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Independent work should be standard aligned, attainable and cooperative. I loved the idea of ML students having a partner during independent work to share their work. It's a low stake opportunity for them to hear and practice oral language.

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On April 16, there was also a Power Cards. It is was a great way to incorporate student interest when leveraging social stories. You can target specific goals.

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April 16: ARC Session Power Cards

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This PD was about how we can help students become more fluent readers and increase their comprehension.

Teachers can do this during small group reading. The teacher can pull 4-5 words from the text that are multisyllabic words before introducing the text to students. These are 4-5 words that students need to know in order to comprehend the text. For example, when introducing the word "disaster" we can underline the vowel/vowel team, say the vowel team, loop under each part as you say it aloud and then say the entire word.

There are also anchor charts for short vowels and R controlled vowels we can use to start the lesson.

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One thing I took away from this PD was to consider.. what is the students goal? What is their reading level? What is their language goal? What is their overall ELP level and levels in 4 domains? These are all really important to consider when assigning our ML learners independent work.

The independent work should be aligned to the standard(s). It has to be at the level where the student can do it independently, otherwise it's too hard. It's okay to take the time to model what this can look like within the classroom.

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Differentiation is key and the Curricular Resource Guide is an amazing resource to better understand the continuum of standards so we can adapt our instruction and approach.

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It's so important to remember that self care can look different from day to day. Sometimes self care is connecting with others, or just being alone. I feel like anything that brings you joy in the moment is listening to what your brain and body needs, whether it's a workout, connecting with friends, or couch time! I'm starting to prioritize it more as I've gotten older, but it's hard sometimes! This G+G helped me realize that it's necessary to!

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Self care us focusing on what brings you joy. We have to pay attention to what brings us joy. We should look for what brings us a burst of happiness throughout the day. Small actions can shift your mindset.

It is important to pause and consider your own needs so that you can take care of others throughout your day. Focus on one goal at a time with intention and reflection.

Make a 10 things list- who do you want to connect with and what priorities do you have for self care.

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This can be a really hard time of year, so I really loved this PD about taking care of ourselves. A self-care practice that I learned from this PD was to pause and consider what your own needs are. Also, asking yourself, are you filling your own cup? It can be hard to set many goals at one time. It's key to focus on one goal at a time, and strengthening that area over time.

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This was a great G&G! We go through obstacles every single day. It is the mindset that we have when those things happen that is important. We can of course acknowledge what happened and feel our feels but then we need to get out of that head space. The team presented on these four ideas to help with cognitive distractions... interrupt your self, dig down, zoom out, and make a new story. I am working hard to zoom out and interrupt myself!

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Adversity will happen and we need to acknowledge the feelings surrounding it but we need to work to reframe our thinking so we don't live in a negative state. To get out of these states: interrupt your self, dig down, zoom out, and make a new story.

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One thing I took from this PD was that staying stuck in distorted thinking does nothing but hurt ourselves, and hurt our students. A tip they gave was to interrupt your thinking/yourself. Pause, take a breath and ask yourself if this is truly correct.

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Great reminders of the structured "I do, you do, we do" to support building independence and the importance of explicitly teaching through modeling and thinking aloud to support student learning.

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This podcast reaffirmed that work that we are doing and offered suggestions for increasing engagement such as making sure students are not sitting at their desks for the full hour and offering multiple ways to respond. Additionally, it shared that Stepping Stones in continually making updates to their Flare Tools to make the tools more efficient and user friendly.

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This was a great reminder of strategies we can utilize to help build our sense of gratitude. The Positive photographs was reminiscent of the Doubler and I love the idea of creating a bulletin board to help celebrate these in the room.

Smile Files are the best and are truly a great way to boost your mood especially when things are not going 100%.

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Kindness and gratitude has a ripple effect. The small kind things matter and make a difference. Strategies include positive photographs, spreading kindness, savoring the good, and the ripple effect. One action can make a difference. Many of these strategies are easily implemented but the impact is immense. With my students, I would like to try to create a smile file so they can collect their kind moments.

