# data[].attributes.headline
Classroom Management Is Students' Responsibility, Too.  I was intrigued to read this article by brain experts, Donna Wilson and Marcus Conyers.  With the increased amount of time that students AND adults spend online and on a connected device, research has shown that the amount of time spent on screens may be altering how our brains work.  According to one study, by Microsoft, Human Attention Span Shortens, the average attention span has fallen to just 8 seconds (a goldfish has 9 seconds!) which seems alarming to me.  A nice quote from that study stated, “In the digital age, it seems the ability to stay focused is now a superpower.”  Educators and brain experts, Donna Wilson and Marcus Conyers stress the importance and need for teachers to teach students how to actively listen so that students can in turn actively manage their learning.   The authors specifically use the H.E.A.R. strategy, but I’m sure there are other ways to teach this as well. Selective attention and identifying what is important is crucial to students’ success which in turn leads to engaged learners and less behavior problems.  “When teachers explicitly teach students tools for self-regulation, classroom management improves.” They wrote a book that I would like to read, Teaching Students to Drive their Brains: Metacognitive Strategies, Activities, and Lesson Ideas.  How do you teach students to think about their thinking and stay focused? 

# data[].attributes.subject
Classroom Management Is Students' Responsibility, Too.  I was intrigued to read this article by brain experts, Donna Wilson and Marcus Conyers.  With the increased amount of time that students AND adults spend online and on a connected device, research has shown that the amount of time spent on screens may be altering how our brains work.  According to one study, by Microsoft, Human Attention Span Shortens, the average attention span has fallen to just 8 seconds (a goldfish has 9 seconds!) which seems alarming to me.  A nice quote from that study stated, “In the digital age, it seems the ability to stay focused is now a superpower.”  Educators and brain experts, Donna Wilson and Marcus Conyers stress the importance and need for teachers to teach students how to actively listen so that students can in turn actively manage their learning.   The authors specifically use the H.E.A.R. strategy, but I’m sure there are other ways to teach this as well. Selective attention and identifying what is important is crucial to students’ success which in turn leads to engaged learners and less behavior problems.  “When teachers explicitly teach students tools for self-regulation, classroom management improves.” They wrote a book that I would like to read, Teaching Students to Drive their Brains: Metacognitive Strategies, Activities, and Lesson Ideas.  How do you teach students to think about their thinking and stay focused? 

# data[].attributes.attachment_link.title
Human Attention Span Shortens To 8 Seconds Due To Digital Technology: 3 Ways To Stay Focused

# data[].attributes.attachment_link.description
The rise of gadgets in the digital age has led to a decline in human attention span, which is less than a goldfish.

# data[].attributes.headline
Social-Emotional Learning Starts with Adults

# data[].attributes.subject
Social-Emotional Learning Starts with Adults

# data[].attributes.body
This article caught my eye after taking the district survey last week. I found the practices suggested in the article very interesting. First, mindful breathing was suggested. I recently started doing yoga for the first time ever, so I immediately thought, "hey I can do that!" Why not do this with my students as well? It's easy to see when they have stressed looks on their faces, so stopping and having the whole class do some mindful breathing, then encouraging them to use the technique on their own could be very helpful to get them through what can often be a demanding day for a child. Second was the "three T's activity" (engage mindfully during Tea Time, Transitional Time, and Toilet Time). This is something I need to work on myself first, however I think this would not only help students, but also encourage peaceful transitions in the classroom. Third was 'seeing yourself in others.' The article suggests sentence starters to use while breathing to put yourself in the shoes of a student, parent, etc. This could definitely help before a potentially stressful parent phone call. If we are practicing mindfulness ourselves, then modeling it for our students, I think it would make a huge difference in the classroom. If we are holding onto stress, the students catch onto that, and they can become stressed as well.

