Week One Completed and We are Already Ready for a Break

Week One Completed and We are Already Ready for a Break

  August 18, 2021 - By Heather Pfrunder, M.A.Ed.  SDC Teacher and Ed Specialist

We knew it would be interesting to transition back to in person learning.  We knew students would need to remember what it means to wake up early, wear a full uniform, and attend for a full six hours.  As teachers, we also knew it was going to take some serious preparation and an open mind to change, as well as patience as we put school norms back into place.  However, I’m not talking about the taboo subject of teacher burn-out or the restlessness before Spring Break. No, I am talking about proactive solutions to ensure a healthy classroom environment.

I spent Spring through Summer reading and researching trauma-informed restorative justice practices.  With over 20 years experience working with individuals with special needs, I wondered if there was something that I was missing.  What I discovered was practical refreshers and some new perspectives.  Since it is the beginning of the year, let me gift you with the short version and some practical applications.

Oh… That’s Why...

Mona Delahooke, PhD in her book, “Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges” (2019) states “Current neuroscience...reveals a more complex reality: many problematic behaviors reflect how the child’s brain and body perceive stress” (p. 3).. In a study done in 2013 by the CDC and Kaiser Permanente (ACES Too High) they cited over 35 million children in the USA have experienced one or more types of childhood trauma (Brummer. p. 53). Just think, without COVID many of our students were/are already having to contend with stress. Delahooke continues “When [we come] to view problematic behaviors as adaptive responses and not purposeful misbehavior I shifted nearly all my beliefs about how to help children” (p. 3).  So square one in shifting one’s mindset is not a focus of “good” or “bad” - but what simply is, and how to address it. 

Think of self-control (self-regulation) as a house.  From the floor-up we have emotional connection, social skills, and cognitive reasoning. Which means learning absolutely doesn’t happen when students are in distress.  When a student is dysregulated (i.e. often seen as mal-adaptive behavior choices) chances are they aren’t ready for a conversation that requires reasoning (that is “top-down” thinking).  They need “time-in” or what I like to call a “Rest Break.”  This is NOT punishment!  In less extreme cases it is asking, “What do you need?  How can I help?”  However, before we ask these questions we need to have a classroom game-plan.

It’s Game Time

Pre-Game Prep:

• Set the environment as a calm space:

• Neutral soothing colors

• Clutter diminished, labeled items, no more than ⅔ of wall space covered (for my students prone to visual distractions I do way less).

• Natural or lowered lights

• Be observant of triggers like music/noise or scents

• Consider setting up flex seating

• Set up a Rest Area & Calm Down Kit

• For non-verbal students have resources for communication ready and available throughout the classroom. 

This Rest area has sensory equipment like a weighted blanket and a calm-down kit.  It is available at any time for all of my students. The objective is to rest and calm (versus playtime).

This is one of my 4 centers: While they are identified by color, most of the tones are neutral, classroom expectations are listed, icons for requesting a break or sharing if they are “Ready to Learn” are within arm’s length.

1. Putting it in action starts with self! Co-regulation: we demonstrate regulated behavior to be a model and to demonstrate that an environment is safe. “We can’t put an oxygen mask on others unless we put one on ourselves first…[then we] can calm the toughest of students and see past the behaviors to see a kid “in-struggle” not a kid “in-trouble” (Brummer. pp. 58-60).

• Come in a few minutes early, shut off the lights, and slow breathe for 3 full minutes to a timer.  Do it at every recess and lunch.

• Partner with a trusted colleague

• Reward yourself with special activities at the end of the week.

• Give YOURSELF a break!

