Meeting #5
Meeting Date: Wednesday, Dec. 14
Meeting Time: 4:00 p.m. - 6:30 p.m.
Meeting Location: FMI Library
Assignment: Prior to the meeting respond on this blog to the following: What questions would you like our Tanager guest to address? What help or resources do you need from the district in order to create a trauma-sensitive classroom and school?
Meeting Location: FMI Library
Assignment: Prior to the meeting respond on this blog to the following: What questions would you like our Tanager guest to address? What help or resources do you need from the district in order to create a trauma-sensitive classroom and school?
ReplyDeleteHow do we find time to meet the social needs of our “Billy” while still meeting the needs of the other students?
How do we get parents to understand that the social lesson in the classroom are beneficial for all students?
How can we provide for all the needs of our students? (for example some needs silence and others need movement to learn?
How do we support the student’s in our class who are nervous or scared by Billy’s behaviors?
How do we help to education staff members who may not understand the importance of social emotional learning?
What tools or resources do you use to detect/determine if a child has trauma?
ReplyDeleteWhat community resources are available for parents with a trauma child?
What would you say is your number “one” or “go to” strategy for dealing with trauma students?
Can you recommend a good social skills curriculum that we could implement?
Do you have any experience or insight in determining when a child may
dysregulate to a point of hurting themselves?
If our classrooms are space limited, are there any recommendations you can share for a student to self-regulate at their desk?
How have other school districts addressed social emotional needs through professional development?
ReplyDeleteHow do we develop a partnership with parents to help them continue the skills we are doing here?
What tools are available to reach our students who do not qualify for the BD social skills program?
ReplyDeleteAny additional classroom strategies?
How can you set up a way to meet the needs of a child dealing with self regulating issues without having other children wanting to do what the child with the need is doing and causing issuing within the classroom?
ReplyDeleteWhat is the best strategy to use within a classroom setting without the child missing too much instruction?
How difficult is it to get a child the help they need for a parent with limited resources or money?
Meeting with Tanager counselors...
ReplyDeleteAshley Hart is the contact for our school district she services Starry and the Vernon but does have siblings in FMI and Emerson. The goal is for her to work with Tanager and the school district. She has a spot in both buildings and our schools if needed.
Mt. Vernon has a wonderful program where a counselor is at the school full time and does observations, consultations, and group sessions. Mt. Vernon has a grant that funds their program and through the grant, they have marriage and family therapy as well.
In order to see a counselor, it has to come through referrals from the school counselor and then verify insurance. Bring up the student through PBIS or Jamie and then Jamie contacts family and the family takes it from there.
Students who would have previously been in residential are now in public schools now due to funding. The problem is how do we find the balance between teaching and giving therapy? Focus on the RELATIONSHIP with the child and reassure throughout the day. It is ok to put your hand on the student's shoulder to let them know that you are there for them. Just very important for them to know you are there for them and that may not need any other therapy than that.
How do we build relationships with special teachers and the students in the classrooms. To build the relationships may be a transitional object to have the teacher give to “Billy” to watch over when they are in the special. That would make the child feel special and that someone trusts them with something so special to them.
Crucial C’s (handout from Tanager)-Really focus on making them feel they matter)
Courage
Connect
Capable
Count
If you have students going to the music room to build a relationship with Amanda (or whoever) make sure they have a friend with them for your safety and for the students to feel more comfortable.
How do you give students what they need based on the individual and not have the other kids think they need the same thing. (It is important to share with the class why the student needs what they need. Also, very important to talk with the “Billy” about tools rather than toys.
Can students feel the pressure that we as teachers put upon ourselves in the classrooms with all the academic demands--yes they can absolutely feel that and that is why is so important to take care of ourselves. Give yourself permission to stop teaching and build the relationships with the students.
What type of curriculum or activities can we do with our students to build student teacher relationships and student to student level?
Paper Tigers is a movie to show to teachers at the beginning of the year. MUST WATCH!
Trusted adults-survey given at the beginning of the year where students write down who the feel is their trusted adult and then the teachers get a list of who wrote down their names.
Suggested reading: The Whole-Brain Child by Daniel J. Siegel and Tina Payne Bryson is a great follow up.