08/05/2018
Focus:
Students with Trauma
Big Idea:
Trauma changes the brain
Key Ideas/Messages that informed/or challenge my teaching practice:
OVERVIEW
Normal positive behaviour management systems of rewards and consequences don't work for these students
We often think that their behaviour is as a result of poor role models at home and that students have a choice. We think that they are naughty.
BRAIN DEVELOPMENT - THE RESEARCH
The brain is still developing in the early stages, with neural connections being developed.
Trauma children who have had anxiety and have been distressed then this causes the survival side of the brain to be used more regularly, which limits that development of the cortex (the thinking part of the brain). This causes the fight or flight dynamic which leads to an increase of adrenaline which leads to cortisol being present in the chil's system
UNDERSTANDING THE BEHAVIOUR OF CHILDREN WHO HAVE SUFFERED TRAUMA.
if we never feel safe then we become hard wired to think that no situation is safe. This causes the regulation of emotions to become extremely difficult causing students to overact and act out in inappropriate ways. These students are often hyper vigilant and anxious
sometimes students that have suffered trauma will be withdrawn and be in the frozen mode.
WHAT CAN WE DO
Get to know them and form relationships. Take an interest in their world. This might not be easy due to lack of trust grown from previous traumas.
Time in instead of time out. Time out can re-enforce feelings of rejections and the idea that they are unloveable. Sit them close to you so you can positively affirm them.
Life balance - think of what you can do to ensure that you come to school 'level' so that you can be in a good space to be positive and loving with students.
Teach other students to be kind and tolerant. This might involve giving some information about these students.
Communication with whanau is important. learn about their experiences so that you can show empathy.
A good idea is to have another adult that is kind and caring that can check in with at the start of the day. To be a role model
Trauma children who have had anxiety and have been distressed then this causes the survival side of the brain to be used more regularly, which limits that development of the cortex (the thinking part of the brain). This causes the fight or flight dynamic which leads to an increase of adrenaline which leads to cortisol being present in the chil's system
UNDERSTANDING THE BEHAVIOUR OF CHILDREN WHO HAVE SUFFERED TRAUMA.
if we never feel safe then we become hard wired to think that no situation is safe. This causes the regulation of emotions to become extremely difficult causing students to overact and act out in inappropriate ways. These students are often hyper vigilant and anxious
sometimes students that have suffered trauma will be withdrawn and be in the frozen mode.
WHAT CAN WE DO
Get to know them and form relationships. Take an interest in their world. This might not be easy due to lack of trust grown from previous traumas.
Time in instead of time out. Time out can re-enforce feelings of rejections and the idea that they are unloveable. Sit them close to you so you can positively affirm them.
Life balance - think of what you can do to ensure that you come to school 'level' so that you can be in a good space to be positive and loving with students.
Teach other students to be kind and tolerant. This might involve giving some information about these students.
Communication with whanau is important. learn about their experiences so that you can show empathy.
A good idea is to have another adult that is kind and caring that can check in with at the start of the day. To be a role model
It is important to not take things personally.
DEVELOPING AN ENVIRONMENT OF SAFETY AND CALM.
Be in control. Strive to be clear and fair. nib situations in the bud to allow students to calm themselves - distracting tasks. Use future positive statements like I can tell that you are going to have a great day.
TEACHING SELF REGULATION
They haven't learned this as they have had periods in their lives where they had high levels of stress. As a result part of their brain sees everything as a threat.
Helping kids to understand their emotions . Angry birds 5 point scale is a good visual. Help them to self assess what state they are in. Help them to build a tool box of strategies to help destress such as breathing techniques.
E.g - a place to go to get some time out.
Teach positive self talk. We don't accept kids to talk negatively about others so we shouldn't allow them to talk negatively about themselves.
Movement - fitness - games are good to help calm children and provide oxygen to the brain.
When students are out of control...stay calm, use quiet voice, and have caring face. Students will have cortisol in their system for a long period of time afterwards and this effects of they think.
Implications/Actions for my teaching practice
DEVELOPING AN ENVIRONMENT OF SAFETY AND CALM.
Be in control. Strive to be clear and fair. nib situations in the bud to allow students to calm themselves - distracting tasks. Use future positive statements like I can tell that you are going to have a great day.
TEACHING SELF REGULATION
They haven't learned this as they have had periods in their lives where they had high levels of stress. As a result part of their brain sees everything as a threat.
Helping kids to understand their emotions . Angry birds 5 point scale is a good visual. Help them to self assess what state they are in. Help them to build a tool box of strategies to help destress such as breathing techniques.
E.g - a place to go to get some time out.
Teach positive self talk. We don't accept kids to talk negatively about others so we shouldn't allow them to talk negatively about themselves.
Movement - fitness - games are good to help calm children and provide oxygen to the brain.
When students are out of control...stay calm, use quiet voice, and have caring face. Students will have cortisol in their system for a long period of time afterwards and this effects of they think.
Implications/Actions for my teaching practice
The first step is to identify those students that have may be operating in survival mode.
I have one student in my class that I suspect has had some trauma growing up. As a result he comes across as being untrusting and often in survival mode.
I have made a big effort to get to know this student and form a connection with them. This has helped to build back up his level of trust for adults. Moving forward I need to make more of an effort to keep the connection strong between home and school. This started well at the beginning of the year, but has dropped away a bit recently. Using seesaw more regularly to communicate with home will help to strengthen the link between home and school and help this student to feel god about themselves.
I have one student in my class that I suspect has had some trauma growing up. As a result he comes across as being untrusting and often in survival mode.
I have made a big effort to get to know this student and form a connection with them. This has helped to build back up his level of trust for adults. Moving forward I need to make more of an effort to keep the connection strong between home and school. This started well at the beginning of the year, but has dropped away a bit recently. Using seesaw more regularly to communicate with home will help to strengthen the link between home and school and help this student to feel god about themselves.
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