How
can you use the information from Chapter 3 about the brain along with your
knowledge of trauma to create an overall classroom climate where students like
Billy can succeed?
By differentiating your teaching practices. We know not all children are the same so we must use all of the tools in our toolbox to find out which practice serves each student the best. Teachers have the ability to use small group, centers, video, music, group work and many other effective ways of teaching to provide each student a tool they can use to be successful in class.
The most successful teachers today are going to have an arsenal of skills and practices to use in managing classrooms and teaching students. As a teacher, the difficult part sometimes is knowing when to use certain tactics with certain students. I've had classes where you could manage the class as a whole and they would respond appropriately. Other classes have required a more divide and conquer approach when applying teaching strategies and other methods.
I’ve noticed the same thing Paul. Especially since inclusion classes have been introduced, differentiating the learning is crucial to make sure every student gains something from the lesson.
I already knew about the different parts of the brain, but have never really examined further the effects of each and when trauma occurs. After reading CH 3, I realize now that differentiation doesn't just apply to academics but also emotions and classroom management. Being a co-teacher I would like to be able to utilize having 2 teachers and one us being able to have that rational conversation BEFORE the meltdown where it is explicitly explained why the student is being punished or reprimanded.
I agree with you about being a co-teacher and having the conversation before the meltdown. Being in the classroom would help a lot with ABC (Antecedent, Behavior Consequence.) Alot of times we are called in for the B and mostly the C.
I agree with both of you guys! If you can tell them before class starts about things that will be out of the ordinary it can prevent a meltdown. The student has time to process the changes, consequence, or whatever it may be alone and not in front of other which may make it more stressful than it already is.
I agree. A lot of teachers teach the same way and it doesn't get through to the student. I think you have to find a strategy that meets the students needs and likes.
Hit the nail on the head here. Its important to be able to adapt and have a knowledge of your students in order to cater to each ones needs individually.
After reading chapter 3, I have link it to a few episodes that took place over the last two years with my Billy. In RTI, during the first few weeks we spend time building relationship which help us reduce meltdowns. I wish we could do this more in inclusion classes as well.
I would have to agree that relationships are the key. We must slow down and take the time to build those relationships in order to reduce meltdowns so that learning can take place.
I believe relationship building is very important when dealing with children whose brain works from the bottom up. They need that feeling of trust and support when they start feeling anxious. If that student trusts their teacher I feel they will have a more positive outlook in that classroom and that will increase their learning process.
I agree with you Bess. Our students must trust us in order for us to help them. The students will be more successful in the classroom if we have gained their trust.
I agree, Bess. The feeling of just being able to trust and feel safe has a much larger impact or snowball effect than what people, like myself realize. I did not experience any of this, as a child, but I do know that when I feel like I can trust someone, even as an adult, I am much more open and attentive and able to contribute. This is the exact same for our students.
I think we have to be aware of the reactions of our students and look to the root for the cause. Some students have faced a tremendous amount of trauma and we need to be aware as to how this factors into their behavior. Developing meaningful relationships where we gain an understanding about them will help to create a climate where all students can succeed.
I agree with you that relationships are often times the key to dealing with students. I feel that being a coach helps to sometimes get to know the student in a different setting which makes it easier to communicate with them.
Not only should we as teachers differentiate instruction, we must understand and differentiate how our students feel. Just like in the beginning chapters of this book, we must understand our students and have a relationship to understand what is going on with them.
I think we have all heard the information about the frontal lobe not being fully developed until around 25 years of age. So we can somewhat "blame" crazy behavior on that. But the same thing is true for the parts of the brain discussed in this chapter. In order to make our classroom an acceptable learning environment for ALL students, we have to be aware of how they are developing. The only way to do this is through relationships.
Students react to their teacher’s behavior. Because of this, teachers have to be extra careful not to come to class with an attitude that sets off Billy. His fight sense is easily triggered because of possible early trauma, so creating a positive classroom experience for him will involve being emotionally supportive to all your students. Billy needs a model of how to express emotions in a healthy way.
I remember as a kid walking into certain teacher's classrooms and you instantly knew what kind of class it was going to be based off of the teachers body language. We all have bad days from time to time, but how we handle ourselves in stressful situations can help the "Billys" of the classroom learn how to handle theirs. Depending on the situation and the reason for our frustrations, we can share some of these things with our students and talk about how we reacted and why in an effort to show the Billys, Hey it's okay to upset and mad at times, but how you handle these it is truly what matters. Giving examples of correct ways to handle situations may help more than we think. This will also help create a sense of trust in your classroom. If you share some, not all, some of your personal life with your students, they will feel like they know you enough to share things from their personal life with you. At this point you can really help Billy express what he is feeling in a healthy way.