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Positive photographs: embrace a gratitude mindset

The challenge to take one picture a day is a great reminder. Even the most seemingly mundane days can be made brighter.

Spreading Kindness: I used this strategy this week when I taped little notes in the lockers of some of my fourth graders before the music program. They came up and thanked me! I liked the idea of not always writing notes to spread kindness though.

Savor the good: I already have a smile file with notes from students throughout the years.

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This PD focused on different strategies to help embrace a gratitude mindset. One strategy is Positive Photographs. The strategy suggests taking a positive photo a day as when we look back it helps bring back positive feelings. I have a bulletin board in my classroom called the Durchslag Den and I am going to start taking photos of positive moments in our classroom and post them there. The next strategy is spreading kindness. Having students spread kindness to others in simple ways with a simple note or act. Another strategy is Savor the Good. This strategy includes having a smile file. This is something that I have done since the start of my career and it is always fun to go back and look at different notes, images, etc. from previous years and always enjoyable when I revisit it in the summer as I go through and clean/organize. It has also been helpful on challenging days. I have never thought of doing this with my students, but I love the idea of starting it next year with my class in the beginning of the year! They also shared the idea of gratitude glimmers and having students keep track of their glimmers, and then sharing them out at the end of the day. It is always fun when we have the time to hear students gratitude glimmers. The last strategy was The Ripple Effect. This strategy involves taking one action and having it grow and ripple. They suggested creating a name web and including a web with a person's name and having people share a gratitude. A kindness web was a suggestion for a bulletin board and having students add acts of kindness to the board. This would also be a great bulleting board to have in my classroom for next year.

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This PD was specifically directed at strategies to use when we come back to school after break regarding reconnecting emotionally, socially and reconnecting students to learning. Keeping familiar rituals in place and finding activities that allow students to feel noticed and valued will help students to successfully transition back. Reconnecting socially can help to reinforce the classroom community. This can be done by using vision boards or other activities that will let students reconnect with similar interests, or other similarities with their peers. Finally, reconnecting to learning can be accomplished by modeling expected behaviors, celebrating class accomplishments and finding ways to engage students either in ways that worked before break or new ways.

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Refresh your routines after break with one of these ideas!

End of the day rituals: gratitude circle, one word reflection, closing song, peak moment, or shout outs

Welcoming rituals: personal greetings at the door, question of the day, one word check-ins, arrival song, or class mantra or chant

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Remember to use these parts in your AI prompt for the best product!

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This session was a nice review of what to maintain until the end of the year to maintain a calm, enjoyable, engaging, intentional learning environment. Rituals, predictability with routines, maintaining connections through our rituals and reconnecting socially are all important and intentional actions to maintain a positive classroom community. I liked the idea of speed connections to help students interact socially around a shared question in an efficient manner. I also liked the idea of a Fun Friday challenge, the example that was shared was fun and simple. Connection tower is a fun activity where students share what they have in common, a student writes the ideas on sticky notes for 3 minutes. Part 2 has students use sticky notes for 7 minutes to build the tallest tower that they can. This would also be a fun beginning of year activity. They also shared about vision boards to reflect after spring vacation.

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The biggest take away that I had was that I could use Google canvas to edit in real time. Right after the session I created a challenge activity for my math students and it was so nice to be able to edit right in canvas rather than downloading, editing, and possibly needing to go back and change things. Seeing the way they wrote their prompts was also helpful.

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Great strategies were shared for scaffolding ML learners. It is important to remember that scaffolds are meant to be changed/removed as the student is progressing through learning. Some great strategies to try include: sentence frames, word banks, and building academic vocabulary and background knowledge.

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This was great instruction and focused on the best way to shift our language to successfully redirect students. It closely related to our Para job-alike training yesterday. It focused on low level direction and mid-level fail safe choices, such as getting a student to move by asking them if they would like to sit in the "blue chair or the rocking chair" (both being acceptable options to the teacher). Another option to get a student started on an assignment would be: "would you like to use a marker or a pen?" Lastly, instruction focused on "desired behavior, desired outcome" which includes a shift in language from "be quiet" to "when you lower your voice, I would be happy to hear your concerns".

