Pots, Behavior, and Regulation

So many pots cooking at once. 

But I like it that way. Whatever I'm feeling, I can ponder, research, ask questions and make plans.

The current pots:

• ways to make the learning more interactive, more participatory
• trauma, resiliency and education
• lesson plan forms/planners/templates
• looking ahead to my summer and what soul-building activities I hope to include

Even as I look toward my summer with sadness (I sure am gonna miss the kids I call my students) and joy (time to pursue interests outside of education), I wonder what feelings my students are experiencing. 

If I dedicate myself to being a kid-watcher, what will their behavior tell me?

• nervous (for next year--teacher, class; the summer schedule/routine; meals)
• joy (some kids get to know that kid joy, they do not worry about home, parents, safety)
• sad (our year has been so much fun, why does it have to end; school is safe, will summer be safe?)
• see me. just see me. call me by my name. ask me about my new puppy.

Tonight I've been refreshed. You know what that means? Tomorrow I will have lots of opportunities  to use my skills that I once used and forgot about, but were reminded of tonight.

• behavior is communication. stop. look. name it (or at least try). offer validation of the feeling, allow time to cool down, then explore alternative ways to manage that intense feeling
• the behavior is happening in front of me, not to me
• is the behavior a call for help

Today I was able to see the behavior in front of me. (Yay!!!) And then I froze. (Whoops.) Did not know what to do. (Deer in headlights) Felt like I had tried everything (when really, had I tried anything???). Felt tired and sad. (Defeat.)

Tomorrow I will do my best to see each of the 21 of my little people. Can I create a 7-second period of time dedicated to each one? Build on our relationship that we have already. Can I offer my emotional regulation to them in times when they are not feeling regulated? Me regulated and with a sort of plan will help in the moments when I want to freeze or get the heck out!

I will see the best in me, and see the best in others.

References (because some are my thoughts, and some come from these books):

1. Fostering Resilient Learners (2016), Kristin Souers with Pete Hall
2. Conscious Discipline, Becky Bailey

Sentences

This is one of my favorite spots in my classroom.

It is part of ELA center rotations. I can change the sentence frames and the pictures to keep interest high. The other day I found kids using words to cover the words and reading the silly sentences. They were laughing so hard at their creativity. I was thinking... this is like Mad Libs, I just don't get it, but others are smiling and that is good.

Tomorrow starts our school-wide ABC countdown. Should be fun and interesting. But it makes me sad, I'm never ready for the end of school. I like school. So, my task ahead--make each day wonderful and full of love and learning, to hold me until the time I can be back in my classroom again.

Fun Stuff

I'm a smidge excited for next week.

Because

1. I haven't seen my Kinder Kids in 9 days

2. I've been inspired by Instagram to up the fun factor for the 4-day week

The kids will need a list of theme words, so we will create a cool anchor chart first thing. (The eggs look a little like ghosts!)

We will practice "predicting" with each book we read.

These eggs have tiny objects in them. (Not my idea, it was a carry-over from the teacher who used to be in my room).

These papers will hang in the "kitchen" and hopefully spur some creativity and writing.

Other ideas...

*use jelly beans with our tens-frame/adding to ten during math

*talk the science teacher into doing a Peep STEM activity

*have an egg hunt (with LOADS of parental assistance)

But, to start Monday morning, a great big hug and smile and then some time to talk and share about our Spring Breaks. I wonder how I could use a Kagan structure to up the engagement and practice social skills...

Research

As I finish up (yes, I'm in the last class) my Masters' coursework I find myself in "Action Research."

I also find myself in a bit of a panic. Research is difficult. It is time consuming. I must site resources in APA.

However, as I take one step at a time, I also find that this research is totally up my ally (except the works sited part). 

Here's the current plan, in the very earliest stage (I haven't even developed good questions yet!):

We are about to start a math unit on teen numbers--compose, decompose, really understand them. I wonder how technology and "fun" and engaging activities may increase learning.

Anyone with helpful advise as I being this?

Research to look at?

A classroom to work with me?

I'll be back soon with a contextual summary!

Directions

Part of learning to read is learning to read sight words, or high frequency words. Quickly.

One of the ways that I help the kids is to know which words follow the rules that I teach (closed syllable, v-consonant-e) and which ones don't.

We call the rule followers "green" words, and every where they appear in the room I write them in green marker. And the words that do not follow the rules are "red" words, and they are written in red marker.

Steps I follow to teach new high frequency words:

1. Read 3 sentences that contain the new word (it is the only word that is the same in all three sentences).

2. Students listen and discover the new word.

3. We say the sounds of the word.

4. I write the word on the board as I say the sounds.

5. They LOVE this one, they decide if it is a green word or red word.

6. Post the word on the word wall and add to the deck of cards that we review.

Well, this week our words are: have, for.

I cannot remember the exact conversation that led up to my smart kindergartener, but I must have asked "why is have a red word?" (And I know it could be a green word, but for K, we are going with red.)

And she replied, "Because it is not following directions." (She did go on to explain the direction that was not followed.)

Oh sweet child. Yes, some words do not follow directions!

The Best Feeling

It's kind of the best feeling...

After writing some positive notes home, getting a message back that the student pretends to be the teacher every night and teaches what he learned that day at school.

To really know that I am loving my students. Some years it takes longer, and creeps up on me. But I am there. We have bonded as a family and no one better mess with any one of my students (past or present).

To present situations where the kids have to learn the material (after I have sneakily created the environment) and see them DO IT! I mean really, my heart swells with excitement.

Having conversations with parents and stop being nervous about talking, and realizing that we both want the best and that by working together we can do more than when we work alone.

To want to go to bed so that I can get up tomorrow and go back to the place I call my "day" home and be with my "little" family and do what we do best--learn together!

The Only Person I Can Change is Me

Many, many years ago I learned that I can only change me and my behavior. It's been a tough lesson. Learned again and again. And again.

This group of kids is getting me to thinking a lot. Sometimes with my friends. Sometimes alone. Sometimes with smiles. Sometimes with tears.

About 1.5 weeks ago I hit the tipping point.

Everything had built up. I was feeling stressed about my situation. All my triggers were triggering.

And I cried. For me. For my students. For hours. During the school day. 

I was glad that I was around people who understand this job I do. That they were concerned about me. They wanted to make it better. And that they let me cry and cry.

I did not want to be alone.

Those tears released me. 

I no longer cry for me and my tough situation. I cry for the kids and the tough situations they face.

No more do I think, if only... Now I wonder how I can show love and kindness today.

Tonight I wondered, have I become insensitive? Callous? No longer crying?

Something truly happened that day. I feel stronger. Able to face storms with calm and more love and compassion.

So, I change me. My attitude. My expectations. My lessons.

I adapt to the situation I am in. There will be more tears, I am sure. But for now, I am just so happy to be working in my frontal lobe and not my brain stem or limbic system.