NOVEL THINKING

bright-light areas for kids so that they could take a break or If it is because we are merely outraged on behalf of others or because our own stuff was triggered, we will lead with anger and a desire to punish the student. Just as you would in your lesson plan, determine the most appropriate assessments. Now that we considered how to implement TISP in your classroom, we move to present application of TISP to behavioral disruptions in your classroom. (New) Speaker: Pick a fictitious or real situation that you think might be meaningful to your Listener. Really working on a common system will be important for me moving forward. That’s it! And that script is tapping into a fundamental wish all of us have: to be seen and cared about, especially when we are in distress. The ideas in Lost At School align very well with this: "lagging skills" and "unsolved problems" have a similar ring to "unmet needs". A. I think that my classroom space is already relatively calming as far as colors and natural light. A “Thanks, I’ve got it” or “I’m hanging in there” (ask the students to come up with sample statements) means “Thank you, I needed some help getting back to focus; I’ve got it from here.” Whereas, “I’m trying…not so sure,” or “I think I could use some help,” or “Can I use this _____ (resource)?” or similar statements indicate that they need help. Can I help you with that? It is the same neurochemistry in response to an act of violence or a natural catastrophe. Create an intentional, concrete, and doable TISP implementation plan commensurate with your role/position. As the chapter opens, Finny teases Gene and complains about the lack of maid service in the dormitories. We strive for our responses to communicate that we are curious to get to know each student, to understand how they think, what they are feeling, what is important to them, what they understand and what they do not. I think this committee should be a way for people from all parts of our district to share ideas and concerns, and then to plan together how to move forward as a district. Where is it hard? We think educators are most skilled at mentoring, and are naturally kind given your passion for the well-being of your students. We also need to track how school personnel are engaging and responding to TISP. (242-243). Perhaps most important is our recognition that whenever something we already do well, in this case showing care to our students, is put under the microscope, it can inhibit our natural abilities to engage in that activity. We will take great joy in not giving them stickers or sending them to in-school detention. With our own children, we might place an arm on a shoulder or give a little hug. As we think over our own classroom mission statements, they express that we strive to create a community in which students: This is the feeling we want our students to receive each time they enter our classroom: that they are more important than that lesson plan, that test score, or our teaching evaluation. A. I think starting the day with a classroom meeting where we take time to talk and connect is important. Today I am wise, so I am changing … So, we decorate our walls with enticing images of that adventure, we give impassioned speeches, and we create engaging, entertaining introductory lessons. It just doesn’t have many supplies that students could really use. Two examples to help illustrate this combination. Students who hurt others the most, whether through bullying or physical violence, are often telling us a story that someone harmed them and never made amends. A. I really think that building in time for our staff to share what we are struggling with and trying on our own would be so good. Often we think we are better at active listening than we are. I also try to make sure that I am at school as many days as possible and I have the same sub whenever possible. When we are in a hurry or slightly activated ourselves, most of us struggle with this basic communication skill. It is the same three-step process: (a) approach and warmly greet; (b) mirror their current predicament, the “I see you are having a tough time and I’m here to help”; and (c) provide clear instructions on how they need to help you help them, the “I need you to work with me to help you get to a better place.” This is what Phase I Connecting means by providing safety and stabilization, and the Level 3 Code Red is the place it is most vividly practiced. whether or not it is beneficial for rooms to be very busy visually, so Always beginning by reviewing the schedule and any changes in the day can help too. And finally, how might the skills of this exercise be put into action in the classroom? It focuses primarily on the role of classroom teachers, the educators who engage in the most intense developmental work with students. For example: student attitudes displayed in classroom atmosphere, behavioral challenges, student response to your interventions when having behavioral challenges; your sense of efficacy when dealing with challenging encounters; student engagement in rituals and other learning moments; student feedback on how they felt heard or tended to during a difficult encounter. Ideally, trauma-informed practices prevent many Level 3 responses. I will keep researching more ideas. A. I think any team should have people from all parts of our district. In the instructions below, we also offer sample dialogue as a glimpse of what it may look like in action. All of us have hidden talents and interests. Once he finally had the perceptual and conceptual skills to make sense of his players’ responses to him, he found a way to switch up his verbal and nonverbal coaching style. Other district teachers who have already done this, Headphones and iPod with relaxing music and/or mindfulness apps, Calming activities like glitter bottles or coloring sheets, To help students understand what it means/looks like to be regulated in the classroom, Creating a classroom with mindful students, Giving students skills to use when they are on their own, My colleagues that have used these before, Online educator discussion groups where I first heard about them, My own experience with Reggio Amelia/natural consequences. This allows them to relax and breathe into using their coping resources. I really think it would be nice if we could calm the end of the day down. Can you identify one executive functioning skill you want to teach or practice tomorrow?

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