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Unsettling was what I first thought when I read the introduction. Oprah's story is very sad. It's amazing how traumatic childhood can be, even until adulthood. The hope is found that our minds can be changed and we can unlearn the terrible things we may have had to learn. We have learned so much more about children's brains and adult brains. I am ready to dig deep.

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I think safety and having children's needs met play a bigger role than I even originally imagined. Giving kids a safe place to share, talk, get a hug, and work with each other is foundational. Our lower brain is looking for safety, security, and belonging. We need to spend time creating this. This might even be an argument for more looping grades with classrooms--to build that strong, stable, connection with kids-- only 9 months might not be enough.

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I believe in relationships with students. But the most important ones are with their peers. I don't have 21-25 best friends but I do have that many acquaintances that I'm kind too. I offer a weekly student of the week where the end is lunch in the classroom with two friends. I think that builds social connections. I offer it first to new students then go through the students A-Z. We have circle time to share who we are with each other about once a month. I try to keep partners varied and random so students can get to know each other better. I try to encourage students to work with my guidance to solve conflicts and come up with their own solutions.

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Oprah has spent her life sharing stories of not only her abuse but also the abuse of others. This has allowed others to see that trauma and abuse are more common than people tend to be aware of and how it can affect the brain. Seeing how successful Oprah became gives me hope that with proper understanding, help and care children can overcome their trauma and this book will help me better understand what might be going on in with some of the children in my classroom.

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It is important to realize that people who have suffered a trauma can be triggered by things that seem "normal" to others. In the classroom we often see kids who become upset and angry at the drop of a hat. Instead of giving consequences or blaming them we need to take some time to evaluate what was going on at the time and look for a pattern to determine a root cause for their behavior. Then we can eliminate their trigger and begin to make a connection with that student we might be able to give them back their basic feeling of safety and security.

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As a teacher most of us realize how important relationships are to our students. One thing that is helping the students foster new relationships is when the students play board games together. Since they are in random groups and given a game to play this is helping them make connections with someone they might not have interacted with under other circumstances. It is also helping my new students regardless of what language they speak to feel welcomed into our classroom. I think that this time is as important to our classroom as math or literacy.

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In my room we do a mindfulness activity at the start of the day, after specials and recess. This helps them to release any feelings that might be lingering from an event that took place during that time. I have noticed that they are far more regulated and ready to learn when we take part in that activity than if it is skipped. I also have a calming area when students can choose to use as needed. It includes a couple of fidgets, a figure 8 to trace and some breathing exercises.

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It is important to get to  know the students and understand them. Building a good relationship will help the student feel safe and secure. Students will hopefully want to talk and process their trauma in a safe environment. 

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It is important to get to  know the students and understand them. Building a good relationship will help the student feel safe and secure. Students will hopefully want to talk and process their trauma in a safe environment. 

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Michelle P

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In my classroom and in life I try to recognize that each person is unique, and what fills their relational bucket may vary. I try to pay attention to their needs and preferences . Hopefully, this will cultivate strong, positive connections.  I believe by  building positive relationships, I can contribute to a nurturing educational environment that not only supports academic growth but also helps students develop socially and emotionally. M Passeretti 

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In my classroom and in life I try to recognize that each person is unique, and what fills their relational bucket may vary. I try to pay attention to their needs and preferences . Hopefully, this will cultivate strong, positive connections.  I believe by  building positive relationships, I can contribute to a nurturing educational environment that not only supports academic growth but also helps students develop socially and emotionally. M Passeretti 

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I try to encourage peer relationships. We do a lot of group projects and I facilitate activities that promote teamwork and collaboration among students. I encourage students to support each other and each other.

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Trauma in the early stages of life can have huge impacts on the way we see the world and the way we function as adults. We can add new experiences and new positive neuropathways, but the trauma is still there. This is why it is so important to think about the cause of behaviors, and what can be done to create new connections.

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The introduction made me so very sad. To hear what Oprah went through as a child was hard to hear. I know many of my students have been through similiar trauma in their lives.

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What this quote means to me is we need to provide a safe and caring environment for our students. They need to feel heard and they need to feel consistently cared for. Building relationships needs to come before any academics If a student does not feel welcomed and cared about, they will not put forth the effort to do well in class.

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My bucket fills when my students finally say, "I understand, I finally get it, or...I was never good at.... Now I am!" I also fill my relational bucket by working out with my husband or daughter, having snuggle time or long talks.

I am realizing that I need to provide some supports to students around how to fill their relational buckets. There's so much that we have to get done in the day that a lot of times theres not a lot of time for this.

