The entire class should exist for the needs of each student. That statement stopped me in my tracks. In subject matter of course, obviously so, but in matters of behavior, I wasn’t thinking on this level. In most peer group situations, you get with the program or you are shunned or made to feel lesser, that is how “proper” behavior is shaped, that herd mentality. So the “black-sheep” either comes to heel, hides, fights, or withdraws to find likeminded people. I know this is an “out there” comparison, but the author’s technique is more like a herd of elephants, encircling, caring, teaching, and protecting everyone involved in the process….including the Billys.
I never thought about transitioning being a problem for trauma kids. But when I think about it now.. a lot of the behavior problems happen when we are transitioning from and to lunch, during recess, and in the hallways. I think it is smart to have the teachers walk with them to these different places.
The transitioning from class to class also caught my attention. I feel like in middle school this is especially difficult. We have to make more efforts to teach the kids how to be organized and manage time wisely. We also struggle with kids picking on each other during this time. Once this type of student becomes dis regulated during this time, it is going to be hard for them to learn or achieve in the classroom.
We have long known that movement in the hallways, and any other unstructured time, is when we have the most difficulty with our Billys. Never have our discussions around this problem had the mentality that times of transition were pushing Billy past his window of stress tolerance. We have always focused on monitoring the hallways and bathroom areas because of their behaviors. While it is important to do that, there are other things we can do to widen the stress tolerance window.
This coming year, our 7th-grade team has decided to have one large binder for all classes. This will reduce the problems of locker crowding, students bringing the wrong binder to class, and the organization of multiple binders. I think this small change will reduce stress levels for many of our students during transitions.
I think the binder is a great idea. I see several 5th grade students use this approach and it seems to cut back on the number of students being in the hallway at their lockers. It also seems to help with the students that lack in organizational skills.
Kim I think this is a good idea as well. I think back to last year and some of the difficulties our 5th graders faced and one large binder would probably help solve some of them.
Chapter 7 gave me a much better insight to how motivators might affect a child like Billy. I use extrinsic motivators in my classroom. I am driven and competitive. I am forgetting that not all students are wired like me, which is a good thing! :) The statement the author made about how motivators can make Billy feel even worse resonated with me. The author says, "His exaggerated black and white perspective tells him that if he does not get the reward, then is stupid, bad, unlovable, different, unworthy, and unsuccessful." Instead of constantly using prizes and incentives to motivate learning and success, I should spend more time on engaging their interest. The author states, "Children have a natural love for learning." As a math teacher, I have to be more creative in how I approach a new learning skill. I need for the students to see the value and peek their interest. If they are interested and engaged, they will want to learn without the extrinsic motivators.
This stick out to me as well Beth. You would figure most students would like to be motivated. Being a coach, that’s a big part of my job is to constantly motivate these kids to do their best. I guess some can take it in a way that makes them become violent if they don’t ever receive their reward.
Creativity is the key. Kids today have to be entertained more than we did. Learning has to be fun or they will zone out!
The Watershed School had an "advisor" for a group of students that stayed together in grades 9-12. This immediately made me think of our "houses." I think we got off to a good basic start this year, and this should be a good base for us to build upon over the years to come. These groups at the Watershed School became a family (probably the only "family" some of the students had) and spent an hour each week building these "family bonds" so students felt comfortable with each other and supported each other. They also had a teacher or other adult that they were able to develop a relationship with so they had someone they knew would be there for them in whatever way they needed them. This example showed me what our houses could mean for some students who don't currently feel like they fit in and how they could begin to change this mindset and begin to feel supported, safe, and as if they belong somewhere within the school setting.
Several things stood out to me in these chapters. I am glad transitions were brought up, because as a special educator, I get to "sit back" and observe sometimes in the classroom, the hallway, the lunchroom, and other areas and have noticed these are the times that our Billys get over-stimulated so I was interested to read more into that topic. I also thought of our houses when it was brought up about the advisors. I love the concept of our houses and think we got off to a great start this year. Since I don't have a homeroom, and I don't see all of the students , it has really given me a chance to get to know students that I may not have gotten the chance to get to build relationships with. I have been able to learn about the whole child versus just their academic ability. I also like the concept of the class being there for the student and not alienating the student. I know there are certain situations that warrant separating the child for safety reasons, but if we truly treat our classrooms like a family then we need to teach our students to truly be there for one another.
I also thought about the houses when I read the part about advisors. I think it is so good for the kids to have teachers they can turn to when they are in need. They may not be able to have a relationship with other adults, but the houses give teachers a different role for the students. I think the extra trust and security of the houses is what a lot of our students need.