By differentiating your teaching practices. We know not all children are the same so we must use all of the tools in our toolbox to find out which practice serves each student the best. Teachers have the ability to use small group, centers, video, music, group work and many other effective ways of teaching to provide each student a tool they can use to be successful in class.
ReplyDeleteThe most successful teachers today are going to have an arsenal of skills and practices to use in managing classrooms and teaching students. As a teacher, the difficult part sometimes is knowing when to use certain tactics with certain students. I've had classes where you could manage the class as a whole and they would respond appropriately. Other classes have required a more divide and conquer approach when applying teaching strategies and other methods.
DeleteI’ve noticed the same thing Paul. Especially since inclusion classes have been introduced, differentiating the learning is crucial to make sure every student gains something from the lesson.
DeleteI already knew about the different parts of the brain, but have never really examined further the effects of each and when trauma occurs. After reading CH 3, I realize now that differentiation doesn't just apply to academics but also emotions and classroom management. Being a co-teacher I would like to be able to utilize having 2 teachers and one us being able to have that rational conversation BEFORE the meltdown where it is explicitly explained why the student is being punished or reprimanded.
ReplyDeleteI agree with you about being a co-teacher and having the conversation before the meltdown. Being in the classroom would help a lot with ABC (Antecedent, Behavior Consequence.) Alot of times we are called in for the B and mostly the C.
DeleteI agree with both of you guys! If you can tell them before class starts about things that will be out of the ordinary it can prevent a meltdown. The student has time to process the changes, consequence, or whatever it may be alone and not in front of other which may make it more stressful than it already is.
DeleteI agree. A lot of teachers teach the same way and it doesn't get through to the student. I think you have to find a strategy that meets the students needs and likes.
ReplyDeleteHit the nail on the head here. Its important to be able to adapt and have a knowledge of your students in order to cater to each ones needs individually.
DeleteAfter reading chapter 3, I have link it to a few episodes that took place over the last two years with my Billy. In RTI, during the first few weeks we spend time building relationship which help us reduce meltdowns. I wish we could do this more in inclusion classes as well.
ReplyDeleteI would have to agree that relationships are the key. We must slow down and take the time to build those relationships in order to reduce meltdowns so that learning can take place.
DeleteI believe relationship building is very important when dealing with children whose brain works from the bottom up. They need that feeling of trust and support when they start feeling anxious. If that student trusts their teacher I feel they will have a more positive outlook in that classroom and that will increase their learning process.
ReplyDeleteI agree with you Bess. Our students must trust us in order for us to help them. The students will be more successful in the classroom if we have gained their trust.
DeleteI agree, Bess. The feeling of just being able to trust and feel safe has a much larger impact or snowball effect than what people, like myself realize. I did not experience any of this, as a child, but I do know that when I feel like I can trust someone, even as an adult, I am much more open and attentive and able to contribute. This is the exact same for our students.
DeleteI think we have to be aware of the reactions of our students and look to the root for the cause. Some students have faced a tremendous amount of trauma and we need to be aware as to how this factors into their behavior. Developing meaningful relationships where we gain an understanding about them will help to create a climate where all students can succeed.
ReplyDeleteI agree with you that relationships are often times the key to dealing with students. I feel that being a coach helps to sometimes get to know the student in a different setting which makes it easier to communicate with them.
DeleteNot only should we as teachers differentiate instruction, we must understand and differentiate how our students feel. Just like in the beginning chapters of this book, we must understand our students and have a relationship to understand what is going on with them.
ReplyDeleteI think we have all heard the information about the frontal lobe not being fully developed until around 25 years of age. So we can somewhat "blame" crazy behavior on that. But the same thing is true for the parts of the brain discussed in this chapter. In order to make our classroom an acceptable learning environment for ALL students, we have to be aware of how they are developing. The only way to do this is through relationships.
ReplyDeleteStudents react to their teacher’s behavior. Because of this, teachers have to be extra careful not to come to class with an attitude that sets off Billy. His fight sense is easily triggered because of possible early trauma, so creating a positive classroom experience for him will involve being emotionally supportive to all your students. Billy needs a model of how to express emotions in a healthy way.
ReplyDeleteI remember as a kid walking into certain teacher's classrooms and you instantly knew what kind of class it was going to be based off of the teachers body language. We all have bad days from time to time, but how we handle ourselves in stressful situations can help the "Billys" of the classroom learn how to handle theirs. Depending on the situation and the reason for our frustrations, we can share some of these things with our students and talk about how we reacted and why in an effort to show the Billys, Hey it's okay to upset and mad at times, but how you handle these it is truly what matters. Giving examples of correct ways to handle situations may help more than we think. This will also help create a sense of trust in your classroom. If you share some, not all, some of your personal life with your students, they will feel like they know you enough to share things from their personal life with you. At this point you can really help Billy express what he is feeling in a healthy way.
ReplyDelete