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When we play games and cheer each other on. When we have accountable talk and we help others by asking them questions or guiing them to the answer in the text. My students also love to help each other use their checklists to double check their work. They encourage each other and depend on each other.

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This was hard to read, but really helped me to understand my students and myself.  There was hope in this introduction.  "This is where hope lives for all of us--in the unique adaptability of our miraculous brains."  

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This was hard to read, but really helped me to understand my students and myself.  There was hope in this introduction.  "This is where hope lives for all of us--in the unique adaptability of our miraculous brains."  

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This was such a "WOW" moment for me.  To think that what we know is right for babies is actually what is vital to their brain development, seems so crucial now.  Infants must feel safe! And therefore, so do our students.  They need to feel like their needs are met.  A teacher is so much more important than I realized.  It's our job to make them feel comfortable, loved, safe, a vital part of the class.   That teacher/student bond is absolutely important.

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This was such a "WOW" moment for me.  To think that what we know is right for babies is actually what is vital to their brain development, seems so crucial now.  Infants must feel safe! And therefore, so do our students.  They need to feel like their needs are met.  A teacher is so much more important than I realized.  It's our job to make them feel comfortable, loved, safe, a vital part of the class.   That teacher/student bond is absolutely important.

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Relationships have been at the forefront of my teaching for the last few years. I have come to realize how important relationships are and how much they can impact students. I have had students with lots of behaviors and I saw improvement in those behaviors once I started building strong relationships with them. My students saw that they could trust me and that the love I had for them would always be there. I love hearing the story about Mama P and how she uses her love and her relationships to change the lives of others. She is very inspiring!

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I use a lot of regulation strategies in my classroom for learning and for behavior. I try to take note if students become dysregulated during lessons or activities, and I give them a wiggle break or a calm moment. I have done a lot with regulation for behavior inside the classroom. I have students use my calm corner if they need regulation time on their own. Some of my students need co-regulation, so I do rhythmic movements with them such as clapping or a mirror activity. These strategies help my students get back to a state where they can learn.

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I've been doing work with NME for 5 years now, and what I consistently come back to is grace. This book gives me a great deal of grace for our students. It also helps me understand how the brain reacts to stress or early trauma and helps clarify how what happened to us in the past shapes who we are, how we behave, and why we do the things we do. This book also gives me hope. Hope that with the help of us, the adaptability of our students' brains can overcome anything they've been through.

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This chapter focused on the brain's development from the bottom up. It has helped me understand the importance of the first two years of life and how our brain can organize based on those experiences. It makes me wonder what first two years of my students lives have looked like.

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The fact that are brain is organized to feel before we think shows the importance of knowing how to regulate and engage the lower parts of the brain before we get into the upper parts of our brains.

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The introduction really reminds us that there are so many things that our children (and other adults we encounter) experience and have experienced that we may never truly know about or understand. Being curious about what others have experienced instead of making judgements or assumptions can help us to understand ourselves and others better.

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This quote makes me think about what areas of the brain my students are primarily living in as they come in the classroom in the mornings, from lunch/recess, from a difficult interaction with a friend or teacher etc. It also instantly makes me think about what I could be doing in the classroom to address the lower "less smart" brain in order to get to the higher "more smart" brain just as we start our day or switch classes.

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I fill my relational bucket by talking on the phone with friends, texting memes or hugs. I know that connection via talking is really important to me and so is the way in which I converse with others.

To help fill my students buckets, I allow my students to choose how to greet me (hugs, high fives, waves etc.) when they come in each day. I also give them the opportunity to share stories and connections to our learning each day as well has to have time to connect with other students as well in the way that makes the most sense to them.

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I fill my relational bucket by making time to work out with friends during the week and by having at least an hour of no technology time with my son and husband. I also make plans with friends and my family on the weekend to spend time together. I help my students fill their buckets by spending time with my students one on one and in groups. I also go out to recess and to lunch to connect with students.

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I use NME principals in my work everyday. My job is to help students regulate when they are in the lower parts of their brains I use the 6 R's to help students regulate. I use a lot of rhythmic engagement through walking, swinging, dancing, and breathwork.

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The concept that everyone has been through something and has their own experience of the world (and how they fit into it) is very powerful. I hope it provides people the ability to take a pause and process their own experiences and also provide time to ensure they are recognizing others' perspectives. Hopefully by doing this, we will give one another a little more grace and connect to each other more purposefully.