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I liked the strategy of giving options rather than just saying no.

The purpose of limits is to teach, not to punish was a good reminder as well.

"When you are ______, I will give you the materials you need."

I also need to remember that there may be some things that happened throughout the day before they come to me that could effect how they behave in my classroom.

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I like the strategies shared for students exhibiting low level and medium level behaviors. It is important to always come from a supportive approach and be an empathetic listener. You can also offer a student fail safe choices. In this approach your are offering two acceptable choices. Additionally, you should always have a clear outcome with a positive choice first. For example, "When you are seated, I'll know you are ready to begin your work."

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The literacy webinar offered great options for leveling up independent work. I like the annotation strategies shared as well as a podcast response. It was a great way to enhance the work we are already doing.

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Failsafe choices was a great reminder of how to direct a student by giving them two positive options in a moment where a student is not following expectations. I do this with one specific student, but not with other students very often. I also liked the reminder to wait and offer then offer the options again.

Thye also explained "restraint collapse" where a student gets very upset very quickly. This occurs when there is a change in our environment and our nervous system becomes overwhelmed and there is no restraint left to hold it together. This occurs in students who have underdeveloped skills, struggling emotionally. This was very helpful to learn in response to a couple of my students.

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Take away strategies to respond to behavior included:

1. Reframing

2. QTIP: Quit Taking it Personally

3. HBB: Seeing the human behind the behavior

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This PD was insightful in reminding us the importance of building relationships. I was reminded to make sure to make the effort to connect with students and it's especially important to take the time to do that with those you don't have much in common with. I've noticed the impact of this by adding small things to the different groups I work with during the day. For example, I usually have a slide that builds connection through a question or statement. I've noticed kids really enjoy participating in these conversations and it helps me connect with them and build a stronger relationship. We need to make sure we see the human behind the behavior.

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I also liked

Reframe

QTIP: Don't take it personally

HBB: Human behind the behavior

When handling situations with students

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Get to know what they care about is incredibly important. It is okay to ask questions if you don't know anything about their special interests. Small interactions can make a big impact.

Getting curious is a way to calm your thoughts and remember that their behavior is often not personal.

"You matter just as you are" and separating their worth from their achievements/behaviors

Inclusion is an inherent right, not a privilege

I appreciated that unconditional regard is not about teacher blaming.

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This session made me reflect more on my responses to students that I am frustrated with, and to remember Unconditional Positive Regard in these situations.

Unconditional Positive Regard - I feel like I do a good job with connecting with students and being curious about what they are interested in to make connections with them. I liked the idea that students inherit unconditional positive regard, instead of earn it. Some of the misconceptions, like permisiveness and lack of accountability, is one of my conferns with uncoditional positive regard, but my approach is what matters.

The strategy of reframing to look at things from their perspective would be helpful. I usually do this, but after my response, so I need to work on reframing before responding.

The strategy of QTIP (Quit Taking it Personally) is a good reminder that it is not always about me, but the student who may need support or communicating information that I can use to support them.

The Strategy of See the Human Behind the Behavior reminded me to look beyond the behavior and see the human.

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Rational detachment is especially important for me as I transition between classes. I need to move on from what happened previously and give each class my best self.

Great strategies!

Ask for help (don't take things personally)

Observe behaviors (what is the student trying to communicate, how am I responding)

Think then say (take a breath and consider the impact of my words)

Breathe (take the time to reset)

Use grounding (find something else to focus on)

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I loved the idea of "rational detachment". I think this PD reminded me that the best thing to do in a challenging situation with a student is to not take it personally, pause and breathe, and while doing so think about how to more positively respond to the behavior. I also liked the idea of grounding. This is a new strategy that I will definitely try!

