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It's alarming that 1/3 of our kids could have experienced trauma by 4.  When you consider some of my students are 12, that number could be much higher. I also think it's interesting what kids consider trauma- things can look/seem much different to a kid than an adult would see it.  Teaching kids to trust adults after a traumatic experience is so important.  With 500+ kids in my care once a week, it can be hard to build that relationship, but I start by trying to call kids by their names.  Then I try to learn a little something about each kid- likes, hobbies, etc.  Add to the kids that are in the trauma category, the kids that are just plain starved for attention and void of positive adult interaction at home- parents that are overworked, stressed, neglectful, or addicted to their phones, and you have a lot of kids that are seeking something from the adults they spend their day with.  That leaves us with the role of nurturing as well as teaching and sometimes the teaching can't happen until the kids feel nurtured.

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I am trying to form a positive relationship with all students from the first day of school.  As a teacher you never know what trauma a child has gone through in their young life.  I would like to try more of a think-pair-share activity in my lessons. And I use some of the whole brain teaching for rules and cues.  I feel it is effective most of the time.

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Establishing a good relationship with each student during those first days is so very important. during the first week of school one of my students had her Grandpa die and this was very traumatic and sad for her. I was in contact with her mom, gave her extra attention and allowed her to stay in from recess and "hang out " with me. Our students are experiencing things in their lives that we as teachers need to be aware of. This year I am implementing a "Growth Mindset Program" which helps students relax, feel good about themselves, and help them remember its o.k. to make mistakes and struggle a bit, but you need to keep trying.

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Establishing a good relationship with each student during those first days is so very important. during the first week of school one of my students had her Grandpa die and this was very traumatic and sad for her. I was in contact with her mom, gave her extra attention and allowed her to stay in from recess and "hang out " with me. Our students are experiencing things in their lives that we as teachers need to be aware of. This year I am implementing a "Growth Mindset Program" which helps students relax, feel good about themselves, and help them remember its o.k. to make mistakes and struggle a bit, but you need to keep trying.

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A and B). I will work on using some new strategies and techniques in my room this year from this article (practice breathing - even when not upset and daily check-ins). C). I knew about trauma and how student act out towards their teacher or others that work with them. I knew how important it is to build those relationships! I found it interesting how they talk about building those relationships. This is something I attempt to build with my students from day one. I found some interesting new ways that I can communicate with my students and new ways I have never thought of to help my students who are in crisis. I think letting them know that having emotions is okay, but how we deal with them is important. I think I did some of these things, but it is always great to have the reminders. I think them knowing you care has been very beneficial in my classroom. I hope to spend way more time with my students then I currently have this year.

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#1)  Using the data from the article, 8 students (26%) in my classroom have witnessed or experienced an accident, medical procedure, community violence or maltreatment. #2) Trauma-sensitive students do better when they know what to expect, so I will try to follow routines and have consistency when planning lesson sequences. #3) I will try to encourage students to "look inside themselves and notice what's going on." I think this would be effective for many different behavior modification.

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3 things that stood out to me in this article: 1. A child's brain changes because of trauma. These changes affect a child's ability to pay attention, control their emotions/behaviors and form positive relationships. Note to me: I need to find out a child's background to see if that is the cause of behavior in my classroom. 2. Knowing a child's history will help me to be objective and not personalize a child's behavior. 3. Most trauma a child experiences comes from a caretaker. All of these things tell me that I need to find out a child's history (if available) to help me help them.

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September 2016 | Volume 74 | Number 1
Relationships First Pages 16-20

Eric Toshalis

To get behind our students, we need to show them-not merely tell them-that we care.

Before I became a teacher, I worked in food service. I loved it. I was part of a high-functioning team in a dining hall that served three meals a day to thousands of hungry undergraduates. Each summer we transitioned to hosting conferences, during which we served cardiac surgeons, cryptographers, cosmologists, and cheerleaders. We worked long hours, made messes, served healthy and delicious food, and always left the kitchen at night as clean as we found it in the morning.

There are lots of reasons why I loved the work-so much so that I almost chose it as my career rather than education. In particular, one practice I learned in the kitchen taught me a lot about care. The practice is just two words: "Behind you." It's what every person on the noisy kitchen floor is taught to say as they carry scalding water or sharp knives while maneuvering around others. "Behind you," we'd say in that dangerous environment, to alert others that we saw them, that we recognized their vulnerability, and that we would keep them safe by letting them know we were there.

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September 2016 | Volume 74 | Number 1 Relationships First Pages 16-20 Eric Toshalis To get behind our students, we need to show them-not merely tell them-that we care. Before I became a teacher, I worked in food service. I loved it.