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The understanding that we are processing information systematically (from the bottom up) gives a great deal of insight on how to recognize your brain's level of regulation. When one can notice their behaviors and how it is affecting their processing/responding to information then we can advocate for what we need. Coping strategies and communication can be implemented more productively.

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Relational rewards of course happen with family and friends. In regards to the profession of teaching, it is super empowering and rewarding to connect with students and families (usually during parent-teacher conferences). I enjoy sharing out the time of the block in which students are successful and what their next steps are. It is then very helpful to provide positive reinforcement in a timely manner for the student when you notice/name when they are improving upon their next steps.

Also, conferences are supportive in getting more insight into the familiy's dynamics (siblings/previous schools/academic experiences). All of this provides a great sense of relational opportunites that help us develop a relationship throughout the rest of the year.

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The quote makes me think about how us as educators need to make sure that the needs of the lower, "not so smart" part of our brain need to be met before the top, "smart" part of our brain can learn. This comes down to making students feel safe, calm, and cared for. That should be our priority. Once these needs are met, students will be able to access their cortex and learning is possible.

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One thing that occurred to me as I read this is that for many of our students it isn't what happened to you, but what is happening to you? They may be in the middle of the trauma, and whether it is something we can do something about or not (reporting, counseling, etc.), we can show care and compassion, even among difficult behaviors.

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The introduction was very eye opening to hear what Oprah went through as a child. I also don't think the majority of people realize the significant effect trauma in the early stages of life can have. The overall impact can be so powerful as they get older and try to make sense of the world.

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I think we need to make sure that as educators we are doing everything in our power to make sure we have an enviorment where kids feel safe and loved. Kids cannot learn or even begin comprehending content if thier basic needs are not met. Relationships are key, especially in kids who have experienced significant trauma. This also reminds me off the saying: Connection over correction. I think that should really be taken into consideration when a child is "misbehaving" and we are trying to figure out how to handle everything. (J.Miller)

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I fill my relational bucket by spending time with friends and family or talking to coworkers.

I try to give my students time to connect with each other everyday. I also try to talk with my students about whatever is going on at the time (holidays, weekends, lunch, family, etc). I think it's important that on top of our academic time, we are also giving our students time to just be kids. To laugh and play with each other, to talk and get to know each other on a deeper level. I do not think they're able to get all of that during lunch and recess so it's important to try and incorporate it as much as possible in the classroom. It's very easy to get caught up in all the content and forget that our students are still just kids. (J.Miller)

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I do my best to encourage peer relationships and teach student how to problem solve and use strategies that don't invovle telling the teacher anytime there is an issue. Our SEL block is a great way to incorporate many of these strategies and to give our kids time to play and have fun.

I also work really hard to foster relationships with my kids and create a classroom enviornment where they feel safe and loved and are able to learn. (J.Miller)

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I think we see this a TON at the middle school level. Students who get stuck processing in the lower parts of the brain cannot engage in the already challenging executive tasks of the cortex. Students who have experienced trauma (and that includes all of our students who survived the pandemic or poverty at home), may just need extra time and encouragement to move out of the lower parts of the brain. But with safe environments and supportive relationships, we can help them start to fill in the gaps of their emotional and regulatory development.

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I fill my relational bucket by spending time with my family and friends. It helps to spend this time doing things together that we mutually love, such as playing sports, backyard BBQ's, going to restaurants, camping, etc. As for my students, it's nice that PE usually is a very relational space. Students have time to work with partners or teams on a daily basis. A big part of my instruction, is making sure that these relational experiences are always supportive and respectful!

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The introduction was interesting. I never knew about the abuse Oprah went though. It hit home when she stated that she is a people pleaser. I have spent way too much of my life doing that, but have just recently come to see that the only person who I am letting down in pleasing others all the time is myself. I lose who I am when I work on only pleasing others around me.

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I think this is a great thing to keep in mind that students' first reaction is to react. It makes me wonder that if we get to know our students and see them going into an upset state or something similar, if we say something like, "stop, think about what you are doing" or something like that...does that help or hinder? I think it will make a difference on who is saying it and when but I just wonder what we can do to get people to think before acting and feeling.

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I build my relational bucket through a number of ways: time with family and friends, time alone running, reading, making music, participating in a choir. In the classroom, I believe that community building and relationship building begins on day 1 and ends on day 180. Daily activities that engage students in discussion, encourage their creativity, and include opportunities for them to connect, express themselves, and bring their whole self to the classroom are essential for helping students build those positive connections at school.

They can't be forced to connect, but I can build opportunities every day for them to connect those relational buckets.