The idea that movement is very important to students, especially those that struggle is not surprising considering how students function today. The life of kids today moves very fast, not so much physically as it is mentally. Most kids today spend more time on electronics then adults ever have and so its easy to see why they might struggle to sit and learn for long periods of time. The idea of movement in the classroom could help to cut down on these struggles. I think rocking would be a great strategy to add to middle school classroom.
I agree! I think a rocking chair could be a great tool to help many of our students regulate themselves and be able to focus better and stay in the classroom.
Yes! I thought the rocking chair was a great idea too! I also thought the pacing space was a smart tool also. Something that could be utilized with very little distraction to the other kids.
The students love the rocking chairs in the library. They love all the different seating. I guess it is more like home for some of them. For some students, this is the only time they can sit in a comfy chair. The library is a quiet place where some students can relax and forget about their home life for a little bit.
I agree with Coach Nelson the majority of our discipline issues happen during these transitional times because their are simply not enough eyes to cover each area. When our students do not have eyes on them is generally were our problems evolve.
The first page of chapter 7 blew me away...Trauma robs a child of his sense of curiosity. "If I don't explore, initiate, or put forth effort, then I am safe." This makes perfect sense after having so many Billys throughout the years. It is so simple but something I never thought about. Therefore, my job to create a safe environment is even more important.
In chapter Seven "If I don’t explore, initiate, or put forth the effort then I am safe.” That is the way we all feel sometimes. I think we missed it with a student last year, by running to him and giving threats. We had a padded room that did just what the book said. This was of no value. I hope someone maybe, me will be that safe person to build a relationship free of punishment and fear.
Amanda, this got to me as well. I can look back and see it in a few of my former students. One student in particular came to my class, sat down, and just used the oxygen. He was so completely disinterested in learning or participating in any way. He was so frustrating. I knew his home life wasn't optimal, but could not get through to him no matter what I did-- positive or negative. It wasn't until the end of the year that I was told that I looked somewhat like his mom, the woman who walked out of his life and wanted nothing to do with him. Talk about trauma.
In chapter 8, transitioning, I liked the example if someone had hypothermia, you must rewarm the body slow and methodical because if you warm to fast, it can cause damage or even death. "Titration" Billy needs this same approach. I think about how "Billy" is just sitting in class overwhelmed with challenging material being thrown at him. We must scaffold with the "Billy's" until they can do things on their own.
I thought chapter 7 was an interesting read on motivation. I especially liked the comparison of traditional verses new view in regard to motivation. As I was reading the list of traditional motivators especially the positive ones I was thinking yep I have used probably all of those at some point or another to serve as a positive motivator. Even the traditional negative motivators some of those have been used- missing break time and write offs. Each of those positive motivators were used by me thinking I was doing a good things for these kiddos- it was an eye opener for me thinking that the traditional way of even positive motivators can cause stress for Billy. Maybe even that my good intentions may have backfired when it came to Billy. So- I was very interested in the New view of motivation and the points that were made in the book made a lot of sense to me.
An interesting concept that stood out to me in these chapters was about the importance of creating a classroom community. Making a student feel isolated as a punishment sometimes can make the situation worse because that student’s stress level is raised due to the feeling that he does not belong. Making a student feel included makes a student feel safe.
In chapter 7, there was an example of a school where teachers were designated as an advisor over a group of students from various grades. I thought the results of this were very interesting as far as the increased levels of security and trust. This reminded me of the houses we have at our school. Also, in chapter 8 on page 110, a quote really caught my eye. It was, "Remember that a person's name is to that person the sweetest and most important sound in any language." It made me think about how important it is to greet all the students in my class, and use their names throughout the day.
In chapter 7, the biggest thing that caught my attention was the different ways students are motivated to work. While most students are motivated by the normal sticker charts, free time, class parties and such, Billy won't respond to those well because he has low self confidence He will take any means necessary to get the reward. The key to managing behavior and keeping Billy feeling safe is the build a relationship, but not just with Billy with all students. The external motivation tools won't do much is the teacher student relationship is not there.
The entire class should exist for the needs of each student. That statement stopped me in my tracks. In subject matter of course, obviously so, but in matters of behavior, I wasn’t thinking on this level. In most peer group situations, you get with the program or you are shunned or made to feel lesser, that is how “proper” behavior is shaped, that herd mentality. So the “black-sheep” either comes to heel, hides, fights, or withdraws to find likeminded people. I know this is an “out there” comparison, but the author’s technique is more like a herd of elephants, encircling, caring, teaching, and protecting everyone involved in the process….including the Billys.
