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Mindful moments, breathing or meditation to learn to clear minds of stressors or negativity

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Incorporate more visual directions and sequencing

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taking note of the needs and strengths of learners with cards and journaling about them to reinforce relationships

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The importance of breathing strategies

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Working on emotional literacy skills

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Establishing a consistent routine with listening to music and drawing, breathing techniques, empathy skills, and explaining the why these skills and techniques are important.

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Greeting our learners as they arrive into the building, into our rooms, and being a positive influence in the halls during transitions. Dismissing learners from the door with positive words for their next experience- next class, recess, lunch etc.

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That learners acting out usually means that they are missing a skill. (The 7 skills; confidence, empathy, self-control, optimism, perseverance, curiosity, integrity)

And the fact that we can identify which skills they are lacking with the means of teaching them those skills.

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Books!!!! 3x5 cards

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We need to explicitly teach learners with learning the skills they need to further develop.

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Helping learners rehearse a skill - not just verbally telling them how to change a behavior but to model it and practice it.

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I try as much as possible to use the “Plan B” that is collaborative problem solving with the learners.

But I should let them come up with solutions first rather than list solutions. That way they are practicing problem solving AND collaboration. Rather than me listing solutions and them picking the one that suits them best.

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Being talent scouts. Figuring out all the kids talents and skills, so that we can help them bloom and always have them to fall back to when in need. Give them confidence, let them feel seen

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The 100% project- who is the adult in school that you can go to that you trust the most.

For me the connectedness and having a "person" at school has always been a goal. In the many years I have worked at CRCS I have been proud of the connections I made with learners. When I worked at Dimensions I had a group of learners who were not in my learning community or academic classes that always knew they could come to me for help, a break, or connection.

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more mindful of noticing and understanding the skills learners are lacking.

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Making sure that when I am handling big behaviors that I have the adult who was working with them before stay with the child and have them work on the deescalation strategies so they can build relationship.

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Between campuses doing a big brother/big sister program - More modeling of empathy

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Time: To intentionally recognize the strength in every learner that comes to my room. To create lessons plans that are rounded incorporating academic learning targets and emotional skills that are needed to facilitate empathy and confidence. To slow down and check in with my emotional and wellbeing. To make sure that I am balancing my life to make sure that not depleting and taxing myself to burn out.

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Creating a space for staff to marinate on our agreed upon methods of attack on these issues. Our bathroom has a cool nelson Mandela poster, stuff like that that we would see every day

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Utilizing older learners to build a culture of belonging and safety throughout the school (morning greeters, safety leaders on the playground)

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Every learner will succeed if they can. It is our role to make sure they have the tools they need and the environment to do so.

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Find more roles for learners to teach one another

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Coming up with a system to help with the "Alarms" before complete dysregulation that can be used between facilitators (white stapler, door runners)

Another is the Plan A, B, and C and the way we use behavior charts/incentives and how we can shift the underlying philosophy and goal behind them for the long term benefit of the learner and school community.

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Add more feeling checkins throughout the day

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Incorporate skill building during quiet time ir other parts of the day where it is intentional and part of the routine.

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Susan shared this from one of her sessions. Having a visual and a process to reflect is something that I can do when working with a learner while in the building.

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Promoting learner autonomy in the classroom and give a more sense of control to my learners

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Making a point to have conversations will ALL my learners to strengthen relationships

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Bullying and gateway behaviors. The session at 3:00pm on Saturday really challenged my thinking and brought up several perspectives I hadn’t considered before with bullying and investigating. It really affirmed the importance of relationships, connectedness, and feeling of safety but it really brought to my attention ways in which I have dealt with bullying were counter productive in some cases.

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Behavior plans - in this cycle of behaviors, feelings, thoughts - which part is the behavior plan address? Which parts are not addressed/less addressed?

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Massachusetts Agression Reduction Center (MARC) is a potential resource for staff about bullying. Many of the rresources are free, but definintely something to look into.

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I really want to attend a RULER training. The speaker’s keynote really hit a note in me. I feel that a learner’s perspective on their learning is in direct correlation to their emotional state. I would like to learn more about helping them to be their best selves and Lear what it takes to become their best selves. I attended a session on how emotions transform in adolescence. And the RULER training would allow me to meet the emotional needs of the adolescents that I work with.

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I like this WOOP resource for goal setting and building resilience. It encourages you to think about the obstacles you will encounter as you work towards a goal. https://woopmylife.org

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To really discuss situations with students when they have a certain behavior. Not to just get the behavior handled, but to help them understand where that behavior came from, why it happened and what we can do to help that behavior not happen again or less frequently.

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Teach social skills during quiet time. One per month to practice.

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We have to be regulated ourselves in order to regulate others. We are naturally wired to co-regulate. How we feel is contagious.

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Concretely identify and communicate strengths and interests of learners to others.

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Practice active listening when working with learners. Model model model even seemingly ‘easy’ or expected behaviors: making eye contact, asking questions, repeating what was said, understanding before being understood, identifying emotions

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Making the school feel safe, warm, and visually setting: clearing clutter, adding color, picking up trash, taking pride in our schools appearance, valuing our grounds and items. I think overall, it will feel calmer and less stimulating, more comfortable, and result In learners rising to the occasion and taking ownership, stewardship, and responsibility.

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Weighted blanket, weighted vest, sound machine, soft lighting, rhythm makers….

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I can host!