Decision Points

In equity work, there is a concept known as a vulnerable decision point (VDP). A VDP is a given situation coupled with a person's internal state that increases the likelihood of bias affecting discipline decision making.[3] While the concept traditionally works to address the way our unconscious biases influence the decisions we make, it's also true there are specific times of the day, or emotional states when we are more likely to react intuitively than deliberately. If you can't think of what your triggers are, ask someone who knows you really well; I bet they know exactly which button to push to get a reaction from you. One of mine is clearly being overly hungry.

If we know which situations are likely to trigger a harsher reaction, we can plan deliberate responses, and start maximizing learning time for everyone. Here's how.

Step 1: Know Your Hot Buttons

When you think about your reactions to student behavior, you probably know the times when you're less likely to make slow, careful decisions. Do you have a guess in mind? You can check your guess with data. Here's an example:

I went to the SWIS demo account and found a staff member with a fair number of referrals: Donna Lomas. She referred students 40 times during the 2018-19 school year. To figure out her possible VDPs, we go to the Drill Down Tool to find the problem behavior she referred most often. Last year, she referred students 19 times for Defiance.

Next, we want to know when she was most likely to refer someone for Defiance. When we include Defiance as a filter and check out the Referrals by Time graph, we see Donna is most likely to refer defiant behavior in the first 30 minutes of class, just before lunch, or right after lunch.

A couple of times during the day she expects students to come into class ready to learn and on-task. Instead, students come in energized by hanging out with their friends making their transition to class more challenging.

Another VDP is when Ms. Lomas is a little hangry and her emotional resources are depleted from the first four hours of the day. Meanwhile, students have started to turn their attention away from the lesson and on to lunch.

I have a feeling if we showed these data to Ms. Lomas, she would know exactly what's going on for her. Based just on these data, my best guess is there are two things going on:

The data give us an outline of the VDP; it's up to us to fill it in with personal details.

Step 2: Find an Alternative

If maximizing learning time in the classroom is the goal, we need to look for alternatives to sending students out of class and away from instruction. When VDPs come up, we need something to remind us to choose the alternative. This is called a neutralizing routine: An instructional response to unwanted behavior instead of a harsher one. It is a quick, clear, doable action that interrupts the chain of events and keeps students involved in instruction.

If a student refuses to get started on a task, then I will calmly say "Let's talk at the next break."

If a group of students is off-task, then I will take two deep breaths and walk closer to them and see if my proximity gets them refocused.

If a I hand out a worksheet and a student puts their head on their desk instead of getting started, I will get curious about what's going on for them and ask about their needs privately.

Take advantage of all your strong classroom management skills and find an alternative response that works to diffuse a situation rather than escalate it. Simple routines might include:

What are some alternatives that work for you?

Step 3: Make a Plan to Use the Routine:

An alternative looks so simple on paper, but habits are hard to change. It takes practice. You're going to need a plan. Treat your neutralizing routine like your own personal precorrection. If you know you're about to walk headfirst into a VDP, take a minute to remind yourself of your neutralizing routine. Get it firmly in your mind so when the moment arises (and you know it always arises), it's fresh in your memory and you're ready to give it a try. If your routine involves students responding in new, deliberate ways, give them the same opportunity to recall the agreement before the VDP comes up. You could even create a visual reminder in your classroom so when that hot button starts to get pushed, it catches the eye and prompts you to be deliberate.

Get creative. You may not get your response right the first time, but that's what's so great about behavior - someone will give you another opportunity to try again.

Your responses to student behavior complete the referral process we started analyzing back in August. Make sure you know those times during the day when you're more likely to fall back on quick, automatic responses, which often end with students sitting in the office rather than at their desk. Use the data you have to verify those vulnerable decision points. If you don't have access to the data, ask someone on your school's team to generate them for you. Think through a continuum of possible alternative responses and find one that feels natural to you. Make sure it's quick and won't escalate the situation. Finally, practice that new routine until it replaces the old one.

1. Glöckner, A., & Witteman, C. (2010). Beyond dual-process models: A categorization of processes underlying intuitive judgement and decision making. Thinking & Reasoning, 16(1), 1-25. doi: 10.1080/13546780903395748
2. Klein, G. A. (2003). Intuition at Work. New York: Doubleday.
3. McIntosh, K., Girvan, E., Horner, R., & Smolkowski, K. (2014). Education not Incarceration: A Conceptual Model for Reducing Racial and Ethnic Disproportionality in School Discipline. Journal of Applied Research On Children: Informing Policy for Children at Risk, 5(2).