ReplyDeleteI never thought about transitioning being a problem for trauma kids. But when I think about it now.. a lot of the behavior problems happen when we are transitioning from and to lunch, during recess, and in the hallways. I think it is smart to have the teachers walk with them to these different places.
ReplyDeleteThe transitioning from class to class also caught my attention. I feel like in middle school this is especially difficult. We have to make more efforts to teach the kids how to be organized and manage time wisely. We also struggle with kids picking on each other during this time. Once this type of student becomes dis regulated during this time, it is going to be hard for them to learn or achieve in the classroom.
DeleteWe have long known that movement in the hallways, and any other unstructured time, is when we have the most difficulty with our Billys. Never have our discussions around this problem had the mentality that times of transition were pushing Billy past his window of stress tolerance. We have always focused on monitoring the hallways and bathroom areas because of their behaviors. While it is important to do that, there are other things we can do to widen the stress tolerance window.
ReplyDeleteThis coming year, our 7th-grade team has decided to have one large binder for all classes. This will reduce the problems of locker crowding, students bringing the wrong binder to class, and the organization of multiple binders. I think this small change will reduce stress levels for many of our students during transitions.
I think the binder is a great idea. I see several 5th grade students use this approach and it seems to cut back on the number of students being in the hallway at their lockers. It also seems to help with the students that lack in organizational skills.
DeleteKim I think this is a good idea as well. I think back to last year and some of the difficulties our 5th graders faced and one large binder would probably help solve some of them.
DeleteChapter 7 gave me a much better insight to how motivators might affect a child like Billy. I use extrinsic motivators in my classroom. I am driven and competitive. I am forgetting that not all students are wired like me, which is a good thing! :) The statement the author made about how motivators can make Billy feel even worse resonated with me. The author says, "His exaggerated black and white perspective tells him that if he does not get the reward, then is stupid, bad, unlovable, different, unworthy, and unsuccessful." Instead of constantly using prizes and incentives to motivate learning and success, I should spend more time on engaging their interest. The author states, "Children have a natural love for learning." As a math teacher, I have to be more creative in how I approach a new learning skill. I need for the students to see the value and peek their interest. If they are interested and engaged, they will want to learn without the extrinsic motivators.
ReplyDeleteThis stick out to me as well Beth. You would figure most students would like to be motivated. Being a coach, that’s a big part of my job is to constantly motivate these kids to do their best. I guess some can take it in a way that makes them become violent if they don’t ever receive their reward.
DeleteCreativity is the key. Kids today have to be entertained more than we did. Learning has to be fun or they will zone out!
The Watershed School had an "advisor" for a group of students that stayed together in grades 9-12. This immediately made me think of our "houses." I think we got off to a good basic start this year, and this should be a good base for us to build upon over the years to come. These groups at the Watershed School became a family (probably the only "family" some of the students had) and spent an hour each week building these "family bonds" so students felt comfortable with each other and supported each other. They also had a teacher or other adult that they were able to develop a relationship with so they had someone they knew would be there for them in whatever way they needed them. This example showed me what our houses could mean for some students who don't currently feel like they fit in and how they could begin to change this mindset and begin to feel supported, safe, and as if they belong somewhere within the school setting.
ReplyDeleteSeveral things stood out to me in these chapters. I am glad transitions were brought up, because as a special educator, I get to "sit back" and observe sometimes in the classroom, the hallway, the lunchroom, and other areas and have noticed these are the times that our Billys get over-stimulated so I was interested to read more into that topic. I also thought of our houses when it was brought up about the advisors. I love the concept of our houses and think we got off to a great start this year. Since I don't have a homeroom, and I don't see all of the students , it has really given me a chance to get to know students that I may not have gotten the chance to get to build relationships with. I have been able to learn about the whole child versus just their academic ability. I also like the concept of the class being there for the student and not alienating the student. I know there are certain situations that warrant separating the child for safety reasons, but if we truly treat our classrooms like a family then we need to teach our students to truly be there for one another.
ReplyDeleteI also thought about the houses when I read the part about advisors. I think it is so good for the kids to have teachers they can turn to when they are in need. They may not be able to have a relationship with other adults, but the houses give teachers a different role for the students. I think the extra trust and security of the houses is what a lot of our students need.
DeleteThis comment has been removed by the author.
