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Similar to Teaser: Calm Down and Connect With Your Students by Molyneux
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Teaser: Calm Down and Connect With Your Students by Molyneux
- 2. Calm Down And Connect With Your Students
- 3. Kids don’t learn from people they don’t like. -Rita Pierson, educator What Affects Student Achievement? Relationships Pedagogy & Curriculum Out of Our Control
- 4. Imagine one student with whom you’ve had a good relationship. What were the qualities of that relationship? Do the same with one student with whom you had a poor relationship. What were its qualities? How do they differ from the good relationship
- 6. What are your triggers? The student who: • Lies • Cheats • Whines • Refuses • Interrupts • Rolls her eyes • Doesn’t talk • Can’t sit still
- 7. • Yell • Ignore • Glare • Punish • Lecture What is your response?
- 8. Taming Your Triggers Know Your Triggers WHO or WHAT triggers you? Know Your Reactions From where does it originate? Fight, flee, or freeze? Do you get what you want? Plan Your Response Consider the child Notice the trigger Pause: breathe, use self-talk, visualize Respond
Editor's Notes
- 1 min. How many of you have been here as an educator or know someone who has? It’s definitely not your finest hour. And when an educator needs to resort to yelling, it hurts both the educator and the students.
- Title: Calm Down (and Connect With Students) Description: We’ll review proactive strategies you can use to connect with your students and others that will help you remain calm when triggered by challenging behaviors. We’ll also explore why social-emotional skills are key for helping you carry out positive discipline and create a calm, safe learning environment. Outline learning objectives: Today you’ll learn ways to help you: -keep your cool -connect with students -carry out positive discipline -create a calm, safe classroom Presenter(s): Tonje Molyneux, Senior Program Developer, Committee for Children
- 2 mins. First, ponder this quote from veteran educator Rita Pierson: Kids don’t learn from people they don’t like. What do you think that implies? Have participants offer their ideas. Basically, what’s at the heart of this is that relationships matter. And in school, the most important relationship in terms of student achievement is the one between the teacher and her students. It accounts for 78% of what affects student achievement. Pedagogy and curriculum only account for 16%. And things out of our control, like what happens to students outside of school, account for merely 6%.
- 3 mins. Given the importance of relationships, let’s talk about what qualities you’ve experienced in good and poor relationships with students. You can imagine yourself in the shoes of a classroom teacher or think of your own experiences with a student. Take a moment to imagine one student with whom you shared what you’d describe as a good relationship. Now jot down the qualities you feel this relationship had. Do the same with one student with whom you shared a poor relationships. Feel free to chat with your seat-neighbors about their experiences and ideas. Give participants time to jot down their thoughts and discuss with seat neighbors. Have participants share their ideas with the whole group.
- Let’s start with the first step. Arguably the trickiest step of all: keeping your cool.
- 3 mins. What is boils down to in most cases is that some students trigger us. In order to remain calm when this happens, we must first identify our triggers! Think about what behaviors trigger you. Is it a constant interruption? Eye rolling? Fidgeting? Disrespect? Have a few participants share their triggers. Take a moment to note your triggers on your session handout. While doing so, think about where these triggers might come from. How you were treated as a child? Stress from your life? Just think about it and acknowledge it. Really figuring that out can involve some deep work with a therapist, so it’s best we don’t go there today!
- 3 mins. The next step is to identify your typical response. And we need to be honest here! But while doing so, show yourself some compassion. Invite participants to note them on their handout, then have them share their responses.
- 4 mins. We’ve looked at your triggers and your reactions when triggered. When you do react along the lines of a fight, flight, or freeze response, do you get what you want? Probably not! The key to keeping your cool is planning your response ahead of time. You’ve done the work to know what triggers you. Now you can notice that trigger and use some techniques to keep your cool. Then you can consider what’s going on with the student and respond. Taken together, these can result in a much more caring, empathic response that won’t damage your relationship with the student. In fact, it might help strengthen it. We’ll talk about those last two in a minute. First, let’s practice some techniques for the pause. A great one is to simply take a few slow, deep breaths. Try to make the out breath longer than the in breath. Try to push out your belly when you breathe in, and let it fall in as you breathe out. Give participants a moment to practice. This helps calm down the physiological arousal that can come with a fight/flight/freeze reaction. You can also, or in addition, engage the pre-frontal cortex with some self-talk or visualization. You can tell yourself that you’ve noticed the trigger: Hello, trigger! Or imagine yourself at a juncture in the road with your options for response laid out ahead of you.