[Judith Norman]

in reply to: Post #2: Due 11/25/24 #6100

I really love hearing these example of how you are incorporating this into so many aspects of the school. I agree that it’s slow and steady work. In fact I often say it really takes about 3 years to see full implementation. I’m curious if other adults are also noticing that students are being able to use strategies independently? I’m also curious about your statement, “seeing it more as a gift,” I’d love to hear more about what this means.

[Judith Norman]

in reply to: Post #1: Due 10/14/24 #5041

Stepping back and remembering that behavior makes sense, even if we don’t like it, is such a huge shift! I love hearing how you are prioritizing your own regulation, it makes all the difference, yet the culture at schools can make this challenging and almost makes us feel guilty about doing it. However, as you say it makes everyone more successful.

[Judith Norman]

in reply to: Post #1: Due 10/14/24 #5040

I love the analogy to not being able to play chess in a storm – really makes the point! I’m looking forward to exploring a “sense of safety” with you, this is a phrase that is thrown around so often and as we understand it from a brain perspective it takes on such a different meaning. Also I’m interested to hear about your experiences using zones of regulation.

[Judith Norman]

in reply to: Introduction #4650

Hi Janelle, thanks so much for introducing yourself. I spent many years as an elementary school counselor and am still in shock when I realize how old some of the kids are that I started with! I’m really looking to our group consultation times, starting soon, so we can all get to know one another better and share our collective wisdom.

[Judith Norman]

in reply to: Class 7 Post Due 1/22/24 #3229

Ekta, that’s a great insight to have and something that can support you in the future!

[Judith Norman]

in reply to: Class 6 Post Due 12/18/23 #3113

This is such a thought-provoking question and I’m so grateful that you were both willing to be vulnerable and name what was coming up for you. I have found that “Am I OK?” typically comes up for us as we navigate these challenging conversations with educators and caregivers. It’s such a helpful perspective to recognize that this is part of the set-up and allow ourselves to explore it with others, rather than get to get stuck in it and revolve with others.

[Judith Norman]

in reply to: Class 5 Post Due 12/4/23 #3112

Ekta, it would be really interesting to discuss this topic from a cultural relevancy lens.

[Judith Norman]

in reply to: Class 4 Post Due 11/13/23 #3111

Would love to hear how it’s reframed your work with parents Ekta.

[Judith Norman]

in reply to: Class 5 Post Due 12/4/23 #2954

Yes, so valuable for scaffolding interoception and helping students become aware of the activation and find ways that are a “match” for the situation. One of the reasons I think it’s useful for us to look at this from the benefits AND challenges perspective is that it helps us understand how to work with the challenges.

[Judith Norman]

in reply to: Class 4 Post Due 11/13/23 #2953

Allyship – love that word! So glad to see that you included caregivers in your response.

[Judith Norman]

in reply to: Class 3 Post Due 10/30/23 #2952

Lisa, so true! I think people sometimes interpret this approach as lowering expectations or not holding others accountable. Yes, it can feel that way in the moment, yet when we look at it with an understanding of the nervous system, it’s in fact just the opposite!

[Judith Norman]

in reply to: Class 2 Post Due 10/16/23 #2937

I have found that feeling out of control, overwhelmed and powerless is so often how educators are feeling and this is such a challenging place to be. I can imagine that from that state hearing someone say that behaviors make sense can feel very invalidating. I agree that helping them reframe the behavior as information is so useful. I often also work to show them that the behavior is a clue helping point us towards what to do next.

[Judith Norman]

in reply to: Class 3 Post Due 10/30/23 #2936

So true that rushing through often won’t get us the results we’re hoping for and even though we know this, it’s not easy to do! In this question, I was referring to the timeline approach we covered in class 3 that highlights having different expectations and goals based on the brain and body state of the student, and the corresponding categories and approaches to support using the right strategy at the right time.

[Judith Norman]

in reply to: Class 2 Post Due 10/16/23 #2915

So true, Ekta, this response comes from their own beliefs and projections. In class 4 when we talk about the developmental mindset paradigm, we’ll learn how to work with this.

[Judith Norman]

in reply to: Class 1 Post Due 10/2/23 #2897

Ekta, I totally agree, what we are exploring works both in schools and in our work outside of schools with students and educators. It will be a great perspective to bring to your consultation group.

[Author]

Posts