2. Set the Expectations of a Safe Space for your Students

• Use our OMSD SEL kit every morning; It's amazing! (It's the blue and orange target sign in your teacher symbaloo or click the link) SEL Toolkit
• Do brain breaks like “Go-Noodle” videos-- it’s free and can be added to our Clever page. https://www.gonoodle.com/
• Take time to get to know your students - likes, dislikes...share and have conversation.  Look for ways to incorporate their favorite things or topics.
• Build classroom expectations together as a team.  (I love Pocket of Preschool’s Red and Green choice visuals). We take turns as a group and decide what’s a good choice or not. https://www.teacherspayteachers.com/Product/Behavior-Management-Green-and-Red-Choices-Preschool-Pre-K-and-Kindergarten-1931820
• Big Breaks!  Remember when I cited emotional connection and social skills coming before cognitive reasoning?  There is a place for big breaks, focusing on collaborative play and positive interactions - especially for our exceptional learners.  For students that are neuro-typical, diving into Kagan strategies and Socratic Seminars are great ways to imbed wiggle room for social connection while still working on academic standards.
• Allow students to self-advocate and ask for an “extra minute.”  It isn’t a problem to not be ready.  When they are ready, they are going to truly learn.
• Click the link for my custom created visuals (open with Kami).
•  Expectations and Self-Advocating Visuals for Exceptional Learners

Let’s be Real

I would like to tell you that day one or even week one went off without a hitch.  While a lot went really well, the truth is, I played musical chairs with seating the first three days.  I quickly realized that learning was not going to happen in a whole group setting, just yet. Big breaks went a little long. But, I took time to hear their stories, address needs, and set boundaries. By switching to small groups we found a rhythm. By Thursday we were finally able to directly address classroom rules with active student participation.  By Friday we were on target.  The old me (the new teacher me) would have truly panicked about not hitting standards fully the first week.  But guess what?  My most important job for week one was accomplished.  I connected with my students.  They understood and partnered with me on expectations.  Much of the anxiety and extra-sensory behaviors that occurred due to coping to what was new had subsided. And hey, my team even managed to get down a lot of data for IEP goals.  So now it’s onward!  Let the learning commence!  Bring it Common Core!  Hello restorative practices!  I can’t wait to see the growth in the hearts and minds of my students! I hope you join me in following our new adventures!

Learning resources referenced:

Brummer, Joe & Thoresborne, Margaret.  Building a Trauma-Informed Restorative School: Skills and Approaches for Improving Culture and Behavior. Jessica Kingsley Publishers: London, Great Britain. 2021.

Delahooke, PhD., Mona. Beyond Behaviors: Using Brain Science and Compassion to Understand and Solve Children’s Behavioral Challenges.  PESI Publishing & Media: Eau Claire, WI. 2019.

WRITTEN BY: HEATHER PFRUNDER

Setting the Tone with Read Alouds

The first few weeks of school are a great time to set the tone for the rest of the year. I find this is an excellent time to work with students to establish our classroom culture through reading aloud books that focus on my vision for the class. I have taught 1st-5th grade and have always started the year this way with great success. Now you might be thinking, “Um, Ruth, we’ve already been in school for over a month,” and yes, that’s true. But it’s never too late for a good book, especially if the stress of the start of the new school year left classroom culture building a bit neglected.

Here’s a non-exhaustive list of the books I read in the first week of class and how I use them to establish our classroom culture. I read them in sittings as they are grouped so students can make connections between the books and identify the overall theme of that particular set of books. Again, you might be thinking, “Ruth, there are nineteen books on this list. Surely you don’t read them ALL in the first week?” but indeed I do, dear reader! I find it to be a nice way to ease into the school year by having so many read alouds and it also establishes literacy as something central to our classroom.

If reading this whole list overwhelms you, I encourage you to skim the headings and just read the section you feel would be best for your current classroom situation. 

General Welcome

Our Class Is A Family by Shannon Olsen

All Are Welcome by Suzanne Kaufman

When students enter the classroom, I greet them at the door, give them a name tag, and have them head straight to the carpet. Once they are settled I introduce myself and read them these books. I tell them that we are a diverse group of learners and that I am thrilled to be working with them this year. I ask them to share ways they can make all feel welcome and how we will act like a family this year. We discuss what it means to be a classroom family and what that means about how we treat one another.

 

Belonging

Exclamation Mark by Amy Krouse Rosenthal and Tom Lichtenheld

It’s OK To Be Different by Sharon Purtill

I Like Myself by Karen Beaumont

I want every student to have the confidence to be themselves. I capitalize on every opportunity to highlight diversity in the classroom while ensuring there is a consistent undertone of belonging and acceptance. I ask students to reflect on a time they didn’t feel they belonged and how that impacted their emotions and experience. I then ask them to think about when they did feel they belonged and what that experience was like. We brainstorm ideas on a circle map for how to make everyone in the class and the school feel like they belong here. I follow this up with an All About Me pennant that is displayed in the classroom all year. I take a photo of each student on the first day, print them out in color, and glue them to the pennant before I display them. It’s great décor and students and families love to look at these. There are many free versions of pennants on TpT.