-Steph Heffner

# data[].attributes.headline
Social-Emotional Learning Starts with Adults

# data[].attributes.subject
Social-Emotional Learning Starts with Adults

# data[].attributes.body
Many of us already know that teaching is a very stressful job.  We also know that if we don't take care of ourselves first, everything and everyone around us will suffer, including the children we teach.  We know this, but more than likely we do not practice what we preach.  We take care of everyone else, and if there is time leftover, we spend it on ourselves. This was my mindset for years, but more recently,  through much practice, I know I must take care of myself to make those around me happy.
I agree with the three wellness practices stated in the article.   Mindful breathing, the three T's, and seeing yourself in others are three very easy steps to begin to bring emotional destressing to our crazy career.
You need to start slow.  I started with the  mindful breathing a few years ago.  Taking a few minutes and a few deep breaths can bring you a sense of calm.  I recommend the calm app or the insight timer app.  Both of these are quick and are easy ways to bring attention to your moment and prepare for the day.
The three Ts might seem impossible to do during our busy day, but they are not.  Take a moment during your planning or lunch to just be in the moment and enjoy the peace in your room or even in the bathroom as the article mentioned.  Many  days I sit in the quietness of my office and take the time to eat a peaceful lunch.  Trust me, the work will still be there when you are finished.
Maybe it is time Shiloh Hills starts our school day with mindful breathing as a group. Anyone on board?

# data[].attributes.headline
Classroom Management is Students' Responsibility, Too!

# data[].attributes.subject
Classroom Management is Students' Responsibility, Too!

# data[].attributes.body
I have been teaching for almost 15 years, so I feel as though I have classroom management under control. However, it was a great reminder that management isn't just on me, but on the students as well. I LOVED the part of the article that discussed the HEAR approach. So many times a day I am reminding my students to listen and focus. This part of the article made me think, do students really know what it means when I say listen or focus or pay attention? Maybe I need to teach them what this means and looks like rather than just using these phrases. I like the idea of teaching what it means to be an active listener. Sure, it would be best to teach it during the first week of school, but I think it can be implemented any time. Look for the HEAR poster in my classroom soon. :)
Christie

# data[].attributes.headline
The Keys to Content-Area Writing: Short, Frequent, and Shared

# data[].attributes.subject
The Keys to Content-Area Writing: Short, Frequent, and Shared

# data[].attributes.body
As I read this article it was a great reminder that although we have a large block of time for writing, it is also important to incorporate shorter, less formal writing activities into other subject areas as well. I think the idea of making writing more of a social activity could definitely help those more reluctant writers to see that writing can be fun as well as positive and a learning experience.  I liked the idea of a writing conversation activity and think it would be a great addition to science and social studies lessons.  It could also be incorporated in math when having students explain why something is done, etc. in a problem solving type of question.  Overall, we need to show kids that writing doesn't always have to be so formal and can be fun as well!

Jana

# data[].attributes.headline
Disengagement Problems Disguised as Discipline Problems

# data[].attributes.subject
Disengagement Problems Disguised as Discipline Problems

# data[].attributes.body
As soon as I read this article I knew it would be something that not only interested me, but also applied directly to my classroom. Often times students are not given the benefit of the doubt due to time restrictions and assignments that easily pile up. It is vital to consider the student as whole; Where do they come from? What is important to them? What is happening at home? Are all questions that should be considered when handling potentially escalating behaviors. I often will use a calm, neutral tone in my classroom and discuss problems individually with my students. I do this because I know that if I raise my voice or use negative vocabulary they will not truly understand it anyone. Giving the student a chance to reflect and express on their behavior can make a world of difference for the remainder of the day, week, month, or even year. Trust is a huge part of this job and it can be challenging to win that for some students. Taking the time to hear them can make a world of difference as I have stopped many lessons to do so and have seen many students open up to me that otherwise would not. I love this article and the perspective it gave me!

# data[].attributes.headline
Disengagement Problems Disguised as Discipline Problems

# data[].attributes.subject
Disengagement Problems Disguised as Discipline Problems

# data[].attributes.body
As I read this article I immediately connected with the idea of making more of an effort to relating to students and their issues. I sometimes find myself thinking that behaviors are a black and white issue and I may at times draw a line in the sand with kids. When I have taken the time to talk calmly talk with the kids I have found that most times it does de escalate the issues and builds a more solid relationship between the two of us. I

# data[].attributes.headline
Social-Emotional Learning Starts with Adults

# data[].attributes.subject
Social-Emotional Learning Starts with Adults

# data[].attributes.body
As educators, one of the most important things we forget to take care of is ourselves. Teaching is a high-stress profession and it has required us to realize that we need to nuture and respect ourselves in order to be our “best” selves for our students.  It is truly a disservice to our students when we are physically present but not socially or emotionally present. In order to minimize stress and monitor our self-awareness there are a few wellness practices that strengthen social-emotional learning competencies.