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PBISApps | Teach By Design-Don't Discipline Hangry: 3 Steps to a Better Classroom

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To break a habit of reacting to every problem behavior, we need to turn our intuitive, knee-jerk responses into deliberate, practiced actions.

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Brain & amygdala hand model explains how thoughts & emotions fuel anxiety https://empoweru.education

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Revelations in Education: 60 Focused attention practices

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Revelations in Education: 60 Focused attention practices

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Presentation

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Regulation and Targeted Strategies in the classroom

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Regulation and Targeted Strategies in the classroom Helping ourselves and our students be ready to teach and learn https://docs.google.com/document/d/1atKkNqV3ejCToR-R2XzXoxvH84PiBZ_Ia1NhOVVd6S4/edit#

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The new question-of-the-week is:
What are practical ways to implement restorative practices?
There is more and more interest in moving away from "traditional" school discipline and toward restorative practices. This series will explore what that kind of shift can look like-in practical terms-inside our schools and classrooms.

Today, Dr. Sheila Wilson, Maurice McDavid, Timothy Hilton, Ashley McCall, Bryan Harris, and Kara Pranikoff contribute their commentaries. You can listen to a ten-minute conversation I had with Sheila, Maurice, and Timothy on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.
"When You Know Better, You Do Better!" Dr. Sheila Wilson is a native New Orleanian. She currently works as a 5th grade teacher in Virginia. In addition to instructional leadership, she serves to improve the capacity of students, teachers, and families through her roles as grade chair, lead mentor teacher, family-engagement liaison, and SCA adviser. Dr. Wilson is also an adjunct professor, conference presenter, and self-proclaimed lifelong learner. She is passionate about amplifying instruction, school leadership, and equity:
We are all familiar with the discipline practices of yesteryear, which would likely cause any conscientious educator today to cringe. Corporal punishment/traditional discipline practices were widely accepted and viewed as a means of correcting unwanted negative behaviors. I can vividly remember being a high school sophomore assigned to write 500 lines for being caught passing a note in the classroom. And who can forget the ultimate ... getting paddled in the principal's office! Even though it didn't personally happen to me (really), just the idea evoked fear in students of all ages and deterred most from mischievous acts. So, why was corporal punishment acceptable then? Why is corporal punishment no longer an accepted discipline practice in most places? Is punishment designed for those who obey the rules or for others? These questions make me call to mind the adage, "When you know better, you do better!"

Countless studies have shown that traditional discipline practices are no longer effective in today's schools. In fact, traditional practices were so commonplace in part because the ability to apply an immediate consequence was less time consuming for the one doling out the punishment. However, we now embrace restorative practices because they draw their strength in their ability to empower students to learn from unacceptable choices, to understand their impact, and to grow personally in their ability to make more sound decisions and resolve problems. Restorative practices represent a positive step forward in helping all students learn to resolve disagreements, take ownership of their behavior, and engage in acts of empathy and forgiveness.

There are many ways to implement restorative practices in the classroom. First, teachers can incorporate daily morning meetings to build relationships with students, get a sense of their social/emotional mindset, and set the tone and focus for the instructional day. Teachers can also utilize goal setting with their students as a restorative practice. With goal setting, students take ownership of areas they'd like to improve (academically or socially), and they set realistic and actionable steps to work toward their goal. By providing individual goal conferences, teachers can check in to see if students are on track to meet their goals, and students learn to self-check and refocus as needed. Another useful strategy is when an unacceptable behavior has happened that the teacher allows the offended student to share how the offense made him/her feel. In this way, the offender is able to understand how his/her behavior impacts others and therefore understand the perspective of the other person. Finally, there is great restorative power in having the student who has made an unacceptable choice reflect on his/her behavior in writing by addressing very specific questions like: What choice did I make? How did my choice impact others? Is there a better way that I could have addressed this situation? If I had the opportunity for a redo, would I make the same choice? Why or why not?

There are a number of benefits or restorative practices:

Builds relationships

Strives to be respectful to all

Provides the opportunity for equitable dialogue and decisionmaking

Involves relevant stakeholders

Addresses harms, needs, obligations

Encourages all to take responsibility

Educators have come to realize that you can't punish a child into doing anything. Instead of simply instituting harsh punishment, we need to teach kids the kind of skills, supported by research, to help them improve their behavior. This is why districts are embracing the implementation of restorative structures in schools across the nation. In building socially responsible students, we must arm them with the ability to think critically, problem-solve, and be able to work collaboratively with others. It will be through their mastery of academic knowledge AND their capacity to engage successfully with others that will ultimately guarantee their future success. Therefore, as educators, we must invest our efforts wisely.

