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in reply to: Class 6 Post Due 11/7/22 #1578
Cheryl – I agree that one of the biggest challenges is stepping into the dysregulation and letting it happen. It can definitely feel like a lack of control and bring up all kinds of “shoulds’ for us.
Cheryl and Kelsey you both talked about the challenges of finding time to regulate. It’s so hard! The more we develop our own interoceptive awareness and let that guide us to understanding what clues our body is giving us about the kind of regulation we need, the easier this gets. And, it takes time!in reply to: Class 7 Post due 11/28/22 #1557These are all so thoughtul and show a real deepening understanding of these concepts. Sometimes I find, just being completely authentic and naming, “I’m not really sure what to say or do right now,” can go so far in helping others be reflective upon their own experience of uncertainty and allows us both to sink into the humanness of the moment. This often openness up a vulnerability that allows us to explore ways to move through it together.
in reply to: Class 2 Post Due 10/4/2022 #1435I think you’ve all captured some different elements of this concept that can sometimes make it challening for educators to grasp. From an SPT perspective we understand that behaviors are attempts at regulation, however they are not always effective attempts. As we help educators see this we can work towards helping them and students determine what might be more effective and will work in the classroom. One peice that I think is particularly challenging is that we want to shut down behaviors when they bring up feelings we don’t want to feel. When this occurs students don’t learn more effective strategies that they can use, and the situation often intensifies as windows of tolerance get smaller, which likely leads to an explosion or collapse. A student’s behavior can make sense, while simultaneously an educator can want it to stop so they can get back to teaching. As we begin to explore the developmental mindsets paradigm we’ll learn different ways to work with educators at differing levels of understanding and “buy in” for this work. Thanks for all of your thoughts.
in reply to: Class 1 Post Due 9/14/2022 #1434Such a great discussion. Abby you brought up so many incredibly important points. As educators work within a system that often “shames” and puts “shoulds” on them, this is a piece of the puzzle we need to consider in our work with them. Sometimes we are able to do systemic work and sometimes our work is limited to supporting an individual person. I do believe that we can often work with systems and structures in place and add layers that move us towards a broader perspective of understanding. This is something we will continue to explore.
in reply to: Section 1 Post Due 9/12/22 #1308Kelsey, great job recognizing your own dysregulation and how you were impacted by the teacher’s state of arousal. It’s an important step to notice after the fact! It’s not unusual for students to go more deeply into experiences as we explore it with them. If you want, maybe we can explore this experience in consultation.
in reply to: Class 1 Post Due 9/14/2022 #1251Hi Heather, great insight! It’s so valuable when we recognize our own dysregulation. This awareness is vital in helping us practice regulating in the midst of dsyregulation.
in reply to: Section 1 Post Due 9/12/22 #1250Hi Cindy, I’m so with you in regards to not understanding why learning about this isn’t included in teacher and education training. It’s so normal to just want kids “to behave” sometimes, we all go there. We’ll be looking into that reaction more deeply when we talk about ways to set boundaries and what setting boundaries is really all about. I think many of us get put in that category of just wanting to give kids hugs, and quite frankly that is often what I actually do want to do 🙂
in reply to: Section 1 Post Due 9/12/22 #1249Hi Cheryl, Sounds like you and your staff have already done a lot of great learning around these topics! We definitely have to adjust we approach this with different staff and that was probably one of my biggest learnings. I agree with you that using a regualatory lens in FBA’s and “Behavior” plans is vitally important – we will be getting to that and will start using that lens in our next live webinar. I’m curious if you have explored any of Ross Greene’s work?
in reply to: Section 1 Post Due 9/12/22 #1238Hi Janet, sounds like you’re doing a lot of amazing work! I completely agree with your thinking regarding integrating this work into what educators are already doing rather then trying to get them to “stop” what they’re doing. The latter approach doesn’t work, and quite frankly when we do things this way we are doing exactly what we’re hoping educators will not do. Getting worn out makes a lot of sense. We’ll be addressing this. I’m wondering if you’ve had a chance to watch the bonus session. It might be interesting to look at the responses from others from the developmental mindsets paradigm. I look forward to getting to know you better!
in reply to: Introduction #1237Welcome Heather, I so get feeling stuck. Glad to have you here.
in reply to: Introduction #1236Welcome Kira, I’ve also worked in some dual language schools!
in reply to: Class 1 Post Due 9/14/2022 #1235Thanks so much for sharing Kira. I appreciate all the points you brought up. Yes, we will learn tangible things that we can both do with students, and that will also support educators in their work. I get how intimidating it can feel knowing how we show up is “the intervention,” this has both benefits and challenges. We’ll be exploring both!
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