Restorative Practices

I Love You Because You’re You by Liza Baker

This one might raise a few eyebrows because it’s written from the perspective of a mother to her child. However, I want to establish right away that I am a caring adult to these children and that I will truly love and care for them regardless of their actions. This sets the tone for restorative practices in the classroom. When I establish from the very beginning that I want what’s best for students, they know that my reactions and expectations are all rooted in that love.

 

Class Norms

Lacy Walker, Nonstop Talker by Christina Jones

My Mouth Is A Volcano by Julia Cook

Interrupting Chicken by David Ezra Stein

Now here’s where the rubber really meets the road. Before I read these books I cheekily ask students to think of why I might be reading these to them. I’ll pause periodically and look at them with a meaningful glance to emphasize certain points. This never fails to make them giggle and acknowledge that yes, they’ve been guilty of monopolizing the conversation or “erupting” before. After these read alouds. I ask them to consider all the books we have read so far and what they want our class to look like, sound like, and feel like. I frame these through the lens of our PBIS key words. From this brainstorm, we create a class compact that everyone signs and that is posted at the front of the classroom. If a student violates a norm, I point to the poster, restate the norm, and redirect them to expected behavior. This is so much more powerful than what I used to do which was essentially tell kids not to interrupt. By referring to the norms they created, I am being consistent and also building their capacity for productive classroom interactions.

 

Responsibility

Fill A Bucket by Carol McCloud and Katherine Martin

What If Everybody Did That? By Ellen Javernick

Say Something! By Peter Hamilton Reynolds

Every morning, my students and I repeat affirmations with one another. One of them is “I am powerful” and “I can change the world.” I use these books to establish the power of one. I want students to know that they matter, their voice is important, and that they have the power to change. I use the title phrases throughout the year saying, “You filled my bucket!” when students do an act of service, “What if everybody did that?” when students make a poor choice, and “Thank you for being brave and saying something” when a student advocates for themselves or others. 

 

Addressing Anxieties

A Little Spot Of Anxiety by Diane Alber

Wilma Jean The Worry Machine by Julia Cook

Captain Snout And The Super Power Questions by Daniel G. Amen

This year is so full of uncertainties and our students feel the stress and anxiety of the world around them. Reading these books gives students specific skills to use in order to calm down and manage their worries. I remind students of these strategies before we take a test or when I announce I will be out and they will have a sub. These books reinforce all the vital work we are doing in our S.E.L. lessons every morning. 

Growth Mindset

The OK Book Amy Krouse Rosenthal and Tom Lichtenheld

The Girl Who Never Made Mistakes by Mark Pett and Gary Rubinstein

Yes, I Can! By Nadya Mikulinsky

I Can Do Hard Things by Gabi Garcia

I’ve noticed that this year I have a group that is very failure averse. They are afraid to try because they might not be perfect. I noticed students relaxing after I read these books and being much more willing to attempt things. They also set up the phrase I use all year “You don’t have to be perfect, you just have to try” which is echoed in one of our daily affirmations of “I can do hard things.”

Wrap Up

And there you have it! The books I read to set the tone of my classroom and establish a culture of acceptance and perseverance. If you’re interested in doing this, I encourage you to start small. Pick a few of the books and introduce them to your class. As the years go on, you’ll build up a more and more robust reading list and you can then pick which you feel are best for your group of kids that year. Feel free to reach out with any questions and I would LOVE to hear if you’ve tried these books!

As I close, I invite you to join me in these affirmations.

I am doing the best I can.

I belong here.

I deserve rest.

It’s going to be a different year than ever before and YOU are exactly where you belong, changing the world one kid at a time.

Here for you,

Ruth Reinkymov

3rd Grade Teacher

Hawthorne IB World School

Growth Mindset: Successful Students with Jot Thoughts

 

During the first few weeks back to school, it's so important to build a sense of community and belonging amongst your students.  You want them to feel that your classrom is a safe place to learn and share.  Through all the team building and classroom building activities that I engage my students in the first few weeks, I think it's equally important to place an emphasis on Growth Mindset.  We know that your mindset can change or determine your outcome and success, and that's so very true for our students as well!