Four Restorative Practices
Maurice McDavid earned his bachelor's degree in elementary education with a minor in history and Spanish. He has taught middle school history, English, and Spanish, as well as high school geography. He was dean of students for three years and is now in his first year as assistant principal at a bilingual elementary school.:

There are four restorative practices that I have worked to implement in our school building that all work on the same model of restorative justice: community-building circles, norm setting, community circles for content, and restorative chats.

Community-building circles: This practice is great for the beginning of the year, as well as use throughout the year to build a community of learners. This allows the students to get to know one another, as well as the teacher. This practice builds empathy amongst the students and will reduce the negative attacking behaviors that can exist in classrooms.

Norm setting: This practice is done using the model of a community-building circle but emphasizes the building of classroom norms together. Oftentimes, rules are handed down by authority and are necessary. Through the norm-setting process, students discuss the values (love, kindness, honesty, etc.) that are important to them in a relationship. From there, students take the values and turn them into action statements describing how they could live out those values in the classroom. A list of action statements or norms are created and can then be edited together as a class. What is awesome about this process is that the norms created are not adult-driven but instead are created as a community and thus has more community buy-in.

Community circles for content: This again uses the community-circle model for the base of practice. The difference is that rather than simply looking to build community, you can use the circle to present content in a class. It is a great discussion model. I have used it to introduce units and gather feedback about students' background information. The students are able to share openly and yet in an organized fashion, using the talking piece to moderate.

Restorative chats: Restorative chats are used when students do not meet the norms that were established in the classroom. It can be one on one or can be done with the whole class. It is centered around the following four questions:

What happened? - This differs from what did you do and allows students to tell the whole story and feel heard.

What were you thinking at the time? - This asks students to go back through the mental process they used when making the decision to act outside of the norms. This is a meta-cognitive practice. It allows for reflection on what thoughts and/or emotions may have led to the behavior.

Who or what was harmed? - This question asks the student to be accountable for the idea that their behavior caused harm to someone or something. Students are quick to discover that they have harmed themselves and, oftentimes, see how their behavior has harmed a teacher or classmate. This builds empathy.

How do you repair the harm? - This question asks the student to think about how they can make the situation right rather than simply serving a consequence that is not directly connected to the action. Students may offer to apologize or clean up a mess created. Students get to be a part of deciding what happens rather than having a decision made for them.

Starting "Small" Timothy Hilton is a climate and culture specialist with the Fresno Unified school district, in California, where he coaches teachers on classroom management and class climate. Timothy has over 10 years classroom-teaching experience at every level of social studies, ranging from Advanced Placement to English-language development. Timothy is currently a doctoral candidate at Claremont Graduate University in the field of educational policy, evaluation, and reform:
The Restorative practices world is a world that many educators fear simply because they do not know a lot about it. Educators are rarely trained to an adequate level in how to make Restorative Practices (RP) work in their daily lives. Teachers are usually shown the heavy-duty re-entry circles or conflict mediation to demonstrate the power of RP, but this often leaves teachers intimidated, overwhelmed, and asking how this is going to work for them.

The best, and most practical way, to implement restorative practices in the classroom is to start small with some basic restorative skills that can be practiced in your classroom, and even in your life outside of school. These skills are listening, affective communication, and curiosity questions. Once these skills have been practiced, lived, and embraced, then teacher can begin working into the heavier-duty RP practices.

Listening: While the concept of listening seems self-explanatory, we as teachers do not always do it. We are often trying to do a million things at once and, in turn, never really listen to our students. We hear them, but do we listen? In a restorative classroom, there are a couple ways we can demonstrate that we are listening. First is by mirroring their emotions and feelings about a topic. If they are serious when they are telling you something, then be serious as you listen. Second is by demonstrating active listening and paraphrasing. Saying things like, "What I am hearing you say is ..." Third is by being present and validating their feelings. If they are telling you something, make sure you are in the conversation and not planning your grocery list. A big part of being present is validating their feelings. You can do this by making statements such as, " I understand why you are upset." Or, "I cannot even imagine what you must be feeling, but that you so much for sharing with me."

Affective Communication: Also known as I-messages, these are powerful restorative tools that can be easily used in every classroom. These statements are done to connect the actions of your students to the impact they have on you. Affective statements require teachers to be willing to be honest and share their feelings. Affective statements follow simple formulas that can be used in every affective statement you make, "I feel/felt _____ when you _____." Another example is, "I would like/what I need is _____." The statement frames can be combined or used independently and might look like this, "I felt disappointed when I caught you cheating on the test. " Or,

"I felt sad yesterday when I found out you lied to me because I have always trusted you. I need you to trust me enough to be honest with me. " These questions tie the actions of an individual to the effect they had, something students often forget about.

