Chapter eight helps enforce the idea that not all students perceive transitioning the same way. What may seem like a simple task of standing up and moving to another location, can be a much more involved situation for a student like Billy. It is easy to look at a transition period as a group movement rather than a group of individuals moving. Some of the strategies mentioned were strategically placing a student near an adult while lining up although this is not always the best move depending on the child. Placing the student with a "safe peer support" student could also benefit the student.
There was so much in Chapter 9 that I wanted to dive deeper into. I highlighted many quotes and as I read, I kept thinking, what if the Billy's teacher was once a Billy themselves? The chapter answered my question and gave suggestions for teachers that have had that trauma in their past. But this led to me to think about our peer interactions at school and how we all need to support each other as educators. Just like we've been reminding ourselves throughout this book that we need to approach each child in our classroom as if they've experienced trauma, let's also extend that courtesy to our coworkers. "The teacher should never connect her self-worth and effectiveness to a student's behavior... It is the teacher's personal responsibility to validate herself."
The statement "relationship drives academic achievement" really resonated with me. The most powerful tool in the classroom is the teacher. As stated in Chapter 9, a robot could be a teacher if our only defining role is to teach and instruct. Students who love being in a teacher's class will learn. Students will rise to high expectations if they know their teacher believes they can. I feel like the rigorous state mandates for students to perform on a standardized test have hurt the relationship aspect. We can get so caught up in our pacing guides and schedules that we forget to connect with our students. That connection is more important than any resources available. Chapter 9 reminded me of this important aspect in education.
I agree with Beth on the statement "relationship drives academic achievement". The connection is the most important resource they have. The state test, the pacing guides, and high expectations have really taken a toll on students and teachers. Chapter 9 reminded me to slow down and enjoy and then they will possibly learn.
I agree that the pressures of pacing guides and standardized testing have contributed to the decline of student-teacher relationships. Teacher stress levels have increased as we all strive to be level five. Often, that stress is felt either directly, or indirectly, by our students. I am not sure how to find the balance between scores and relationships, but I am going to put more effort into relationships this year.
I think I already said something like this as an answer for a previous chapter. I am to caught up in trying to get my standards taught and that leaves very little time to form strong relationships with my students. Definitely something that I need to make improvements on this year.
I agree with Beth relationships will drive anything in life adults and students alike. People will always remember if you care about them or not. The greatest effect we will have on our students on how we make them feel. You can get people to run through a wall for you (from coaching experiences) if they know you really care about them and they believe in what we are teaching them.
With this fearful, deregulated Billy there is nothing more important that safety and a predictable routine within a caring relationship. The thought came to me that helping Billy is chess not checkers. It takes an incredible amount of fore site, planning and self-discipline to encourage him to take those small steps (titration) towards regulation. Fore site, anticipating what may happen. Planning, being able to tell him through out the day what will happen next. And self-discipline, to maintain a pleasant disposition and listen empathetically as he explains what seems to make sense to him. I think the listening without immediately picking apart his reasoning is a challenge, but apparently an integral part of building a positive relationship with Billy.
Yes I agree with you Beth! I know relationships drive athletics too! I have coached a few girls who were Billy’s on my team. At first they were just excited to make the team. But once I built that relationship with them they would come to me when they were feeling down or felt they were about to blow up. It was nice they felt comfortable to come to me. It got to the point they didn’t want to get in trouble because they knew they would disappoint me. They are some of my favorite kids.
Jennifer I do think you build a very good relationship with your girls on the team. They respect you but they know you care about them. They are always concerned about you finding out if they have been in the office or done anything you do not approve of. Coaches tend to develop a special relationship with their students because of their time with them outside of the classroom.
Teachers have influence over their students just by their attitude and enthusiasm or lack thereof. Being able to keep a constant positive attitude not only makes a student feel safe, but also can reduce their stress level keeping them further away from their breaking point.
In chapter 9, on the last page the last 2 paragraphs mean so much. We as teachers should be aware and understand trauma. We will definitely have some trauma with some of our students after they come back to school after being out for so long. I liked the quote, "Peace cannot be kept by force; it can only be achieved by understanding." We must take the time to understand our students during this time. Love yourself! I know some days we might not feel like teaching and maybe we just don't want to be at school. Just remember students are looking up to you and they need you and keep on going! The Billy's need you and so do your other students!
I thought it was interesting that chapter 9 references to a teachers confidence as it correlates with Billy's stress and pressure. When a teacher has confidence, Billy's stress and pressure is lowers because she sends Billy the message that she can handle him. I was also amazed with the difficulties homework brings. "No homework assignment is ever worth sacrificing a child's self-worth..."