Mindful breathing is one practice that can be done in a short amount of time, at any point during the day. Take five minutes to belly breath and give yourself a positive affirmation. Who remembers Stuart Smalley? Stuart Smalley’s Daily Affirmations skit from Saturday Night Live was one of the best exaggerations of positive affirmations! I can distinctly remember him sitting in front of a mirror saying, “I am good enough, I am smart enough, and dog gone it, people like me!” (Here is a link to refresh your memories, or for a good lol!).

In the article something that really stood out to me was a quote by Maya Angelou, “The greatest gift we can offer our students is our presence and our ability to see and accept them as they are.” Building relationships with our students not only shows them that we care but that we can relate to them and have a sense of empathy for things that happen in their lives. Unconsciously people ask themselves questions to affirm their worth in their relationships with others. Students are no different. They need confirmation that they are seen and heard daily. They need to know that what they have to bring to school is important.

The last practice mentioned in this article was the three T’s. Take time during the day to relax. Have a cup of tea over lunch, take a minute for yourself during transitions and please remember to take time to visit the toilet! These are times we can practice mindfulness when we are alone. It may be only for a few short minutes but learning to practice these skills will take the edge off of daily stresses.

BE POSITIVE, BE KIND, BE AWESOME and your BEST SELF!
-Nicki Hettinger

# data[].attributes.headline
Fix Your Broken Routines: Three Rules to Live By

# data[].attributes.subject
Fix Your Broken Routines: Three Rules to Live By

# data[].attributes.body
As I was reading the article, I couldn't help but think of past students who would continuously, day after day, show up with no homework. And when I would ask them to complete the assignment at recess or during free time, they would have the work done in a matter of minutes. I remember thinking "Why didn't this student just complete the work at home?" It wasn't until I got to know each of these students, it became clear that they have lives outside of school, and for these particular students, a life in which their responsibilities go above and beyond a "normal" child their age. Many of the students went home to an empty house where they had to make their own dinner and get ready for bed because parents worked second shift. Some picked up their younger siblings from school and had to care for them, as well as them self, while parents were working. It was no wonder they didn't complete homework. I've heard stories about being scared while home alone at night, younger siblings crying for parents and trying to comfort them, and yet others who just could not find a quiet place to work because of many children in one house. It is so important to get to the root of why task, like homework, are not being completed.
I really liked the suggestion of using a calendar, instead of just writing homework for the day on a board. It lets students see what is being expected of them in the near future and may help them plan accordingly. If a student knows about a future assignment, it may help them plan and prepare. Assignments could also be given ahead of time to allow students more time to complete.

# data[].attributes.headline
Disengagement Problems Disguised as Discipline Problems and Social-Emotional Learning Starts with Adults

# data[].attributes.subject
Disengagement Problems Disguised as Discipline Problems and Social-Emotional Learning Starts with Adults

# data[].attributes.body
I thought each of these two articles shared something very important, that when combined the two strategies help me when working with my students. Disengagement Problems Disguised as Discipline Problems shared the importance of De-Escalation and the power we have to help our students when we have a connection with them and allow the student to talk to us about their feelings and thoughts. Social-Emotional Learning Starts with Adults focused on the mindfulness and the mental health of teachers, but the third suggested strategy was to put yourself in  a student, colleague or parents shoes, which will help you to think about how others feel. I find that by making connections with my students and putting myself in their shoes when there is an issue I am better able to support my students and help them work through tough situations. When our students feel cared about they want to do their best and are open to support. I start making connections on day one with with a class meeting and then I continue to make connections daily, but allow for the whole class to make connections during share sessions about our weekends on Mondays and Fridays.

What are other good ways to make connections?

# data[].attributes.headline
Developing a Classroom Community Where Students Feel Safe to Talk

# data[].attributes.subject
Developing a Classroom Community Where Students Feel Safe to Talk

# data[].attributes.body
I loved this article because it reminded me so much of Dan Kaufman's presentation on discourse in math (which I think is HARD).  I think it's so difficult to create such a culture of discussion in math class...the old thinking is that there is only one way, the right way - that's no longer the case.  We need to develop learners that question, discuss and FAIL!  I love this part of the article...do not erase answers, prove it....whether it's wrong or it's right.

How do you encourage the culture of the process vs. the correct answer in your classrooms????