Curiosity Questions: These are genuine questions you would ask someone to learn more about their situation. Imagine a student just does not seem to be having a good day. You can pull them aside and ask some curiosity questions to find out more. Simple questions like, "How are you doing today?" Or, "You seem kind of off today, is everything OK?" These questions help dive into an issue, but curiosity questions can also help resolve a conflict, "How did it make you feel when Tommy hit you?" or "What do you need Tommy to say to you to feel better?" These are just some very surface-level examples, but many more can be found online and in print resources.

Online Resources for Support Ashley McCall is a 3rd grade English/language arts educator at Chavez Multicultural Academic Center in Back of the Yards (Chicago) where she serves as a teacher representative on the local school council. She is a Teach Plus Teaching Policy Fellowship alumna and a member of the Teach Plus Board:
Many districts that are new to restorative practices are under the impression that it is a program to implement. It is not. Restorative practices are about shifting the mindsets and developing the capacity of stakeholders (students, families, teachers, administrators, receptionists, cafeteria staff, security staff, etc.) so they are invested in the culture and climate of the building and accept responsibility for maintaining a safe, enjoyable, and productive environment for all involved. When stakeholders are invested and properly trained, we are able to effectively sustain healthy school climates and respond effectively to breaches in our social contract.

If you are looking to shift toward more restorative practices in your school, you need buy-in across stakeholder groups. Consider how you (and a diverse group of stakeholders) will make a case for and create a sense of urgency around restorative practices at your school. Consider how you can use data as a reflective tool (rather than a tool for shaming and punishment) to drive conversations around the culture, climate, and current disciplinary practices.

Conflict-Resolution Sentence Starters As a career-long educator, Bryan Harris has served in a variety of roles from classroom teacher to district-level leader. Now working full time as a trainer, his work focuses on topics ranging from student engagement to teacher resiliency. Find out more at his website:
At the heart of restorative practices-in fact, it's right there in the name-is helping students learn how to repair and restore relationships after a conflict, hurt, offense, or fight.

The sad fact is that far too many of our students enter school without effective conflict-resolution skills. This includes the skill of recognizing when you've done harm to someone else and how to fix it. Notice that I didn't say that kids don't have any conflict-resolution skills. The fact is that they do-it's just that many of the skills and communication methods they've acquired are not healthy or productive.

So, as teachers and leaders, what do we do?

The first step is knowing that conflict is normal and cannot be fully avoided as long as you interact with other people. Once we help our students understand this very important idea, helping them develop and refine skills that communicate remorse is a great next step. In other words, teach them the power of an apology.

When students know how to sincerely offer and genuinely accept an apology, it serves as the foundation to restore broken relationships.

Have you ever seen something like this before?

Student A (we'll call them the offender) sheepishly walks over to Student B and says, "Sorry." They mumble the word under their breath while looking directly at the ground, arms folded the entire time.

Student B (we'll call them the victim) reluctantly says, "That's OK," while also looking at the ground and counting the seconds until they can run away.

In this all-too-common scenario, both students are likely embarrassed, and the conflict is not resolved. While some of the right words were used, Student A didn't truly apologize, and Student B didn't authentically accept it.

Imagine how different that interaction would be if students used specific words and phrases that communicate remorse for the offense and acceptance of an apology. It might sound like this:

Student A: "I am sorry for drawing that picture of you and showing it to your friends. I realize that made you feel sad. I promise I'll never do that again. Will you please forgive me?"

Student B: "Since you promised to never do that again, I accept your apology."

Notice the difference in the words. A great first place to start is by teaching students, by the use of sentence starters, which words are most effective at offering and accepting an apology. The following examples are great places to start:
How to Offer an Apology
* I apologize for ...

* It was my fault that _______ happened. I apologize for letting it happen.

* I realize that....

* I realize that _____ was my fault and I am sorry for making you feel ________.

* I am truly sorry that I did this. I want to make things better. Tell me how I can do that.
How to Accept an Apology
* I accept your apology. Make sure this does not happen again.

* Because I know you will not do this again, I accept your apology.

* I'll accept your apology because....

* Because you know that ______ was wrong, I accept your apology.

* Because you know that ______ hurt me, I can accept your apology.

Four Strategies for Promoting Restorative Practices
Kara Pranikoff is an elementary school teacher at a public school in New York City. Her book, Teaching Talk: A Practical Guide to Fostering Student Thinking and Conversation (Heinemann, 2017), shares many ways to keep the balance of classroom discussion in the hands of the students:

It was a beautiful springtime morning in New York. I walked into the yard to pick up my 2nd graders, and they swarmed to me, ready to begin our day.