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The following strategies stood out to me

1. Asking for help

1. Let your teammates know that you may not be on your A game

2. Observe the behavior that is going on

1. We are preventing our emotions from influencing the situation

3. Think then Say

1. We want to chose our words and tone carefully

4. Breathe

1. Helps us calm our nerves and allows you to react in the right way on what a person is saying

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I like the idea of "mind management" and how through mind management we can “transform our lives”! We can do this by learning to “worry less” and using cognitive shifts to refocus our mind. Cognitive shifts can help us, or our students, when we/they are “stuck”. While listening to this PD, I got the idea of using a riddle or joke with my student when she gets in a negative or “stuck” mindset! I asked her what she would prefer and she said that she likes jokes and also  doing a “this or that”, so when she gets stuck on seeing only negatives, I can do a “this or that” with her to help shift her mindset!!!

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I liked the 5-4-3-2-1 method they talked about because it’s an easy way to calm your mind when thoughts feel overwhelming. It works by focusing on your senses, what you can see, feel, hear, smell, and taste to bring your attention back to the present. This is a good technique to try to help quiet the mental chatter.

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Mental Tennis- I particularly appreciated this strategy because we need to take a breath and only make decisions when you are ready given that we make so many decisions every day

This is a great step by step guide to go through before spiraling

-Identify the problem

-Gather only the information necessary to make an informed decision

-Think of solutions

-Make a choice

-Follow through

I also loved "You are Enough" because sometimes we start getting down ourselves we forget the small interactions that make a big difference

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This was such great timing for me! I have worked really hard over the years to control distorted thinking, but the other day, one email about girl scout cookies(I know, right?haha) truly made me spiral. I did try to do the mantras and it helped.

The Three Cs obviously connects to this: "catch it, challenge it, change/distract"

"Catching it" is the best for me personally and for our students. I think this goes back to having connections with our kiddos to make sure you are aware of how they are feeling so we can help them "catch it"as well.

The Only Good Things is something I have leaned into over the years. This really connected to the book we are reading in Leadership Academy, what can we control that can begin each day in a positive way?

The 5-4-3-2-1 is an O'Donoghue Family Favorite! We do this on the regular when one of our kiddos is feeling anxious. So powerful!

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This pd reminding me of the one from earlier in this week in that we have to pause and interrupt our negative thoughts. First you have to identify the thought, challenge it, and reframe the thought. We can do this by worrying less and having a mantra that we can say. We can find something else to focus it. Use the 3 Cs- Catch it, challenge it, change it!

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Identify, challenge, reframe was such a close link to Tuesday's PD with combating distorted thinking. When we consciously take these steps, our brain soon will do this more automatically.

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I loved the strategies to combat distorted thinking including: interrupt yourself, dig down, zoom out, and new story. I call "new story" a reframe!

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I loved how they mentioned that if we start our day with a positive/motivating quote it can set the day for not only ourselves but also our students.

I also loved how they mentioned that how we choose to show up is in our control.

We could plan a whole day for "Good Things Only" such as

Planning a meal around something you love to eat

Wearing cloths that you feel proud wearing

Surround yourself with people who bring the energy you want to be exerting

The last strategy that I want to try this week or next week is using the 5-4-3-2-1

5 Things you can see

4 things you can hear

3 things you can feel

2 things you can smell

1 thing you like about yourself

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This PD was perfect for me for today. I was facing a challenge this morning regarding a decision for my mom and the Identify, Challenge, Reframe helped me to put it in perspective and make a decision that helped me feel better. The next idea was to worry less which further solidified my decision. I loved the information in this PD because it reminded me of how far I have come with putting situations into perspective and today I looked at it as to how I could support my sister who was going to an appointment with my mom today. As a worrier and negative thinker, I shared with her some of the ideas from today's session to help her get through the appointment. . They shared the 5-4-3-2-1 strategy to turn down the chatter in your mind. 5 things you can see, 4 things that you can hear, 3 things that you can feel, 2 things that you can smell, and 1 thing that you like about yourself. I love this strategy and have used it and it is so effective! The quote that they shared was so relevant also in regards to mental tennis.

