Reflecting Resilience

What Educators Can DoMRESC12/8/11mary@maryfowler.comDifficult, Challenging Behaviorin General Education SettingsRecollection & ReflectionWho or what brought you here? Who was (is) that student that escaped you? Defeated you? Challenged all you thought you knew? Continues to mystify or challenge you?Write, draw, tell.

Remember a time when you had a teacher (or someone else) who didnt like you. Tell a partner about the experience.

Partner share what you heard with the large group.Relationshipmakes the difference!We dont have to love our students, but we do have to LIKE them (not their behavior).

Behavior reflects beliefs.Students who come w challenges & difficulties are like canaries in the coal mine. Take perceived rejection harder.Reactions are more pronounced.Todays goal: improve SEB performanceTodays 3 objectives: build the road that makes the posi+ive difference.Understanding TriggersThe sensory/emotional sub-storyThe Emotional Sub-story

The ChallengesUnderlying neurological factors

Traumatic stress

Weak skillsProblem-solvingSocial graces Inhibition (prone to reaction)

Primary Fear Circuit(when rats get scared)Diagram from: The Emotional Brain: LeDouxHigh Road-RESPONDERSexecutive networkThoughtfulReflectiveProblem solving

Low RoadREACTORSEmotionalReflexiveMindless

Distressed LearnersMis-read situations

Mis-perceive threat

One size fits all contextQuick to Fight, Flee or Freeze

Self-defeating BehaviorsQuitAvoidClownControlBullyDeny(Brooks, 2007)QUIET the BIOLOGY

Reactive behavior has to calm before it can become response-enabled.If-then De-escalation StrategiesBegins to escalate, e.g. raises voiceStop & Breathe.Meltdown beginsstep away, cue Calm Down. (Avoid verbal and non-verbal threats, tones, gestures.)In non-physical meltdownStay calm, focus other students on specific task, signal its okay to student in meltdown, cue Stop & Breathe Calm Down PlaceIn physical meltdownStay calm, quietly call for help, focus other students or move to protectMeltdown subsideswait to meet privately about behavior, focus student on activity or Calm Down Place. (made a mess, been disruptive, said inappropriate things, made threatening gestures)DO NOT: demand on-spot apology, public apology, use talk & reason, engage in a power play, make threats.Trigger Id & PreventionObserve & AskMake a trigger list.Develop strategiesstudent self-report form (Marzano)Did without thinkingThought about it but still did itThought about it and did it less than normally wouldDidnt do itPractice preventionCue trigger = heads up!Teach alternative responsesCoach strategyAppreciate and Congratulate!

PBS for well-beingsThe way we do the things we do!Framework for ResilienceDevelopmental Supports

Caring relationshipsHigh expectationsOpportunity to participateDevelopmental Traits

Social competenceProblem solvingAutonomy/identitySense of purposeResilience ReflectionWhat tapped my own resilience?What occurred in my life that brought out my strength capacity?How am I connecting this knowledge to what I do in my work w youth?

www.cchealth.org Tapping Resilience in YouthResilienceHow Schools Can HelpSafetyBelongingRespect/self worthAutonomy/identityMastery/empowermentMeaning Social Referencing

PBSWay of beingAlongside not instead ofHigher not lower expectationsPersonal responsibility and accountabilityProblem solving not struggleMistakes as learning opportunitiesBrand IdentitiesGreat brands are about who we are how we communicate our essence, our character. Tom PetersWhats Your BrandExplore your brand identity.Is it what you intended to create?Is how you see yourself how the student sees you?Are there adjustments you can make?PBS FoundationIntelligence unfolds in the presence of a nurturing environment. Erickson

Safety, Trust, Constancy, Predictability

Connection, Community, Competent Management

Notice, Name, Appreciate

Conscious, deliberate action!Strength-focused Cultures

What can you do?What do you love?What is your talent?What can you become?What is your preferred classroom activity?What do you like to work for?I really like it when teachers ___________________.www.businessballs.com

I really matter!Student IdentifiesTeacher Supports

Listen important details of lifeFind strengthsShow interestObserve, empathizeSeek to understand goals.Community Builders

Morning MeetingGather & greetShare and listenGroup activityskill introduction & practiceMorning message

Bucket Fillers

Familiar Friendly Face

Connection & belonging

Decision-makingWhat would Gertrude say? Suggest?

Authentic

Ordinary MagicSocial Skills Training1 per weekClass (or school) initiativePersonal Scorecard assessment

BEST: body posture, eye contact, say appropriate thing, tone of voice (Elias)CALM Down: stop & breatheKeep calm (Elias)SLANT: silent, listen, attention, nod head, track the speaker

Meaning & PurposeLearning to give.orgVolunteerHelp someone else

Solid Classroom ManagementClassroom code (not the same as rules)Structuretrain rules & proceduresStudent generatedY charts (look, sound, feel like)Range of responsesLanguage1 behavior at a time (3 maximum)Restorative DisciplineNot how can you solve the problem but how can you put it right.Self-control, self-discipline, acceptance, responsibility, accountability, empathy, truthfulness, dependabilityRecognize, Acknowledge, Own, Repair

Restorative Discipline for Schools Discipline is a long-term process that leads children to become responsible.Recognizes purpose of misbehaviorAddresses needs of those harmedWorks to put right the harmAims to improve the futureSeeks to healUses collaborative processes

Amstutz & MulletRD BenefitsBlame > ClaimDisregard > AcknowledgementDefensive-reactive > Responsive-proactiveEscalation > De-escalation

Restorative Inquiry & Apology of ActionEstablish the fact patternWhat happened? How did it happen? What was your part?

Ask empathic questions How did it affect you? The other person(s)

Resolve w reflective & restorative actionWhat can you do to make it right?How can you repair the harm?What future action can you take?

Dakirasee handout p. 6Teacher comes to help students at group table. Dakira talks to group members the entire time. She ignores commands to be quiet and escalates when teacher speaks to her. Her voice is loud, aggressive, and snarly. Shes into a verbal volley w teacher and has an answer for every directive:Why are you talking to me! Cant you see EVERYONE else is talking? Why are you always picking on me?Change your seat, Dakira.Why are you asking me to move? Theyre the ones talking. Im working. Cant you see me working? Miss, you know I always get my work done so why are you starting with me?!!!Using RD and Apology of ActionPrivate 1-1 conference or call outWhen you are not angry or reactiveWhen you are able to listen activelyFor an occasional situation or alongside other strategies for chronic problems.Collaborative Problem SolvingLost At School, 2009 Ross GreeneCollaborative Problem Solving For chronic issues (as part of RTI, I&RS, or teacher-driven effort).

Students want to do well.

Chronic problems result from lagging skills & unsolved problems.

Students make lasting change when they are stakeholders.

CPS ProcessWork on actionable information!NoticeEmpathizeIdentify InviteAssessUNDERSTAND PROGRESS OVER TIMECue-less not Clueless!Every child needs at least one adult in life who is crazy about him or her. Eli NeubergerGO CRAZY!!!I will act as though what I domakes a difference. William James