Hudson stood atypically off to the side. Bending down to meet his eyes, I asked what was going on. "I don't want to talk about it now," he said quietly. "But may I give a public-service announcement when we get up to our room?"

"Public-service announcements" were statements that students needed to share with the rest of the community. Often these were messages that would increase our efficiency. (Can everyone place their jackets on hooks so that the space stays neat?) Or messages that would help us work better together. (Remember, we need to have a calmer science class so we can do our experiment.)

"I'd like to speak with everyone, even before we unpack," he requested. I was unsure about the content of his message, but it was clear that Hudson needed to begin our day.

Students entered the class, placed backpacks at their tables, and moved directly onto the rug. Hudson took a seat in the front corner of our meeting area, and I settled onto the bench in-between his peers.

"I'm feeling a little sad today," he began. "I just want everyone to know that last night my great-grandmother died. I want everyone to know that I might not want to play very much today."

The class responded with care. Some had questions that were typical of 2nd graders trying to get the literal facts: How old was she? How did she die? Then Hunter, Hudson's closest friend, raised her hand. "How can we help you feel better?" she wanted to know.

Restorative practices are essential for a community to care for each other and grow together. Our best learning happens when we feel safe and secure. This priority requires attention each day in order to bring together an entire classroom of diverse students.

The tools which enabled the students to listen and support Hudson in his time of need were put in place in the fall-nurtured and practiced each day-so that by springtime they could be used, with independence. Here are some essential ways to develop these habits of mind:

Have discussion in circle every day

It's said that one way to achieve closeness with others is to eat with them. It's not just the literal nourishment but the connection which is fostered by close physical proximity. The classroom equivalent is to set aside a space where the whole community can gather and face each other in a circle. This creates an area of inclusion where students can share their thoughts and ideas.
Make space for students to speak and respond to each other independently
Students' ownership of their shared space requires the ability for them to express their thoughts freely. Speaking in partnership or small groups can be woven into every day so that sharing and building ideas, independent of the teacher, is a regular practice.
Invite the lives of your students into the classroom
Restorative practice honors the full being of each student. For this to happen, students must have the freedom to share what is on their mind. We must embrace the child as a whole, enabling them to express the joys that happen both inside and outside of school, as well as the struggles.

Begin your day together

Each day we transition from our home space with family to our classroom community. By gathering as a whole class first thing every morning, we make a commitment to welcome our day together. We can set our intentions and get our minds ready for what is coming ahead in our shared learning.

Thanks to Sheila, Maurice, Timothy, Ashley, Bryan, and Kara for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.
Just a reminder; you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar. Look for Part Two in a few days.

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Ways to Implement Restorative Practices in the Classroom (Opinion)

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Educators share their practical experience implementing restorative practices in their schools, such as holding goal-setting conferences with students and teaching them "the power of an apology."

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Early Childcare Providers Guide to Managing Challening Behaviors

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Early Childcare Providers Guide to Managing Challening Behaviors

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Thank You - Explore Your Restorative Practices Toolkit | Panorama Education

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It is recommended to attend professional training before addressing conflict and harm through restorative practices. Click here for more information on training for your school or district community. Proactive Circles
Intentionally create a variety of opportunities for students to connect and buil…

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Author:
Mette Whittaker
Forensic Psychologist & EMDR
Therapist.

The human brain is truly amazing. It is the control centre which helps us stay alive, physically and emotionally and enables us to make sense of, and respond to, the complex world around us. It developed from the bottom up, starting with the basic survival functions in the brainstem, through to the mammalian midbrain which is the centre of emotions and the top of our brain, the cortical brain which helps us make sense of it all.

When these parts of our brain work together, we can remain calm and connected during times of heightened emotion, but when the lower parts of the brain feel overwhelmed, the thinking part of our brain disconnects and we may respond with seemingly irrational levels of anger or distress. The nature of this process of emotion regulation may vary quite a lot from individual to individual and may be influenced both by constitutional features and by our experiences.

Children or those who have experienced trauma may find it more difficult to manage their emotions. A basic understanding of how our amazing brains have evolved to make sense of and respond to emotional triggers can help adults and children alike to communicate and manage strong or intense emotions more effectively.

But how do we start to understand the vastly complex processes of the brain, and if we succeed in this, how do we communicate it with our children or the adults in our life?

Dr Daniel Siegel, a clinical professor of psychiatry and author of the fantastic books The Whole-Brain Child and Mindsight: The New Science of Personal Transformation, came up with a beautifully simple way of doing just this.