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This PD focused on how our thoughts have an impact on our situation and how we can reframe our thoughts to correct distorted thinking. Examples were given on how to become "unstuck" including interrupting the thoughts, dig deeper, zoom out or creating a new story of what is happening. A good place to start could be: Is this thought helpful? These ideas could be used with ourself or our students. Practicing "mind management" creates a better environment and more opportunities for growth for both ourselves and our students.

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In order for us to get unstuck on a topic we should follow these 4 steps

1. Interrupt yourself

2. Dig down

3. Zoom out

4. New Story

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I think all strategies that they introduced could work really well professionally as well as in our personal lives. I liked the idea of interrupting your thoughts and reframing the situation!

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I learned something new! I thought the T in CBT was therapy but learned it stands for triangle.

I loved these reminders to reframe and approach challenges or scenarios from a different angle by taking time to interpret yourself, dig down, zoom or tell a new story.

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I liked the 4 steps:

Interrupt yourself (before I spiral)

Dig down

Zoom Out

New Story

I also loved the idea of Good Things Only Day!

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It is important to process our feelings and to recognize that different feelings will occur throughout the day. Our thoughts will impact us and our behaviors. We can shift our thoughts to be more connected. The strategy I use and try to teach my own kids is to interrupt yourself.

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I liked the four strategies that could be helpful to identify if my thinking about a situation is accurate. The strategies were interrupt yourself, dig down, zoom out, and make a new story. This will be helpful both in relation to students, staff interactions, and in my personal life.

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The thoughtful prompting tips were great!

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Learning how to phrase prompts properly is going to be trial and error. It's awesome that Gemini can rewrite your thoughts for you though.

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PARTS is very helpful. Also a great reminder that AI is a collaborator. I haven't used AI much for instructions. Wish there can be more instructional examples in the next PD!

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Thoughtful prompting is everything!

1. Be Specific

2. Give Context

3. Set Constraints

Use PARTS Acronym to help prompt more thoughtfully.

Think of AI as a collaborator with our own ideas and knowledge to get the best result possible.

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i liked the PARTS acronym for remembering key components to type in for a prompt. Other than that, I already knew most of the information that was shared. Looking forward to other AI PD's, though!

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The more specific we are and more background information given, the better the output in Gemini. Set constraints, too.

PARTS

Persona - assign AI a role

Act - tell the action you want AI to take

Recipient - who is this geared towards?

Theme - may or may not use

Structure - framework of the output

AI is a collaborator.

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My biggest take away was to notice, validate and respond. Students need to be regulated before they can respond and work on making it correct, and it's our job as adults to help them get to that point. I loved the phrase 'Connection before correction'

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Loved this presentation! I think its so important to remember to pause and respond and not just react. Our reactions holds so much and truly shows that we are aware. With being more aware, we can make better choices for our students.

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I really appreciated the concept of Forgive Freely: forgiveness is your path to freedom (4 L's: look at the situation objectively, lean in to the emotions, learn: what can I learn from this, let it go)

This would work for students and myself!

I also loved the idea of "Cherish the Ordinary" where you take pictures of your daily lives at random times.

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My biggest takeaway was to pause and consider my own body language when problem solving with a student. Using this approach it takes off some of the emotional load and the students appreciate the validation.

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Ruiyan Xiong

Notice, Validate and then Respond. We also do not have to "get it right", it is the time, energy and attention that we take with our students to make them feel valued and heard, and thus giving us their trust. I also love how Sam and Dilshad mentioned it takes practice to validate the feelings, not the behavior.

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Agree with brandon!

I have already starting using Say it, Move it, spell it, write it with my students! I have shared it with a few teachers already as a way to help support our readers! Such a good tool and the PD was a great reminder of the things we can continue to do with phonics instruction.

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Loved this PD from Sam and Dilshad reminding us of the importance of Noticing behaviors/feelings and Validating them FIRST, before Responding. This involves us SLOWING DOWN and being intentional about our response. One phrase that resonated with me was "connection before correction" and making the student feel that we are on their side as we work through the situation with them. There are times when consequences that need to take place, but if the student is dysregulated, it is important to first get them regulated before we work on consequences and making things right.