ReplyDeleteThe idea that movement is very important to students, especially those that struggle is not surprising considering how students function today. The life of kids today moves very fast, not so much physically as it is mentally. Most kids today spend more time on electronics then adults ever have and so its easy to see why they might struggle to sit and learn for long periods of time. The idea of movement in the classroom could help to cut down on these struggles. I think rocking would be a great strategy to add to middle school classroom.
ReplyDeleteI agree! I think a rocking chair could be a great tool to help many of our students regulate themselves and be able to focus better and stay in the classroom.
DeleteYes! I thought the rocking chair was a great idea too! I also thought the pacing space was a smart tool also. Something that could be utilized with very little distraction to the other kids.
DeleteThe students love the rocking chairs in the library. They love all the different seating. I guess it is more like home for some of them. For some students, this is the only time they can sit in a comfy chair. The library is a quiet place where some students can relax and forget about their home life for a little bit.
DeleteI agree with Coach Nelson the majority of our discipline issues happen during these transitional times because their are simply not enough eyes to cover each area. When our students do not have eyes on them is generally were our problems evolve.
ReplyDeleteThe first page of chapter 7 blew me away...Trauma robs a child of his sense of curiosity. "If I don't explore, initiate, or put forth effort, then I am safe." This makes perfect sense after having so many Billys throughout the years. It is so simple but something I never thought about. Therefore, my job to create a safe environment is even more important.
ReplyDeleteThis was my response, Madelyn was logged in and I didn't realize it. :)
DeleteIn chapter Seven "If I don’t explore, initiate, or put forth the effort then I am safe.” That is the way we all feel sometimes. I think we missed it with a student last year, by running to him and giving threats. We had a padded room that did just what the book said. This was of no value. I hope someone maybe, me will be that safe person to build a relationship free of punishment and fear.
ReplyDeleteAmanda, this got to me as well. I can look back and see it in a few of my former students. One student in particular came to my class, sat down, and just used the oxygen. He was so completely disinterested in learning or participating in any way. He was so frustrating. I knew his home life wasn't optimal, but could not get through to him no matter what I did-- positive or negative. It wasn't until the end of the year that I was told that I looked somewhat like his mom, the woman who walked out of his life and wanted nothing to do with him. Talk about trauma.
ReplyDeleteIn chapter 8, transitioning, I liked the example if someone had hypothermia, you must rewarm the body slow and methodical because if you warm to fast, it can cause damage or even death. "Titration" Billy needs this same approach. I think about how "Billy" is just sitting in class overwhelmed with challenging material being thrown at him. We must scaffold with the "Billy's" until they can do things on their own.
ReplyDeleteI thought chapter 7 was an interesting read on motivation. I especially liked the comparison of traditional verses new view in regard to motivation. As I was reading the list of traditional motivators especially the positive ones I was thinking yep I have used probably all of those at some point or another to serve as a positive motivator. Even the traditional negative motivators some of those have been used- missing break time and write offs. Each of those positive motivators were used by me thinking I was doing a good things for these kiddos- it was an eye opener for me thinking that the traditional way of even positive motivators can cause stress for Billy. Maybe even that my good intentions may have backfired when it came to Billy. So- I was very interested in the New view of motivation and the points that were made in the book made a lot of sense to me.
ReplyDeleteAn interesting concept that stood out to me in these chapters was about the importance of creating a classroom community. Making a student feel isolated as a punishment sometimes can make the situation worse because that student’s stress level is raised due to the feeling that he does not belong. Making a student feel included makes a student feel safe.
ReplyDeleteIn chapter 7, there was an example of a school where teachers were designated as an advisor over a group of students from various grades. I thought the results of this were very interesting as far as the increased levels of security and trust. This reminded me of the houses we have at our school. Also, in chapter 8 on page 110, a quote really caught my eye. It was, "Remember that a person's name is to that person the sweetest and most important sound in any language." It made me think about how important it is to greet all the students in my class, and use their names throughout the day.
ReplyDeleteI think this is what we are trying to accomplish with the house system! Hopefully next year, we will have some of the kinks worked out!
DeleteIn chapter 7, the biggest thing that caught my attention was the different ways students are motivated to work. While most students are motivated by the normal sticker charts, free time, class parties and such, Billy won't respond to those well because he has low self confidence He will take any means necessary to get the reward. The key to managing behavior and keeping Billy feeling safe is the build a relationship, but not just with Billy with all students. The external motivation tools won't do much is the teacher student relationship is not there.
ReplyDelete