The hand model of the brain is a helpful way of showing the functions of the brain and what happens when we 'flip our lids'. This is what happens when the lower parts of our brain take over (fight, flight or freeze) and our cortical, or thinking, brain becomes disconnected. Although the picture below is useful in illustrating the hand model, I highly recommend taking a look at one of the videos on Youtube where this model is explained. This video by Jeanette Yotte, https://www.youtube.com/watch?v=H_dxnYhdyuY, is a lovely example of how the model can be explained to children.

When we have 'flipped our lids', the different part of our brain are not integrated and, as such, we cannot learn, communicate our needs, stay connected with others or problem-solve. Maintaining a healthy balance in our brain can be very difficult, particularly for children and for those who have experienced trauma.

In these cases, professional help may be required, but here are some useful tips for what we can all do to help ourselves to become better at 'keeping the lid on':

Exercise. Exercise does not have to be planned or extensive. Jump up and down on the spot. Do some quick yoga poses. Go for a walk or ride a bike if you are able.

Deep breathing: Breathe in slowly and deeply from your tummy, and breathe out slowly, imagining all your worry and anxiety leaving your body as you exhale. Sometimes counting while breathing in and out can further calm your mind.

Imagine a comfortable, calm and safe place. Imagine yourself in a safe and comfortable place. Feel the safety of it. Put yourself there and try to experience the sounds and sensations of the place.

Counting Awareness. Look outside and count the things you see. You can count the trees, the stop signs, the bushes, even the cars on the road.

Laugh and talk with a friend.

If you have any questions or need any information then please get in touch on 01635 791 301 or visit the contact us page.

Warm wishes,

The Total Health Team

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Flipping your Lid: Understanding and Communicating Emotional Dysregulation | Total Health West Berkshire

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The human brain is truly amazing. It is the control centre which helps us stay alive, physically and emotionally and enables us to make sense of, and respond to, the complex world around us. It developed from the bottom up, starting with the basic survival functions in the brainstem, through to the mammalian midbrain which [...]

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Many people who work with children are noticing a pattern of increased emotional dysregulation in children. I certainly did! The number of students that needed help with regulation when I started at a school counselor in 2012 has increased exponentially - it is now a huge focus for myself and other school counselors each year. Parents also seem a bit more stressed, which is causing their children to be more stressed as well. Children learn how to manage strong emotions and navigate problems and frustrations by watching how the adults around them handle tough situations. If these adults struggle to manage their own emotions, their children can also find it difficult.

I think I had heard the expression "flipping a lid" years before I actually understood what it meant and how it connected to the physiology of our brains. It might have been flipping through the MindUp curriculum that connected the dots for me. What I remember for sure though, is that as soon as I fully understood what flipping a lid meant, I know it was going to be super important for my students to understand it, too!

We need to help teach and model for students/children WHAT it means to "flip their lid" and experience intense anger or anxiety, WHY it happens, and HOW to handle it. While dealing with emotions is a part of everyday life, sometimes we naturally get taken over by these feelings. However, there are strategies and tools we can teach kids so that it won't feel so out of control. Giving students and children the vocabulary to understand and express their emotions is very empowering.

What is Flipping a Lid?

Our brains are incredible and help us to experience the world through our senses, feelings, and actions. This is all wonderful, but sometimes our brains can cause some trouble when we get super angry or anxious. When we experience these emotions with intensity and temporarily lose control of our actions, this is called "flipping a lid."

These reactions are perfectly normal and were designed to keep us safe from danger. However, when we experience such strong emotions, we are not always in danger. Many times, this results in acting without thinking which can get you in trouble or result in being more upset.

There are three main parts of the brain that are involved and impacted when we experience intense emotions. Teaching children about these parts provides them with the language to express what is happening and the recognition that there is nothing bad or wrong with them. A few different programs (MindUp, Cosmic Yoga, etc.) use three animals to illustrate these parts of the brain. This helps children remember each part of the brain and their respective jobs. We also use the hand model when we're talking about our brains and emotions. Dr. Dan Siegel is the clinical professor of psychiatry at the UCLA School of Medicine and executive director of the Mindsight Institute. He is responsible for creating a hand model of the three main parts of the brain. If you want to see his explanations, you can check that out here.

1. The Prefrontal Cortex or Wise Owl- This part of the brain helps us to make smart decisions. It is this part of the brain that helps you think before you act. When this part of the brain is in control, you feel calm, safe, and relaxed. The Wise Owl part of your brain helps you make smart choices.

2. The Hippocampus or Memory Elephant- This part of the brain helps us to remember things. It saves both new and old memories and helps us learn. It can help us to decide what to do next based on past experiences.

