Commonalities

Consistency

Kindness

Basic respect

Staying connected

Listening and supporting / validating

Sharing knowledge

Being present in the classroom

Being there when you say you will be there and offering support when they ask for it.

“are you open to trying ..”

Consistency

Setting healthy and appropriate boundaries and following through

Being open to questions and criticism

Having relationships within and outside school

Modeling positive behavior

"Sticking to your word" follow through

Being available

Know your audience

Providing resources, visuals, stories that can be carried over in the classroom

Positive approaches

Effective listening

Responding when they show concerns for students behaviors/emotions

Sharing helpful information to create student connections

Including them in conversations regarding how to support the student

Collaborate

Use “pause” instead of “stop” when shifting

Modeling language

(are these suggestions realistic?)

Defining basic needs

Re-enforcing terminology regularly

Psycho Ed regarding efficacy

Modeling interventions to show effectiveness

Being friendly, positive

Working together

Keeping the student as the main focus/goal

Tell me your side

What are you thinking?

Use positive, encouraging language

Praise teacher

Validate frustration

Ask for information prior to intervening in collaboration

Collaborative problem solving

Teamwork with student planning

Finding the middle ground with support

I always like to have a listening ear for anyone. So that, they can feel comfortable to talk about anything.

During transition time (in between classes)

As close to onset of concern as possible

In passing. In classroom at times

Student Support Team meeting

After a situation occurs

The reason behind the intervention for better understanding

After an incident

During ss meeting

Whenever a teacher comes to us

—Constant informal support and consultation among sacs and other counseling supports

Such as BRYT and reset and Access and guidance

When and when not are appropriate time to send student 

Be open to sending the student

Identifying the students triggers prior to trigger to help them be successful in the classroom or take space 
Educating teachers may not always be available, reviewing other possible supports in school for the student 

Kindness

Empathy

Confidence

It’s about more than the subject you teach

Importance of routines and structures

Importance of language used with students.

When approached

When student brings me a concern

Not at all in some situations

Reaching out to the teachers when needed to review student goals

Student support plan meetings in place