Chapter eight helps enforce the idea that not all students perceive transitioning the same way. What may seem like a simple task of standing up and moving to another location, can be a much more involved situation for a student like Billy. It is easy to look at a transition period as a group movement rather than a group of individuals moving. Some of the strategies mentioned were strategically placing a student near an adult while lining up although this is not always the best move depending on the child. Placing the student with a "safe peer support" student could also benefit the student.
ReplyDeleteThere was so much in Chapter 9 that I wanted to dive deeper into. I highlighted many quotes and as I read, I kept thinking, what if the Billy's teacher was once a Billy themselves? The chapter answered my question and gave suggestions for teachers that have had that trauma in their past. But this led to me to think about our peer interactions at school and how we all need to support each other as educators. Just like we've been reminding ourselves throughout this book that we need to approach each child in our classroom as if they've experienced trauma, let's also extend that courtesy to our coworkers. "The teacher should never connect her self-worth and effectiveness to a student's behavior... It is the teacher's personal responsibility to validate herself."
ReplyDeleteThe statement "relationship drives academic achievement" really resonated with me. The most powerful tool in the classroom is the teacher. As stated in Chapter 9, a robot could be a teacher if our only defining role is to teach and instruct. Students who love being in a teacher's class will learn. Students will rise to high expectations if they know their teacher believes they can. I feel like the rigorous state mandates for students to perform on a standardized test have hurt the relationship aspect. We can get so caught up in our pacing guides and schedules that we forget to connect with our students. That connection is more important than any resources available. Chapter 9 reminded me of this important aspect in education.
ReplyDeleteI agree with Beth on the statement "relationship drives academic achievement". The connection is the most important resource they have. The state test, the pacing guides, and high expectations have really taken a toll on students and teachers. Chapter 9 reminded me to slow down and enjoy and then they will possibly learn.
DeleteI agree that the pressures of pacing guides and standardized testing have contributed to the decline of student-teacher relationships. Teacher stress levels have increased as we all strive to be level five. Often, that stress is felt either directly, or indirectly, by our students. I am not sure how to find the balance between scores and relationships, but I am going to put more effort into relationships this year.
DeleteI think I already said something like this as an answer for a previous chapter. I am to caught up in trying to get my standards taught and that leaves very little time to form strong relationships with my students. Definitely something that I need to make improvements on this year.
DeleteI agree with Beth relationships will drive anything in life adults and students alike. People will always remember if you care about them or not. The greatest effect we will have on our students on how we make them feel. You can get people to run through a wall for you (from coaching experiences) if they know you really care about them and they believe in what we are teaching them.
ReplyDeleteWith this fearful, deregulated Billy there is nothing more important that safety and a predictable routine within a caring relationship. The thought came to me that helping Billy is chess not checkers. It takes an incredible amount of fore site, planning and self-discipline to encourage him to take those small steps (titration) towards regulation. Fore site, anticipating what may happen. Planning, being able to tell him through out the day what will happen next. And self-discipline, to maintain a pleasant disposition and listen empathetically as he explains what seems to make sense to him. I think the listening without immediately picking apart his reasoning is a challenge, but apparently an integral part of building a positive relationship with Billy.
ReplyDeleteYes I agree with you Beth! I know relationships drive athletics too! I have coached a few girls who were Billy’s on my team. At first they were just excited to make the team. But once I built that relationship with them they would come to me when they were feeling down or felt they were about to blow up. It was nice they felt comfortable to come to me. It got to the point they didn’t want to get in trouble because they knew they would disappoint me. They are some of my favorite kids.
ReplyDeleteJennifer I do think you build a very good relationship with your girls on the team. They respect you but they know you care about them. They are always concerned about you finding out if they have been in the office or done anything you do not approve of. Coaches tend to develop a special relationship with their students because of their time with them outside of the classroom.
DeleteTeachers have influence over their students just by their attitude and enthusiasm or lack thereof. Being able to keep a constant positive attitude not only makes a student feel safe, but also can reduce their stress level keeping them further away from their breaking point.
ReplyDeleteIn chapter 9, on the last page the last 2 paragraphs mean so much. We as teachers should be aware and understand trauma. We will definitely have some trauma with some of our students after they come back to school after being out for so long. I liked the quote, "Peace cannot be kept by force; it can only be achieved by understanding." We must take the time to understand our students during this time.
ReplyDeleteLove yourself! I know some days we might not feel like teaching and maybe we just don't want to be at school. Just remember students are looking up to you and they need you and keep on going! The Billy's need you and so do your other students!
I thought it was interesting that chapter 9 references to a teachers confidence as it correlates with Billy's stress and pressure. When a teacher has confidence, Billy's stress and pressure is lowers because she sends Billy the message that she can handle him. I was also amazed with the difficulties homework brings. "No homework assignment is ever worth sacrificing a child's self-worth..."
ReplyDelete