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The reminder to slow down then notice, validate and respond really resonated. As helpers, we often want to fix but sometimes we need to sit with and honor the feelings while they feel them and the permission to do that is so helpful!

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How to use Attunement with a student:

1. Notice

1. Pause, Take a breath or observe the body language

2. Validate

1. Be present, normalizing the emotion

3. Respond

1. Regulate with the student or provide choices when reading

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Sarah Imboden

Notice, Validating, and then responding are important steps to building trust and relationships with students.

In situations you can notice by taking time to pause and slow down before responding. Validate students feelings by confirming their thought and then take the appropriate response which may vary by student and situation.

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When responding to students (or adults) it is always important to take the time to connect by slowing done. This gives you processing time and shows the individual that you are working to connect. I've found this very beneficial. Validation builds trust by showing the students that you can relate to how they are feeling. After these steps are taken you can take the time to respond in an appropriate manner.

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Remember to take the steps to notice, validate, and respond when interacting with students.

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Notice, Validate, and Respond. Not every emotion being observed of a student needs to be named & sometimes it is just taking a small breath and sitting in silence in the moment with them to ground regulate students.

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One key takeaway from this PD was the importance of using intentional strategies when processing with students. The idea of “noticing” stood out to me most. I can recognize my own emotions, body language, and reactions before responding. In the heat of the moment, it can be easy to take student behavior personally, but pausing to observe and regulate ourselves allows us to respond thoughtfully and better support problem-solving.

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I learned about attunment - showing students first that we are with them; that we do notice them. Showing connection before correction is important so that students are then more available for the correction.

Notice whats happening with the students and within ourselves (pause/think)-->

Validate it is normal to feel that way about what happened (be present with the student) -->

Respond by assessing where the student is at (coregulate - ask student what they are thinking / where they are at)

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Make sure to validate a child's emotion, show empathy, regulate their emotions, and then respond to the behavior

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Learning about the Say It, Move It, Spell It, and Write it activity was very helpful to learn about.

Promoting a teacher could use with students

1. Say It - Listen to the word

2. Move It - How many sounds do you hear

3. Spell It - Write the sounds you hear

4. Write It - Put the sounds together to make a word

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The way you describe the benefit of attunement as feeling free rather than overwhelmed really resonated with me. The reminder to slow the m down and accept the feeling is such a great reminder. I LOVE the mantra/intention and even if... I cannot wait for part two. Thanks for sharing your gifts!

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AMAZING PRESENTATION!!!! I was shocked that 92% of our responses are from our subconscious. I also really loved changing the what if to even if. It empowers you!

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November 4 - Attention & Intention:

Being intentional with our attention changes how we can show up each day.

Where your attention goes, your energy flows.

If we intentionally direct our attention towards positivity, we make more connections and see the brighter side of things. This can rewire our brains and stimulates the growth of new neurons.

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Loved Sam and Dilshad's presentation this morning about attunement and making emotional connections with kids! First, we need be in tune with ourselves and learn to pause and respond, and not react. When we intentionally choose our reaction, it shows that we are grounded and aware. Through this awareness, we can make better choices and appropriately guide our students in positive ways and build positive connections!!

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I really liked learning about how important it is to shift our mindset. It applies in the classroom and at home too! It's so important to find the good in every situation, even the challenging ones. These are small changes that we can make each day!

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I was fascinated by the images of "calm" because it is true that everyone has different perspectives of a calming environment.

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When we are intentional about focusing our attention in positive ways, our students will feel seen, supported and empowered. If we foster the habit of noticing small, positive moments, we re-wire our brain, which can lead to looking for the good in people and situations, being present and helping keep our mind focused on gratitude and solutions; "Where attention goes, energy flows!"

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I am currently watching Attention / Intention and it is so impactful! I absolutely love the phrase "where your attention goes, energy flows." Each day I choose presence, calmness, clarity, and focus on what is in front of me. I love to see the positive and watch how my relationships and my connections grow even deeper. I also notice when I am present I can be my true authentic teaching self. I know we are called to be present. When we focus on rewiring our brains it has an enormous ripple effect!