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Trauma-informed practices have become the heart of my classroom. As a music educator, I have a unique opportunity to incorporate rhythm, repetition, and relevance into each day's lesson. I begin every day with community building questions and plan daily, weekly, and quarterly community building activities that continue and progress throughout the year. While it takes a lot of class time, I see it pay off in the way that students interact with each other, support each other, and work together.

Now, they're still middle school students who struggle with the changing social landscape of their lives, but I know that I see different behaviors in my class and different levels of effort because of the ways that I try to include and speak to each student each day.

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I work to build relationships with my students through our morning connection time, non intrusive touch (hand on a shoulder- hugs if they want etc.) as well as weekly hot chocolate dates later in the year. We talk about our feelings, new concepts or ideas as they come up in class organically. I think this helps students to feel valued and seen.

I fill my own relational bucket by making sure I have time to connect with my kids- we go on walks, read together or just go for a drive to pick something up. Having that dedicated time helps us to fill our buckets.

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Luckily, PE is a great space to incorporate relationship building between students and between students and myself. PE is relational in nature, as we work with partners and in teams most of the time. With that though, it is vital to teach students about respectful relationships, teamwork, cooperation, and sportsmanship. This helps ensure that these relational experiences are positive for everyone.

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I was making a lot of connections while reading this chapter. Not only in my own life, but also with my family, friends, and students in the classroom. The example of the old spice trigger was very interesting and made me think of a student who I have struggled in finding what triggers them. 

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I was making a lot of connections while reading this chapter. Not only in my own life, but also with my family, friends, and students in the classroom. The example of the old spice trigger was very interesting and made me think of a student who I have struggled in finding what triggers them. 

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I appreciated Oprah sharing her story. In a lot of ways, it opened up the door for me to read this book in a different light, knowing that she has been their herself. 

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I appreciated Oprah sharing her story. In a lot of ways, it opened up the door for me to read this book in a different light, knowing that she has been their herself. 

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When I read the introduction I was amazed how quickly I was transported back into Oprah's life and of her memories of being punished/whooped by her grandmother. It was also very interesting to see that these conversations between Oprah and Dr Perry have been on going and that the "need" for these conversations to continue was the spark that lead to the writing of this book. I will be eager to see how these anecdotes that she relates to Dr. Perry will help me understand how trauma, backgrounds, stress and developement has impacted me and how it impact the students I serve.

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How early memories play a disproportionate role in shaping an our behavior, our personality in avery intense ways. These memories are like the building blocks and foumdation in how we respond and interact in our futures when dealing with life's circumsatances, whether these be good or bad. I was even more intrigued how our sensory memories impact how we recieve information and how our body and mind "auto" responds.

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I thought it was insightful on how the impactful reward is a connection that is relational. This made me think of my own experiences with teachers in the past. I really didnt always care for math or social studies all that much but what did seek was the relationship that I had with the teacher. I didnt want to attend class because I wanted to hear about imports and exports. I wanted to attend my social studies class because of my teacher and the connection I had with her and because I thought she valued, cared and "liked" me. This was relational reward that was not present in my other classes nor had I ever felt in the past. I am able to fill my relational bucket by my activities with friends, fellowship with common activities or around food, various self care routines, connections with other mothers of athletes and with my children. Utilizing a closed mouth friend is also helpful when I need to vent or to release toxins from the workplace that I do not want to bring home or have interrupt my peace.

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After reading just the introduction I was already reevaluating my perspectives on adversity. I loved the emphasis on shifting the question from "What's wrong with you?" to "What happened to you?" Not only in the education world but also with our own personal understanding of who we are as people. Oprah talked about how everyone’s trauma and childhood experiences shaped us as individuals. It makes you then shift in how you responded to others' behaviors and struggles

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As educators, this suggests that understanding the different levels of the brain's processing can help us implement more effective teaching methods specific to our students needs. The need to address the emotional aspects of our students is essential before engaging the cognitive parts of their brain. As educators we may need to consider including more emotional components into teaching practices to build deeper and more meaningful learning experiences for students.

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This chapter really highlighted the importance of relationships and how they in themselves can be a form of regulation. It builds on our knowledge of the importance of building relationships with our students. I can see it in my own classroom when the students earn a reward, they will often choose having lunch with the teacher. It really goes to show that relationships are the most powerful reward.

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In the beginning of "What Happened to You?", Oprah Winfrey and Dr. Bruce D. Perry talk about how tough things that happen to us can affect us. They want me to think differently. Instead of asking, "What's wrong with you?" they say we should ask, "What happened to you?"

