Happy Teacher Revolution, Week 5

If you taught prior to March 2020, I'm sure you've noticed a difference in your students after returning to in-person school. It took me a while to put my finger on it but the most noticeable changes in my students was their difficulty with managing their emotions, actions, and lack of grit or perseverance. This week's reading was packed full of food for thought: supporting students who've experienced trauma and engaging in self-care with them.

You can review or catch up on previous weeks here:
"Trauma is defined as an adverse experience, violation, or persistent stress in one's life that overwhelms the capacity to cope, typically has long-term emotional, psychological, and physical consequences." (p. 102, Education Now News Editor, April 20, 2022)  Coming back to in-person learning after being at home for 12-18 months was traumatic! Trauma can also look very different in terms of how it shows up in the classroom. Chapter 9 gives many specific suggestions for how to support students and ourselves, when feeling overwhelmed.
To help students with self-regulation, many classrooms have a Calm Down Corner; it is sometimes called a Calming Corner, Peace Place, Quiet Corner, Zen Zone, Sensory Tent, or Mindfulness Spot. It is a safe designated space where children can take a few minutes to process their emotions and regain control. This is usually a cozy area with pillows or a rug and can include stuffed animals, sensory items, books about mindfulness, cards or posters with breathing exercises or strategies.  My own daughters loved using a Buddha board, a water painting and writing board that disappears as it dries. 
This article from We Are Teachers has a comprehensive list of items to include and thoughtful considerations when creating a space.  Staff at Indian Hill Elementary School recognized the increased need for student ownership of emotional regulation. They created a Brave Room: a place for students to utilize for calming, reducing stress, recharging, and practicing strategies needed to regulate their emotions.  According to Marie Weller, the Calming Corner can be incorporated into station rotation; rather than just used as meltdown prevention.

Benefits of the Calming Corner
  • Students learn how to use calming tools and activities before they need them. This means they’re more likely to be able to regulate themselves effectively when feeling overwhelmed or stressed.
  • Students develop a positive association with the calming corner. If they see the calming corner as an enjoyable and engaging learning space, they’re more likely to use it when they need to.
  • Students normalize self-regulation. When students see others using the calming corner regularly, they learn that it’s okay to take a break and manage their own emotions.
In video 9.2, former teacher and principal, Matthew Portell speaks out against the culture of productivity and data-driven mindset. He explains his school's system for meaningful connection called Tap-in/Tap-out. Similar to Code Lavender in Chapter 8,  teachers and staff members connect (tap-in) to a wellness accountability partner, letting them know when they need a break (tap out). Portell encourages us to "be unapologetic disruptors of systems that are not designed to support students, educators, and families." (p. 109)
School librarian, Keeli Price encourages us to use and look at behaviors as communication about what the person (student or staff) is going through. In video 9.3, Price gives several tips for self-care:
  • Put on your oxygen mask first (these will sound familiar!)
    • Take care of yourself
    • Get enough rest
    • Eat healthy
    • Leave work at work
    • Use your sick days
  • QTIP: Quit Taking It Personally
    • Detach with love and kindness from the behavior
    • Leave space for repair
Remember that it's not all about you!       

Holistic athletic coach and former teacher, Taylor Gonzalez explains how to embody feelings as they are happening in the body. She models emotional energy regulation in video 10.1.  Instead of just "pushing down" our emotions, practice naming what is happening alongside students. Allow yourself to physically feel the emotion, then release it.

The Disney Pixar movie, Inside Out 2 is a fabulous example of working through emotions. Joy, Sadness, Anger, Fear and Disgust have been running a successful operation by all accounts. However, when Anxiety shows up, they aren't sure how to feel. 

Another suggestion for transitioning after high levels of stimulation (e.g. recess & lunch), is a time to "rest and digest". This can be taking a couple minutes to do a guided meditation or mindful moment. Many teachers schedule their read aloud time directly after one of these periods. Students look forward to being in that moment, rather than rush to the next lesson or activity.

Choose Boundaries over Burnout
Danna reminds us, "It's okay if your work colleagues are not your family." (p. 121) If necessary, establish boundaries between co-working relationships and friendship. You do not need to spend social time with colleagues if it makes you uncomfortable.  Definitely set boundaries between you, the teacher and parents in your class. It is not necessary for a good employee to to work after hours, not use sick days or volunteer for projects they don't have time to do. Setting boundaries is a crucial component of self-care!

Comment below on how you support students with trauma and how you set boundaries! We all learn from each other! ùbúnt'ù
  • Week 6: July 24 (p. 125-150; 25 pages)
    • Part IV Reflecting/Integrating 2
    • Part V Advocating for Yourself and for Systemic Change
    • Chapter 12 Letting Yourself Be Autonomous
Exciting news: 

2 comments

  1. Wow, I just saw the author speaking on the 2024 Linked conference! Thank you for recommending the book. I'm getting a lot out of it.

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    Replies
    1. Yay! I'm so glad you were able to hear Danna during the linked conference! If you live in the Los Angeles area, she's coming on August 24th!

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