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I like the idea that we are all interconnected by universal human emotions and shared experiences. This can be teacher to teacher, teacher to student, or student to student. When we focus on our core human experiences, it fosters well being, resiliency and empathy and compassion. In this type of atmosphere, everyone feels safe to express themself and there is an atmosphere of collective growth.

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Approach frustrating situations by asking, "What if?" to reframe your perspective on how to handle the situation. Common empathy and compassion can foster an inclusive classroom community that can improve the classroom culture.

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Lori -

I liked the idea of asking what if? in a challenging situation to approach situations with curiosity and kindness to minimize the impact on our mood. Common humanitty offers empathy and compassion and reminds us that we all want to belong, be respected, and feel safe. I loved the strategies of remember that what we have to give is good enough. The little things make a difference and help us to forget our own struggles, which is so true, I always feel good when I do something simple to help someone or get a reaction from someone when I share something positive or kind. Another strategy is look for the helpers. I have been doing this more and more and really try to appreciate the people who help me, my students or my family, especially with the challenge my family is going through right now. This is also especially helpful in times of challenge or stress to reframe my mindset (or others) in the moment. I loved the idea of having a Spot the Helper Challenge - I may try to do this for SEL one week to bring more positivity and support in the classroom. The strategy of perfection is overrated was a nice reminder for both me and my students about avoidance vs completion of work/tasks. This would be another good SEL lesson in the near future because they focused on how to harness perfectionism. I liked the idea of writing down 3 things that did not go as planned and identifying the real outcome, because the things that we fear don't really happen, and it is better to focus on how we grew from it and reflect on how failure leads to success.

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There are so many different tools to try with students! I can’t wait to show my class these and let them explore on their own. Not only can these be used in whole group, students can also use them when they need to solve problems collaboratively and independently. I wish teachers had access to Origo on our iPads though!

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Using music within the classroom is one of the strategies I will try implementing with my groups to build a connection and shift the mood.

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I didn't know emotions and feelings are that different! That is helpful when it comes to identify our own emotions and feelings, as well as helping our students to identify and regulate theirs.

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I really liked the idea of using music to diversify the classroom. The suggestion of songs in different languages is a great way to get students exposed to new cultures! Also, asking them to suggest music allows you to get to know your students better. The music can also gauge their moods and feelings as well.

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I really liked the idea of identifying body signals we feel prior to the more cognitive process of experiencing a feeling.

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One strategy I learned is to chart your feelings on a calendar using a scale of 1-10. I feel like this will be a great way to help us remember what may be impacting our inner state throughout the week/month and keep track of patterns. Another strategy I learned is writing to well-being. This allows students to journal and teach them the importance of recognizing their thoughts, feelings, and emotions.

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I really enjoyed the idea of using music to support regulation. I really liked how we can assess how we/students feel through interoception and then determine if calming or energizing music is the best fit.

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I learned that as teachers, we really need to take a step back and understand emotions vs. feelings, both in ourselves and our students. Once we identify what we are seeing, we can apply for specific strategies to help. I learned that our emotions (bodies) come first, and then our feelings (mind) follows, and from a specific ML standpoint, this can look different culture by culture. That’s why it’s even more important to get to know our students on a deeper level.

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I learned strategies that assist with declarative language including:

1. Visual Referencing which is the use of our sense of sight to gain information

2. Making mistakes is okay! Allow mistakes so that children can develop skills and confidence in fixing mistakes

3. Thinking is Alternates and Possibilities which is useful for students with stuck thinking. Address the problem at the point of thinking rather than forcing a behavior change

Information came from The Declarative Language Handbook

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I learned the difference between imperative and declarative language and how to change my imperative language to declarative language to help students feel more comfortable and not feel attacked. They talked about asking students to look at you, and using visual referencing to help students focus on what they are doing and helping them to identify what to do rather than telling them what to do. This is going to be a very helpful approach for me with my classroom that I am looking forward to trying instead of mostly redirecting/using imperative language. I am hopeful that this will be an effective strategy to help support them in becoming more aware of their actions and how they can develop strategies to be successful.