Home
Search
Login
Register
Show Posts
1
Chapter 2 / Re: Brain States
« on: November 17, 2015, 06:30:01 pm »
This is the million dollar question. The ability to address brain states is a constant struggle. I benefit from having another adult in the room a lot of the time, but even then it proves to be difficult. And what about the times the second adult isnt there? As the year has progressed I know the students better and the majority of the students are familiar with the structure of the class which is helpful. I definitely think setting up a class culture at the beginning allows for the teacher to have opportunities to address conflicts. But setting up the culture is hard when extreme behavior dominates. It is almost the case of "What comes first? The chicken or the egg?" The chapter talks about not just putting out fires, but preventing them. But as we work on preventing who is putting out the fires?!?
with that struggle said, A couple things have helped me address multiple behaviors in my class.
1. Remaining in an executive state myself pg. 56 Like I said before, this is my key to my sanity, and I am sure my students sanity as well. I hate when I feel frustrated and react out of that frustration. I cant imagine the students enjoy it either.
2. Staying consistent. I can think of multiple students in my class that I have to speak to. What has helped is having specific things that I say to them to address their behaviors. This helps me feel in control of myself because I know what I am going to do. But it also helps my students feel safe. They too know what they are going to get when they talk to me. It keeps them from entering a survival state. At the beginning of the year, students would not come to me when I asked them to come. They would refuse, or run, or yell "no, dont call the office." Now they get up and come talk to me. It hasnt totally changed the negative behavior I have to address but it has changed their response to redirection, which I think is 50% (just a random number) of our struggle. It allows me to address a behavior quickly instead of using time to get them out of a survival state which I may have put them into. Does that make sense? pg. 33 says "CD helps us keep a sense of connection during upset, strengthening relationships instead of damaging them with constant power struggles."
Some of the script I use:
Is that safe? My job is to keep everyone safe. Your job is to help me? Are you doing your job?
I make the rules in the class. It is your job do follow them. When you do (get up an sit where ever you want) you are making the rules. The procedure in my class is to sit in your assigned seat unless you have permission to sit somewhere else . Next time you need to ask before you move.
You just screamed the answer. That is not helpful because doesnt allow everyone to think about the question. It would be helpful if you waited and raised your hand to let me know you are ready to share.
I really loved reading the following:
"If we feel frustrated, we tend to see the child as mean or rude, instead of lacking a skill."
"Executive state allows us to see from different perspectives."
Brain state doesnt make you a therapist, just a good problem solver - summarized
with that struggle said, A couple things have helped me address multiple behaviors in my class.
1. Remaining in an executive state myself pg. 56 Like I said before, this is my key to my sanity, and I am sure my students sanity as well. I hate when I feel frustrated and react out of that frustration. I cant imagine the students enjoy it either.
2. Staying consistent. I can think of multiple students in my class that I have to speak to. What has helped is having specific things that I say to them to address their behaviors. This helps me feel in control of myself because I know what I am going to do. But it also helps my students feel safe. They too know what they are going to get when they talk to me. It keeps them from entering a survival state. At the beginning of the year, students would not come to me when I asked them to come. They would refuse, or run, or yell "no, dont call the office." Now they get up and come talk to me. It hasnt totally changed the negative behavior I have to address but it has changed their response to redirection, which I think is 50% (just a random number) of our struggle. It allows me to address a behavior quickly instead of using time to get them out of a survival state which I may have put them into. Does that make sense? pg. 33 says "CD helps us keep a sense of connection during upset, strengthening relationships instead of damaging them with constant power struggles."
Some of the script I use:
Is that safe? My job is to keep everyone safe. Your job is to help me? Are you doing your job?
I make the rules in the class. It is your job do follow them. When you do (get up an sit where ever you want) you are making the rules. The procedure in my class is to sit in your assigned seat unless you have permission to sit somewhere else . Next time you need to ask before you move.
You just screamed the answer. That is not helpful because doesnt allow everyone to think about the question. It would be helpful if you waited and raised your hand to let me know you are ready to share.
I really loved reading the following:
"If we feel frustrated, we tend to see the child as mean or rude, instead of lacking a skill."
"Executive state allows us to see from different perspectives."
Brain state doesnt make you a therapist, just a good problem solver - summarized