Andrea Tamatea - Trauma - 22/05

WHAT Questions to consider: - Do we feel guilty when one student is monopolising teacher time? - Do we think some students are choosing to behave badly? - etc Video: - The brain grows quickly in the early years of a child. - Survival brain develops first. - Trauma can affect brain growth - Students that have had trauma in their upbringing can cause them to revert to 'survival mode' Support plan: (R.T) What behaviours do they display? - Flitting eyes - sour look - on edge - quick to blame - hates unfairness Strategies to support students who have suffered trauma/neglect Building relationships: - Show that you care - Make the extra effort to spend time with them - Time in; not time out - Be that 'Special' person - Look for ways to enhance their mana Developing an environment of safety and calm: - Predictable structure - Clear expectations - Give responsibilities - Positive forecasting Teaching self-regulation of emotions: - Brainstem often overides cortext - Build self-awareness - labelling emotions - De-esculation strategies e.g breathing NOW WHAT - Find extra opportunities to interact with R.T. to strengthen relationship. Learn more about his passions/interests. - Re-build relationship after he has been disciplined. - Look for mana enhancing opportunities. R.T has been following our class novel closely and has impressive recall of events in the story. Celebrate this.