They explain how understanding and caring about what I've been through can help me heal. They talk about how our brains work when we go through tough times and how this affects how we act.

The introduction reminds me that everyone's experiences are connected, and it's important to be kind and understanding. It invites me to learn more about myself and others as I read on.

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This intro was pretty heartbreaking.  I knew Oprah had a dysfunctional childhood but had no idea that it was so violent and traumatic.  I thought it was interesting reading her account and Dr. Perry's, to see how far we have come in terms of research into and awareness of childhood trauma.

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This intro was pretty heartbreaking.  I knew Oprah had a dysfunctional childhood but had no idea that it was so violent and traumatic.  I thought it was interesting reading her account and Dr. Perry's, to see how far we have come in terms of research into and awareness of childhood trauma.

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In reading through the introduction, I found a sense of awe to learn that someone that has been held in such a public eye, has experienced such trauma. It was sad to learn, but also a reminder that trauma does not define who we are and we all have the power to overcome. I also am amazed at how changing the phrase, "What's wrong with you? to What happened to you?" has such a powerful impact. I look forward to engaging more with this book and future resources.

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The quote " Our brain is organized to act and feel before we think", helps me to remember that if a student is not feeling safe within my classroom for whatever reason, it is unrealistic to expect them to engage with the work at hand. It is important to be able to recognize where a student is at and to understand that they may need some time to regulate before being ready to access the academics at hand. With this, I also try to remind myself that we all have things that trigger us and just because an event is not triggering for ourselves, it might be for a student. (As in the example of the teacher's deodorant being a trigger for the one student).

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I fill my relational bucket by spending time with friends and family. This was one of the reasons that I returned to the work force several years ago. After working from my house for 15 years, I realized that my relational bucket was empty. I rarely left the house because it had become my only focus (work, family, kids, etc). By working outside of the house, volunteering, and tinkering with other hobbies, I have had the opportunity to expand my interactions with others and have allowed my bucket to overflow. From this experience, I have found one way to help students fill their buckets is to encourage them to try new things and to go outside their comfort zone. In doing so, they have opportunities to meet and connect with others that they might not have met before. I also have an open door policy with my students and they know that they are welcome to join me for recess at any time. During SEL I encourage students to play games, sometimes with friends, and sometimes with assigned seating groups. This allows them to continued to develop their friendships, as well as gain skills in interacting with others that they may not have always chosen to be with. I feel relationships are key in surviving life!

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I feel one strategy I use is being me in the classroom. I am open and honest with my students. I am transparent with them, and I try to share my experiences in life without oversharing. But, I feel this helps them to recognize that we are all human, have all had experiences (good and bad) that shape us to be who we are. I provide opportunities for students to just be in my class, a few minutes here, a few minutes there, to socialize, interact, and regulate as needed. I am hopeful to be more intentional in my classes in teaching regulation techniques that students can have as tools for their own futures.

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As a teacher, this quote is so resonant, because it explains why our students have such outsized reactions to sometimes small upsets or inconveniences. It makes sense that students are often so reactive, because they are reacting well before they are thinking and rationalizing about something.

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This is one area of my life I'd like to work on more. I move around a lot so have a good network of local friends is tough. I do have some very close friends to call though when I'm distressed. I try to fill my students' buckets by being encouraging and not just connecting over academics, but asking about their home lives and their interests.

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With my own students, I have a rule for myself to never, ever show personal dislike or negativity toward a student, even if I find them unlikeable (I know that sounds horrible, sorry!). No matter my personal feelings, I always show happiness to see them each day, and positivity surrounding our interactions. And it makes a big difference! I've had some really difficult students over the years who went out of their way to push teachers' buttons. So I've gotten a lot of practice! It's an essential practice for frustrated teachers.

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I believe having positive relationships directly relates to our own happiness. I see that in my personal life and with our students. My biggest tool as a teacher is building relationships with my students. Sometimes it can take all year but the students want to trust someone and want positive relationships. Even if they show otherwise. I also have realized the importance of helping students reflect on their own personal friendships. It middle school it can be hard because they want to be perceived as having a lot of friends but they don't recognize the lack of quality in their friendships. As I have gotten older I have also realized this. I fill my bucket by surrounding myself with relationships that support me in different ways.

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One way I love to build relationships with students is by attending events that are important or meaningful to them. The students really love to see familiar faces in the crowd.

I also love to play our SEL games with them. It is a fun way to build relationships and to have students build trust with you and their peers.