3. The Amygdala or Guard Dog- This part of the brain helps us to feel emotions. It helps to keep you safe and guards against things that could hurt you. It tells you to fight, flight, or freeze when it senses danger.

Our brains are perfectly designed to keep us safe and away from danger. This is biologically necessary because we need to be able to sense when danger is near and get to safety as soon as possible. When in danger the amygdala sends messages to our nervous system and releases adrenaline that kicks in causing our fight, flight, or freeze responses to take over.

However, sometimes there is no real danger at all, but our brain doesn't know that! It just senses stress/distress and acts right away. Our guard dog, the amygdala barks and sends signals even when we aren't in danger. The barks send our wise owl PFC flying away. When we do this with our hands, we see that it looks like "flipping a lid"! This puts us into FLIGHT, FIGHT, or FREEZE. You can imagine that this doesn't always lead to rational or helpful choices.

Is the brain more complicated than that? Absolutely. It's more nuanced and complex for sure. That said, this level of detail is an appropriate developmental sweet spot of understanding.

Here are some examples of what "flipping a lid" could look like for children:

Not being able to find their backpack when they are leaving for school and yelling at a family member.

Taking a test and the first question is super hard. Knowing that their parent is expecting them to get a good grade and forgetting the material altogether.

Getting called to the principal's office, panicking and hiding because they were worried instead.

Activities for Teaching "Flipping Your Lid" with Students

Knowledge is power right?! After students learn about the parts of the brain, their jobs, and how to calm their flipped lids, it helps them with their own regulation while also widening their perspectives to be more empathetic when others become dysregulated. Being more aware of WHY your brain reacts this way can also reduce the stigma associated with anger and anxiety.

Below are some activities for teaching the parts of the brain as a counselor or classroom teacher. You can find all of these activities and more in this Flipping a Lid: Lesson Plan, and Brain Activity Set.

Sort and match each of the three parts of the brain, what it does, and an example of something that part of the brain controls.

Have students role-play or do skits about each part of the brain. This would be perfect for small groups to brainstorm, practice, and perform for the class. You could scaffold this and provide situations they would need to act out.

Practicing calming down their guard dog amygdala so their lid closes, and they can think clearly.

I originally created the lesson and activities with school counselors in mind, but many therapists, parents, and teachers have found great value in teaching this lesson and reinforcing throughout the year to help the children they serve identify the parts of the brain, their feelings, and ways to calm down their brains.

Here's what some others are saying about this done-for-you lesson!

"I LOVED this resource. I was so impressed with all the new information and understanding my students came away with, they really understood the material by the end of the lesson. I wish I would have learned about my amygdala in elementary school!""One of my favorite lessons to teach all year! It makes so much sense to the kids. Everything about it is wonderful! I've never seen my second graders so engaged.""This resource was excellent. Very good graphics, well organized, easy to explain and easy for the kids to understand. I loved it!"

Why is Teaching About Flipping a Lid Important?

Learning, getting along with peers and adults, and honoring boundaries are all situations that can be challenging for many children. These situations and many, many more come up during school days regularly, and students need to be able to handle their big feelings in healthy ways. If we can approach teaching emotional regulation by teaching children the WHY behind their big emotions, they will have a better understanding of why they react the way they do. Then we teach them HOW to calm down their brains when they need to.

Teaching about flipping a lid and managing emotions in healthy ways creates calmer, more understanding, and empathetic learning environments where students feel a sense of safety. Students will have a plan for facing tough situations, which instills a sense of calm and confidence in their ability to handle them well. This is the first step in helping students to learn the standards and concepts throughout the year. Having a calm, safe classroom environment creates more time in the day for what's on the lesson plan and less time spent managing strong emotions during the school day.

Students will walk away from school and into their personal lives with the tools they need to be high-functioning members of society! Isn't that the goal for all students? It's a win-win!

Looking for more?

Read more about teaching emotional regulation and what that looks like in 5 steps to teach emotional regulation. This walks you through how I teach emotional regulation with the children I work with!

Peace corners are one of the easiest and best ways to help students and children effectively practice calming down during the school day. Learn more about implementing peace corners in your school or classroom in this post: Setting Up a Peace Corner and Teaching Students How to Use It.
What other questions do you have about teaching kids about flipping their lids? Comment below and I can continue to update this post to best help you!

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Teaching Kids About "Flipping Their Lids" - The Responsive Counselor

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How to help your students understand what "flipping their lid" means and gain their investment and excitement in calming their brains down!

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For families with younger children

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Identify primary classroom needs and what growth will look like in the classroom upon implementation of universal strategies targeting biopsychosocial needs (social emotional, sensory, biological, psychological and social competency).