Being as though we are an AVID school for many years now, one of the first activities we do at the start of the year is something called the "Successful Student." For this activity, students will brainstorm words that show what it means to be a successful student.  I copy the outline of a person onto cardstock and here they decorate the person to look like themselves and fill the poster with words that describe being a successful student.

I incorporated Growth Mindset into this activity by asing them to think of things they feel they're not good at "yet" or things they want to become better at as a studnet this year.

I used a collaboratve learning Kagan strategy called "Jot Thoughts" to help guide and facilitate discussions about growth mindset and what it means to be a successful student.  You can see the pictures I've included of this Jot Thoughts strategy as my students engaging in these discussions the first week of school!  You can also see the photos of the finished product of the "Successful Students."

This "Successful Student" activity is just one example of a very simple way to use collaborate learning (Kagan- Jot Thoughts), and Growth Mindset to help students engage in positive thinking. It's also a super fun activity, helps them to learn how to work together, and not to mention they look super cute up on the wall!

Collaboratively Learning,

Megan Brown

megan.brown@omsd.net

Building Relationships with Our Students - Deliberate & Intentional

 

Welcome back to another school year like no other - yes, it will be unique in its challenges and successes.  Each of us has our own individual stories about teaching during the pandemic of 2020/21.  Hold those stories dear to you because they are important and use them to shape your teaching for this school year. 

My hope this year is to share my journey in a post pandemic school year that is shaped by how I taught prior to the pandemic, what I learned during the pandemic, and what I hope to become after the pandemic.  I hope to share how I continue to grow as a teacher in trying to make connections with my students so that they become life long learners.

To start the year off, I encourage you to get to know your students.  Find out their interests, their likes and dislikes, their favorite classes, their favorite artists, what they like to do in their free time, what they do on the weekend and on and on and on.  Getting to know your students will then allow you to tap into these interests and weave them into your subject matter - with the idea of building motivation for your students.

Here are a few ideas I use to try and build a connection with my students in the first week of school:

1.  Prior to the school year, I write each student a postcard.  The hope that I have is that students realize I am thinking about them and that I am excited about the upcoming school year.  I start writing them midsummer because writing 150 postcards takes some time.  The one additional benefit that surprised me was the parents' reactions and how they appreciated the effort to connect with their child prior to school starting.  The postcards are addressed to the parents and students - below is an example from this year.

2.  On the first day of school, I have students do an activity where they write ONE word that describes their hopes, dreams, and goals for the year.  The word should have special meaning to the student so that when you think of this word you can at least make an attempt to live by that word each day.  I give each student a blank sheet of paper where they write the word down and add color/images to the sheet of paper.  The idea for this activity came from "Write on with Miss G" during one of my many Google searches a couple years back.  This year I plan on expanding the activity by taking each student's word and displaying one word each day from each of my classes in the back of the room.  The idea being that for that day this is my 'special' student who has given the class a word to live by in the hopes that each student will feel special on their day that their word is displayed.  See below for ideas:

3.  I also do 'Name Tents with Feedback'.  The idea comes from Ms. VanDerWerf  - check out her blog post.  This does take some time during the first week of school but I have found that the time spent going through each student's response allows me to get to know each student and provide them with a personal statement back.  The purpose of this activity each day is to start the process of building a relationship with each student - a relationship that hopefully will provide the opportunities to build motivation and lifelong learners with each individual student.  I have modified the name tents so that they have these questions:  Click here

As you begin this new school year, I hope that you connect with your students in unique ways so that relationships can be forged that will allow each and every student to achieve more than they ever thought possible.  Building relationships begins the process of creating a safe environment for our students - and after last year, many students are looking for this safe place in their lives.

My upcoming blogs will focus on student motivation, Universal Design for Learning, student feedback and much, much more - I hope that you come back next month to find out what is happening in my classroom.  You can also reach out to me to come and visit my classroom anytime.

Remember, take care of yourself as well during this challenging upcoming year, and most importantly, give yourself grace.

Teaching and still loving it,     

Kevin Stott                              

De Anza Middle School          

8th grade & Integrated Math I