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I fill my relational bucket with activities with my family. We love to hike, take long walks and go on trips together. When I am having trouble connecting with a student, I check in with them to see what they like/dislike and try to figure out their love language. Do they need more of my attention or do they need words of affirmation. 

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I fill my relational bucket with activities with my family. We love to hike, take long walks and go on trips together. When I am having trouble connecting with a student, I check in with them to see what they like/dislike and try to figure out their love language. Do they need more of my attention or do they need words of affirmation. 

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I think this concept changes engagement with each student. Understanding that the power struggle isn't with you but within themselves is important. Giving a student time to calm down relate to them (everyone has not so great days, even the teacher) can help. 

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I think this concept changes engagement with each student. Understanding that the power struggle isn't with you but within themselves is important. Giving a student time to calm down relate to them (everyone has not so great days, even the teacher) can help. 

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I try to make my classroom a very welcoming, warm and inviting place. Routine and "it's okay to be wrong, we are all learning" are things you will see everyday. When a student comes in dysregulated, they know what to expect in my classroom and with other students (usually kindness). 

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I try to make my classroom a very welcoming, warm and inviting place. Routine and "it's okay to be wrong, we are all learning" are things you will see everyday. When a student comes in dysregulated, they know what to expect in my classroom and with other students (usually kindness). 

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I think, from the very beginning, in Chapter 1 we are challenged to think about how we see children and the challenges they have faced in their lives or are currently facing. We are challenged to think about what has happened that day or in the past to cause the behavior we are currently seeing. 

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I think, from the very beginning, in Chapter 1 we are challenged to think about how we see children and the challenges they have faced in their lives or are currently facing. We are challenged to think about what has happened that day or in the past to cause the behavior we are currently seeing. 

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kk

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I use repetitive rhythms with clapping, or slapping our knees. Sometimes we do a skip counting around the room. If students are really disregulated (like after a crazy recess) we stop and draw together. Brain breaks with movement or breathing exercises also help.

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It's important for us to know that sensory input starts at the bottom of the brain and travels up and out. Our students respond to the sensory input, and we might not understand why they respond in a certain way. Students can have triggers that we are unaware of. This is why being patient, positive, and understanding is so important.

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I fill my bucket through different ways depending on what I need. Sometimes something that worked for one situation doesn't always work for every situation for me. Sometimes a hard workout helps, sometimes time with friends and family, sometimes journaling or drawing helps.

When I was in the classroom, I always had a paper for students to complete if they were upset. It was a little like a reflection but was more a way to try to give them a strategy or 2 to use when they were upset.

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When I was in the classroom, I used to do morning meeting when students first arrived. I felt like that gave me a good gauge of where students were coming in each day.

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Understanding the sequential processing of the brain, where the most primitive, reactive parts interpret and act on sensory information before higher cognitive functions are engaged, has significant implications for educators. This knowledge can guide us in creating more effective teaching and learning strategies that align with the brain's natural processes. As educators we can prioritize emotional safety. Since the brain's lower, reactive regions are responsible for initial responses to stimuli, creating a safe and supportive learning environment is crucial. Students who feel emotionally and physically safe are more likely to be calm and receptive, allowing their higher cognitive functions to engage in learning. Techniques such as establishing clear routines, building strong relationships, and using positive reinforcement can help create this environment.

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By prioritizing positive relationships and fostering a sense of connectedness, both you and your students can fill your relational buckets and experience the numerous benefits of strong social connections. These relationships serve as a source of support, resilience, and fulfillment, contributing to overall well-being and success in school and life. I do this by expressing gratitude, seeking support when I need and setting boundaries. For students I model positive relationships and pull small groups and focus on specific social skills with rewards.

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Our students need to know that we care about them with our actions and our words before before they will be able to learn from us. Building relationships needs to happen first and foremost before we jump into curriculum.

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The introduction smacked me with the realization that even though we think something won't effect a child when they're really young, if fact that's not the case. They just might not grasp what is effecting them.

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I need time to myself to recharge, but when I've been able to do that, I crave time with my family. I'm lucky to have most of my family in the area or just a phone call away.

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At the beginning of the school year, we spend time every day making sure we know everyone's name with a song activity. Then when someone new joins our class, we do the same thing so they know they're apart of our class family

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Incorporating mindfulness promotes a sense of empathy and compassion. Students who practice mindfulness are more likely to exhibit kindness and understanding towards their peers, fostering a more inclusive and supportive classroom culture. This is crucial to school culture when dealing with conflict in the Dean's office.