Utilizing information founded in evidence based supports and strategies, staff will be able to implement 2-3 strategies targeting biopsychosocial needs (social emotional, sensory, biological, psychological and social competency) both proactively and reactively.

Utilizing information provided, staff will recognize signs of dysregulation and escalation and describe how to respond appropriately in order to provide immediate and ongoing support.

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Free Resources - the impact of trauma on the developing brain

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Credit: Julie Severns

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Brain breaks are short mental breaks taken throughout a lesson or academic activity. They help children remain calm, focused and engaged, and they’ve been

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Say: “You are {state observable behavior}, we need to sit/ lay down, and take a breath. When you can take 2 breaths with me, we can make a plan.”

Do: Join student, offer fidget box if appropriate/safe, offer deep pressure strategies

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Teaching and supporting the use of breaks

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Teaching and supporting the use of breaks

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Terminology to support breaks

Break considerations

Elementary break visual

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Alternative Engagement & Effective Redirection

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Alternative Engagement & Effective Redirection

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Free for all resources

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Are you struggling with Children with big emotions. . . Overwhelmed administrators. . . Teachers burning out. . . Students feeling unsafe. . . Teachers

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Strategies for De-escalating Student Behavior in the Classroom.pdf

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Neutralizing Routines PAR & TRY Printables

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Neutralizing Routines PAR & TRY Printables

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EC: Neutralizing Routines

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KRESA's Good books and smart listens padlet

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KRESA's Good books and smart listens padlet

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Calm The Chaos Facebook page

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Ball in a Box | Hands-On Grief & Loss Activity by The Reading ...

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Found on Google from teacherspayteachers.com

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De-escalation: Continuum of Responses Example

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De-escalation: Continuum of Responses Example

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EXAMPLE Continuum of Responses - Google Docs.pdf

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The Road to Rational Detachment | Crisis Prevention Institute (CPI)

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An exciting trip I took expanded my love for the concept of Rational Detachment.

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Early Childhood Teacher Triggers (Hot Button Activity)

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Ideas to create a self-care plan (Early Childhood)

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Searching for connection podcast episode: Robyn Gobbel

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Searching for connection podcast episode: Robyn Gobbel

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We are always searching...and yearning...for connection {EP 28} - Robyn Gobbel

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< PreviousNot flipping your lid…when your kid flips theirs {EP 10}Next >Focus on Arousal…Not Behaviors (Part 1) {EP 4} Transcript Click here to read Robyn Gobbel: Scientist, researcher, and academic […]

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Attention is a need (Blog post- Robyn Gobbel)

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Attention is a need (Blog post- Robyn Gobbel)

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Attention is a Need. How to Ensure Our Basic Needs For Attention are Met

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Teach your child not to be ashamed of needing attention so that they can notice the need and ask for it in a way that is connecting.

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*These have been developed for early childhood programs, but may be applicable or helpful for older students with differences in skill development.

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Regulation and Targeted Strategies in the classroom

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Regulation and Targeted Strategies in the classroom Helping ourselves and our students be ready to teach and learn https://docs.google.com/document/d/1atKkNqV3ejCToR-R2XzXoxvH84PiBZ_Ia1NhOVVd6S4/edit#

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Printable Qr code

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As you work to incorporate regualtion strategies, we'd love your feedback to share with others.

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Audible

Dr. Jody Carrington

Amazon

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Teachers show up in different forms and in many chapters of a child's life. Teaching is literacy and numeracy, but most importantly, it's showing up with your whole heart. It's walking kids - and yourself - through the hardest conversations about trauma, loss, grief, racism, or violence. As we work to piece together our education system in the fallout from the global pandemic, the focus must be on the teachers. If the people in charge - those teachers - aren't OK, the students don't stand a chance.

Dr. Jody Carrington and Laurie McIntosh bring together theory and practice, weaving the science of human development with real-life stories and tangible strategies told by those most qualified to share them - our teachers. This book is for those who need a place to land when they want to be reminded that, simply by the choice of their profession, they are a powerful force in shaping our world.

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Check out this great listen on Audible.com. Teachers show up in different forms and in many chapters of a child's life. Teaching is literacy and numeracy, but most importantly, it's showing up with your whole heart. It's walking kids - and yourself - through the hardest conversat...

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2024 2025 Conflict Resolution & De-escalation

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2024 2025 Conflict Resolution & De-escalation

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2024 2025 Conflict Resolution & De-escalation

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SWPBIS Culturally Responsive Field Guide

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SWPBIS Culturally Responsive Field Guide